|
|
Course/Program Inventory
TCAT Course Inventory
|
|
|
FOR INTERNAL USE ONLY- NOT FOR EXTERNAL DISTRIBUTION
The Tennessee Board of Regents (TBR) provides its online common course inventory for community colleges (or common curriculum inventory for technical colleges) as a tool for faculty, staff, and administrators to use in academic program planning. It is not intended for use in advising. TBR does not guarantee that the information contained within the site is up-to-date, complete and accurate. Individuals assume any risks associated with relying upon such information without checking other credible sources, such as a College Catalog or TBR policies. Content within the site is for information purposes only and does not represent the official Academic Program Inventory at any specific TBR institution.
|
TCAT
Electronic Technology
-
ELT 4080 - Signal Processing
Clock Hours: 300
Delivery Mode
on-ground
Course Description:
This course is designed to familiarize a student with the various ways with which signals are processed to forms that are usable for end users. With this knowledge, a student will be able to understand modulation techniques that will be helpful in troubleshooting practices in the telecommunications industry.
Student Learning Outcomes:
The student will be able to:
- Communications Systems and Signal Processing
- Describe the basic elements that compose a communications system.
- State the two fundamental limiting factors in a communications system.
- Describe the basic differences between analog and digital signals.
- Describe signal processing.
- Identify various signal processing techniques.
- Amplitude Modulation
- Describe amplitude modulation (AM).
- Describe the characteristics of amplitude modulation.
- Generate amplitude modulation signals using a function generator.
- Observe and measure the characteristics of an amplitude modulated signal.
- Frequency Modulation
- Describe frequency modulation (FM).
- Describe the characteristics of frequency modulation.
- Generate frequency modulation signals using a function generator.
- Observe and measure the characteristics of a frequency modulated signal.
- Single Sideband and Transmission Lines
- Identify the Single Sideband operating principle.
- Identify the operation of a Single Sideband transmitter and receiver.
- Identify transmission line operating characteristics.
- Identify the different types of transmission lines.
-
ELT 4090 - Fiber Optics
Clock Hours: 66
Delivery Mode
on-ground
Course Description:
With the explosive demand of bandwidth optical fiber cable has become first choice for transmission and finds its place in various industries such as telecommunication, security and surveillance, medical, banking, defense, etc. This course prepare candidates as specialist with detailed knowledge of fiber optics.
Student Learning Outcomes:
The student will learn:
- Introduction to Fiber Optics
- Explore the history of optical communication.
- Discuss how fiber optic technology evolved.
- Discussion of fiber optic light propagation using a block diagram.
- Basic fiber optic cable construction.
- Theory of light propagation.
- Explore some of the key advantages of using fiber optic technology.
- Discuss the limitations of fiber optic technology.
- Fiber Optic Applications
- Describe the theory of fiber optic communications.
- Identify the purpose of optical transmitters, receivers, and optical fibers.
- Understand light energy terms and measurements.
- Describe operation of an optical transmitter.
- Understand operation and characteristics of incandescent lamps and LEDs as optical transmitters.
- Describe operation of an optical receiver.
- Understand operation and characteristics of photocells, photodiodes, photovoltaics, phototransistors as optical receivers.
- Verify the principles of fiber optic communications.
- Demonstrate a simple fiber optic communication link.
- Observe the operation of LEDs and incandescent lamps as light sources.
- Observe the operation of photocells, photodiodes, photovoltaic cells and phototransistors as light detectors.
- Introduction to Lasers
- Describe the basic particle theory of light.
- Describe the basic wave theory of light.
- Describe the principles behind the quantum theory of light.
- Define the term Laser.
- Describe the quantum theory of radiation.
- Describe the characteristics of laser light.
- Describe the fundamental elements of a laser.
- Describe the various uses of lasers.
- Introduction to Lasers
- Describe the basic particle theory of light.
- Describe the basic wave theory of light.
- Describe the principles behind the quantum theory of light.
- Define the term Laser.
- Describe the quantum theory of radiation.
- Describe the characteristics of laser light.
- Describe the fundamental elements of a laser.
- Describe the various uses of lasers.
- Fiber Optic Cable Connections
- Explain losses due to the different types of misalignment and waveguide geometry.
- Describe the basic steps for splicing waveguides properly.
- Identify the six requirements for a good connector.
- Connectorize a fiber optic cable properly.
- Determine the losses of adding a non-permanent mechanical splice to a fiber optic cable.
- Fiber Optic Systems Troubleshooting
- Identify a faulted fiber optic system.
- Develop an organized troubleshooting strategy.
- Understand how to isolate a faulted section of a fiber optic system.
- Demonstrate the steps involved in properly troubleshooting a fiber optic system using a troubleshooting flowchart.
- Examine the characteristics of a faulty transmission circuit, transmission medium, and receiver circuit.
Emergency Medical Technician
-
EMT 0001 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of the course is to improve the essential worker characteristics of students to prepare them for entrance into the workforce. The course is based around the ten traits that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Attendance
- Attends class as scheduled.
- Arrives/leaves on time (no tardiness).
- Notifies instructor prior to or day of being absent.
- Character
- Displays loyalty, honesty, trustworthiness.
- Displays dependability and reliability.
- Displays initiative, self-discipline and self-responsibility.
- Displays self-discipline and performs what is asked of them.
- Teamwork
- Respects the rights of others.
- Maintains appropriate confidentiality.
- Is a team worker that is cooperative, mannerly, and appropriately assertive.
- Displays a customer service attitude.
- Seeks opportunities for continuous learning from others.
- Appearance
- Demonstrates appropriate dress indicative of trade.
- Demonstrates professional grooming and hygiene.
- Presents oneself professionally each day.
- Attitude
- Displays a positive and professional attitude.
- Displays self-confidence.
- Displays high expectations of success in trade.
- Productivity
- Follows safety practices.
- Maintains a neat and clean work area.
- Follows directions and procedures.
- Completes assignments in keeping with deadlines.
- Organization Skills
- Prioritizes and manages class time.
- Demonstrates flexibility in handling change.
- Communications
- Displays appropriate nonverbal skills (eye contact, body language).
- Displays appropriate listening skills.
- Uses appropriate language on a professional level.
- Cooperation
- Displays leadership skills.
- Appropriately handles criticism, conflicts and complaints.
- Demonstrates problem-solving capabilities.
- Maintains appropriate relationships with instructors and peers.
- Follows requests of instructor.
- Respect
- Engages with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment of any kind.
- Encourages others to avoid harassment.
-
EMT 0002 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of the course is to improve the essential worker characteristics of students to prepare them for entrance into the workforce. The course is based around the ten traits that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Attendance
- Attends class as scheduled.
- Arrives/leaves on time (no tardiness).
- Notifies instructor prior to or day of being absent.
- Character
- Displays loyalty, honesty, trustworthiness.
- Displays dependability and reliability.
- Displays initiative, self-discipline and self-responsibility.
- Displays self-discipline and performs what is asked of them.
- Teamwork
- Respects the rights of others.
- Maintains appropriate confidentiality.
- Is a team worker that is cooperative, mannerly, and appropriately assertive.
- Displays a customer service attitude.
- Seeks opportunities for continuous learning from others.
- Appearance
- Demonstrates appropriate dress indicative of trade.
- Demonstrates professional grooming and hygiene.
- Presents oneself professionally each day.
- Attitude
- Displays a positive and professional attitude.
- Displays self-confidence.
- Displays high expectations of success in trade.
- Productivity
- Follows safety practices.
- Maintains a neat and clean work area.
- Follows directions and procedures.
- Completes assignments in keeping with deadlines.
- Organization Skills
- Prioritizes and manages class time.
- Demonstrates flexibility in handling change.
- Communications
- Displays appropriate nonverbal skills (eye contact, body language).
- Displays appropriate listening skills.
- Uses appropriate language on a professional level.
- Cooperation
- Displays leadership skills.
- Appropriately handles criticism, conflicts and complaints.
- Demonstrates problem-solving capabilities.
- Maintains appropriate relationships with instructors and peers.
- Follows requests of instructor.
- Respect
- Engages with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment of any kind.
- Encourages others to avoid harassment.
-
EMT 1010 - Foundations of EMS
Clock Hours: 34
Delivery Mode
on-ground
Course Description:
The student will use this information throughout the course to enhance his understanding and provide direction for the EMT-Basic’s relationship to the individual components of the EMS system. The lesson will provide the student with a road map for learning the skill and knowledge domains of the EMT-Basic. After completion of the course, the EMT-Basic will use this information to understand the process of gaining and maintaining certification, as well as understanding state and local legislation affecting the profession.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- 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.
- 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.
- Explain the need to determine scene safety.
- Discuss the importance of body substance isolation (BSI).
- Describe the steps the EMT-Basic should take for personal protection from airborne and blood borne pathogens.
- List the personal protective equipment necessary for each of the following situations: Hazardous materials - Rescue operations - Violent scenes - Crime scenes
- 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.
- Discuss the issues of abandonment, negligence, and battery and their implications to the EMT
- 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.
- Explain the rationale for the needs, benefits and usage of advance directives.
- Explain the rationale for the concept of varying degrees of DNR.
- 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.
- 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.
- Differentiate between a strong, weak, regular and irregular 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.
- 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.
- Describe correct and safe carrying procedures on stairs.
- 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.
- 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.
-
EMT 1020 - Airway Management Respirations and Artificial Ventilations
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
Every patient must have a patent airway to survive. In this lesson the student will learn when the airway is obstructed. An EMT-Basic must clear it as soon as possible using the methods described. Once the airway has been opened, the EMT-Basic must determine if breathing is adequate. Patients with inadequate breathing must be artificially ventilated using mouth-to-mouth, mouth-to-mask, bag-valve-mask or flow restricted, oxygen-powered ventilation device. If the patient has adequate breathing, the EMT-Basic must decide if oxygen is indicated. If oxygen is necessary, the EMT-Basic must select the appropriate device and follow the procedure for delivery.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Name and label the major structures of the respiratory system on a diagram.
- List the signs of adequate breathing.
- List the signs of inadequate breathing.
- Describe the steps in performing the head-tilt chin-lift.
- Relate mechanism of injury to opening the airway.
- Describe the steps in performing the jaw thrust.
- 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 nonrebreather face mask and state the oxygen flow requirements needed for its use.
- Describe the indications for using a nasal cannula versus a nonrebreather 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 rescuers.
- 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 nonrebreather 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.
-
EMT 1030 - Patient Assessment
Clock Hours: 50
Course Description:
The EMT-Basic will encounter patients who require emergency medical care. In this section they will gain an understanding of the need for the EMT-Basic to identify those patients who require rapid assessment critical interventions, and immediate transport. Learning to following the initial assessment, the EMT-B will use information obtained during this phase with the appropriate history and physical examination.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- 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.
- Observe various scenarios and identify potential hazards.
- 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.
- Describe normal and abnormal findings when assessing skin temperature.
- Describe normal and abnormal findings when assessing skin condition.
- Describe normal and abnormal findings when assessing skin capillary refill in the infant and child patient.
- Explain the reason for prioritizing a patient for care and transport.
- Explain the importance of forming a general impression.
- Explain the value of performing an initial assessment.
- 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.
- 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.
- 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.
- Describe the needs for assessing an individual who is unresponsive.
- 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 metal status.
- 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.
- Discuss the reasons for repeating the initial assessment as part of the ongoing 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.
- Demonstrate the skills involved in performing the on-going assessment.
- List the proper methods of initiating and terminating a radio call.
- State the proper sequence for delivery of patient information.
- Explain the importance of effective communication of patient information in the verbal report.
- 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: 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.
- 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.
- Describe the legal implications associated with the written report.
- Discuss all state and/or local record and reporting requirements.
- 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 prehospital care report.
-
EMT 1040 - Medical Emergencies
Clock Hours: 60
Delivery Mode
on-ground
Course Description:
To prepare the student for a clinical setting that they can provide prehospital care. Emergency situations arise in the prehospital setting and this course is designed to provide the knowledge to remain calm in an emergency situation.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Identify which medications will be carried on the unit.
- State the medications carried on the unit by the generic name.
- Identify the medications with which the EMT-Basic may assist the patient with administering
- State the medications the EMT-Basic can assist the patient with by the generic name.
- Discuss the forms in which the medications may be found.
- Explain the rationale for the administration of medications
- Demonstrate general steps for assisting patient with self-administration of medications
- Read the labels and inspect each type of medication
- List the structure and function of the respiratory system.
