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Standard |
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R State Standard £ Institutionally
Developed College: n/a |
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EMS 1115 – Practical Applications for the EMT-Basic |
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Course Description This course
will serve as the integration point for the entire National Highway
Safety Transportation Administration, National Standard Curriculum, Emergency
Medical Technician-Basic, 1994 standard, as well as Sections 1 through 7 of
the NSC EMT-Intermediate 1985 Standard, and the Georgia Office of EMS
specific modules on CPR, Geriatrics and WMD. This course will focus on
critical thinking skills and will enhance the assessment based management
skills of EMT students. Topics include: Assessment Based Management for the
EMT-Basic. |
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Competency Areas |
Hours |
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Assessment-Based Management for the EMT-Basic |
Class |
1 |
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D. Lab |
2 |
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P. Lab/O.B.I. |
0 |
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Credit |
2 |
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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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Assessment Based
Management for the EMT-Basic S-B |
10 |
20
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0 |
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Summative-Basic:S.1 S-B-TCSG-1 |
Explain how the EMT-Basic’s effective assessment is critical to
clinical decision making. (C-1) |
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Summative-Basic:S.2 S-B-TCSG-2 |
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Summative-Basic:S.3 S-B-TCSG-3 |
When given a simulated call, list the appropriate BLS equipment to be
taken to the patient. (C-2) |
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Summative:Basic:S.4 S-B-TCSG-4 |
Explain the EMT-Basic’s general approach to the emergency patient. (C-1) |
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Summative-Basic:S.5 S-B-TCSG-5 |
Explain the general approach, patient assessment, differentials, and
management priorities, appropriate for an EMT-Basic, for patients with the
following problems: (C-3) a. Chest pain, b. Medical and traumatic cardiac arrest,
c. Acute abdominal pain, d. GI bleed, e. Altered mental status, f. Dyspnea,
g. Syncope, h. Seizures, i. Environmental or thermal problem, j. Hazardous
material or toxic exposure, k. Trauma or multi trauma patients, l. Allergic
reactions, m. Behavioral problems, n. Obstetric or gynecological problems, o.
Pediatric patients. |
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Describe how the EMT-Basic will effectively communicate patient
information face to face, over the telephone, by radio, and in writing. (C-1) |
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Appreciate the use of scenarios to develop high level clinical
decision-making skills for the EMT-Basic. (A-2) |
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Defend the importance of considering differentials in the patient
care, for an EMT-Basic. (A-3) |
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Advocate and practice the process of complete patient assessment on
all patients, for an EMT-Basic. (A-3) |
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Value the importance of presenting the patient accurately and clearly,
for an EMT-Basic. (A-2) |
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While serving as an EMT-Basic team leader, choreograph the EMS
response team, perform a patient assessment, provide local/ regionally
appropriate treatment, present cases verbally and in writing given a moulaged
and programmed simulated patient. (P-3) |
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While serving as an EMT-Basic team leader, assess a programmed patient
or mannequin, consider differentials, make decisions relative to
interventions and transportation, provide the interventions, patient
packaging and transportation, work as a team and practice various roles for
the following MEDICAL emergencies: (P-3) a. Chest pain, b. Cardiac Arrest-Medical,
c. Acute abdominal pain, d. GI bleed, e. Altered mental status, f. Dyspnea,
g. Syncope, h. Seizure, i. Thermal/ environmental problem, j. Hazardous
materials/ toxicology, k. Allergic reactions/anaphylaxis/bites/envenomation,
l. Behavioral Emergencies, m. Obstetrics/ gynecology Emergencies, n. Pediatric
Emergencies. |
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While serving as an EMT-Basic team leader, assess a programmed patient
or mannequin, consider differentials, make decisions relative to
interventions and transportation, provide the interventions, patient
packaging and transportation, work as a team and practice various roles for
the following TRAUMA emergencies: (P-3) a. Isolated extremity fracture, b.
Femur fracture, c. Joint dislocation, d. Clavicular fracture, e. Minor
soft-tissue wound, f. Spine injury-with neurologic deficit, g. Spine injury-
without neurologic deficit, h.
Multiple trauma-blunt, i. Penetrating trauma, j. Impaled object, k. Elderly
fall, l. Athletic injury, m. Head injury. |
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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