EMS 116 - Northeast Alabama Community Web viewDocument activities associated with providing ... various environmental hazards that affect EMS. ... necessary for assisting with intravenous

Representing Alabama’s Public Two-Year College System

AlabamaDepartment of

Postsecondary Education

COURSE DESCRIPTIONThis course is required to apply for certification as an EMT basic. This course provides students with insights into the theory and application of concepts related to the profession of emergency medical services. Specific topics include: EMS preparatory, airway maintenance, patient assessment, treating trauma patients, various medical procedures, treating infants and children, and various EMS operations. This course is based on the Emergency Medical Technician-Basic National Standard Curriculum.

CREDIT HOURS Theory 6 credit hoursLab 3 credit hourClinical 0 credit hoursTotal 9 credit hoursTotal contact hours - 12NOTE: Theory credit hours are a 1:1 contact to credit ratio. Lab credit is 2:1. Clinical credit is 3:1.

PREREQUISITE COURSES Determined by college unless stated otherwise

CO-REQUISITE COURSES EMS 119 – EMT Clinical

The Alabama College SystemCopyright© 2011All rights reserved

EMS 118

Emergency Medical Technician

Plan of Instruction

Effective Date: 2011 Version Number: 2011-1

1

Emergency Medical Technician EMS 118

GENERAL INSTRUCTIONAL GOALS Cognitive - Comprehend foundational knowledge of the EMT basic. Performance - Apply foundational knowledge of the EMT basic. Affective - Develop an appreciation for the necessary level of care to be provided

by an EMT basic.

PROFESSIONAL COMPETENCIES/OBJECTIVES Unless otherwise indicated, evaluation of student’s attainment of cognitive, psychomotor, and affective objectives is based on knowledge gained from this course. Competencies specified for each module may be set by: National Standard Curriculum, certification agencies, national and state codes, health care facility policies, locally developed lab/clinical assignments, or any combination.

PROFESSIONAL COMPETENCIES Explain concepts related to the Emergency Medical Services. Explain concepts related to the well-being of the EMT Basic. Properly use personal protective equipment. Demonstrate an awareness of medical/legal and ethical issues. Describe the anatomy and function of selected systems of the human body Become CPR certified. Obtain baseline vitals and SAMPLE history. Demonstrate skills in safely lifting and moving patients. Maintain a patent airway. Size up a scene. Conduct an initial assessment on patients. Conduct a focused history and physical exam for a trauma patient. Conduct a focused history and physical exam for a medical patient. Demonstrate the skills involved in performing the detailed physical exam. Demonstrate the skills involved in performing the on-going assessment. Practice effective communication using a variety of media. Document activities associated with providing patient care. Provide emergency medical care for various types of trauma. Administer/assist with pharmacological agents. Recognize and manage patients with various respiratory emergencies. Recognize and manage patients with various cardiovascular emergencies. Recognize and manage patients with various altered mental states. Recognize and manage patients with various allergic emergencies. Recognize and manage patients with various poisoning and overdose

emergencies. Recognize and manage patients with various environmental emergencies. Recognize and manage patients with various behavioral emergencies. Recognize and manage patients with various obstetrical and/or gynecological

emergencies. Provide emergency medical services for infants and children. Explain the various aspects of emergency vehicle operations. Explain the various procedures for gaining access. Explain the various hazardous material procedures. Explain considerations for providing emergency services during a WMD event. Perform ALS integration. Explain the importance of following procedures for ALS integration.

ACS © 2011All rights reserved

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MODULE A – EMS PREPARATORYPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

A1.0 Explain concepts related to the Emergency Medical Services. (B - *2)

A1.1 This module is measured cognitively.

A2.0 Explain concepts related to the well-being of the EMT Basic. (B)


A3.0 Properly use personal protective equipment.(3c - *5)

A3.1 Given a scenario with potential infectious exposure, EMT-Basics will use appropriate personal protective equipment, remove and discard the protective garments, perform disinfection and cleaning, and complete all reporting documentation. (NOTE: This is an ongoing evaluation)

A4.0 Demonstrate an awareness of medical/legal and ethical issues. (B)


A5.0 Describe the anatomy and function of selected systems of the human body (B)


A6.0 Become CPR certified. (3c) A6.1 Prove CPR certification equivalent to the American Heart Association Basic Life Support for Health Care Providers.

A7.0 Obtain baseline vitals and SAMPLE history. (3c)

A7.1 Given a scenario or lab situations, obtain, record, and report baseline vital signs and SAMPLE history information.

A8.0 Demonstrate skills in safely lifting and moving patients. (3c)

A8.1 Given a scenario or lab situations, lift and move patients.


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LEARNING OBJECTIVES KSA Indicator

A1.1.1 Define Emergency Medical Services (EMS) systems.A1.1.2 Differentiate the roles and responsibilities of the EMT-Basic from other

prehospital care providers.A1.1.3 Describe the roles and responsibilities related to personal safety.A1.1.4 Describe the roles and responsibilities of the EMT-Basic towards the safety

of the crew, the patient and bystanders.A1.1.5 Define quality improvement.A1.1.6 Describe the EMT-Basic's role in the process of quality improvement.A1.1.7 Define medical direction.A1.1.8 Describe the EMT-Basic's role in the process to medical direction.A1.1.9 State the specific statutes and regulations in your state regarding the EMS

system.A1.1.10 Assess areas of personal attitude and conduct of the EMT-basic.A1.1.11 Characterize the various methods used to assess the EMS system in your

community.

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A2.1.1 List possible emotional reactions that the EMT-Basic may experience when faced with trauma, illness, death, and dying.

A2.1.2 Recognize the possible reactions that a family member may exhibit when confronted with death and dying.

A2.1.3 State the steps in the EMT-Basic's approach to the family confronted with death and dying.

A2.1.4 State the possible reactions that the family of the EMT-Basic may exhibit due to their outside involvement in EMS.

A2.1.5 Recognize the signs and symptoms of critical incident stress.A2.1.6 State possible steps that the EMT-Basic may take to help

reduce/alleviate stress.

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A3.1.1 Explain the need to determine scene safety.A3.1.2 Explain the importance of body substance isolation (BSI).A3.1.3 Describe the steps the EMT-Basic should take for personal protection

from airborne and bloodborne pathogens.A3.1.4 List the personal protective equipment necessary for hazardous

materials, rescue operations, violent scenes, crime scenes, exposure to bloodborne pathogens, and exposure to airborne pathogens.