- State the signs and symptoms of a patient with breathing difficulty
- Describe the emergency medical care of the patient with breathing difficulty
- Recognize the need for medical direction to assist in the emergency medical care of the patient with breathing difficulty
- Describe the emergency medical care of the patient with breathing distress
- Establish the relationship between airway management and the patient with breathing difficulty
- List signs of adequate air exchange
- State the generic name, medication forms, dose, administration, action, indications and contraindications for the prescribed inhaler
- Distinguish between the emergency medical care of the infant, child and adult patient with breathing difficulty
- Differentiate between upper airway obstruction and lower airway disease in the infant and child patient
- Describe the structure and function of the cardiovascular system
- Describe the emergency medical care of the patient experiencing chest pain/discomfort
- List the indications for automated external defibrillation (AED)
- List the contraindications for automated external defibrillation
- Define the role of EMT-B in the emergency cardiac care system
- Explain the impact of age and weight on defibrillation
- Discuss the position of comfort for patients with various cardiac emergencies
- Establish the relationship between airway management and the patient with cardiovascular compromise
- Predict the relationship between the patient experiencing cardiovascular compromise and basic life support
- 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
- Explain the importance of prehospital ACLS intervention if it is available
- Explain the importance of urgent transport to a facility with Advanced Cardiac Life Support if it is not available in the prehospital setting
- 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
- Discuss the standard of care that should be used to provide care to a patient with persistent ventricular fibrillation and no available ACLS
- Discuss the standard of care that should be used to provide care to a patient with recurrent ventricular fibrillation and no available ACLS
- Differentiate between the single rescuer and multi-rescuer care with an automated external defibrillator
- Explain the reason for pulses not being checked between shocks with an automated external defibrillator
- Discuss the importance of coordinating ACLS trained providers with personnel using automated external defibrillators
- Discuss the importance of post-resuscitation care
- List the components of post-resuscitation care
- Explain the importance of frequent practice with the automated external defibrillator
- Discuss the need to complete the Automated Defibrillator: Operator’s Shift Checklist
- Discuss the role of the American Heart Association (AHA) in the use of automated external defibrillation
- Explain the role medical direction plays in the use of automated external defibrillation
- State the reasons why a case review should be completed following the use of the automated external defibrillator
- Discuss the components that should be included in a case review
- Discuss the goal of quality improvement in automated external defibrillation
- Recognize the need for medical direction of protocols to assist in the emergency medical care of the patient with chest pain
- List the indications for the use of nitroglycerin
- State the contraindications and side effects for the use of nitroglycerin
- Define the function of all controls on an automated external defibrillator, and describe event documentation and battery defibrillator maintenance
- Defend the reasons for obtaining initial training in automated external defibrillation and the importance of continuing education
- Defend the reason for maintenance of automated external defibrillators
- Explain the rationale for administering nitroglycerin to a patient with chest pain or discomfort
- Demonstrate the assessment and emergency medical care of a patient experiencing chest pain/discomfort
- Demonstrate the application and operation of the automated external defibrillator
- Demonstrate the maintenance of an automated external defibrillator
- Demonstrate the assessment and documentation of patient response to the automated external defibrillator
- Demonstrate the skills necessary to complete the Automated Defibrillator: Operator’s Shift Checklist.
- Perform the steps in facilitating the use of nitroglycerin for chest pain or discomfort
- Demonstrate the assessment and documentation of patient response to nitroglycerin
- Practice completing a prehospital care report for patients with cardiac emergencies
- Identify the patient taking diabetic medications with altered mental status and the implications of a diabetes history
- State the steps in the emergency medical care of the patient taking diabetic medicine with an altered mental status and a history of diabetes
- Establish the relationship between airway management and the patient with altered mental status
- State the generic and trade names, medication forms, dose, administration, action, and contraindications for oral glucose
- Evaluate the need for medical direction in the emergency medical care of the diabetic patient
- Explain the rationale for administering oral glucose
- Demonstrate the steps in the emergency medical care for the patient taking diabetic medicine with an altered mental status and a history of diabetes
- Demonstrate the steps in the administration of oral glucose
- Demonstrate the assessment and documentation of patient response to oral glucose
- Recognize the patient experiencing an allergic reaction
- Describe the emergency medical care of the patient with an allergic reaction
- Establish the relationship between the patient with an allergic reaction and airway management Describe the mechanisms of allergic response and the implications for airway management
- State the generic and trade names, medication forms, dose, administration, action, and contraindications for the epinephrine auto-injector
- Evaluate the need for medical direction in the emergency medical care of the patient with an allergic reaction
- Differentiate between the general category of those patients having an allergic reaction and those patients having an allergic reaction and requiring immediate medical care, including immediate use of epinephrine auto-injector
- Explain the rationale for administering epinephrine using an auto-injector
- Demonstrate the emergency medical care of the patient experiencing an allergic reaction
- Demonstrate the use of epinephrine auto-injector
- Demonstrate the assessment and documentation of patient response to an epinephrine injection
- Demonstrate proper disposal of equipment
- Demonstrate completing a prehospital care report for patients with allergic emergencies
- List various ways that poisons enter the body
- List signs/symptoms associated with poisoning
- Discuss the emergency medical care for the patient with possible overdose
- Describe the steps in the emergency medical care for the patient with suspected poisoning
- Establish the relationship between the patient suffering from poisoning or overdose and airway management
- State the generic and trade names, indications, contraindications, medication form, dose, administration, actions, side effects and re-assessment strategies for activated charcoal
- Recognize the need for medical direction in caring for the patient with poisoning or overdose
- Explain the rationale for administering activated charcoal\
- Demonstrate the steps in the emergency medical care for the patient with possible overdose
- Demonstrate the steps in the emergency medical care for the patient with suspected poisoning
- Perform the necessary steps required to provide a patient with activated charcoal
- Demonstrate the assessment and documentation of patient response.
- Demonstrate proper disposal of the equipment for the administration of activated charcoal.
- Demonstrate completing a prehospital care report for patients with a poisoning/overdose emergency. Describe the various ways that the body loses heat.
- List the signs and symptoms of exposure to cold.
- Explain the steps in providing emergency medical care to a patient exposed to cold.
- List the signs and symptoms of exposure to heat.
- Explain the steps in providing emergency care to a patient exposed to heat.
- Recognize the signs and symptoms of water-related emergencies.
- Describe the complications of near drowning.
- Discuss the emergency medical care of bites and stings.
- Demonstrate the assessment and emergency medical care of a patient with exposure to cold.
- Demonstrate the assessment and emergency medical care of a patient with exposure to heat.
- Demonstrate the assessment and emergency medical care of a near drowning patient.
- Demonstrate completing a prehospital care report for patients with environmental emergencies.
- Define behavioral emergencies.
- Discuss the general factors that may cause an alteration in a patient’s behavior.
- State the various reasons for psychological crises.
- Discuss the characteristics of an individual’s behavior which suggests that the patient is at risk for suicide.
- Discuss special medical/legal considerations for managing behavioral emergencies.
- Discuss the special considerations for assessing a patient with behavioral problems.
- Discuss the general principles of an individual’s behavior which suggests that he is at risk for violence.
- Discuss methods to calm behavioral emergency patients.
- Explain the rationale for learning how to modify your behavior toward the patient with a behavioral emergency.
- Demonstrate the assessment and emergency medical care of the patient experiencing a behavioral emergency.
- Demonstrate various techniques to safely restrain a patient with a behavioral emergency Identify the following structures: Uterus, vagina, fetus, placenta, umbilical cord, amniotic sac, perineum.
- Identify and explain the use of the contents of an obstetrics kit.
- Identify pre-delivery emergencies.
- State indications of an imminent delivery.
- Differentiate the emergency medical care provided to a patient with pre-delivery emergencies from a normal delivery.
- State the steps in the pre-delivery preparation of the mother.
- Establish the relationship between body substance isolation and childbirth.
- State the steps to assist in the delivery.
- Describe care of the baby as the head appears.
- Describe how and when to cut the umbilical cord.
- Discuss the steps in the delivery of the placenta.
- List the steps in the emergency medical care of the mother post-delivery
- Summarize neonatal resuscitation procedures
- Describe the procedures for the following abnormal deliveries: Breech birth, prolapsed cord, limb presentation
- Differentiate the special considerations for multiple births
- Describe special considerations of meconium
- Describe special considerations of a premature baby
- Discuss the emergency medical care of a patient with a gynecological emergency
- Explain the rationale for understanding the implications of treating two patients (mother and baby
- Demonstrate the steps to assist in the normal cephalic delivery
- Demonstrate necessary care procedures of the fetus as the head appears
- Demonstrate infant neonatal procedures
- Demonstrate post-delivery care of infant
- Demonstrate how and when to cut the umbilical cord
- Attend to the steps in the delivery of the placenta
- Demonstrate the post-delivery care of the mother
- Demonstrate the procedures for the following abnormal deliveries: vaginal bleeding, breech birth, prolapsed cord, limb presentation
- Demonstrate the steps in the emergency medical care of the mother with excessive bleeding
- Demonstrate completing a prehospital care report for patients with obstetrical/gynecological emergencies
-
EMT 1050 - Trauma Emergencies
Clock Hours: 50
Delivery Mode
on-ground
Course Description:
This course is designed to teach the student the correct way to care for and react to a trauma situation. Armed with the detailed information will give a grounded foundation to provide the most competent care for a patient.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- List the structure and function of the circulatory system
- Differentiate between arterial, venous and capillary bleeding
- State methods of emergency medical care of external bleeding
- Establish the relationship between body substance isolation and bleeding
- Establish the relationship between airway management and the trauma patient.
- Establish the relationship between mechanism of injury and internal bleeding
- List the signs of internal bleeding
- List the steps in the emergency medical care of the patient with signs and symptoms of internal bleeding
- List signs and symptoms of shock (hypo perfusion)
- State the steps in the emergency medical care of the patient with signs and symptoms of shock (hypo perfusion).
- Explain the sense of urgency to transport patients that are bleeding and show
- signs of shock (hypo perfusion).
- Demonstrate direct pressure as a method of emergency medical care of external bleeding.
- Demonstrate the use of diffuse pressure as a method of emergency medical care of external bleeding
- Demonstrate the use of pressure points and tourniquets as a method of
- emergency medical care of external bleeding
- Demonstrate the care of the patient exhibiting signs and symptoms of internal bleeding
- Demonstrate the care of the patient exhibiting signs and symptoms of shock (hypo perfusion)
- Demonstrate completing a prehospital care report for patient with bleeding and/or shock (hypo perfusion)
- State the major functions of the skin
- List the layers of the skin.
- Establish the relationship between body substance isolation (BSI) and
- soft tissue injuries
- List the types of closed soft tissue injuries
- Describe the emergency medical care of the patient with a closed soft tissue injury
- State the types of open soft tissue injuries
- Describe the emergency medical care of the patient with an open soft tissue injury
- Discuss the emergency medical care considerations for a patient with a penetrating chest injury
- State the emergency medical care considerations for a patient with an open wound to the abdomen
- Differentiate the care of an open wound to the chest from an open wound to the abdomen.
- List the classifications of burns
- Define superficial burn
- List the characteristics of a superficial burn
- Define partial thickness burn
- List the characteristics of a partial thickness burn
- Define full thickness burn
- List the characteristics of a full thickness burn
- Describe the emergency medical care of the patient with a superficial burn
- Describe the emergency medical care of the patient with a partial thickness burn
- Describe the emergency medical care of the patient with a full thickness burn
- List the functions of dressing and bandaging
- Describe the purpose of a bandage
- Describe the steps in applying a pressure dressing
- Establish the relationship between airway management and the patient with chest injury, burns, blunt and penetrating injuries
- Describe the effects of improperly applied dressings, splints and tourniquets
- Describe the emergency medical care of a patient with an impaled object
- Describe the emergency medical care of a patient with an amputation
- Describe the emergency care for a chemical burn
- Describe the emergency care for an electrical burn
- Demonstrate the steps in the emergency medical care of closed soft tissue injuries
- Demonstrate the steps in the emergency medical care of open soft tissue injuries
- Demonstrate the steps in the emergency medical care of a patient with an open chest wound
- Demonstrate the steps in the emergency medical care of a patient with open abdominal wounds
- Demonstrate the steps in the emergency medical care of a patient with an impaled object
- Demonstrate the steps in the emergency medical care of a patient with an amputation
- Demonstrate the steps in the emergency medical care of an amputated part
- Demonstrate the steps in the emergency medical care of a patient with superficial burns
- Demonstrate the steps in the emergency medical care of a patient with partial thickness burns
- Demonstrate the steps in the emergency medical care of a patient with full thickness burns
- Demonstrate the steps in the emergency medical care of a patient with a chemical burn
- Demonstrate completing a prehospital care report for patients with soft tissue injuries
- Describe the function of the muscular system
- Describe the function of the skeletal system
- List the major bones or bone groupings of the spinal column; the thorax; the upper extremities; the lower extremities
- Differentiate between an open and a closed painful, swollen, deformed extremity
- State the reasons for splinting.
- List the general rules of splinting
- List the complications of splinting
- List the emergency medical care for a patient with a painful, swollen, deformed extremity.
- Explain the rationale for splinting at the scene versus load and go
- Explain the rationale for immobilization of the painful, swollen, deformed extremity
- Demonstrate the emergency medical care of a patient with a painful, swollen, deformed extremity
- State the components of the nervous system
- List the functions of the central nervous system
- Define the structure of the skeletal system as it relates to the nervous system
- Relate mechanism of injury to potential injuries of the head and spine
- Describe the implications of not properly caring for potential spine injuries
- State the signs and symptoms of a potential spine injury
- Describe the method of determining if a responsive patient may have a spine injury
- Relate the airway emergency medical care techniques to the patient with a suspected spine injury
- Describe how to immobilize a patient using a short spine board
- Describe the indications for the use of rapid extrication
- List steps in performing rapid extrication
- State the circumstances when a helmet should be left on the patient
- Discuss the circumstances when a helmet should be removed
- Identify different types of helmets
- Describe the unique characteristics of sports helmets
- Explain the preferred methods to remove a helmet
- Discuss alternative methods for removal of a helmet
- Describe how the patient’s head is stabilized to remove the helmet
- Differentiate how the head is stabilized with a helmet compared to without a helmet
- Explain the rationale for immobilization of the entire spine when a cervical spine injury is suspected
- Explain the rationale for utilizing immobilization methods apart from the straps on the cots
- Explain the rationale for utilizing a short spine immobilization device when moving a patient from the sitting to the supine position
- Explain the rationale for utilizing rapid extrication approaches only when they indeed will make the difference between life and death
- Defend the reasons for leaving a helmet in place for transport of a patient
- Defend the reasons for removal of a helmet prior to transport of a patient
- Demonstrate opening the airway in a patient with suspected spinal cord injury
- Demonstrate evaluating a responsive patient with a suspected spinal cord injury
- Demonstrate stabilization of the cervical spine
- Demonstrate the four person log roll for a patient with a suspected spinal cord injury
- Demonstrate how to log roll a patient with a suspected spinal cord injury using two people
- Demonstrate securing a patient to a long spine board
- Demonstrate using the short board immobilization technique
- Demonstrate procedure for rapid extrication
- Demonstrate preferred methods for stabilization of a helmet.
