Standards

xState Standard ¨ Institutionally Developed College: not applicable

EMS 120 - Emergency Medical Technology Basic - l

Course Description

Introduces the student to the Emergency Medical Technician profession. This course covers the first half of the U.S. Department of Transportation Basic EMT Program. Topics include: introduction to emergency care, EMS systems, well-being of the EMT, medical-legal aspects of emergency care, hazardous materials, blood and airborne pathogens, infectious diseases, ambulance operations and emergency vehicle operations, the human body, patient assessment, communications and documentation, lifting and moving patients, gaining access, airway, basic life support-CPR and automatic external defibrillation.

Competency Areas	Hours
Introduction to Emergency Care	Class	6
EMS Systems	D. Lab	3
Well-Being of the EMT	P. Lab/O.B.I.	3
Medical-Legal Aspects of Emergency Care	Credit	8
Hazardous Materials
Blood and Air-Borne Pathogens
Infectious Diseases
Ambulance Operations and Emergency Vehicle Operations
The Human Body
Patient Assessment
Communications and Documentation
Lifting and Moving Patients
Gaining Access
Airway
Basic Life Support-CPR
Automatic External Defibrillation

Prerequisite:  Program admission

Corequisite:

Course Guide

Competency	After completing this section, the student will:	Hours
		Class	D.Lab	P.Lab/ O.B.I.
INTRODUCTION TO EMERGENCY CARE/EMERGENCY MEDICAL SERVICES		4	0	0
	Define Emergency Medical Services (EMS) systems.
	Differentiate the roles and responsibilities of the EMT-Basic from other prehospital care providers.
	Describe the roles and responsibilities related to personal safety.
	Discuss the roles and responsibilities of the EMT-Basic towards the safety of the crew, the patient and bystanders.
	Define quality improvement and discuss the EMT-Basic's role in the process.
	Define medical direction and discuss the EMT-Basic's role in the process.
	State the specific statutes and regulations in your state regarding the EMS system.
	Assess areas of personal attitude and conduct of the EMT‑Basic.
	Characterize the various methods used to access the EMS system in your community.
WELL-BEING OF THE EMT		2	0	0
	List possible emotional reactions that the EMT-Basic may experience when faced with trauma, illness, death and dying.
	Discuss the possible reactions that a family member may exhibit when confronted with death and dying.
	State the steps in the EMT-Basic's approach to the family confronted with death and dying.
	State the possible reactions that the family of the EMT-Basic may exhibit due to their outside involvement in EMS.
	Recognize the signs and symptoms of critical incident stress.
	State possible steps that the EMT-Basic may take to help reduce/alleviate stress.
	Discuss the importance of body substance isolation (BSI).
	Describe the steps the EMT-Basic should take for personal protection from airborne and bloodborne pathogens.
	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.
	Explain the rationale for serving as an advocate for the use of appropriate protective equipment.
	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.
	Given the above scenario, the EMT-Basic will complete disinfection/cleaning and all reporting documentation.
MEDICAL-LEGAL ASPECTS OF EMERGENCY CARE		2	0	0
	Define the EMT-Basic scope of practice.
	Discuss the importance of Do Not Resuscitate [DNR] (advance directives) and local or state provisions regarding EMS application.
	Define consent and discuss the methods of obtaining consent.
	Differentiate between expressed and implied consent.
	Explain the role of consent of minors in providing care.
	Discuss the implications for the EMT-Basic in patient refusal of transport.
	State the conditions necessary for the EMT-Basic to have a duty to act.
	Explain the importance, necessity and legality of patient confidentiality.
	Discuss the considerations of the EMT-Basic in issues of organ retrieval.
	Differentiate the actions that an EMT-Basic should take to assist in the preservation of a crime scene.
	State the conditions that require an EMT-Basic to notify local law enforcement officials.
	Explain the role of EMS and the EMT-Basic regarding patients with DNR orders.
BLOOD AND AIRBORNE PATHOGENS AND INFECTIOUS DISEASES		4	0	0
	Define blood/airborne pathogens.
	Describe five modes of transmission of pathogens.
	Identify exposure risks related to health care workers.
	Name at least three diseases to which health care workers may be exposed.
	Define "exposure incident."
	Identify student protections afforded by the college blood and airborne exposure control plan.
	Outline precautions which are designed to reduce the potential of an exposure to health care workers.