A3.1.5 Explain the rationale for serving as an advocate for the use of appropriate protective equipment.

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MODULE A LEARNING OBJECTIVES (Continued)KSA

Indicators

A4.1.1 Define the EMT-Basic scope of practice.A4.1.2 Identify the importance of advance directives (Do Not Resuscitate

[DNR] and local or state provisions regarding EMS application).A4.1.3 Define consent.A4.1.4 Describe the methods of obtaining consent.A4.1.5 Differentiate between expressed and implied consent.A4.1.6 Explain the role of consent of minors in providing care.A4.1.7 Explain the implications for the EMT-Basic in patient refusal of

transport.A4.1.8 Explain the issues of abandonment, negligence, and battery and

their implications to the EMT-Basic.A4.1.9 Explain the conditions necessary for the EMT-Basic to have a duty

to act.A4.1.10 Explain the importance, necessity and legality of patient

confidentiality.A4.1.11 State the considerations of the EMT-Basic in issues of organ

donation.A4.1.12 Describe actions an EMT-Basic should take to assist in preserving

various types of crime scenes.

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A4.1.13 State the conditions that require an EMT-Basic to notify local law enforcement officials.

A4.1.14 Explain the role of EMS and the EMT-Basic regarding patients with DNR orders.

A4.1.15 Explain the rationale for the needs, benefits, and usage of advance directives.

A4.1.16 Explain the rationale for the concept of varying degrees of DNR.

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*3A5.1.1 Identify selected anatomical terms.A5.1.2 Describe the anatomy and function of the respiratory, circulatory,

musculoskeletal, nervous, and endocrine.

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A6.1.1 See the American Heart Association for the healthcare provider course for learning objectives.

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MODULE A – LEARNING OBJECTIVES (Continued) KSA Indicator

A7.1.1 Identify the components of vital signs.A7.1.2 Describe the methods to obtain a breathing rate.A7.1.3 Identify the attributes that should be obtained when assessing breathing.A7.1.4 Differentiate between shallow, labored and noisy breathing.A7.1.5 Describe the methods to obtain a pulse rate.A7.1.6 Identify the information obtained when assessing a patient's pulse.A7.1.7 Differentiate between a strong, weak, regular and irregular pulse.A7.1.8 Describe the methods to assess the skin color, temperature, and

condition (capillary refill in infants and children).A7.1.9 Identify the normal and abnormal skin colors.A7.1.10 Differentiate between pale, blue, red and yellow skin color.A7.1.11 Identify the normal and abnormal skin temperature.A7.1.12 Differentiate between hot, cool and cold skin temperature.A7.1.13 Identify normal and abnormal skin conditions.A7.1.14 Identify normal and abnormal capillary refill in infants and children.A7.1.15 Describe the methods to assess the pupils.A7.1.16 Identify normal and abnormal pupil size.A7.1.17 Differentiate between dilated (big) and constricted (small) pupil size.A7.1.18 Differentiate between reactive and non-reactive pupils and equal and

unequal pupils.A7.1.19 Describe the methods to assess blood pressure.A7.1.20 Define systolic pressure.A7.1.21 Define diastolic pressure.A71.22 Explain the difference between auscultation and palpation for obtaining a

blood pressure.A7.1.23 Identify the components of the SAMPLE history.A7.1.24 Differentiate between a sign and a symptom.A7.1.25 State the importance of accurately reporting and recording the baseline

vital signs.A7.1.26 Explain the need to search for additional medical identification.A7.1.27 Explain the value of performing the baseline vital signs.A7.1.28 Recognize and respond to the feelings patients experience during

assessment.A7.1.29 Defend the need for obtaining and recording an accurate set of vital

signs.A7.1.30 Explain the rationale of recording additional sets of vital signs.A7.1.31 Explain the importance of obtaining a SAMPLE history.

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MODULE A LEARNING OBJECTIVES (Continued) KSA Indicators

A8.1.1 Define body mechanics.A8.1.2 Describe guidelines and safety precautions to follow when lifting

patients.A8.1.3 Describe the safe lifting of cots and stretchers.A8.1.4 Describe the guidelines and safety precautions for carrying patients

and/or equipment.A8.1.5 Describe one-handed carrying techniques.A8.1.6 Describe correct and safe carrying procedures on stairs.A8.1.7 State the guidelines for reaching and their application.A8.1.8 Describe correct reaching for log rolls.A8.1.9 State the guidelines for pushing and pulling.A8.1.10 Explain the general considerations of moving patients.A8.1.11 Describe situations that may require the use of an emergency move.A8.1.12 Identify various patient carrying devices.A8.1.13 Explain the rationale for properly lifting and moving patients.

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LAB SKILLS Scene safety Body Substance Isolation Personal Protective Equipment Vital signs and SAMPLE history Lifting and moving CPR Documentation Teamwork

MODULE A OUTLINE Introduction to Emergency Medical Care The Well-Being of the EMT-Basic Infection Control Medical / Legal and Ethical Issues The Human Body CPR for Healthcare Providers Baseline Vitals and SAMPLE History Lifting and Moving


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MODULE B - AIRWAYPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

B1.0 Maintain a patent airway. (3c) B1.1 Given various scenarios and lab situations, maintain a patent airway and breathing for all age groups using a variety of techniques and equipment.


B1.1.1 Name and label the major structures of the respiratory system on a diagram.