- Demonstrate helmet removal techniques
- Demonstrate alternative methods for stabilization of a helmet
- Demonstrate completing a prehospital care report for patients with head and spinal injures
- Describe how to stabilize the cervical spine
- Discuss indications for sizing and using a cervical spine immobilization Device
- Establish the relationship between airway management and the patient with head and spine injuries
- Describe a method for sizing a cervical spine immobilization device
- Describe how to log roll a patient with a suspected spine injury
- Describe how to secure a patient to a long spine board
- List instances when a short spine board should be used
-
EMT 1060 - Special Populations I
Clock Hours: 40
Delivery Mode
on-ground
Course Description:
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Identify the developmental considerations for the following age groups: Infants, Toddlers, pre-school, school age, adolescent
- Describe differences in anatomy and physiology of the infant, child and adult patient.
- Differentiate the response of the ill or injured infant or child (age specific) from that of an adult.
- Indicate various causes of respiratory emergencies.
- Differentiate between respiratory distress and respiratory failure.
- List the steps in the management of foreign body airway obstruction
- Summarize emergency medical care strategies for respiratory distress and respiratory failure
- Identify the signs and symptoms of shock (hypo perfusion) in the infant and child patient
- Describe the methods of determining end organ perfusion in the infant and child patient
- State the usual cause of cardiac arrest in infants and children versus adults
- List the common causes of seizures in the infant and child patient
- Describe the management of seizures in the infant and child patient
- Differentiate between the injury patterns in adults, infants, and children
- Discuss the field management of the infant and child trauma patient.
- Summarize the indicators of possible child abuse and neglect.
- Describe the medical legal responsibilities in suspected child abuse.
- Recognize need for EMT-Basic debriefing following a difficult infant or child transport.
- Explain the rationale for having knowledge and skills appropriate for dealing with the infant and child patient.
- Attend to the feelings of the family when dealing with an ill or injured infant or child.
- Understand the provider’s own response (emotional) to caring for infants or children.
- Demonstrate the techniques of foreign body airway obstruction removal in the infant
- Demonstrate the techniques of foreign body airway obstruction removal in the child
- Demonstrate the assessment of the infant and child.
- Demonstrate bag-valve-mask artificial ventilations for the infant.
- Demonstrate bag-valve-mask artificial ventilations for the child.
- Demonstrate oxygen delivery for the infant and child.
-
EMT 1070 - EMS Operations
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
This course will allow for the understanding and knowledge of basic operations of EMS and prehospital settings. Being able to know the inner workings of other departments will better help serve the EMT-B during daily duties.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- 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 by given to:
- 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.
- Explain the rationale for having the unit prepared to respond.
- 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
- 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.
- Describe the criteria for a multiple-casualty situation
- Evaluate the role of the EMT-Basic in the multiple-casualty situation.
- Summarize the components of basic triage
- Define the role of the EMT-Basic in a disaster operation
- Describe basic concepts of incident management
- Explain the methods for preventing contamination of self, equipment and Facilities
- Review the local mass casualty incident plan
-
EMT 1080 - Clinical I
Clock Hours: 132
Delivery Mode
on-ground
Course Description:
This portion of the lesson is focused on applying the theory to skills. Allowing for the EMT-B to show competent acquired knowledge of skills in this field.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Mouth-To-Mask with Supplemental Oxygen
- Airway Maintenance
- Oropharyngeal Airway
- Suction
- Nasopharyngeal Airway
- Oxygen Administration
- Cardiac Arrest Management/AED
- Patient Assessment/Management Medical
- Epinephrine Auto-Injector
- Patient Assessment/Management Trauma
- Bleeding Control/Shock Management
- Immobilization Skills/Long Bone
- Immobilization Skills/Joint Injury
- Immobilization Skills/Traction Splinting
- Spinal Immobilization/Lying Patient
- Spinal Immobilization/Seated Patient
- Ventilatory Management-Endotracheal Intubation
- Ventilatory Management-Dual Lumen Airway Device (Ptl Or Combi-Tube) Insertion Following An Unsuccessful Endotracheal Intubation Attempt
- Ventilatory Management-Esophageal Obturator Airway Insertion Following An Unsuccessful Endotracheal Intubation Attempt
-
EMT 2010 - Prep for Advanced EMT Practice
Clock Hours: 14
Delivery Mode
on-ground
Course Description:
Students will understand the origins and present-day structure of emergency medical care delivery systems. The advanced emergency medical technician’s (AEMT’s) roles and responsibilities and his or her relationship to the emergency medical services (EMS) system are explained, as well as the AEMT’s role in the quality-improvement process. Other EMS provider levels are described. The foundations necessary for being a competent, effective, caring, and ethical AEMT are presented. Students will learn how to recognize important hazards; coping with physical and mental stress; assisting patients and families with the emotional aspect of injuries, illness, and/or death; taking appropriate preventive actions to ensure personal safety; dealing with patients and coworkers with sensitivity; taking proper precautions when dealing with infectious diseases; and preventing on-the-job injuries. Students will understand the legalities of dealing with patients in Emergent and Non-Emergent situations as well as how to document and communicate effectively.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Define EMS systems.
- Discuss the four levels of EMS training and licensure.
- Describe AEMT licensure criteria and understand that the Americans with Disabilities Act (ADA) applies to employment as an AEMT.
- Discuss the historic background of the development of the EMS system.
- Describe the levels of EMS training in terms of skill sets needed for each of the following: EMR, EMT, AEMT, and paramedic.
- Discuss the possible presence of other first responders at a scene who may have EMR training, some knowledge of first aid, or merely good intentions, and discuss their need for direction.
- Describe the components of the EMS system.
- Understand how medical direction of an EMS system works and the AEMT’s role in the process.
- Discuss the purpose of the EMS continuous quality improvement (CQI) process.
- Characterize the EMS system’s role in prevention and public education in the community.
- Describe the roles and responsibilities of the AEMT.
- Describe the attributes that an AEMT is expected to possess.
- Understand the impact of the Health Insurance Portability and Accountability Act (HIPAA) on patient privacy.
- State the steps that contribute to wellness and their importance in managing stress.
- Define infectious disease and communicable disease.
- Describe the routes of disease transmission.
- Describe the routes of transmission and the steps to prevent and/or deal with an exposure to hepatitis, tuberculosis, and HIV/AIDS.
- Know the standard precautions used in treating patients to prevent infection.
- Describe the steps to take for personal protection from airborne and bloodborne pathogens.
- Explain proper handwashing techniques.
- List the ways immunity to infectious diseases is acquired.
- Explain postexposure management of exposure to patient blood or body fluids, including completing a postexposure report.
- Describe the steps necessary to determine scene safety and to prevent work-related injuries at the scene.
- Describe the different types of protective clothing worn to prevent injury.
- Explain the care of critically ill and injured patients.
- Describe issues concerning care of the dying patient, death, and the grieving process of family members.
- Know the physiologic, physical, and psychological responses to stress.
- Describe posttraumatic stress disorder (PTSD) and steps that can be taken, including critical incident stress management, to decrease the likelihood that PTSD will develop.
- Identify the emotional aspects of emergency care.
- Recognize the stress inherent in many situations, such as mass-casualty scenes.
- Recognize the possibility of violent situations and the steps to take to deal with them.
- Describe how to handle behavioral emergencies.
- Discuss workplace issues such as cultural diversity, sexual harassment, and substance abuse.
- Define consent and how it relates to decision making.
- Compare expressed consent, implied consent, and involuntary consent.
- Discuss consent by minors for treatment or transport.
- Describe local EMS system protocols for using forcible restraint.
- Discuss the EMT’s role and obligations if a patient refuses treatment or transport.
- Describe the relationship between patient communications, confidentiality, and the Health Insurance Portability and Accountability Act (HIPAA).
- Discuss the importance of do not resuscitate (DNR) orders and local protocols as they relate to the EMS environment.
- Describe the physical, presumptive, and definitive signs of death.
- Explain how to manage patients who are identified as organ donors.
- Recognize the importance of medical identification devices in treating the patient.
- Discuss the scope of practice and standards of care.
- Describe the EMT’s legal duty to act.
- Discuss the issues of negligence, abandonment, assault and battery, and kidnapping and their implications for the EMT.
- Explain the reporting requirements for special situations, including abuse, drug- or felony-related injuries, childbirth, and crime scenes.
- Define ethics and morality, and discuss their implications for the EMT.
- Describe the roles and responsibilities of the EMT in court.
- Describe the factors and strategies to consider for therapeutic communication with patients.
- Discuss the techniques of effective verbal communication.
- Explain the skills that should be used to communicate with family members, bystanders, people from other agencies, and hospital personnel.
- Discuss special considerations in communicating with older people, children, patients who are hard of hearing, visually impaired patients, and non-English-speaking patients.
- Describe the use of written communications and documentation.
- State the purpose of a patient care report (PCR) and the information required to complete it.
- Explain the legal implications of the PCR.
- Describe how to document refusal of care, including the legal implications.
- Discuss state and/or local special reporting requirements, such as for gunshot wounds, dog bites, and abuse.
- Describe the basic principles of the various types of communications equipment used in EMS.
- Describe the use of radio communications, including the proper methods of initiating and terminating a radio call.
- List the correct radio procedures in the following phases of a typical call: initial receipt of call, en-route to call, on scene, arrival at hospital (or point of transfer), and return to service.
- List the proper sequence of information to communicate in radio delivery of a patient report.
- Demonstrate how to properly remove gloves.
- Demonstrate the steps necessary to manage a potential exposure situation.
- Demonstrate the techniques of successful cross-cultural communication.
- Demonstrate completion of a PCR.
-
EMT 2020 - Human Development Health and Disease
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
After students complete this chapter and the related course work, they will be able to describe and apply, in context, the body planes, topographical anatomy, directional terms, and anatomic position. Students will be able to identify basic anatomic structures and related functions and describe each body system, discussing the roles of the structures within these systems and the interaction of body systems in maintaining the life-support chain. Students will be able to discuss possible consequences of illness and injury of these structures and systems on proper functioning of the body.
In addition they will have a fundamental understanding of the physiological and psychosocial differences of each phase of human development. The students will be able to discuss adaptations and strategies that they might apply to better assess and manage patients. Students will learn the associated signs and symptoms and emergency treatment of drowning; diving emergencies; high-altitude sickness; lighting strikes; and bites and envenomations from spiders, hymenoptera (eg, bees, yellow jackets, wasps, and ants), snakes, scorpions, ticks, and marine life.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Understand the body’s topographic anatomy, including the anatomic position and the planes of the body.
- Explain the following directional terms: anterior (ventral), posterior (dorsal), right, left, superior, inferior, proximal, distal, medial, lateral, superficial, and deep.
- Describe the prone, supine, Fowler’s, Trendelenburg’s, and shock positions of the body.
- Identify the anatomy and describe the physiology of the musculoskeletal system.
- Discuss the anatomy and physiology of the respiratory system.
- Describe the process of gas exchange in the alveoli.
- Discuss the concepts of respiration and ventilation.
- Explain the brainstem’s role in regulating respiration.
- Describe the concept of hypoxic drive.
- Explain how the level of carbon dioxide in the blood and the blood’s pH relate to ventilation.
- Discuss the concepts of afterload, stroke volume, and cardiac output.
- Discuss Starling’s law of the heart.
- Discuss cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport, endocytosis, and exocytosis.
- Explain the concept of fluid balance, as well as the purpose and mechanisms for maintaining homeostasis.
- Discuss the anatomy and physiology of the circulatory system.
- Discuss the anatomy and physiology of the nervous system.
- Describe the anatomy and the physiology of the integumentary system.
- Explain the anatomy and physiology of the digestive system.
- Discuss the anatomy and physiology of the endocrine system.
- Describe the anatomy and physiology of the urinary system.
- Discuss the anatomy and physiology of the genital system.
- Describe the life-support chain, aerobic metabolism, and anaerobic metabolism.
- Define pathophysiology, including the concepts of respiratory compromise and shock.
- Understand the terms used to designate the following age groups: infants, toddlers, preschoolers, school-age children, adolescents (teenagers), early adults, middle adults, and late adults.
- Describe the major physiologic and psychosocial characteristics of an infant’s life.
- Describe the major physiologic and psychosocial characteristics of a toddler’s and preschooler’s life.
- Describe the major physiologic and psychosocial characteristics of a school-age child’s life.
- Describe the major physiologic and psychosocial characteristics of an adolescent’s life.
- Describe the major physiologic and psychosocial characteristics of an early adult’s life.
- Describe the major physiologic and psychosocial characteristics of a middle adult’s life.
- Describe the major physiologic and psychosocial characteristics of a late adult’s life.
- Describe four factors that affect how a person deals with exposure to a cold or hot environment and how each one relates to emergency medical care.
- Explain the five different ways a body can lose heat and ways the rate and amount of heat loss or gain can be modified in an emergency situation.
- Define and discuss hypothermia, including the signs and symptoms of its four different stages and the risk factors for developing it.
- Explain local cold injuries and their underlying causes.
- Describe the process of providing emergency care to a patient who has sustained a cold injury, including assessment of the patient, review of signs and symptoms, and management of care.
- Explain the importance of following regional and state protocols when rewarming a patient who is experiencing moderate or severe hypothermia.
- Describe the three forms of illness that are caused by heat exposure, including their signs and symptoms, and give examples of persons who are at the greatest risk of developing one of them.
- Describe the process of providing emergency care to a patient who has sustained a heat injury, including assessment of the patient, review of signs and symptoms, and management of care.
- Define drowning and discuss its incidence, risk factors, and prevention.
- List the basic rules of performing a water rescue and discuss why rescue personnel should have a prearranged water rescue plan based on the environment in which they work.
- List five conditions that may result in a spinal injury following a submersion incident and the steps for stabilizing a patient with a suspected spinal injury in the water.
- Discuss recovery techniques and resuscitation efforts AEMTs may need to follow when managing a patient who has been involved in a submersion incident.