	Describe the benefits of needless systems and/or engineered sharps designed to prevent exposure incidents.
	Describe the correct methods of disposal of potentially infectious materials.
	Describe the correct method of disposing of contaminated needles and sharps.
	Describe the proper methods of decontamination of potentially infectious materials.
	Discuss the advantages and disadvantages of the Hepatitis B vaccine for health care workers.
	Make an "informed decision" regarding the hepatitis B vaccine.
	List actions to be taken when a student or HCW has an exposure incident.
	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
	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.
	Given the above scenario, the EMT-Basic will complete disinfection/cleaning and all reporting documentation.
AMBULANCE OPERATIONS AND EMERGENCY VEHICLE OPERATIONS		4	0	0
	Discuss the medical and non-medical equipment needed to respond to a call.
	List the phases of an ambulance call.
	Describe the general provisions of state laws relating to the operation of the ambulance and privileges in any or all of the following categories: Speed Warning lights Sirens Right-of-way Parking Turning
	List contributing factors to unsafe driving conditions.
	Describe the considerations that should be given to the following: Request for escorts Following an escort vehicle Intersections.
	Discuss "Due Regard For Safety of All Others" while operating an emergency vehicle.
	State what information is essential in order to respond to a call.
	Discuss various situations that may affect response to a call.
	Differentiate between the various methods of moving a patient to the unit based upon injury or illness.
	Apply the components of the essential patient information in a written report.
	Summarize the importance of preparing the unit for the next response.
	Identify what is essential for completion of a call.
	Distinguish among the terms cleaning, disinfection, high‑level disinfection, and sterilization.
	Describe how to clean or disinfect items following patient care.
	Explain the rationale for appropriate report of patient information.
THE HUMAN BODY		4	0	0
	Identify the following topographic terms:  Medial, lateral, proximal, distal, superior, inferior, anterior, posterior, midline, right and left, mid‑clavicular, bilateral, mid-axillary.
	Describe the anatomy and function of the following major body systems:  Respiratory, circulatory, musculoskeletal, nervous and endocrine.
BASE LINE VITAL SIGNS AND SAMPLE HISTORY		4	0	0
	Identify the components of vital signs.
	Describe the methods to obtain a breathing rate.
	Identify the attributes that should be obtained when assessing breathing.
	Differentiate between shallow, labored and noisy breathing.
	Describe the methods to obtain a pulse rate.
	Identify the information obtained when assessing a patient's pulse.
	Describe the methods to assess the skin color, temperature, condition (capillary refill in infants and children).
	Identify the normal and abnormal skin colors.
	Differentiate between pale, blue, red and yellow skin color.
	Identify the normal and abnormal skin temperature.
	Differentiate between hot, cool and cold skin temperature.
	Identify normal and abnormal skin conditions.
	Identify normal and abnormal capillary refill in infants and children.
	Describe the methods to assess the pupils.
	Identify normal and abnormal pupil size.
	Differentiate between dilated (big) and constricted (small) pupil size.
	Differentiate between reactive and non‑reactive pupils and equal and unequal pupils.
	Describe the methods to assess blood pressure.
	Define systolic pressure.
	Define diastolic pressure.
	Explain the difference between auscultation and palpation for obtaining a blood pressure.
	Identify the components of the SAMPLE history.
	Differentiate between a sign and a symptom.
	State the importance of accurately reporting and recording the baseline vital signs.
	Discuss the need to search for additional medical identification.
	Explain the value of performing the baseline vital signs.
	Recognize and respond to the feelings patients experience during assessment.
	Defend the need for obtaining and recording an accurate set of vital signs.
	Explain the rationale of recording additional sets of vital signs.
	Explain the importance of obtaining a SAMPLE history.
	Demonstrate the skills involved in assessment of breathing.
	Demonstrate the skills associated with obtaining a pulse.
	Demonstrate the skills associated with assessing the skin color, temperature, condition, and capillary refill in infants and children.
	Demonstrate the skills associated with assessing the pupils.