B1.1.2 List the signs of adequate breathing.B1.1.3 List the signs of inadequate breathing.B1.1.4 Describe the steps in performing the head-tilt chin-lift.B1.1.5 Relate mechanism of injury to opening the airway.B1.1.6 Describe the steps in performing the jaw thrust.B1.1.7 State the importance of having a suction unit ready for immediate use

when providing emergency care.B1.1.8 Describe the techniques of suctioning.B1.1.9 Describe how to artificially ventilate a patient with a pocket mask.B1.1.10 Describe the steps in artificially ventilating a patient with a bag-valve-mask

while using the jaw thrust.B1.1.11 List the parts of a bag-valve-mask system.B1.1.12 Describe the steps in artificially ventilating a patient with a bag-valve-mask

for one and two rescuers.B1.1.13 Describe the signs of adequate artificial ventilation using the bag-valve-

mask.B1.1.14 Describe the signs of inadequate artificial ventilation using the bag-valve-

mask.B1.1.15 Describe the steps in artificially ventilating a patient with a flow restricted,

oxygen-powered ventilation device.B1.1.16 List the steps when providing mouth-to-mouth and mouth-to-stoma

artificial ventilation.B1.1.17 Describe how to measure and insert an oropharyngeal (oral) airway.B1.1.18 Describe how to measure and insert a nasopharyngeal (nasal) airway.B1.1.19 Define the components of an oxygen delivery system.B1.1.20 Identify a nonrebreather face mask and state the oxygen flow

requirements needed for its use.B1.1.21 Describe the indications for using a nasal cannula versus a nonrebreather

face mask.

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MODULE B LEARNING OBJECTIVES (Continued) KSAIndicators

B1.1.22 Identify a nasal cannula and state the flow requirements needed for its use.

B1.1.23 Explain the rationale for basic life support artificial ventilation and airway protective skills taking priority over most other basic life support skills.

B1.1.24 Explain the rationale for providing adequate oxygenation through high inspired oxygen concentrations to patients who, in the past, may have received low concentrations.

B1.1.25 Describe how to assess the need for a dual lumen airway.B1.1.26 Describe how to insert a dual lumen airway.B1.1.27 Describe how to confirm dual lumen placement.

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LAB SKILLS Head-tilt chin-lift Jaw thrust Techniques of suctioning Body substance isolation (barrier shields) Pocket mask Bag-valve-mask unit Oxygen-powered ventilation device Stoma Oropharyngeal (oral) airway Nasopharyngeal (nasal) airway Oxygen tanks and regulators Nonrebreather face mask Nasal cannula Artificially ventilate the infant and child patient Oxygen administration for the infant and child patient Dual lumen airway

MOUDLE B OUTLINE Airway Advanced Airway


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MODULE C – PATIENT ASSESSMENTPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

C1.0 Size up a scene. (3c) C1.1 Observe various scenarios and identify potential hazards.

C2.0 Conduct an initial assessment on patients. (3c)

C2.1 Given various scenarios and lab environments, conduct an initial assessment of patients and prioritize care.

C3.0 Conduct a focused history and physical exam for a trauma patient. (3c)

C3.1 Given various scenarios and lab environments, conduct a focused history and physical exam for a trauma patient.

C4.0 Conduct a focused history and physical exam for a medical patient. (3c)

C4.1 Given various scenarios and lab environments, conduct a focused history and physical exam for a medical patient.

C5.0 Demonstrate the skills involved in performing the detailed physical exam. (3c)

C5.1 Given various scenarios and lab environments, conduct a detailed physical exam.

C6.0 Demonstrate the skills involved in performing the on-going assessment. (3c)

C6.1 Given various scenarios and lab environments, conduct an on-going assessment.

C7.0 Practice effective communication using a variety of media. (3c)

C7.1 Given various scenarios and lab environments, perform an organized, concise patient report using a variety of methods.

C8.0 Document activities associated with providing patient care. (3c)

C8.1 Given various scenarios and lab environments, document activities related to patient care using a variety of methods and formats.


C1.1.1 Recognize hazards or potential hazards.C1.1.2 Describe common hazards found at the scene of a trauma and a medical

patient.C1.1.3 Determine if a scene is safe to enter.C1.1.4 Explain common mechanisms of injury or nature of illness.C1.1.5 Explain the reason for identifying the total number of patients at the

scene.C1.1.6 Explain the reason for identifying the need for additional help or

assistance.C1.1.7 Explain the rationale for crew members to evaluate scene safety prior to

entering and for ongoing scene safety.C1.1.8 Serve as a model for others explaining how patient situations affect your

evaluation of mechanism of injury or illness.

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MODULE C LEARNING OBJECTIVES (Continued) KSA Indicator

C2.1.1 Summarize the reasons for forming a general impression of the patient.C2.1.2 Explain methods of assessing altered mental status.C2.1.3 Differentiate between assessing the altered mental status in the adult,

child and infant patient.C2.1.4 Explain methods of assessing the airway in the adult, child and infant

patient.C2.1.5 State reasons for management of the cervical spine once the patient has

been determined to be a trauma patient.C2.1.6 Describe methods used for assessing if a patient is breathing.C2.1.7 State what care should be provided to the adult, child, and infant patient

with adequate breathing.C2.1.8 State what care should be provided to the adult, child, and infant patient

without adequate breathing.C2.1.9 Differentiate between a patient with adequate and inadequate breathing.C2.1.10 Distinguish between methods of assessing breathing in the adult, child

and infant patient.C2.1.11 Compare the methods of providing airway care to the adult, child, and

infant patient.C2.1.12 Describe the methods used to obtain a pulse.C2.1.13 Differentiate between obtaining a pulse in an adult, child, and infant

patient.C2.1.14 Explain the need for assessing the patient for external bleeding.C2.1.15 Evaluate normal and abnormal findings when assessing skin color.C2.1.16 Evaluate normal and abnormal findings when assessing skin temperature.C2.1.17 Evaluate normal and abnormal findings when assessing skin condition.C2.1.18 Evaluate normal and abnormal findings when assessing skin capillary refill

in the infant and child patient.C2.1.19 Explain the reason for prioritizing a patient for care and transport.C2.1.20 Explain the importance of forming a general impression of the patient.C2.1.21 Explain the value of performing an initial assessment.

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C3.1.1 Explain the reasons for reconsideration concerning the mechanism of injury.

C3.1.2 State the reasons for performing a rapid trauma assessment.C3.1.3 Describe the areas included in the rapid trauma assessment and what

should be evaluated.C3.1.4 Explain when the rapid assessment may be altered in order to provide

patient care.C3.1.5 Explain the reasons for performing a focused history and physical exam.C3.1.6 Recognize and respect the feelings that patients might experience during

assessment.

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C4.1.1 Describe the unique needs for assessing individuals with a specific chief complaint with no know prior history.

C4.1.2 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.

C4.1.3 Describe the needs for assessing an individual who is unresponsive.C4.1.4 Differentiate between the assessment that is performed for a patient who

is unresponsive or has an altered mental status and the medical patients requiring assessment.