- Describe the three different types of diving emergencies, how they may occur, and their signs and symptoms.
- Describe the process of providing emergency care to a patient who has been involved in a drowning or diving emergency, including assessment of the patient, review of signs and symptoms, and management of care.
- Discuss the types of dysbarism injuries that may be caused by high altitudes, including their signs and symptoms and emergency medical treatment in the field.
- Discuss lightning injuries, including their incidence, risk factors, assessment, and emergency medical treatment.
- Identify the species of spiders found in the United States that may cause life-threatening injuries, and then describe the process of providing emergency care to patients who have been bitten by each type.
- Discuss the emergency medical care of patients who have been stung by hymenoptera and scorpions, and bitten by ticks, including steps the AEMT should follow if a patient develops a severe reaction to the sting or bite.
- Identify the species of snakes found in the United States that are venomous, and then describe the process of providing emergency care to patients who have been bitten by each type and are showing signs of envenomation.
- Discuss the emergency medical care of patients who have been stung by a coelenterate or other marine animal.
- Demonstrate the emergency medical treatment of local cold injuries in the field.
- Demonstrate using a warm-water bath to rewarm the limb of a patient who has sustained a local cold injury.
- Demonstrate how to treat a patient with heat cramps.
- Demonstrate how to treat a patient with heat exhaustion.
- Demonstrate how to treat a patient with heatstroke.
- Demonstrate how to stabilize a patient with a suspected spinal injury in the water.
- Demonstrate how to care for a patient who is suspected of having an air embolism or decompression sickness following a drowning or diving emergency.
- Demonstrate how to care for a patient who has been bitten by a pit viper and is showing signs of envenomation.
- Demonstrate how to care for a patient who has been bitten by a coral snake and is showing signs of envenomation. Demonstrate how to care for a patient who has sustained a coelenterate envenomation.
-
EMT 2030 - Pharmacology
Clock Hours: 30
Delivery Mode
on-ground
Course Description:
After students complete this chapter and the related course work, they will understand the significance and characteristics of general pharmacology and will be able to identify, describe, and demonstrate the steps for assisting/administering medications carried by the AEMT to include the starting of Intravenous lines, Sub-Q, IM, Intranasal, Topical, and Oral. In addition students will be familiar with Acid Base Balance and the need for homeostasis.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Discuss important drug terminology, including intended effects, unintended effects, untoward effects, indications, and contraindications.
- Discuss the differences between generic, trade, chemical, and official medication names, and provide an example of each.
- Discuss the US laws and regulations that relate to medication manufacturing and distribution.
- List the five schedules of drugs with the highest abuse potential per the Controlled Substances Act.
- Discuss the Food and Drug Administration (FDA) approval process, including FDA drug classifications.
- Describe the medication administration considerations that must be applied to special populations, including pediatric, geriatric, and pregnant patients.
- Discuss legal, moral, and ethical considerations related to drug administration.
- Describe the roles and functions of the sympathetic and parasympathetic nervous systems.
- Discuss the concept of receptor sites, including adrenergic receptors, and how medications may take advantage of these.
- Discuss the concepts of agonists and antagonists as they relate to medications.
- List the types of drugs that affect the sympathetic nervous system, including sympathomimetics and sympatholytics, and describe how they create their effects.
- List the types of drugs that affect the parasympathetic nervous system, including parasympathomimetics and parasympatholytics, and describe how they create their effects.
- Discuss the effects of opioid agonists, opioid antagonists, and opioid agonist-antagonists.
- Discuss types of sedative-hypnotics, including benzodiazepines, barbiturates, and nonbarbiturate hypnotics.
- Discuss CNS stimulants and depressants.
- Discuss drugs that affect the cardiac system, including cardiac glycosides, antiarrhythmics, and antihypertensive medications, and describe how they exert their effects.
- Describe drugs that affect the respiratory system, including oxygen, over-the-counter (OTC) medications, bronchodilators, and xanthines.
- Explain the solid, liquid, and gas forms of medication, provide examples of each, and discuss how the form of a medication dictates its route of administration.
- Describe the enteral and parenteral routes of medication administration and explain how they differ.
- Describe the following routes of medication administration and discuss their individual rates of absorption: oral, intravenous, intraosseous, subcutaneous, intramuscular, sublingual, intranasal, and inhalation.
- Define the term pharmacokinetics and describe the stages a medication goes through while being processed in the body.
- Explain the term mechanism of action.
- Define the term pharmacodynamics, and describe the types of predictable and unpredictable responses a drug may create.
- Discuss the concepts of serum sickness, idiosyncratic reaction, cumulative effect, summation, potentiation, drug dependence, and drug interaction.
- Describe the proper storage for drugs and security concerns.
- Give the generic and trade names, actions, indications, contraindications, routes of administration, side effects, interactions, and doses of 10 medications and 3 intravenous fluids that may be administered by an AEMT in an emergency as dictated by state protocols and local medical direction.
- Explain the “six rights” of medication administration and describe how each one relates to EMS.
- Describe the role of medical direction in medication administration, and explain the difference between direct orders (online) and standing orders (off-line).
- Explain why determining a patient’s prescription and over-the-counter (OTC) medications is a critical aspect of patient assessment.
- Discuss the circumstances surrounding the administration of medication.
- Discuss the advantages, disadvantages, and techniques for performing intravenous (IV) therapy.
- Describe complications that can occur as a result of IV therapy.
- Describe special considerations when performing IV therapy on a pediatric or geriatric patient.
- Discuss the advantages, disadvantages, and techniques for establishing an intraosseous (IO) IV.
- Discuss the weights and measures used when administering medication.
- Explain principles of drug dose calculations, including desired dose, concentration on hand, volume on hand, volume to administer, and IV drip rate.
- Discuss the advantages, disadvantages, and techniques for administering the following:
- An oral medication
- A subcutaneous medication
- An intramuscular medication
- A sublingual medication
- An intranasal medication
- An inhaled medication
- A medication via the IV route
- Describe the anatomy and physiology of the endocrine system and its main function in the body.
- Define and explain the terms diabetes, low blood glucose, and high blood glucose, and distinguish between the two types of diabetes and how their onset patterns differ.
- Discuss the role of glucose as a major source of energy for the body and its relationship to insuli
- Describe the differences and similarities between hyperglycemic and hypoglycemic diabetic emergencies, including their onset, signs and symptoms, and management considerations.
- Explain some age-related considerations when managing a pediatric patient who is experiencing a hypoglycemic crisis.
- Discuss the steps the AEMT should follow when conducting a primary and secondary assessment of a patient with an altered mental status who is a suspected diabetic patient.
- Explain the process for assessing and managing the airway of a patient with an altered mental status, including ways to differentiate a hyperglycemic patient from a hypoglycemic patient.
- Describe the interventions for providing emergency medical care to both a responsive and unresponsive patient with an altered mental status and a history of diabetes who is having a hypoglycemic crisis.
- Describe the interventions for providing emergency medical care to both a responsive and unresponsive patient with an altered mental status and a history of diabetes who is having a hyperglycemic crisis.
- Explain when it is appropriate to obtain medical direction when providing emergency medical care to a diabetic patient.
- Provide the generic and trade names, form, dose, administration, indications, and contraindications for giving oral glucose to a patient with a decreased level of consciousness who has a history of diabetes.
- Provide the generic and trade names, form, dose, administration, indications, and contraindications for administering 50% dextrose to a patient with hypoglycemia.
- Provide the generic and trade names, form, dose, administration, indications, and contraindications for administering glucagon to a patient with hypoglycemia.
- Explain some age-related considerations when managing a geriatric patient who has undiagnosed diabetes.
- Discuss the composition and functions of blood.
- Describe the pathophysiology of sickle cell disease and the four main types of sickle cell crises.
- Describe the assessment and management of a patient with suspected sickle cell disease.
- Describe two types of blood clotting disorders and the risk factors, characteristics, and management of each.
- Demonstrate the assessment and care of a patient with hypoglycemia and a decreased level of consciousness.
- Demonstrate how to administer glucose to a patient with an altered mental status.
- Demonstrate how to administer 50% dextrose to a patient with hypoglycemia.
- Demonstrate how to administer glucagons to a patient with hypoglycemia.
- Demonstrate the assessment and care of a patient with sickle cell crisis.
- Demonstrate the assessment and care of a patient with a blood clotting disorder.
- Demonstrate the process an AEMT should follow when following the six rights of medication administration.
- Demonstrate how to perform IV therapy.
- Demonstrate how to gain IO access.
- Demonstrate how to administer oral medication to a patient.
- Demonstrate how to draw medication from an ampule.
- Demonstrate how to draw medication from a vial.
- Demonstrate how to administer a subcutaneous medication to a patient.
- Demonstrate how to administer an intramuscular medication to a patient.
- Demonstrate how to administer a sublingual medication to a patient.
- Demonstrate how to administer an intranasal medication to a patient.
- Demonstrate how to administer a medication via inhalation to a patient.
- Demonstrate how to assist a patient with a metered-dose inhaler (MDI).
- Demonstrate how to assist a patient with a small-volume nebulizer.
- Demonstrate how to administer nitrous oxide to a patient for pain.
- Demonstrate how to administer a medication via the IV bolus route.
- Obtaining Intraosseous Access in an Adult
- Administering Medication Via the Intraosseous Route
- Drawing Blood
-
EMT 2040 - Assessment & Init Assessment
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
After students complete this section, they will understand the scope and sequence of patient assessment for medical and trauma patients and all the phases and components of patient assessment to include airway and airway adjuncts. Students will be able to assess the need for and deliver Basic Life Support to include all facets. Students will understand and will be able to implement emergent, and non-emergent transportation guidelines and will be able to function and understand the concept of NIMS.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Identify the components of the patient assessment process and explain how the different causes and presentations of emergencies will affect how each step is performed by the AEMT.
- Discuss some of the possible environmental, chemical, and biologic hazards that may be present at an emergency scene, ways to recognize them, and precautions to protect personal safety.
- Discuss the steps AEMTs should take to survey a scene for signs of violence and protect themselves and bystanders from real or potential danger.
- Describe how to determine the mechanism of injury (MOI) or nature of illness (NOI) at an emergency and the importance of differentiating trauma patients from medical patients.
- List the minimum standard precautions that should be followed and personal protective equipment (PPE) that should be worn at an emergency scene, including examples of when additional precautions would be appropriate.
- Explain why it is important for AEMTs to identify the total number of patients at an emergency scene and how this evaluation relates to determining the need for additional or specialized resources, implementation of the incident command system (ICS), and triage.
- Describe the principal goals of the primary assessment process: to identify and treat life threats and to determine if immediate transport is required.
- Explain the process of forming a general impression of a patient as part of primary assessment and the reasons why this step is critical to patient management.
- Explain the importance of assessing a patient’s level of consciousness (LOC) to determine altered mental status, and give examples of different methods used to assess alertness, responsiveness, and orientation.
- Describe the assessment of airway status in patients who are both responsive and unresponsive, and give examples of possible signs and causes of airway obstruction in each case as well as the appropriate AEMT response.
- Describe the assessment of a patient’s breathing status, including the key information the AEMT must obtain during this process and the care required for patients who have both adequate and inadequate breathing.
- List the signs of respiratory distress and respiratory failure.
- Describe the assessment of a patient’s circulatory status, including the different methods for obtaining a pulse and appropriate management depending on the patient’s status.
- Explain the variations required to obtain a pulse in infant and child patients as compared with adult patients.
- Describe the assessment of a patient’s skin color, temperature, and condition, providing examples of both normal and abnormal findings and the information this provides related to the patient’s status.
- Discuss the process of assessing for and methods for controlling external bleeding.
- Discuss the steps used to identify and subsequently treat life-threatening conditions that endanger a patient during an emergency.
- List the steps the AEMT should follow during the rapid scan of a trauma patient, including examples of abnormal signs and appropriate related actions.
- Explain the process for determining the priority of patient care and transport at an emergency scene, and give examples of conditions that necessitate immediate transport.
- Discuss the importance of protecting a trauma patient’s spine and identifying fractured extremities during patient packaging for transport.
- Discuss the process of taking a focused history, its key components, and its relationship to the primary assessment process.
- Describe examples of different techniques an AEMT may use to obtain information from patients during the history-taking process.
- Discuss different challenges an AEMT may face when taking a patient history on sensitive topics and strategies an AEMT may use to facilitate each situation.
- Explain the purpose of performing a physical examination during secondary assessment, its components, special patient considerations, and methods for determining which aspects of the physical examination will be used.
- Describe types of lung sounds that may be heard during auscultation.
- Describe the purpose of a full-body scan, and list the steps used during this process.
- Explain situations in which patients may receive a focused assessment and then give examples by body system of what each focused assessment should include based on a patient’s chief complaint.
- List normal blood pressure ranges for adults, children, and infants.
- Explain the importance of performing a reassessment of the patient and the steps in this process.
- Explain the elements of basic life support (BLS), how it differs from advanced life support (ALS), and the urgency surrounding its rapid application.
- Explain the goals of cardiopulmonary resuscitation (CPR) and when it should be performed on a patient.
- Explain the system components of CPR, the five links in the American Heart Association chain of survival, and how each one relates to maximizing the survival of a patient.
- Discuss guidelines for circumstances that require the use of an automated external defibrillator (AED) on both adult and pediatric patients experiencing cardiac arrest.
- Explain three special situations related to the use of automated external defibrillation.
- Describe the proper way to position an adult patient to receive basic life support.
- Describe the purpose of external chest compressions.
- Describe the two techniques an AEMT may use to open an adult patient’s airway and the circumstances that would determine when each technique would be used.
- Describe the recovery position and circumstances that would warrant its use as well as situations in which it would be contraindicated.
- Describe the process of providing artificial ventilations to an adult patient using a barrier device, ways to avoid gastric distention, and modifications required for a patient with a stoma.
- Explain the steps in providing one-rescuer adult CPR.