	Demonstrate the skills associated with obtaining blood pressure.
	Demonstrate the skills that should be used to obtain information from the patient, family, or bystanders at the scene.
MODULE I EVALUATION		4	0	0
Written Examination
PATIENT ASSESSMENT		12	0	0
Scene Size-up	Recognize hazards/potential hazards.
	Describe common hazards found at the scene of a trauma and a medical patient.
	Determine if the scene is safe to enter.
	Discuss common mechanisms of injury/nature of illness.
	Discuss the reason for identifying the total number of patients at the scene.
	Explain the reason for identifying the need for additional help or assistance.
	Explain the rationale for crew members to evaluate scene safety prior to entering.
	Serve as a model for others explaining how patient situations affect your evaluation of mechanism of injury or illness.
Initial Assessment	Summarize the reasons for forming a general impression of the patient.
	Discuss methods of assessing altered mental status.
	Differentiate between assessing the altered mental status in the adult, child and infant patient.
	Discuss methods of assessing the airway in the adult, child and infant patient.
	State reasons for management of the cervical spine once the patient has been determined to be a trauma patient.
	Describe methods used for assessing if a patient is breathing.
	State what care should be provided to the adult, child and infant patient with adequate breathing.
	State what care should be provided to the adult, child and infant patient without adequate breathing.
	Differentiate between a patient with adequate and inadequate breathing.
	Distinguish between methods of assessing breathing in the adult, child and infant patient.
	Compare the methods of providing airway care to the adult, child and infant patient.
	Describe the methods used to obtain a pulse.
	Differentiate between obtaining a pulse in an adult, child and infant patient.
	Discuss the need for assessing the patient for external bleeding.
	Describe normal and abnormal findings when assessing skin color.
	Explain the reason for prioritizing a patient for care and transport.
	Explain the importance of forming a general impression of the patient.
	Explain the value of performing an initial assessment.
	Observe various scenarios and identify potential hazards.
	Demonstrate the techniques for assessing mental status.
	Demonstrate the techniques for assessing the airway.
	Demonstrate the techniques for assessing if the patient is breathing.
	Demonstrate the techniques for assessing if the patient has a pulse.
	Demonstrate the techniques for assessing the patient for external bleeding.
	Demonstrate the techniques for assessing the patient's skin color, temperature, condition and capillary refill (infants and children only).
	Demonstrate the ability to prioritize patients.
Focused History and Physical Exam: Trauma	Discuss the reasons for reconsideration concerning the mechanism of injury.
	State the reasons for performing a rapid trauma assessment.
	Recite examples and explain why patients should receive a rapid trauma assessment.
	Describe the areas included in the rapid trauma assessment and discuss what should be evaluated.
	Differentiate when the rapid assessment may be altered in order to provide patient care.
	Discuss the reason for performing a focused history and physical exam.
	Recognize and respect the feelings that patients might experience during assessment.
	Demonstrate the rapid trauma assessment that should be used to assess a patient based on mechanism of injury.
Focused History and Physical Exam: Medical	Describe the unique needs for assessing an individual with a specific chief complaint with no known prior history.
	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.
	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.
	Attend to the feelings that these patients might be experiencing.
	Demonstrate the patient assessment skills that should be used to assist a patient who is responsive with no known history.
	Demonstrate the patient assessment skills that should be used to assist a patient who is unresponsive or has an altered mental status.
Detailed Physical Exam	Discuss the components of the detailed physical exam.
	State the areas of the body that are evaluated during the detailed physical exam.
	Explain what additional care should be provided while performing the detailed physical exam.
	Distinguish between the detailed physical exam that is performed on a trauma patient and that of the medical patient.
	Explain the rationale for the feelings that these patients might be experiencing.
	Demonstrate the skills involved in performing the detailed physical exam.