C4.1.5 Attend to the feelings that patients might be experiencing during a focused history and physical exam.

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C5.1.1 Explain the components of the detailed physical exam.C5.1.2 State the areas of the body that are evaluated during the detailed physical

exam.C5.1.3 Explain what additional care should be provided while performing the

detailed physical exam.C5.1.4 Distinguish between the detailed physical exam that is performed on a

trauma patient and that of the medical patient.C5.1.5 Explain the rationale for the feelings that patients might be experiencing

during a detailed physical exam.

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C6.1.1 Explain the reasons for repeating the initial assessment as part of the on-going assessment.

C6.1.2 Describe the components of the on-going assessment.C6.1.3 Describe trending of assessment components.C6.1.4 Explain the value of performing an on-going assessment.C6.1.5 Recognize and respect the feelings that patients might experience during

assessment.C6.1.6 Explain the value of trending assessment components to other health

professionals who assume care of the patient.

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C7.1.1 State the proper sequence for delivery of patient information.C7.1.2 Explain the importance of effective communication of patient information

in the verbal report.C7.1.3 Identify the essential components of the verbal report.C7.1.4 Describe the attributes for increasing effectiveness and efficiency of

verbal communications.C7.1.5 State legal aspects to consider in verbal communication.C7.1.6 Explain effective communication skills.C7.1.7 Describe the correct radio procedures in all phases of a typical call.C7.1.8 Explain the rationale for providing efficient and effective radio

communications and patient reports.

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C8.1.1 Explain the components of the written report.C8.1.2 Identify the various sections of the written report.C8.1.3 Describe what information is required in each section of the

prehospital care report and how it should be entered.C8.1.4 Define the special considerations concerning patient refusal.C8.1.5 Describe the legal implications associated with the written report.C8.1.6 Explain state and/or federal record and reporting requirements.C8.1.7 Explain the rationale for patient care documentation.C8.1.8 Explain the rationale for the EMS system gathering data.C8.1.9 Explain the rationale for using medical terminology correctly.C8.1.10 Explain the rationale for using an accurate and synchronous clock.

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LAB SKILLS Sizing a scene Assessments Patient history Physical exam Ongoing assessment Communication skills Documentation

MODULE C OUTLINE Scene size-up Initial assessment Focused history and physical exam

Medical Trauma

Detailed physical exam Medical Trauma

On-going assessment Medical Trauma

Communication Documentation


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MODULE D - TRAUMAPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

D1.0 Provide emergency medical care for various types of trauma. (3c)

D1.1 Treat patients suffering from bleeding and shock.

D1.2 Treat patients with soft tissue injuries.

D1.3 Treat patients with musculoskeletal injuries.

D1.4 Treat patients with injuries to the head and spine.


D1.1.1 List the structure and function of the circulatory system.D1.1.2 Differentiate between arterial, venous, and capillary bleeding.D1.1.3 State methods of emergency medical care of external bleeding.D1.1.4 Explain the relationship between body substance isolation and bleeding.D1.1.5 Explain the relationship between airway management and trauma

patients.D1.1.6 Explain the relationship between mechanism of injury and internal

bleeding.D1.1.7 List the signs of internal bleeding.D1.1.8 List the steps in the emergency medical care of patients with signs and

symptoms of internal bleeding.D1.1.9 List signs and symptoms of shock (hypoperfusion).D1.1.10 State the steps in the emergency medical care of patients with signs

and symptoms of shock (hypoperfusion).D1.1.11 Explain the sense of urgency to transport patients that are bleeding and

show signs of shock (hypoperfusion).

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MODULE E LEARNING OBJECTIVES (Continued) KSA Indicators

D1.2.1 State the major functions of the skin.D1.2.2 List the layers of the skin.D1.2.3 Explain the relationship between body substance isolation (BSI) and

soft tissue injuries.D1.2.4 List the types of closed soft tissue injuries.D1.2.5 Describe the emergency medical care of the patient with a closed soft

tissue injury.D1.2.6 State the types of open soft tissue injuries.D1.2.7 Describe the emergency medical care of the patient with an open soft

tissue injury.D1.2.8 Explain the emergency medical care considerations for a patient with a

penetrating chest injury.D1.2.9 State the emergency medical care considerations for a patient with an

open wound to the abdomen.D1.2.10 Explain the care of an open wound to the chest from an open wound to

the abdomen.D1.2.11 List the classifications of burns.D1.2.12 Define superficial burn.D1.2.13 List the characteristics of a superficial burn.D1.2.14 Define partial thickness burn.D1.2.15 List the characteristics of a partial thickness burn.D1.2.16 Define full thickness burn.D1.2.17 List the characteristics of a full thickness burn.D1.2.18 Describe the emergency medical care of the patient with a superficial

burn.D1.2.19 Describe the emergency medical care of the patient with a partial

thickness burn.D1.2.20 Describe the emergency medical care of the patient with a full thickness

burn.D1.2.21 List the functions of dressing and bandaging.D1.2.22 Describe the purpose of a bandage.D1.2.23 Describe the steps in applying a pressure dressing.D1.2.24 Explain the relationship between airway management and the patient

with chest injury, burns, blunt and penetrating injuries.D1.2.25 Describe the effects of improperly applied dressings, splints and

tourniquets.D1.2.26 Describe the emergency medical care of a patient with an impaled

object.D1.2.27 Describe the emergency medical care of a patient with an amputation.D1.2.28 Describe the emergency care for a chemical burn.D1.2.29 Describe the emergency care for an electrical burn.

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MODULE D LEARNING OBJECTIVES (Continued) KSA Indicators

D3.1.1 State the function of the muscular system.D3.1.2 State the function of the skeletal system.D3.1.3 List the major bones or bone groupings of the spinal column, thorax,

upper extremities, and lower extremities.D3.1.4 Differentiate between an open and closed painful, swollen, and

deformed extremity.D3.1.5 State the reasons for splinting.D3.1.6 List the general rules of splinting.D3.1.7 List the complications of splinting.D3.1.8 List the emergency medical care for a patient with a painful, swollen,

and deformed extremity.D3.1.9 Explain the rationale for splinting at the scene versus load and go.D3.1.10 Explain the rationale for immobilization of the painful, swollen, and

deformed extremity.