- Explain the steps in providing two-rescuer adult CPR, including the method for switching positions during the process.
- Describe the different mechanical devices that are available to assist emergency responders in delivering improved circulatory efforts during CPR.
- Describe the different possible causes of cardiopulmonary arrest in children.
- Explain the four steps of pediatric BLS procedures and how they differ from procedures used in an adult patient
- Describe the ethical issues related to patient resuscitation, providing examples of when not to start CPR on a patient.
- Explain the various factors involved in the decision to stop CPR once it has been started on a patient.
- Explain common causes of foreign body airway obstruction in both children and adults and how to distinguish mild or partial airway obstruction from complete airway obstruction.
- Describe the different methods for removing a foreign body airway obstruction in an infant, child, and adult, including the procedure for a patient with an obstruction who becomes unresponsive.
- Describe the nine phases of an ambulance call and provide examples of key tasks the AEMT performs during each phase.
- Describe the medical equipment carried on an ambulance and provide examples of supplies that are included in each main category of the ambulance equipment checklist.
- Provide examples of the safety and operations equipment carried on an ambulance, and explain how each item might be used in an emergency by AEMTs.
- Discuss the importance of performing regular vehicle inspections and list the specific parts of an ambulance that should be inspected daily.
- Describe the minimum dispatch information required by EMS to respond to an emergency call.
- Provide examples of some high-risk situations and hazards that may affect the safety of the ambulance and its passengers during both pretransport and transport.
- Discuss specific considerations that are required for ensuring scene safety, including personal safety, patient safety, and traffic control.
- Describe the key elements related to patient information that must be included in the written patient report upon patient delivery to the hospital.
- Summarize the tasks that must be completed by EMS at the completion of an ambulance call.
- Define the terms cleaning, disinfection, high-level disinfection, and sterilization and explain how they differ.
- Discuss the guidelines for driving an ambulance safely and defensively and identify key steps EMS personnel can take to improve safety while en route to the scene, the hospital, and the station.
- Describe the elements that dictate the use of lights and siren to the scene and to the hospital and the factors required to perform a risk-benefit analysis regarding their use.
- Give examples of the specific, limited privileges that are provided to emergency vehicle drivers by most state laws and regulations.
- Explain why using police escorts and crossing intersections pose additional risks to EMS personnel during transport and discuss special considerations related to each.
- Describe the capabilities, protocols, and methods for accessing air ambulances.
- Describe key scene safety considerations when preparing for a helicopter medivac, including establishing a landing zone, securing loose objects, mitigating onsite hazards, and approaching the aircraft.
- Describe the National Incident Management System (NIMS) and its major components.
- Describe the purpose of the incident command system (ICS) and its organizational structure, and explain the role of EMS response within it.
- Describe how the ICS assists the EMS in ensuring both personal safety and the safety of bystanders, health care professionals, and patients during an emergency.
- Describe the role of the AEMT in establishing command under the ICS.
- Explain the purpose of medical incident command within the incident management system, and describe its organizational structure within ICS.
- Describe the specific conditions that would define a situation as a mass-casualty incident (MCI), and give some examples.
- Describe what occurs during primary and secondary triage, how the four triage categories are assigned to patients on the scene, and how destination decisions regarding triaged patients are made.
- Describe how the START and JumpSTART triage methods are performed.
- Explain how a disaster differs from a mass-casualty incident and describe the role of the AEMT during a disaster operation.
- Recognize the entry-level training or experience requirements identified by the HAZWOPER regulation for an AEMT to respond to a HazMat incident.
- Define the term hazardous material, including the classification system used by the NFPA, and discuss the specific types of information and resources an AEMT can use to recognize a HazMat incident.
- List the different reference materials that may assist personnel who respond to a HazMat incident.
- Explain the role of the AEMT during a hazardous materials incident both before and after the HazMat team arrives, including precautions required to ensure the safety of civilians and public service personnel.
- Explain how the three control zones are established at a HazMat incident and discuss the characteristics of each zone, including the personnel who work within each one.
- Describe patient care at a HazMat incident and explain special requirements that are necessary for those patients who require immediate treatment and transport prior to full decontamination.
- Describe the four levels of personal protective equipment (PPE) that may be required at a HazMat incident to protect personnel from injury by or contamination from a particular substance.
- Describe the major structures of the respiratory system.
- Discuss the physiology of breathing.
- Discuss the four forms of acid/base imbalance: respiratory acidosis, respiratory alkalosis, metabolic acidosis, and metabolic alkalosis.
- Give the signs of adequate breathing.
- Give the signs of inadequate breathing.
- Describe the assessment and care of a patient with apnea.
- Understand how to assess for adequate and inadequate respiration, including the use of pulse oximetry.
- Understand how to assess for a patent airway.
- Describe how to perform the head tilt-chin lift maneuver.
- Describe how to perform the jaw-thrust maneuver.
- Explain how to measure and insert an oropharyngeal (oral) airway.
- Describe how to measure and insert a nasopharyngeal (nasal) airway.
- Understand the importance and techniques of suctioning.
- Explain the AEMT’s role in performing tracheobronchial suctioning.
- Explain the use of the recovery position to maintain a clear airway.
- Describe the importance of giving supplemental oxygen to patients who are hypoxic.
- Understand the basics of how oxygen is stored and the various hazards associated with its use.
- Describe the use of a nonrebreathing mask, and state the oxygen flow requirements for its use.
- Understand the indications for using a nasal cannula rather than a nonrebreathing face mask.
- Describe the indications for use of a humidifier during supplemental oxygen therapy.
- Explain the steps to take to perform mouth-to-mouth or mouth-to-mask ventilation.
- Describe the use of a one-, two-, or three-person bag-mask device and a manually triggered ventilation (MTV) device.
- Describe the signs associated with adequate and inadequate artificial ventilation.
- Describe the indications, contradictions, and complications of use of continuous positive airway pressure (CPAP).
- Discuss blind insertion airway devices, including how they work, their indications, contraindications, and complications, and the procedure for inserting them.
- Understand how to recognize and care for a foreign body airway obstruction.
- Demonstrate use of pulse oximetry.
- Demonstrate how to position the unresponsive patient.
- Demonstrate the steps in performing the head tilt-chin lift maneuver.
- Demonstrate the steps in performing the jaw-thrust maneuver.
- Demonstrate the steps in performing the tongue-jaw lift maneuver.
- Demonstrate how to place a patient in the recovery position.
- Demonstrate the insertion of an oral airway.
- Demonstrate the insertion of an oral airway with a 90° rotation.
- Demonstrate the insertion of a nasal airway.
- Demonstrate how to operate a suction unit.
- Demonstrate how to suction a patient’s airway.
- Demonstrate how to perform tracheobronchial suctioning.
- Demonstrate how to place an oxygen cylinder into service.
- Demonstrate the use of a partial rebreathing mask in providing supplemental oxygen therapy to patients.
- Demonstrate the use of a Venturi mask in providing supplemental oxygen therapy to patients.
- Demonstrate the use of a humidifier in providing supplemental oxygen therapy to patients.
- Demonstrate how to assist a patient with ventilations using the bag-mask device for one and two rescuers.
- Demonstrate mouth-to-mask ventilation.
- Demonstrate the use of a manually triggered ventilation device to assist in delivering artificial ventilation to the patient.
- Demonstrate the use of an automatic transport ventilator to assist in delivering artificial ventilation to the patient.
- Demonstrate the use of CPAP.
- Demonstrate insertion of the Combitube.
- Demonstrate insertion of the King LT airway.
- Demonstrate insertion of the laryngeal mask airway.
- Demonstrate insertion of the Cobra perilaryngeal airway.
- Demonstrate how to use the AVPU scale to test for patient responsiveness.
- Demonstrate how to evaluate a patient’s orientation and document his or her status correctly.
- Demonstrate how to test pupil reaction in response to light in a patient and how to document his or her status correctly.
- Demonstrate the techniques for assessing a patient’s airway, and correctly obtain information related to respiratory rate, rhythm, quality/character of breathing, and depth of breathing.
- Demonstrate how to assess a radial pulse in a responsive patient and an unresponsive patient.
- Demonstrate how to assess a carotid pulse in an unresponsive patient.
- Demonstrate how to palpate a brachial pulse in a child who is younger than 1 year (or a manikin).
- Demonstrate how to obtain a pulse rate in a patient.
- Demonstrate how to assess capillary refill in an adult or child older than 6 years.
- Demonstrate how to assess capillary refill in an infant or child younger than 6 years; explain variations that would be required when assessing a newborn.
- Demonstrate how to perform a rapid scan of a patient.
- Demonstrate the technique for auscultating lung sounds.
- Demonstrate the use of a pulse oximetry device to evaluate the effectiveness of oxygenation in the patient.
- Demonstrate the use of electronic devices to assist in determining the patient’s blood pressure in the field.
- Demonstrate the use of an end-tidal carbon dioxide monitoring device to assist in determining the patient’s concentration of expired carbon dioxide in the field.
- Demonstrate the use of a blood glucose monitoring device to determine a patient’s blood glucose level.
- Demonstrate how to perform a full-body scan.
- Demonstrate how to measure blood pressure by auscultation.
- Demonstrate how to measure blood pressure by palpation.
- Demonstrate how to reposition an unresponsive adult.
- Demonstrate how to perform external chest compressions in an adult.
- Demonstrate how to perform a head tilt-chin lift maneuver on an adult patient.
- Demonstrate how to perform a jaw-thrust maneuver on an adult patient.
- Demonstrate how to assess for signs of breathing on a patient.
- Demonstrate how to place a patient in the recovery position.
- Demonstrate how to perform rescue breathing in an adult with a simple barrier device.
- Demonstrate how to check for a pulse at the carotid artery in an unresponsive patient.
- Demonstrate how to perform one-rescuer adult CPR.
- Demonstrate how to perform two-rescuer adult CPR.
- Demonstrate the use of mechanical devices that assist emergency responders in delivering improved circulatory efforts during CPR.
- Demonstrate how to perform a head tilt-chin lift maneuver on a pediatric patient.
- Demonstrate how to perform a jaw-thrust maneuver on a pediatric patient.
- Demonstrate how to perform rescue breathing on a child.
- Demonstrate how to perform external chest compressions on an infant.
- Demonstrate how to perform rescue breathing on an infant.
- Demonstrate how to perform CPR in a child who is between 1 year of age and the onset of puberty.
- Demonstrate how to remove a foreign body airway obstruction in a responsive adult patient using abdominal thrusts (Heimlich maneuver)
- Demonstrate how to remove a foreign body airway obstruction in a responsive pregnant or obese patient using chest thrusts.
- Demonstrate how to remove a foreign body airway obstruction in a responsive child older than 1 year using abdominal thrusts (Heimlich maneuver).
- Demonstrate how to remove a foreign body airway obstruction in an unresponsive child.
- Demonstrate how to remove a foreign body airway obstruction in an infant.
- Demonstrate how to perform a daily inspection of an ambulance.
- Demonstrate how to present a verbal report that would be given to arrival personnel at the hospital upon patient transfer.
- Demonstrate how to write a written report that includes all pertinent patient information following patient transfer to the hospital.
- Demonstrate how to clean and disinfect the ambulance and equipment during the postrun phase.
- Demonstrate how to perform triage based on a fictitious scenario that involves a mass-casualty incident.
- Correctly identify DOT labels, placards, and markings that are used to designate hazardous materials.
- Demonstrate the ability to use a variety of reference materials to identify a hazardous material.
-
EMT 2041 - Assessment and Initial Assessment
Clock Hours: 34
Delivery Mode
on-ground
Prerequisites: None
Industry Certifications None
Course Description:
After students complete this section, they will understand the scope and sequence of patient assessment for medical and trauma patients and all the phases and components of patient assessment to include airway and airway adjuncts. Students will be able to assess the need for and deliver Basic Life Support to include all facets. Students will understand and will be able to implement emergent, and non-emergent transportation guidelines and will be able to function and understand the concept of NIMS.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
1. Identify the components of the patient assessment process and explain how the different causes and presentations of emergencies will affect how each step is performed by the AEMT.
2. Discuss some of the possible environmental, chemical, and biologic hazards that may be present at an emergency scene, ways to recognize them, and precautions to protect personal safety.
3. Discuss the steps AEMTs should take to survey a scene for signs of violence and protect themselves and bystanders from real or potential danger.
4. Describe how to determine the mechanism of injury (MOI) or nature of illness (NOI) at an emergency and the importance of differentiating trauma patients from medical patients.
5. List the minimum standard precautions that should be followed and personal protective equipment (PPE) that should be worn at an emergency scene, including examples of when additional precautions would be appropriate.
6. Explain why it is important for AEMTs to identify the total number of patients at an emergency scene and how this evaluation relates to determining the need for additional or specialized resources, implementation of the incident command system (ICS), and triage.
7. Describe the principal goals of the primary assessment process: to identify and treat life threats and to determine if immediate transport is required.
8. Explain the process of forming a general impression of a patient as part of primary assessment and the reasons why this step is critical to patient management.
9. Explain the importance of assessing a patient’s level of consciousness (LOC) to determine altered mental status, and give examples of different methods used to assess alertness, responsiveness, and orientation.
10. Describe the assessment of airway status in patients who are both responsive and unresponsive, and give examples of possible signs and causes of airway obstruction in each case as well as the appropriate AEMT response.
11. Describe the assessment of a patient’s breathing status, including the key information the AEMT must obtain during this process and the care required for patients who have both adequate and inadequate breathing.
12. List the signs of respiratory distress and respiratory failure.
13. Describe the assessment of a patient’s circulatory status, including the different methods for obtaining a pulse and appropriate management depending on the patient’s status.
14. Explain the variations required to obtain a pulse in infant and child patients as compared with adult patients.
15. Describe the assessment of a patient’s skin color, temperature, and condition, providing examples of both normal and abnormal findings and the information this provides related to the patient’s status.