On-Going Assessment	Discuss the reasons for repeating the initial assessment as part of the on-going assessment.
	Describe the components of the on-going assessment.
	Describe trending of assessment components.
	Explain the value of performing an on-going assessment.
	Recognize and respect the feelings that patients might experience during assessment.
	Explain the value of trending assessment components to other health professionals who assume care of the patient.
PRACTICAL LAB I		0	4	0
Vital Signs and Patient Assessment
PRACTICAL LAB II		0	4	0
Vital Signs and Patient Assessment
EMS COMMUNICATIONS		2	0	0
	List the proper methods of initiating and terminating a radio call.
	State the proper sequence for delivery of patient information.
	Identify the essential components of the verbal report.
	Describe the attributes for increasing effectiveness and efficiency of verbal communications.
	State legal aspects to consider in verbal communication.
	Discuss the communication skills that should be used to interact with the patient.
	Discuss the communication skills that should be used to interact with the family, bystanders, 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.
	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 At the station
	Explain the rationale for providing efficient and effective radio communications and patient reports.
	Perform a simulated, organized, concise radio transmission.
	Perform an organized, concise patient report that would be given to the staff at a receiving facility.
	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.
DOCUMENTATION		2	0	0
	Explain the components of the written report and list the information that should be included in the written report.
	Identify the various sections of the written report.
	Describe what information is required in each section of the prehospital care report and how it should be entered.
	Define the special considerations concerning patient refusal.
	Discuss all state and/or local record and reporting requirements.
	Explain the rationale for patient care documentation.
	Explain the rationale for the EMS system gathering data.
	Explain the rationale for using medical terminology correctly.
	Explain the rationale for using an accurate and synchronous clock so that information can be used in trending.
	Complete a pre-hospital care report.
EVALUATION MODULE II		2	2	0
Written and Practical Examination
LIFTING AND MOVING PATIENTS		1	3	0
	Define body mechanics.
	Discuss the guidelines and safety precautions that need to be followed when lifting a patient.
	Describe the safe lifting of cots and stretchers.
	Describe the guidelines and safety precautions for carrying patients and/or equipment.
	Discuss one-handed carrying techniques State the guidelines for reaching and their application.
	Describe correct reaching for log rolls.
	State the guidelines for pushing and pulling.
	Discuss the general considerations of moving patients State three situations that may require the use of an emergency move.
	State three situations that may require the use of an emergency move.
	Identify the following patient carrying devices: Wheeled ambulance stretcher Portable ambulance stretcher Stair chair Scoop stretcher Long spine board Basket stretcher Flexible stretcher
	Explain the rationale for properly lifting and moving patients.
	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
	Working with a partner, the EMT-Basic will demonstrate techniques for the transfer of a patient from an ambulance stretcher to a hospital stretcher.
GAINING PATIENT ACCESS		2	0	0
	Describe the purpose of extrication.
	Discuss the role of the EMT-Basic in extrication.
	Identify what equipment for personal safety is required for the EMT‑Basic.
	Define the fundamental components of extrication.
	State the steps that should be taken to protect the patient during extrication.
	Evaluate various methods of gaining access to the patient.
	Distinguish between simple and complex access.
	Observe various scenarios and identify potential hazards.
HAZARDOUS MATERIALS		2	0	0
	Explain the EMT‑Basic's role during a call involving hazardous materials.
	Describe what the EMT‑Basic should do if there is reason to believe that there is a hazard at the scene.
	Describe the actions that an EMT‑Basic should take to ensure bystander safety.
	State the role the EMT‑Basic should perform until appropriately trained personnel arrive at the scene of a hazardous materials situation.
	Break down the steps to approaching a hazardous situation.
	Discuss the various environmental hazards that affect EMS.
EVALUATION MODULE III		2	2	0
Written and Practical Examination
AIRWAY		2	6	0