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*3D4.1.1 State the components of the nervous system.D4.1.2 List the functions of the central nervous system.D4.1.3 Define the structure of the skeletal system as it relates to the nervous

system.D4.1.4 Relate mechanism of injury to potential injuries of the head and spine.D4.1.5 Describe the implications of not properly caring for potential spine

injuries.D4.1.6 State the signs and symptoms of a potential spine injury.D4.1.7 Describe the method of determining if a responsive patient may have a

spine injury.D4.1.8 Relate the airway emergency medical care techniques to the patient

with a suspected spine injury.D4.1.9 Describe how to restrict the cervical spine.D4.1.10 Explain the indications for sizing and using a cervical spine restriction

device.D4.1.11 Explain the relationship between airway management and the patient

with head and spine injuries.D4.1.12 Describe a method for sizing a cervical spine restriction device.D4.1.13 Describe how to log roll a patient with a suspected spine injury.D4.1.14 Describe how to secure a patient to a long spine board.D4.1.15 List instances when a short spine board should be used.D4.1.16 Describe how to restrict patient’s movement using a short spine board.D4.1.17 Describe the indications for the use of rapid extrication.D4.1.18 List steps in performing rapid extrication.D4.1.19 State the circumstances when a helmet should be left on the patient.D4.1.20 State the circumstances when a helmet should be removed.D4.1.21 Identify different types of helmets.D4.1.22 Describe the unique characteristics of sports helmets.D4.1.23 Explain the preferred methods to remove a helmet.D4.1.24 Explain alternative methods for removal of a helmet.

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MODULE E LEARNING OBJECTIVES (Continued) KSA Indicators

D4.1.25 Describe how the patient's head is restricted to remove the helmet.D4.1.26 Explain how the head is restricted with a helmet compared to without a

helmet.D4.1.27 Explain the rationale for restriction of the entire spine when a cervical

spine injury is suspected.D4.1.28 Explain the rationale for utilizing restriction methods apart from the

straps on the cots.D4.1.29 Explain the rationale for utilizing a short spine restriction device when

moving a patient from the sitting to the supine position.D4.1.30 Explain the rationale for utilizing rapid extrication approaches only when

they indeed will make the difference between life and death.D41.31 Defend the reasons for leaving a helmet in place for transport of a

patient.D4.1.32 Defend the reasons for removal of a helmet prior to transport of a

patient.

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LAB SKILLS Treating bleeding and shock Treating soft tissue injuries Treating musculoskeletal care Treating head and spine injuries

MODULE D OUTLINE Bleeding and shock Soft tissue injuries Musculoskeletal care Injuries to the head and spine


17


MODULE E - MEDICALPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

E1.0 Administer/assist with pharmacological agents. (3c)

E1.1 Provide pharmacological assistance.

E2.0 Recognize and manage patients with various respiratory emergencies. (3c)

E2.1 Assess and manage a patient with a respiratory emergency

E3.0 Recognize and manage patients with various cardiovascular emergencies. (3c)

E3.1 Assess and manage a patient with a cardiovascular emergency

E4.0 Recognize and manage patients with various altered mental states. (3c)

E4.1 Assess and manage a patient with a altered mental status.

E5.0 Recognize and manage patients with various allergic emergencies. (3c)

E5.1 Assess and manage a patient with allergic reactions.

E6.0 Recognize and manage patients with various poisoning and overdose emergencies. (3c)

E6.1 Assess and manage a patient with poisonings or overdose.

E7.0 Recognize and manage patients with various environmental emergencies. (3c)

E7.1 Assess and manage a patient with environmental emergencies.

E8.0 Recognize and manage patients with various behavioral emergencies. (3c)

E8.1 Assess and manage a patient with behavioral emergencies.

E9.0 Recognize and manage patients with various obstetrical and/or gynecological emergencies. (3c)

E9.1 Assess and manage a patient with obstetrical and/or gynecological emergencies.


E1.1.1 1Identify which medications will be carried on the unit.E1.1.2 State the medications carried on the unit by the generic name.E1.1.3 Identify the medications, by trade and generic name with which the

EMT-Basic may assist the patient with administering.E1.1.4 Describe the forms in which the medications are supplied.E1.1.5 1Explain the rationale for the administration of medications.E1.1.6 Interpret medication labels.

AAB

BBC


18


MODULE E – LEARNING OBJECTIVES (Continued) KSA Indicator

E2.1.11 List the structure and function of the respiratory system.E2.1.2 State the signs and symptoms of a patient with breathing difficulty.E2.1.3 Describe the emergency medical care of the patient with breathing

difficulty.E2.1.4 Recognize the need for medical direction to assist in the emergency

medical care of the patient with breathing distress.E2.1.5 Describe the emergency medical care of the patient with breathing

failure.E2.1.6 Explain the relationship between airway management and the patient

with breathing difficulty.E2.1.7 List signs of adequate air exchange.E2.1.8 State the generic name, medication forms, dose, administration, action,

indications and contraindications for the prescribed inhaler.E2.1.9 Distinguish between the emergency medical care of the infant, child and

adult patient with breathing difficulty.E2.1.10 Differentiate between upper airway obstruction and lower airway

disease in the infant and child patient.E2.1.11 1Defend EMT-Basic treatment regimens for various respiratory

emergencies.E2.2.12 Explain the rationale for administering an inhaler.

AAc

C

c

B

Aa

C

C

C

cE3.1.11 Describe the structure and function of the cardiovascular system.E3.1.2 Describe the emergency medical care of the patient experiencing chest

pain/discomfort.E3.1.3 List the indications for automated external defibrillation (AED).E3.1.4 List the contraindications for automated external defibrillation.E3.1.5 Define the role of EMT-B in the emergency cardiac care system.E3.1.6 Explain the impact of age and weight on defibrillation.E3.1.7 Describe the position of comfort for patients with various cardiac

emergencies.E3.1.8 Explain the relationship between airway management and the patient

with cardiovascular compromise.E3.1.9 Explain the relationship between the patient experiencing cardiovascular

compromise and basic life support.E3.1.10 Explain the fundamentals of defibrillation.E3.1.11 Explain the rationale for early defibrillation.E3.1.12 Explain that not all chest pain patients result in cardiac arrest and do not

need to be attached to an automated external defibrillator.E3.1.13 Explain the importance of prehospital ACLS intervention if it is available.E3.1.14 Explain the importance of urgent transport to a facility with Advanced

Cardiac Life Support if it is not available in the prehospital setting.E3.1.15 Identify the various types of automated external defibrillators.E3.1.16 Differentiate between the fully automated and the semiautomated

defibrillator.E3.1.17 1Explain the procedures that must be taken into consideration for

standard operations of the various types of automated external defibrillators.