16. Discuss the process of assessing for and methods for controlling external bleeding.
17. Discuss the steps used to identify and subsequently treat life-threatening conditions that endanger a patient during an emergency.
18. List the steps the AEMT should follow during the rapid scan of a trauma patient, including examples of abnormal signs and appropriate related actions.
19. Explain the process for determining the priority of patient care and transport at an emergency scene, and give examples of conditions that necessitate immediate transport.
20. Discuss the importance of protecting a trauma patient’s spine and identifying fractured extremities during patient packaging for transport.
21. Discuss the process of taking a focused history, its key components, and its relationship to the primary assessment process.
22. Describe examples of different techniques an AEMT may use to obtain information from patients during the history-taking process.
23. Discuss different challenges an AEMT may face when taking a patient history on sensitive topics and strategies an AEMT may use to facilitate each situation.
24. Explain the purpose of performing a physical examination during secondary assessment, its components, special patient considerations, and methods for determining which aspects of the physical examination will be used.
25. Describe types of lung sounds that may be heard during auscultation.
26. Describe the purpose of a full-body scan, and list the steps used during this process.
27. Explain situations in which patients may receive a focused assessment and then give examples by body system of what each focused assessment should include based on a patient’s chief complaint.
28. List normal blood pressure ranges for adults, children, and infants.
29. Explain the importance of performing a reassessment of the patient and the steps in this process.
30. Explain the elements of basic life support (BLS), how it differs from advanced life support (ALS), and the urgency surrounding its rapid application.
31. Explain the goals of cardiopulmonary resuscitation (CPR) and when it should be performed on a patient.
32. Explain the system components of CPR, the five links in the American Heart Association chain of survival, and how each one relates to maximizing the survival of a patient.
33. Discuss guidelines for circumstances that require the use of an automated external defibrillator (AED) on both adult and pediatric patients experiencing cardiac arrest.
34. Explain three special situations related to the use of automated external defibrillation.
35. Describe the proper way to position an adult patient to receive basic life support.
36. Describe the purpose of external chest compressions.
37. Describe the two techniques an AEMT may use to open an adult patient’s airway and the circumstances that would determine when each technique would be used.
38. Describe the recovery position and circumstances that would warrant its use as well as situations in which it would be contraindicated.
39. Describe the process of providing artificial ventilations to an adult patient using a barrier device, ways to avoid gastric distention, and modifications required for a patient with a stoma.
40. Explain the steps in providing one-rescuer adult CPR.
41. Explain the steps in providing two-rescuer adult CPR, including the method for switching positions during the process.
42. Describe the different mechanical devices that are available to assist emergency responders in delivering improved circulatory efforts during CPR.
43. Describe the different possible causes of cardiopulmonary arrest in children.
44. Explain the four steps of pediatric BLS procedures and how they differ from procedures used in an adult patient
45. Describe the ethical issues related to patient resuscitation, providing examples of when not to start CPR on a patient.
46. .Explain the various factors involved in the decision to stop CPR once it has been started on a patient.
47. Explain common causes of foreign body airway obstruction in both children and adults and how to distinguish mild or partial airway obstruction from complete airway obstruction.
48. Describe the different methods for removing a foreign body airway obstruction in an infant, child, and adult, including the procedure for a patient with an obstruction who becomes unresponsive.
49. Describe the nine phases of an ambulance call and provide examples of key tasks the AEMT performs during each phase.
50. Describe the medical equipment carried on an ambulance and provide examples of supplies that are included in each main category of the ambulance equipment checklist.
51. Provide examples of the safety and operations equipment carried on an ambulance, and explain how each item might be used in an emergency by AEMTs.
52. Discuss the importance of performing regular vehicle inspections and list the specific parts of an ambulance that should be inspected daily.
53. Describe the minimum dispatch information required by EMS to respond to an emergency call.
54. Provide examples of some high-risk situations and hazards that may affect the safety of the ambulance and its passengers during both pretransport and transport.
55. Discuss specific considerations that are required for ensuring scene safety, including personal safety, patient safety, and traffic control.
56. Describe the key elements related to patient information that must be included in the written patient report upon patient delivery to the hospital.
57. Summarize the tasks that must be completed by EMS at the completion of an ambulance call.
58. Define the terms cleaning, disinfection, high-level disinfection, and sterilization and explain how they differ.
59. Discuss the guidelines for driving an ambulance safely and defensively and identify key steps EMS personnel can take to improve safety while en route to the scene, the hospital, and the station.
60. Describe the elements that dictate the use of lights and siren to the scene and to the hospital and the factors required to perform a risk-benefit analysis regarding their use.
61. Give examples of the specific, limited privileges that are provided to emergency vehicle drivers by most state laws and regulations.
62. Explain why using police escorts and crossing intersections pose additional risks to EMS personnel during transport and discuss special considerations related to each.
63. Describe the capabilities, protocols, and methods for accessing air ambulances.
64. Describe key scene safety considerations when preparing for a helicopter medivac, including establishing a landing zone, securing loose objects, mitigating onsite hazards, and approaching the aircraft.
65. Describe the National Incident Management System (NIMS) and its major components.
66. Describe the purpose of the incident command system (ICS) and its organizational structure, and explain the role of EMS response within it.
67. Describe how the ICS assists the EMS in ensuring both personal safety and the safety of bystanders, health care professionals, and patients during an emergency.
68. Describe the role of the AEMT in establishing command under the ICS.
69. Explain the purpose of medical incident command within the incident management system, and describe its organizational structure within ICS.
70. Describe the specific conditions that would define a situation as a mass-casualty incident (MCI), and give some examples.
71. Describe what occurs during primary and secondary triage, how the four triage categories are assigned to patients on the scene, and how destination decisions regarding triaged patients are made.
72. Describe how the START and JumpSTART triage methods are performed.
73. Explain how a disaster differs from a mass-casualty incident and describe the role of the AEMT during a disaster operation.
74. Recognize the entry-level training or experience requirements identified by the HAZWOPER regulation for an AEMT to respond to a HazMat incident.
75. Define the term hazardous material, including the classification system used by the NFPA, and discuss the specific types of information and resources an AEMT can use to recognize a HazMat incident.
76. List the different reference materials that may assist personnel who respond to a HazMat incident.
77. Explain the role of the AEMT during a hazardous materials incident both before and after the HazMat team arrives, including precautions required to ensure the safety of civilians and public service personnel.
78. Explain how the three control zones are established at a HazMat incident and discuss the characteristics of each zone, including the personnel who work within each one.
79. Describe patient care at a HazMat incident and explain special requirements that are necessary for those patients who require immediate treatment and transport prior to full decontamination.
80. Describe the four levels of personal protective equipment (PPE) that may be required at a HazMat incident to protect personnel from injury by or contamination from a particular substance.
81. Describe the major structures of the respiratory system.
82. Discuss the physiology of breathing.
83. Discuss the four forms of acid/base imbalance: respiratory acidosis, respiratory alkalosis, metabolic acidosis, and metabolic alkalosis.
84. Give the signs of adequate breathing.
85. Give the signs of inadequate breathing.
86. Describe the assessment and care of a patient with apnea.
87. Understand how to assess for adequate and inadequate respiration, including the use of pulse oximetry.
88. Understand how to assess for a patent airway.
89. Describe how to perform the head tilt-chin lift maneuver.
90. Describe how to perform the jaw-thrust maneuver.
91. Explain how to measure and insert an oropharyngeal (oral) airway.
92. Describe how to measure and insert a nasopharyngeal (nasal) airway.
93. Understand the importance and techniques of suctioning.
94. Explain the AEMT’s role in performing tracheobronchial suctioning.
95. Explain the use of the recovery position to maintain a clear airway.
96. Describe the importance of giving supplemental oxygen to patients who are hypoxic.
97. Understand the basics of how oxygen is stored and the various hazards associated with its use.
98. Describe the use of a nonrebreathing mask, and state the oxygen flow requirements for its use.
99. Understand the indications for using a nasal cannula rather than a nonrebreathing face mask.
100. Describe the indications for use of a humidifier during supplemental oxygen therapy.
101. Explain the steps to take to perform mouth-to-mouth or mouth-to-mask ventilation.
102. Describe the use of a one-, two-, or three-person bag-mask device and a manually triggered ventilation (MTV) device.
103. Describe the signs associated with adequate and inadequate artificial ventilation.
104. Describe the indications, contradictions, and complications of use of continuous positive airway pressure (CPAP).
105. Discuss blind insertion airway devices, including how they work, their indications, contraindications, and complications, and the procedure for inserting them.
106. Understand how to recognize and care for a foreign body airway obstruction.
107. Demonstrate use of pulse oximetry.
108. Demonstrate how to position the unresponsive patient.
109. Demonstrate the steps in performing the head tilt-chin lift maneuver.
110. Demonstrate the steps in performing the jaw-thrust maneuver.
111. Demonstrate the steps in performing the tongue-jaw lift maneuver.
112. Demonstrate how to place a patient in the recovery position.
113. Demonstrate the insertion of an oral airway.
114. Demonstrate the insertion of an oral airway with a 90° rotation.
115. Demonstrate the insertion of a nasal airway.
116. Demonstrate how to operate a suction unit.
117. Demonstrate how to suction a patient’s airway.
118. Demonstrate how to perform tracheobronchial suctioning.
119. Demonstrate how to place an oxygen cylinder into service.
120. Demonstrate the use of a partial rebreathing mask in providing supplemental oxygen therapy to patients.
121. Demonstrate the use of a Venturi mask in providing supplemental oxygen therapy to patients.
122. Demonstrate the use of a humidifier in providing supplemental oxygen therapy to patients.
123. Demonstrate how to assist a patient with ventilations using the bag-mask device for one and two rescuers.
124. Demonstrate mouth-to-mask ventilation.
125. Demonstrate the use of a manually triggered ventilation device to assist in delivering artificial ventilation to the patient.
126. Demonstrate the use of an automatic transport ventilator to assist in delivering artificial ventilation to the patient.
127. Demonstrate the use of CPAP.
128. Demonstrate insertion of the Combitube.
129. Demonstrate insertion of the King LT airway.
130. Demonstrate insertion of the laryngeal mask airway.
131. Demonstrate insertion of the Cobra perilaryngeal airway.
132. Demonstrate how to use the AVPU scale to test for patient responsiveness.
133. Demonstrate how to evaluate a patient’s orientation and document his or her status correctly.
134. Demonstrate how to test pupil reaction in response to light in a patient and how to document his or her status correctly.
135. Demonstrate the techniques for assessing a patient’s airway, and correctly obtain information related to respiratory rate, rhythm, quality/character of breathing, and depth of breathing.
136. Demonstrate how to assess a radial pulse in a responsive patient and an unresponsive patient.
137. Demonstrate how to assess a carotid pulse in an unresponsive patient.
138. Demonstrate how to palpate a brachial pulse in a child who is younger than 1 year (or a manikin).
139. Demonstrate how to obtain a pulse rate in a patient.
140. Demonstrate how to assess capillary refill in an adult or child older than 6 years.
141. Demonstrate how to assess capillary refill in an infant or child younger than 6 years; explain variations that would be required when assessing a newborn.
142. Demonstrate how to perform a rapid scan of a patient.
143. Demonstrate the technique for auscultating lung sounds.
144. Demonstrate the use of a pulse oximetry device to evaluate the effectiveness of oxygenation in the patient.
145. Demonstrate the use of electronic devices to assist in determining the patient’s blood pressure in the field.
146. Demonstrate the use of an end-tidal carbon dioxide monitoring device to assist in determining the patient’s concentration of expired carbon dioxide in the field.
147. Demonstrate the use of a blood glucose monitoring device to determine a patient’s blood glucose level.
148. Demonstrate how to perform a full-body scan.
149. Demonstrate how to measure blood pressure by auscultation.
150. Demonstrate how to measure blood pressure by palpation.
151. Demonstrate how to reposition an unresponsive adult.
152. Demonstrate how to perform external chest compressions in an adult.
153. Demonstrate how to perform a head tilt-chin lift maneuver on an adult patient.
154. Demonstrate how to perform a jaw-thrust maneuver on an adult patient.
155. Demonstrate how to assess for signs of breathing on a patient.
156. Demonstrate how to place a patient in the recovery position.
157. Demonstrate how to perform rescue breathing in an adult with a simple barrier device.
158. Demonstrate how to check for a pulse at the carotid artery in an unresponsive patient.
159. Demonstrate how to perform one-rescuer adult CPR.
160. Demonstrate how to perform two-rescuer adult CPR.
161. Demonstrate the use of mechanical devices that assist emergency responders in delivering improved circulatory efforts during CPR.
162. Demonstrate how to perform a head tilt-chin lift maneuver on a pediatric patient.
163. Demonstrate how to perform a jaw-thrust maneuver on a pediatric patient.
164. Demonstrate how to perform rescue breathing on a child.
165. Demonstrate how to perform external chest compressions on an infant.
166. Demonstrate how to perform rescue breathing on an infant.
167. Demonstrate how to perform CPR in a child who is between 1 year of age and the onset of puberty.
168. Demonstrate how to remove a foreign body airway obstruction in a responsive adult patient using abdominal thrusts (Heimlich maneuver)
169. Demonstrate how to remove a foreign body airway obstruction in a responsive pregnant or obese patient using chest thrusts.
170. Demonstrate how to remove a foreign body airway obstruction in a responsive child older than 1 year using abdominal thrusts (Heimlich maneuver).
171. Demonstrate how to remove a foreign body airway obstruction in an unresponsive child.
172. Demonstrate how to remove a foreign body airway obstruction in an infant.
173. Demonstrate how to perform a daily inspection of an ambulance.
174. Demonstrate how to present a verbal report that would be given to arrival personnel at the hospital upon patient transfer.
175. Demonstrate how to write a written report that includes all pertinent patient information following patient transfer to the hospital.