	State the importance of having a suction unit ready for immediate use when providing emergency care.
	Describe the techniques of suctioning.
	Describe how to artificially ventilate a patient with a pocket mask.
	Describe the steps in performing the skill of artificially ventilating a patient with a bag-valve-mask while using the jaw thrust.
	List the parts of a bag-valve-mask system.
	Describe the steps in performing the skill of artificially ventilating a patient with a bag-valve-mask for one and two rescuers.
	Describe the signs of adequate artificial ventilation using the bag‑valve-mask.
	Describe the signs of inadequate artificial ventilation using the bag‑valve-mask.
	Describe the steps in artificially ventilating a patient with a flow restricted, oxygen-powered ventilation device.
	List the steps in performing the actions taken when providing mouth‑to-mouth and mouth-to-stoma artificial ventilation.
	Describe how to measure and insert an oropharyngeal (oral) airway.
	Describe how to measure and insert a nasopharyngeal (nasal) airway.
	Define the components of an oxygen delivery system.
	Identify a non-rebreather face mask and state the oxygen flow requirements needed for its use.
	Describe the indications for using a nasal cannula versus a non-rebreather face mask.
	Identify a nasal cannula and state the flow requirements needed for its use.
	Explain the rationale for basic life support artificial ventilation and airway protective skills taking priority over most other basic life support skills.
	Explain the rationale for providing adequate oxygenation through high inspired oxygen concentrations to patients who, in the past, may have received low concentrations.
	Demonstrate the steps in performing the head-tilt chin-lift.
	Demonstrate the steps in performing the jaw thrust.
	Demonstrate the techniques of suctioning.
	Demonstrate the steps in providing mouth-to-mouth artificial ventilation with body substance isolation (barrier shields).
	Demonstrate how to use a pocket mask to artificially ventilate a patient.
	Demonstrate the assembly of  a bag-valve-mask unit.
	Demonstrate the steps in performing the skill of artificially ventilating a patient with a bag-valve-mask for one and two rescuer.
	Demonstrate the steps in performing the skill of artificially ventilating a patient with a bag-valve-mask while using the jaw thrust.
	Demonstrate artificial ventilation of a patient with a flow restricted, oxygen-powered ventilation device.
	Demonstrate how to artificially ventilate a patient with a stoma.
	Demonstrate how to insert an oropharyngeal (oral) airway.
	Demonstrate how to insert a nasopharyngeal (nasal) airway.
	Demonstrate the correct operation of oxygen tanks and regulators.
	Demonstrate the use of a non-rebreather face mask and state the oxygen flow requirements needed for its use.
	Demonstrate the use of a nasal cannula and state the flow requirements needed for its use.
	Demonstrate how to artificially ventilate the infant and child patient.
	Demonstrate oxygen administration for the infant and child patient.
BASIC LIFE SUPPORT - CPR		5	5	0
	Students must meet the requirements of the American Heart Association Health Care Provider's Course or an equivalent course.
AUTOMATIC EXTERNAL DEFIBRILLATION		2	2	0
	Describe the legal aspects of use of the AED in Georgia by the Basic EMT.
	List the indications for automated external defibrillation (AED).
	List the contraindications for automated external defibrillation.
	Explain the impact of age and weight on defibrillation.
	Discuss the fundamentals of early defibrillation.
	Explain the rationale for early defibrillation.
	Explain that not all chest pain patients result in cardiac arrest and do not need to be attached to an automated external defibrillator.
	Discuss the various types of automated external defibrillators.
	Differentiate between the fully automated and the semi automated defibrillator.
	Discuss the procedures that must be taken into consideration for standard operations of the various types of automated external defibrillators.
	State the reasons for assuring that the patient is pulseless and apneic when using the automated external defibrillator.
	Discuss the circumstances which may result in inappropriate shocks.
	Explain the considerations for interruption of CPR, when using the automated external defibrillator.
	Discuss the advantages and disadvantages of automated external defibrillators.
	Summarize the speed of operation of automated external defibrillation.
	Discuss the use of remote defibrillation through adhesive pads.
	Discuss the special considerations for rhythm monitoring.
	List the steps in the operation of the automated external defibrillator.