Bc

AAABc

B

B

cBB

BB

aB

c


19


MODULE E – LEARNING OBJECTIVES (Continued) KSA Indicators

E3.1.18 State the reasons for assuring that the patient is pulseless and apneic when using the automated external defibrillator.

E3.1.19 Explain the circumstances that may result in inappropriate shocks.E3.1.20 Explain the considerations for interruption of CPR, when using the

automated external defibrillator.E3.1.21 Identify the advantages and disadvantages of automated external

defibrillators.E3.1.22 Summarize the speed of operation of automated external defibrillation.E3.1.23 Explain the use of remote defibrillation through adhesive pads.E3.1.24 Identify the special considerations for rhythm monitoring.E3.1.25 List the steps in the operation of the automated external defibrillator.E3.1.26 Explain the standard of care that should be used to provide care to a

patient with persistent ventricular fibrillation and no available ACLS.E3.1.27 Explain the standard of care that should be used to provide care to a

patient with recurrent ventricular fibrillation and no available ACLS.E3.1.28 Differentiate between the single rescuer and multi-rescuer care with an

automated external defibrillator.E3.1.29 Explain the reason for pulses not being checked between shocks with

an automated external defibrillator.E3.1.30 Explain the importance of coordinating ACLS trained providers with

personnel using automated external defibrillators.E3.1.31 Explain the importance of post-resuscitation care.E3.1.32 List the components of post-resuscitation care.E3.1.33 Explain the importance of frequent practice with the automated external

defibrillator.E3.1.34 Explain the need to complete the Automated Defibrillator: Operator's

Shift Checklist.E3.1.35 Identify the role of the American Heart Association (AHA) in the use of

automated external defibrillation.E3.1.36 Explain the role medical direction plays in the use of automated external

defibrillation.E3.1.37 State the reasons why a case review should be completed following the

use of the automated external defibrillator.E3.1.38 Identify the components that should be included in a case review.E3.1.39 Explain the goal of quality improvement in automated external

defibrillation.E3.1.40 Recognize the need for medical direction and protocols to assist in the

emergency medical care of the patient with chest pain.E3.1.41 List the indications for the use of nitroglycerin.E3.1.42 State the contraindications and side effects for the use of nitroglycerin.E3.1.43 Define the function of all controls on an automated external defibrillator,

and describe event documentation and battery defibrillator maintenanceE3.1.441 Defend the reasons for obtaining initial training in automated external

defibrillation and the importance of continuing education.E3.1.45 Defend the reason for maintenance of automated external defibrillators.E3.1.46 Explain the rationale for administering nitroglycerin to a patient with

chest pain or discomfort.

A

BC

B

BcAbB

B

B

B

BBbB

B

B

B

B

AB

B

CCC

C

CB


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E4.1.1 1Identify the patient taking diabetic medications with altered mental status and the implications of a diabetes history.

E4.1.2 State the steps in the emergency medical care of the patient taking diabetic medicine with an altered mental status and a history of diabetes.

E4.1.3 Explain the relationship between airway management and the patient with altered mental status.

E4.1.4 State the generic and trade names, medication forms, dose, administration, action, and contraindications for oral glucose.

E4.1.5 Evaluate the need for medical direction in the emergency medical care of the diabetic patient.

E4.1.6 1Explain the rationale for administering oral glucose.

B

b

B

a

C

CE5.1.11 Recognize the patient experiencing an allergic reaction.E5.1.2 Describe the emergency medical care of the patient with an allergic

reaction.E5.1.3 Explain the relationship between the patient with an allergic reaction and

airway management.E5.1.4 Describe the mechanisms of allergic response and the implications for

airway management.E5.1.5 State the generic and trade names, medication forms, dose,

administration, action, and contraindications for the epinephrine auto-injector.

E5.1.6 Evaluate the need for medical direction in the emergency medical care of the patient with an allergic reaction.

E5.1.7 Differentiate between the general category of those patients having an allergic reaction and those patients having an anaphylactic reaction.

E5.1.8 Explain the rationale for administering epinephrine using an auto-injector.

Bc

C

B

a

C

CC

E6.1.11 List various ways that poisons enter the body.E6.1.2 List signs/symptoms associated with poisoning.E6.1.3 Describe the emergency medical care for the patient with possible

overdose.E6.1.4 Describe the steps in the emergency medical care for the patient with

suspected poisoning.E6.1.5 Explain the relationship between the patient suffering from poisoning or

overdose and airway management.E6.1.6 State the generic and trade names, indications, contraindications,

medication form, dose, administration, actions, side effects and re-assessment strategies for activated charcoal.

E6.1.7 Recognize the need for medical direction in caring for the patient with poisoning or overdose.

E6.1.8 Explain the rationale for administering activated charcoal.E6.1.9 Explain the rationale for contacting medical direction early in the

prehospital management of the poisoning or overdose patient.

AAc

c

B

a

B

CC


21



E7.1.11 Describe the various ways that the body loses heat.E7.1.2 List the signs and symptoms of exposure to cold.E7.1.3 Explain the steps in providing emergency medical care to a patient

exposed to cold.E7.1.4 List the signs and symptoms of exposure to heat.E7.1.5 Explain the steps in providing emergency care to a patient exposed to

heat.E7.1.6 Recognize the signs and symptoms of water-related emergencies.E7.1.7 Describe the complications of near drowning.E7.1.8 Describe the emergency medical care of bites and stings.