176. Demonstrate how to clean and disinfect the ambulance and equipment during the postrun phase.
177. Demonstrate how to perform triage based on a fictitious scenario that involves a mass-casualty incident.
178. Correctly identify DOT labels, placards, and markings that are used to designate hazardous materials.
179. Demonstrate the ability to use a variety of reference materials to identify a hazardous material.
-
EMT 2050 - Medical Emergencies
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
After students complete this chapter and the related course work, they will understand the need for proper assessment techniques when called to patients with a chief complaint of a medical nature. Students will know the signs and symptoms as well as the anatomy and physiology and treatments for medical emergencies to include but not limited to: Respiratory, Cardiovascular, Neurologic, Immunologic, Gastrointestinal and urologic emergencies.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- List the structures and functions of the upper and lower airways, lungs, and accessory structures of the respiratory system.
- Explain the physiology of respiration and list the signs of normal breathing.
- Discuss the pathophysiology of respiration and provide examples of the common signs and symptoms a patient with inadequate breathing may present with in an emergency situation.
- Explain the special patient assessment and care considerations that are required for geriatric patients who are experiencing respiratory distress.
- Describe the various respiratory conditions that cause dyspnea, including their causes, assessment findings and symptoms, complications, and specific prehospital management and transport decisions.
- List and review the characteristics of infectious diseases that are frequently associated with dyspnea.
- Describe the assessment of a patient who is in respiratory distress and the relationship of the assessment findings to patient management and transport decisions.
- List and define five different types of adventitious breath sounds, their signs and symptoms, and the disease process associated with each one.
- Describe the primary emergency medical care of a person who is in respiratory distress.
- State the generic name, medication forms, dose, administration, indications, actions, and contraindications for medications that are administered via metered-dose inhalers and small-volume nebulizers.
- Discuss some epidemic and pandemic considerations related to the spread of influenza type A and strategies AEMTs should employ to protect themselves from infection during a possible crisis situation.
- Explain the special patient assessment and care considerations that are required for pediatric patients who are experiencing respiratory distress.
- Understand the basic anatomy and physiology of the cardiovascular system.
- Discuss the regulation of heart function.
- Describe the cardiac cycle, including the concepts of afterload, stroke volume, and cardiac output.
- Describe the pathophysiology of angina pectoris, thromboembolism, and myocardial infarction.
- List the dangerous arrhythmias that may follow a myocardial infarction.
- Discuss the pathophysiology of cardiogenic shock and its signs, symptoms, and treatment.
- Discuss the pathophysiology of congestive heart failure and its signs, symptoms, and treatment.
- Discuss the pathophysiology of pulmonary edema.
- Understand the pathophysiology, signs and symptoms, and management of hypertensive emergencies.
- Describe the pathophysiology, assessment, and management of aortic aneurysm/dissection.
- Understand the relationship between airway management and the patient with cardiac compromise.
- Explain patient assessment procedures for cardiovascular problems.
- Discuss emergency medical care for cardiovascular emergencies, including angina pectoris, thromboembolism, and myocardial infarction.
- Give the indications and contraindications for the use of nitroglycerin.
- Recognize that many patients will have had cardiac surgery and may have implanted pacemakers.
- Define “cardiac arrest.”
- Give the indications and contraindications for use of an automated external defibrillator (AED).
- Explain the relationship of age and weight to defibrillation.
- Discuss the different types of AEDs.
- Give the advantages of using AEDs.
- Describe the difference between the fully automated and the semiautomated defibrillator.
- Explain the use of remote, adhesive defibrillator pads.
- Recognize that not all patients in cardiac arrest need to be attached to an AED.
- Explain the circumstances that may result in inappropriate shocks from an AED.
- Explain the reason not to touch the patient, such as by delivering cardiopulmonary resuscitation, while the AED is analyzing the heart rhythm and delivering shocks.
- Understand the reasons for early defibrillation.
- Describe AED maintenance procedures.
- Explain the role played by medical direction in the use of AEDs.
- Understand the importance of practice and continuing education with the AED.
- Explain the need for a case review of each incident in which an AED is used.
- Understand quality improvement goals relating to AEDs.
- Discuss the procedures to follow for standard operation of the various types of AEDs.
- Describe the emergency medical care for the patient with cardiac arrest.
- Describe the components of care following AED shocks.
- Explain criteria for transport of the patient for advanced life support (ALS) following CPR and defibrillation.
- Discuss the importance of coordinating with advanced life support (ALS) personnel.
- Discuss the anatomy and physiology of the brain and spinal cord.
- Discuss the different types of headaches, the possible causes of each, and how to distinguish a harmless headache from a potentially life-threatening condition.
- List the various ways blood flow to the brain may be interrupted and cause a cerebrovascular accident (CVA).
- Discuss the causes of ischemic strokes, hemorrhagic strokes, and transient ischemic attacks (TIA) and their similarities and differences.
- Describe the dangers associated with increased intracranial pressure (ICP), and the processes that occur in the brain with increased ICP.
- List the general signs and symptoms of stroke, and identify those symptoms that manifest if the left hemisphere of the brain is affected, if the right hemisphere of the brain is affected, and if there is bleeding in the brain.
- Discuss three conditions with symptoms that mimic stroke and the assessment techniques the AEMT may use to identify them.
- Define a generalized seizure, partial seizure, and status epilepticus, including their effects on a patient and how they differ from each other.
- Describe the different phases of a seizure.
- List the different types of seizures and their possible causes.
- Explain why it is important for the AEMT to recognize when a seizure is occurring or whether one has already occurred in a patient and to identify other problems that may be associated with the seizure.
- Describe the postictal state and the specific patient care interventions that may be necessary to assist the patient.
- Define altered mental status, its various possible causes, and the patient assessment considerations that apply to each.
- Discuss the special considerations required for pediatric patients who exhibit altered mental status.
- Discuss scene safety considerations when responding to a patient with a neurologic emergency.
- Describe the steps involved in performing a primary assessment of a patient who is experiencing a neurologic emergency and the necessary interventions that may be required to address all life threats.
- Describe the process of history taking for a patient who is experiencing a neurologic emergency, and explain how this process varies depending on the nature of the patient’s illness.
- Discuss how to use a stroke assessment tool to identify a stroke patient rapidly, giving examples of two commonly used tools.
- List the key information an AEMT must obtain and document for a stroke patient during assessment and reassessment.
- Explain why a patient who is suspected of having a stroke is placed on stroke alert and requires treatment within the first 3 to 6 hours after the stroke begins.
- Discuss special considerations for geriatric patients who are experiencing a neurologic emergency.
- Describe the management, treatment, and transport of patients who are experiencing headaches, stroke, seizure, and altered mental status.
- Understand the anatomy and physiology of the gastrointestinal system.
- Define the term acute abdomen.
- Explain the concept of referred pain.
- Understand that abdominal pain can arise from other body systems.
- Discuss the various potential causes of acute abdomen, including diverticulitis, cholecystitis, appendicitis, perforated gastric ulcer, aortic aneurysm, hernia, cystitis, kidney infection, renal calculi (kidney stone), pancreatitis, urinary tract infection (UTI), and, in women, ectopic pregnancy and pelvic inflammation.
- Define peritonitis and list its potential signs and symptoms.
- Describe the assessment process for patients with acute abdomen.
- Discuss general management of a patient with acute abdomen.
- Describe the procedures to follow in managing a patient with shock associated with abdominal emergencies.
- Understand the anatomy and physiology of the renal system.
- Discuss the various types of urologic pathophysiology, including UTIs, kidney stones, acute renal failure, and chronic renal failure.
- Explain the purpose of renal dialysis.
- Describe potential complications of dialysis or a missed dialysis treatment.
- Describe the assessment process for patients with urologic emergencies.
- Discuss general management of a patient with a urologic emergency.
- Discuss assessment and management of specific urologic emergencies, including UTIs, kidney stones, acute renal failure, and chronic renal failure.
- Describe the purpose of the immune system.
- Discuss the process that begins when a foreign substance is detected in the body (primary response).
- Explain the role of basophils and mast cells in the immune response process.
- Explain the roles of the chemical mediators, histamines and leukotrienes, in the immune response process.
- Describe the process that occurs when the body undergoes a secondary response.
- Understand and define the terms allergic reaction and anaphylaxis.
- Explain the difference between local and systemic responses to allergens.
- List and compare the signs and symptoms of an allergic reaction with those of anaphylaxis.
- Describe the assessment process for a patient with an allergic reaction.
- Explain the importance of managing the ABCs of a patient who is having an allergic reaction.
- Review the process for providing emergency medical care to a patient who is experiencing an allergic reaction.
- List the types of insect stings that may cause an allergic reaction, and describe specific treatment of patients with such stings.
- Explain the factors involved when making a transport decision for a patient having an allergic reaction.
- Explain the rationale, including communication and documentation considerations, when determining whether to administer epinephrine to a patient who is having an allergic reaction.
- Demonstrate how to remove the stinger from a bee sting and proper patient management following its removal.
- Demonstrate how to use an EpiPen auto-injector.
- Demonstrate how to use a Twinject auto-injector.
- Differentiate between medical emergencies and trauma emergencies, remembering that some patients may have both.
- Name the various categories of common medical emergencies and give examples.
- Describe the evaluation of the nature of illness (NOI).
- Discuss the assessment of a patient with a medical emergency.
- Explain the importance of transport time and destination selection for a medical patient.
- Define “infectious disease” and “communicable disease.”
- Describe the routes of transmission for an infectious disease.
- Discuss the pathophysiology, signs and symptoms, and management of a patient with HIV or acquired immunodefiniency syndrome.
- Discuss precautions to protect oneself against exposure to HIV.
- Discuss the pathophysiology, signs and symptoms, and management of a patient with hepatitis.
- Discuss precautions to protect oneself against exposure to hepatitis.
- Discuss other diseases of special concern and their routes of transmission, including herpes simplex, syphilis, meningitis, tuberculosis, whooping cough, methicillin-resistant Staphylococcus aureus (MRSA), hantavirus, West Nile virus, severe acute respiratory syndrome (SARS), avian flu, and H1N1 virus (swine flu).
- Demonstrate the process of history taking to obtain more information related to a patient’s chief complaint based on a case scenario.
- Demonstrate how to use the OPQRST assessment to obtain more specific information about a patient’s breathing problem.
- Demonstrate how to assist a patient with the administration of a metered-dose inhaler.
- Demonstrate how to assist a patient with the administration of a small-volume nebulizer.
- Demonstrate how to assess and provide emergency medical care for a patient with chest pain or discomfort.
- Demonstrate the administration of nitroglycerin.
- Demonstrate the administration of aspirin to a patient with chest pain.
- Demonstrate how to perform maintenance of an AED.
- Demonstrate how to perform AED and CPR.
- Demonstrate how to use a stroke assessment tool such as the Cincinnati Prehospital Stroke Scale to test a patient for aphasia, facial weakness, and motor weakness.
- Demonstrate the assessment of a patient’s abdomen.
-
EMT 2051 - Medical Emergencies
Clock Hours: 32
Delivery Mode
on-ground
Prerequisites: None
Industry Certifications Advanced Emergency Medical Technology
Course Description:
After students complete this chapter and the related course work, they will understand the need for proper assessment techniques when called to patients with a chief complaint of a medical nature. Students will know the signs and symptoms as well as the anatomy and physiology and treatments for medical emergencies to include but not limited to: Respiratory, Cardiovascular, Neurologic, Immunologic, Gastrointestinal and urologic emergencies.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
1. Identify the components of the patient assessment process and explain how the different causes and presentations of emergencies will affect how each step is performed by the AEMT.
2. Discuss some of the possible environmental, chemical, and biologic hazards that may be present at an emergency scene, ways to recognize them, and precautions to protect personal safety.
3. Discuss the steps AEMTs should take to survey a scene for signs of violence and protect themselves and bystanders from real or potential danger.
4. Describe how to determine the mechanism of injury (MOI) or nature of illness (NOI) at an emergency and the importance of differentiating trauma patients from medical patients.
5. List the minimum standard precautions that should be followed and personal protective equipment (PPE) that should be worn at an emergency scene, including examples of when additional precautions would be appropriate.
6. Explain why it is important for AEMTs to identify the total number of patients at an emergency scene and how this evaluation relates to determining the need for additional or specialized resources, implementation of the incident command system (ICS), and triage.
7. Describe the principal goals of the primary assessment process: to identify and treat life threats and to determine if immediate transport is required.
8. Explain the process of forming a general impression of a patient as part of primary assessment and the reasons why this step is critical to patient management.
9. Explain the importance of assessing a patient’s level of consciousness (LOC) to determine altered mental status, and give examples of different methods used to assess alertness, responsiveness, and orientation.
10. Describe the assessment of airway status in patients who are both responsive and unresponsive, and give examples of possible signs and causes of airway obstruction in each case as well as the appropriate AEMT response.
11. Describe the assessment of a patient’s breathing status, including the key information the AEMT must obtain during this process and the care required for patients who have both adequate and inadequate breathing.
12. List the signs of respiratory distress and respiratory failure.
13. Describe the assessment of a patient’s circulatory status, including the different methods for obtaining a pulse and appropriate management depending on the patient’s status.
14. Explain the variations required to obtain a pulse in infant and child patients as compared with adult patients.
15. Describe the assessment of a patient’s skin color, temperature, and condition, providing examples of both normal and abnormal findings and the information this provides related to the patient’s status.
16. Discuss the process of assessing for and methods for controlling external bleeding.
17. Discuss the steps used to identify and subsequently treat life-threatening conditions that endanger a patient during an emergency.
18. List the steps the AEMT should follow during the rapid scan of a trauma patient, including examples of abnormal signs and appropriate related actions.
19. Explain the process for determining the priority of patient care and transport at an emergency scene, and give examples of conditions that necessitate immediate transport.
20. Discuss the importance of protecting a trauma patient’s spine and identifying fractured extremities during patient packaging for transport.
