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Standard |
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R State Standard £ Institutionally
Developed College: n/a |
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EMS 1113 – Clinical Applications for the EMT Basic |
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Course Description The course will include clinical hours to be spent in both Hospital
Emergency Departments and on Ambulance Clinical Rotations. This course will
include all of the EMT-Basic Clinical Procedures Requirements With
Accompanying Psychomotor Objectives listed under Module-C (Clinical) of the
Georgia Office of EMS, EMT-Basic Curriculum standard. This course will
include a minimum of 30 clinical hours. |
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Competency Areas |
Hours |
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EMT Basic Clinical Hours |
Class |
0 |
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EMT Basic Clinical Tasks |
D. Lab |
0 |
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P. Lab/O.B.I. |
3 |
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Credit |
1 |
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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
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P.Lab/ O.B.I. |
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EMT Basic
Clinical Hours (B-C – Hours) |
0 |
0
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30 |
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B-EMS HOURS |
EMT-Basic (no IV skills yet) Ambulance Clinical Rotation (22) |
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B-ER HOURS |
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EMT Basic
Clinical Tasks (B-C – Tasks) (included in hours in module B-C – Hours) |
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NOTE: ALL State of Georgia Office of EMS clinical objectives must be
completed. A minimum of 30 hours and 5 patient contacts in a clinical setting
is required. However, it may take more than the minimum of 30 hours or 5
patient contacts to complete all the clinical objectives. ALL clinical
objectives must be completed the number of times listed in brackets [ ]. |
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Basic:B-C.1 |
Demonstrate the skills involved in assessment of breathing. (P-1, 2)
[5] (from 1-5.32) |
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Demonstrate the skills associated with obtaining a pulse. (P-1, 2) [5]
(from 1-5.33) |
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Demonstrate the skills associated with assessing the skin color,
temperature, condition, and capillary refill in infants and children. (P-1,
2) [5] (from 1-5.34) |
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Demonstrate the skills associated with assessing the pupils. (P-1, 2)
[5] (from 1-5.35) |
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Demonstrate the skills associated with obtaining blood pressure. (P-1,
2) [5] (from 1-5.36) |
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Demonstrate the skills that should be used to obtain information from
the patient, family, or bystanders at the scene. (P-1, 2) [5] (from 1-5.37) |
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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 [2], Portable ambulance stretcher,
Stair chair, Scoop stretcher, Long spine board, Basket stretcher, Flexible
stretcher (P-1,2) (from 1-6.14) |
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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) [2] (from 1-6.15) |
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Demonstrate the correct operation of oxygen tanks and regulators.
(P-1, 2) [1] (from 2-1.37) |
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Demonstrate the use of a nonrebreather face mask and state the oxygen
flow requirements needed for its use. (P-1, 2) [1] (from 2-1.38) |
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Demonstrate the use of a nasal cannula and state the flow requirements
needed for its use. (P-1, 2) [1] (from 2-1.39) |
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Observe various scenarios and identify potential hazards. (P-1) [5]
(from 3-1.9) |
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Demonstrate the techniques for assessing mental status. (P-1, 2) [5]
(from 3-2.22) |
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Demonstrate the techniques for assessing the airway. (P-1, 2) [5]
(from 3-2.23) |
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Demonstrate the techniques for assessing the patient for external bleeding.
(P-1, 2) [5] (from 3-2.26) |
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Demonstrate the ability to prioritize patients. (P-1, 2) [5] (from
3-2.28) |
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Demonstrate the rapid trauma assessment that should be used to assess
a patient based on mechanism of injury. (P-1, 2) [1] (from 3-3.8) |
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Demonstrate the patient care skills that should be used to assist with
a patient who is responsive with no known history. (P-1, 2) (from 3-4.6) |
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Demonstrate the patient care skills that should be used to assist with
a patient who is unresponsive or has an altered metal status. (P-1, 2) (from
3-4.7) |
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Demonstrate the skills involved in performing the detailed physical exam.
(P-1, 2) [1] (from 3-5.6) |
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Demonstrate the skills involved in performing the on-going assessment.
(P-1, 2) [1] (from 3-6.7) |
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Perform a simulated, organized, concise radio transmission. (P-2) [1]
(from 3-7.11) |
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Perform an organized, concise patient report that would be given to
the staff at a receiving facility. (P-2) [1] (from 3-7.12) |
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Complete a prehospital care report. (P-2) [5 of school/unofficial
forms of documentation] (from 3-8.11) |
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Suggested
Resources |
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Media |
Note: Please adhere to the APA Formatting
and Style Guidelines. Duncan, G.J., & Brooks-Gunn, J.
(Eds.). (1997). Consequences of growing
up poor. New York: Russell Sage Foundation. |
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Date
Posted/Updated: 11/18/08