BAc

Ac

BBc

E18.1.1 Define behavioral emergencies.E8.1.2 State factors that may cause an alteration in a patient's behavior.E8.1.3 State the various reasons for psychological crises.E8.1.4 Describe the characteristics of an individual's behavior that suggests

that the patient is at risk for suicide.E8.1.5 Identify special medical/legal considerations for managing behavioral

emergencies.E8.1.6 Explain the special considerations for assessing a patient with

behavioral problems.E8.1.7 Explain the general principles of an individual's behavior that suggests

that he is at risk for violence.E8.1.8 Explain methods to calm behavioral emergency patients.E8.1.9 Explain the rationale for learning how to modify your behavior toward

the patient with a behavioral emergency.

AAAB

C

B

B

cC

E9.1.11 Identify the structures related to obstetrics and gynecology.E9.1.2 Explain the use of the contents of an obstetrics kit.E9.1.3 Describe predelivery emergencies.E9.1.4 State indications of an imminent delivery.E9.1.5 Differentiate the emergency medical care provided to a patient with

predelivery emergencies from a normal delivery.E9.1.6 State the steps in the predelivery preparation of the mother.E9.1.7 Explain the relationship between body substance isolation and

childbirth.E9.1.8 State the steps to assist in the delivery.E9.1.9 Describe care of the baby as the head appears.E9.1.10 Describe how and when to cut the umbilical cord.

ABBBC

bB

ccc


22



E9.1.11 Explain the steps in the delivery of the placenta.E9.1.12 List the steps in the emergency medical care of the mother post-

delivery.E9.1.13 Summarize neonatal resuscitation procedures.E9.1.14 Describe the procedures for the following abnormal deliveries: Breech

birth, prolapsed cord, limb presentation.E9.1.15 Describe the special considerations for multiple births.E9.1.16 Describe special considerations of meconium.E9.1.17 Describe special considerations of a premature baby.E9.1.18 Explain the emergency medical care of a patient with a gynecological

emergency.E9.1.19 Explain the rationale for understanding the implications of treating two

patients (mother and baby).

cb

cc

BBBc

B

LAB SKILLS Calculations Treating various emergencies

MODULE E OUTLINE General pharmacology Emergencies

Respiratory emergencies Cardiovascular emergencies Allergic reactions Poisoning/Overdose Emergencies Environmental emergencies Behavioral emergencies Obstetrics


23


MODULE F – INFANTS AND CHILDRENPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

F1.0 Provide emergency medical services for infants and children. (3c)

F1.1 Given scenarios and lab situations provide for the management of various emergencies for infants and children.


F1.1.1 Identify the developmental considerations for various age groups.F1.1.2 Describe differences in anatomy and physiology of the infant, child and

adult patient.F1.1.3 Differentiate the response of the ill or injured infant or child (age

specific) from that of an adult.F1.1.4 Identify various causes of respiratory emergencies.F1.1.5 Differentiate between respiratory distress and respiratory failure.F1.1.6 List the steps in the management of foreign body airway obstruction.F1.1.7 Summarize emergency medical care strategies for respiratory distress

and respiratory failure.F1.1.8 Identify the signs and symptoms of shock (hypoperfusion) in the infant

and child patient.F1.1.9 Describe the methods of determining end organ perfusion in the infant

and child patient.F1.1.10 State the most common cause of cardiac arrest in infants and children

versus adults.F1.1.11 List the common causes of seizures in the infant and child patient.F1.1.12 Describe the management of seizures in the infant and child patient.F1.1.13 Differentiate between the injury patterns in adults, infants, and children.F1.1.14 Explain the field management of the infant and child trauma patient.F1.1.15 Summarize the indicators of possible child abuse and neglect.F1.1.16 Describe the medical legal responsibilities in suspected child abuse.F1.1.17 Recognize need for EMT-Basic debriefing following a difficult infant or

child transport.F1.1.18 Explain the rationale for having knowledge and skills appropriate for

dealing with the infant and child patient.F1.1.19 Attend to the feelings of the family when dealing with an ill or injured

infant or child.F1.1.20 Understand the provider's own response (emotional) to caring for infants

or children.

BB

B

ABcB

C

c

A

AcCcBBB

*4

*4

*4

LAB SKILLSAssessing sceneAirway managementTreating shockTreating seizuresField managementIdentifying injury pattersIdentifying child abuse and neglectDocumentation


24


MODULE F OUTLINE Developmental differences The airway Oxygen therapy Assessment Common problems Trauma Child abuse and neglect Special needs Well being of the primary care provider


25


MODULE G - OPERATIONSPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

G1.0 Explain the various aspects of emergency vehicle operations. (C - *4)

G1.1 This competency is measured cognitively.

G2.0 Explain the various procedures for gaining access. (c)


G3.0 Explain the various hazardous material procedures. (c)


G4.0 Explain considerations for providing emergency services during a WMD event.



G1.1.1 Explain the medical and non-medical equipment needed to respond to a call.

G1.1.2 1List the phases of an emergency call.G1.1.3 1Describe the general provisions of state laws relating to the operation

of the emergency vehicle and privileges.G1.1.4 1List contributing factors to unsafe driving conditions.G1.1.5 1Describe the considerations that should be given to intersections and

escorts.1G1.1.6 Explain "Due Regard For Safety of All Others" while operating an

emergency vehicle.G1.1.7 1State what information is essential in order to respond to a call.G1.1.8 1Explain various situations that may affect response to a call.G1.1.9 1Differentiate between the various methods of moving a patient to the

unit based upon injury or illness.G1.1.10 1Prepare a written report with the essential patient information

components.G1.1.11 1Summarize the importance of preparing the unit for the next response.G1.1.12 1Identify what is essential for completion of a call.G1.1.13 1Describe terms associated with decontamination.G1.1.14 1Describe how to clean or disinfect items following patient care.G1.11.15 Explain the rationale for appropriate report of patient information.G1.1.116 Explain the rationale for having the unit prepared to respond.

B

AB

BB

B

BCC

c

BBBc*4*4

G2.2.1 1Describe the purpose of extrication.G12.2.2 Explain the role of the EMT-Basic in extrication.G2.2.3 1Identify what equipment for personal safety is required for the EMT-

Basic.G2.2.4 1Define the fundamental components of extrication.G2.2.5 1State the steps that should be taken to protect the patient during

extrication.G2.2.61 Explain various methods of gaining access to the patient.G2.2.7 1Distinguish between simple and complex access.

BBA

Bb

cB


26


MODULE G LEARNING OBJECTIVES (Continued) KSA Indicators

G3.3.1 1Explain the EMT-Basic's role during a call involving hazardous materials.

G3.3.2 1Describe what the EMT-Basic should do if there is reason to believe that there is a hazard at the scene.

G3.3.3 1Describe the actions that an EMT-Basic should take to ensure bystander safety.

G3.13.4 Explain the role the EMT-Basic performs until appropriately trained personnel arrive at the scene of a hazardous materials situation.

G3.3.5 Explain the steps to approaching a hazardous situation.G3.3.6 1Explain the various environmental hazards that affect EMS.G3.3.7 1Describe the criteria for a multiple-casualty situation.G3.3.8 1Explain the role of the EMT-Basic in the multiple-casualty situation.G3.3.9 1Explain the components of basic triage.G3.3.10 1Describe the role of the EMT-Basic in a disaster operation.G3.3.11 1Describe basic concepts of incident management.G3.3.12 1Explain the methods for preventing contamination of self, equipment and

facilities.

Bb

b

B

bBBBcBBc

G4.1.1 Describe the general objective of terrorist acts.G4.1.2 Explain the importance of the role of EMTs in detecting WMD events.G4.1.3 Explain the common signs and symptoms of exposure to various types of

nuclear, biological, and chemical (NBC) weapons.G4.1.4 Differentiate between the purpose and use of protective equipment

needed for dealing with chemical agents from that required for biological agents.

G4.1.5 Describe indicators of various types of WMD events.G4.1.6 Describe the EMT’s response to various concerns related to potential

WMD events.

BCB

c

BBc

LAB SKILLS None

MODULE G OUTLINE Emergency vehicle operations Gaining access Overviews Weapons of Mass Destruction State rules and guidelines


27


MODULE H – ALS INTEGRATIONPROFESSIONAL COMPETENCIES STUDENT PERFORMANCE OBJECTIVES

H1.0 Perform ALS integration. H1.1 Perform steps associated with ALS integration on a variety of patients and in a variety of situations.

H2.0 Explain the importance of following procedures for ALS integration.

H2.1 This competency is measured affectively.

LEARNING OBJECTIVES KSA Indicators

H1.1.1 Identify the equipment necessary for assisting with electrocardiography monitoring.

H1.1.2 Identify the proper electrode placement for various cardiac monitoring leads.

H1.1.3 Describe how to properly apply electrodes to a patient.H1.1.4 Identify the equipment necessary for assisting with intravenous therapy.H1.1.5 Identify the intravenous solutions commonly used.H1.1.6 Describe the appropriate checks performed on intravenous fluid.H1.1.7 Describe the difference between microdrip and macrodrip intravenous

administration sets.H1.1.8 Describe the signs and symptoms related to an infiltrated intravenous line.H1.1.9 Identify the equipment necessary for assisting with endotracheal intubation.H1.1.10 Describe the difference between straight and curved laryngoscope

blades.H1.1.11 Describe the method to attach a laryngoscope blade to the handle.H1.1.12 Describe the method of inserting a stylet into an endrotracheal tube.H1.1.13 Explain the necessity of securing an endotracheal tube.H1.1.14 Describe the signs and symptoms related to incorrect endotracheal tube

placement.

a

a

baacc

Ba

BbbBB

H2.1.1 Explain the necessity in functioning as a team.H2.1.2 Explain the importance of performing the airway, breathing, and circulation

assessment on all patients.H2.1.3 Explain the importance of basic airway management skills to maintain a

patient’s airway.H2.1.4 Explain how advanced life support procedures of electrocardiography,

intravenous therapy, and endotracheal intubation benefit in patient care.

*4*5

*5

*5

Lab/Clinical Skills Attaching electrodes Set-up of intravenous fluids Attaching laryngoscope blade Insertion of a stylet Bag-valve-mask and bag-valve endotracheal tube ventilation

Module H Outline Attaching electrodes Set-up of intravenous fluids Attaching laryngoscope blade Insertion of a stylet Bag-valve-mask and bag-valve endotracheal tube ventilation


28


LEARNING OBJECTIVES TABLE OF SPECIFICATIONSThe table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation.

Facts/ Nomenclature

Principles/ Procedures

Analysis/ Operating Principles

Evaluation/ Complete

TheoryA/a B/b C/c D/d

Module A 25% 60% 15% -Module B 28% 48% 24% -Module C 8% 45% 47% -Module D 38% 37% 25% -Module E 20% 45% 35% -Module F 18% 47% 35% -Module G 40% 48% 12% -Module H 36% 50% 14% -


29


Knowledge, Skills, and Attitudes (KSA) Indicators

Value Key Word(s) DefinitionPe

rform

ance

Ab

ility

4 HighlyProficient

Performs competency quickly and accurately. Instructs others how to do the competency.

3 Proficient Performs all parts of the competency. Needs only a spot check of completed work.

2 Partially Proficient Performs most parts of the competency. Needs help only on hardest parts.

1 LimitedProficiency

Performs simple parts of the competency. Needs to be told or shown how to do most of the competency.

Know

ledg

e of

Sk

ills

d CompleteTheory Predicts, isolates, and resolves problems about the competency.

c Operating Principles

Identifies why and when the competency must be done and why each step is needed.

b Procedures Determines step-by-step procedures for doing the competency.

a Nomenclature Names parts, tools, and simple facts about the competency.

Know

ledg

e

D Evaluation Evaluates conditions and makes proper decisions about the subject.

C Analysis Analyzes facts and principles and draws conclusions about the subject.

B Principles Identifies relationship of basic facts and states general principles about the subject.

A Facts Identifies basic facts and terms about the subject.

Affe

ctiv

e

*5 Characterizationby Value Acting consistently with the new value.

*4 Organization Integrating a new value into one's general set of values, giving it some ranking among one's general priorities.

*3 Valuing Showing some definite involvement or commitment.

*2 Responding Showing some new behaviors as a result of experience.

*1 Receiving Being aware of or attending to something in the environment.

Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles such as Ohm’s Law.

A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency . These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not required to perform the task-just know about the task. (example: Can state or explain procedures for doing a task).

Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency.

Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure.

Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen.

NOTE: Codes indicate terminal values.


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Documents

EMS 116 - Northeast Alabama Community Web viewDocument activities associated with providing ... various environmental hazards that affect EMS. ... necessary for assisting with intravenous