21. Discuss the process of taking a focused history, its key components, and its relationship to the primary assessment process.
22. Describe examples of different techniques an AEMT may use to obtain information from patients during the history-taking process.
23. Discuss different challenges an AEMT may face when taking a patient history on sensitive topics and strategies an AEMT may use to facilitate each situation.
24. Explain the purpose of performing a physical examination during secondary assessment, its components, special patient considerations, and methods for determining which aspects of the physical examination will be used.
25. Describe types of lung sounds that may be heard during auscultation.
26. Describe the purpose of a full-body scan, and list the steps used during this process.
27. Explain situations in which patients may receive a focused assessment and then give examples by body system of what each focused assessment should include based on a patient’s chief complaint.
28. List normal blood pressure ranges for adults, children, and infants.
29. Explain the importance of performing a reassessment of the patient and the steps in this process.
30. Explain the elements of basic life support (BLS), how it differs from advanced life support (ALS), and the urgency surrounding its rapid application.
31. Explain the goals of cardiopulmonary resuscitation (CPR) and when it should be performed on a patient.
32. Explain the system components of CPR, the five links in the American Heart Association chain of survival, and how each one relates to maximizing the survival of a patient.
33. Discuss guidelines for circumstances that require the use of an automated external defibrillator (AED) on both adult and pediatric patients experiencing cardiac arrest.
34. Explain three special situations related to the use of automated external defibrillation.
35. Describe the proper way to position an adult patient to receive basic life support.
36. Describe the purpose of external chest compressions.
37. Describe the two techniques an AEMT may use to open an adult patient’s airway and the circumstances that would determine when each technique would be used.
38. Describe the recovery position and circumstances that would warrant its use as well as situations in which it would be contraindicated.
39. Describe the process of providing artificial ventilations to an adult patient using a barrier device, ways to avoid gastric distention, and modifications required for a patient with a stoma.
40. Explain the steps in providing one-rescuer adult CPR.
41. Explain the steps in providing two-rescuer adult CPR, including the method for switching positions during the process.
42. Describe the different mechanical devices that are available to assist emergency responders in delivering improved circulatory efforts during CPR.
43. Describe the different possible causes of cardiopulmonary arrest in children.
44. Explain the four steps of pediatric BLS procedures and how they differ from procedures used in an adult patient
45. Describe the ethical issues related to patient resuscitation, providing examples of when not to start CPR on a patient.
46. .Explain the various factors involved in the decision to stop CPR once it has been started on a patient.
47. Explain common causes of foreign body airway obstruction in both children and adults and how to distinguish mild or partial airway obstruction from complete airway obstruction.
48. Describe the different methods for removing a foreign body airway obstruction in an infant, child, and adult, including the procedure for a patient with an obstruction who becomes unresponsive.
49. Describe the nine phases of an ambulance call and provide examples of key tasks the AEMT performs during each phase.
50. Describe the medical equipment carried on an ambulance and provide examples of supplies that are included in each main category of the ambulance equipment checklist.
51. Provide examples of the safety and operations equipment carried on an ambulance, and explain how each item might be used in an emergency by AEMTs.
52. Discuss the importance of performing regular vehicle inspections and list the specific parts of an ambulance that should be inspected daily.
53. Describe the minimum dispatch information required by EMS to respond to an emergency call.
54. Provide examples of some high-risk situations and hazards that may affect the safety of the ambulance and its passengers during both pretransport and transport.
55. Discuss specific considerations that are required for ensuring scene safety, including personal safety, patient safety, and traffic control.
56. Describe the key elements related to patient information that must be included in the written patient report upon patient delivery to the hospital.
57. Summarize the tasks that must be completed by EMS at the completion of an ambulance call.
58. Define the terms cleaning, disinfection, high-level disinfection, and sterilization and explain how they differ.
59. Discuss the guidelines for driving an ambulance safely and defensively and identify key steps EMS personnel can take to improve safety while en route to the scene, the hospital, and the station.
60. Describe the elements that dictate the use of lights and siren to the scene and to the hospital and the factors required to perform a risk-benefit analysis regarding their use.
61. Give examples of the specific, limited privileges that are provided to emergency vehicle drivers by most state laws and regulations.
62. Explain why using police escorts and crossing intersections pose additional risks to EMS personnel during transport and discuss special considerations related to each.
63. Describe the capabilities, protocols, and methods for accessing air ambulances.
64. Describe key scene safety considerations when preparing for a helicopter medivac, including establishing a landing zone, securing loose objects, mitigating onsite hazards, and approaching the aircraft.
65. Describe the National Incident Management System (NIMS) and its major components.
66. Describe the purpose of the incident command system (ICS) and its organizational structure, and explain the role of EMS response within it.
67. Describe how the ICS assists the EMS in ensuring both personal safety and the safety of bystanders, health care professionals, and patients during an emergency.
68. Describe the role of the AEMT in establishing command under the ICS.
69. Explain the purpose of medical incident command within the incident management system, and describe its organizational structure within ICS.
70. Describe the specific conditions that would define a situation as a mass-casualty incident (MCI), and give some examples.
71. Describe what occurs during primary and secondary triage, how the four triage categories are assigned to patients on the scene, and how destination decisions regarding triaged patients are made.
72. Describe how the START and JumpSTART triage methods are performed.
73. Explain how a disaster differs from a mass-casualty incident and describe the role of the AEMT during a disaster operation.
74. Recognize the entry-level training or experience requirements identified by the HAZWOPER regulation for an AEMT to respond to a HazMat incident.
75. Define the term hazardous material, including the classification system used by the NFPA, and discuss the specific types of information and resources an AEMT can use to recognize a HazMat incident.
76. List the different reference materials that may assist personnel who respond to a HazMat incident.
77. Explain the role of the AEMT during a hazardous materials incident both before and after the HazMat team arrives, including precautions required to ensure the safety of civilians and public service personnel.
78. Explain how the three control zones are established at a HazMat incident and discuss the characteristics of each zone, including the personnel who work within each one.
79. Describe patient care at a HazMat incident and explain special requirements that are necessary for those patients who require immediate treatment and transport prior to full decontamination.
80. Describe the four levels of personal protective equipment (PPE) that may be required at a HazMat incident to protect personnel from injury by or contamination from a particular substance.
81. Describe the major structures of the respiratory system.
82. Discuss the physiology of breathing.
83. Discuss the four forms of acid/base imbalance: respiratory acidosis, respiratory alkalosis, metabolic acidosis, and metabolic alkalosis.
84. Give the signs of adequate breathing.
85. Give the signs of inadequate breathing.
86. Describe the assessment and care of a patient with apnea.
87. Understand how to assess for adequate and inadequate respiration, including the use of pulse oximetry.
88. Understand how to assess for a patent airway.
89. Describe how to perform the head tilt-chin lift maneuver.
90. Describe how to perform the jaw-thrust maneuver.
91. Explain how to measure and insert an oropharyngeal (oral) airway.
92. Describe how to measure and insert a nasopharyngeal (nasal) airway.
93. Understand the importance and techniques of suctioning.
94. Explain the AEMT’s role in performing tracheobronchial suctioning.
95. Explain the use of the recovery position to maintain a clear airway.
96. Describe the importance of giving supplemental oxygen to patients who are hypoxic.
97. Understand the basics of how oxygen is stored and the various hazards associated with its use.
98. Describe the use of a nonrebreathing mask, and state the oxygen flow requirements for its use.
99. Understand the indications for using a nasal cannula rather than a nonrebreathing face mask.
100. Describe the indications for use of a humidifier during supplemental oxygen therapy.
101. Explain the steps to take to perform mouth-to-mouth or mouth-to-mask ventilation.
102. Describe the use of a one-, two-, or three-person bag-mask device and a manually triggered ventilation (MTV) device.
103. Describe the signs associated with adequate and inadequate artificial ventilation.
104. Describe the indications, contradictions, and complications of use of continuous positive airway pressure (CPAP).
105. Discuss blind insertion airway devices, including how they work, their indications, contraindications, and complications, and the procedure for inserting them.
106. Understand how to recognize and care for a foreign body airway obstruction.
107. Demonstrate use of pulse oximetry.
108. Demonstrate how to position the unresponsive patient.
109. Demonstrate the steps in performing the head tilt-chin lift maneuver.
110. Demonstrate the steps in performing the jaw-thrust maneuver.
111. Demonstrate the steps in performing the tongue-jaw lift maneuver.
112. Demonstrate how to place a patient in the recovery position.
113. Demonstrate the insertion of an oral airway.
114. Demonstrate the insertion of an oral airway with a 90° rotation.
115. Demonstrate the insertion of a nasal airway.
116. Demonstrate how to operate a suction unit.
117. Demonstrate how to suction a patient’s airway.
118. Demonstrate how to perform tracheobronchial suctioning.
119. Demonstrate how to place an oxygen cylinder into service.
120. Demonstrate the use of a partial rebreathing mask in providing supplemental oxygen therapy to patients.
121. Demonstrate the use of a Venturi mask in providing supplemental oxygen therapy to patients.
122. Demonstrate the use of a humidifier in providing supplemental oxygen therapy to patients.
123. Demonstrate how to assist a patient with ventilations using the bag-mask device for one and two rescuers.
124. Demonstrate mouth-to-mask ventilation.
125. Demonstrate the use of a manually triggered ventilation device to assist in delivering artificial ventilation to the patient.
126. Demonstrate the use of an automatic transport ventilator to assist in delivering artificial ventilation to the patient.
127. Demonstrate the use of CPAP.
128. Demonstrate insertion of the Combitube.
129. Demonstrate insertion of the King LT airway.
130. Demonstrate insertion of the laryngeal mask airway.
131. Demonstrate insertion of the Cobra perilaryngeal airway.
132. Demonstrate how to use the AVPU scale to test for patient responsiveness.
133. Demonstrate how to evaluate a patient’s orientation and document his or her status correctly.
134. Demonstrate how to test pupil reaction in response to light in a patient and how to document his or her status correctly.
135. Demonstrate the techniques for assessing a patient’s airway, and correctly obtain information related to respiratory rate, rhythm, quality/character of breathing, and depth of breathing.
136. Demonstrate how to assess a radial pulse in a responsive patient and an unresponsive patient.
137. Demonstrate how to assess a carotid pulse in an unresponsive patient.
138. Demonstrate how to palpate a brachial pulse in a child who is younger than 1 year (or a manikin).
139. Demonstrate how to obtain a pulse rate in a patient.
140. Demonstrate how to assess capillary refill in an adult or child older than 6 years.
141. Demonstrate how to assess capillary refill in an infant or child younger than 6 years; explain variations that would be required when assessing a newborn.
142. Demonstrate how to perform a rapid scan of a patient.
143. Demonstrate the technique for auscultating lung sounds.
144. Demonstrate the use of a pulse oximetry device to evaluate the effectiveness of oxygenation in the patient.
145. Demonstrate the use of electronic devices to assist in determining the patient’s blood pressure in the field.
146. Demonstrate the use of an end-tidal carbon dioxide monitoring device to assist in determining the patient’s concentration of expired carbon dioxide in the field.
147. Demonstrate the use of a blood glucose monitoring device to determine a patient’s blood glucose level.
148. Demonstrate how to perform a full-body scan.
149. Demonstrate how to measure blood pressure by auscultation.
150. Demonstrate how to measure blood pressure by palpation.
151. Demonstrate how to reposition an unresponsive adult.
152. Demonstrate how to perform external chest compressions in an adult.
153. Demonstrate how to perform a head tilt-chin lift maneuver on an adult patient.
154. Demonstrate how to perform a jaw-thrust maneuver on an adult patient.
155. Demonstrate how to assess for signs of breathing on a patient.
156. Demonstrate how to place a patient in the recovery position.
157. Demonstrate how to perform rescue breathing in an adult with a simple barrier device.
158. Demonstrate how to check for a pulse at the carotid artery in an unresponsive patient.
159. Demonstrate how to perform one-rescuer adult CPR.
160. Demonstrate how to perform two-rescuer adult CPR.
161. Demonstrate the use of mechanical devices that assist emergency responders in delivering improved circulatory efforts during CPR.
162. Demonstrate how to perform a head tilt-chin lift maneuver on a pediatric patient.
163. Demonstrate how to perform a jaw-thrust maneuver on a pediatric patient.
164. Demonstrate how to perform rescue breathing on a child.
165. Demonstrate how to perform external chest compressions on an infant.
166. Demonstrate how to perform rescue breathing on an infant.
167. Demonstrate how to perform CPR in a child who is between 1 year of age and the onset of puberty.
168. Demonstrate how to remove a foreign body airway obstruction in a responsive adult patient using abdominal thrusts (Heimlich maneuver)
169. Demonstrate how to remove a foreign body airway obstruction in a responsive pregnant or obese patient using chest thrusts.
170. Demonstrate how to remove a foreign body airway obstruction in a responsive child older than 1 year using abdominal thrusts (Heimlich maneuver).
171. Demonstrate how to remove a foreign body airway obstruction in an unresponsive child.
172. Demonstrate how to remove a foreign body airway obstruction in an infant.
173. Demonstrate how to perform a daily inspection of an ambulance.
174. Demonstrate how to present a verbal report that would be given to arrival personnel at the hospital upon patient transfer.
175. Demonstrate how to write a written report that includes all pertinent patient information following patient transfer to the hospital.
176. Demonstrate how to clean and disinfect the ambulance and equipment during the postrun phase.
177. Demonstrate how to perform triage based on a fictitious scenario that involves a mass-casualty incident.
178. Correctly identify DOT labels, placards, and markings that are used to designate hazardous materials.
179. Demonstrate the ability to use a variety of reference materials to identify a hazardous material.
-
EMT 2060 - Trauma Emergencies
Clock Hours: 25
Delivery Mode
on-ground
Course Description:
Students will understand and be able to assess and treat the following traumatic related injuries and illnesses as well as understand their pathophysiology: Shock, Soft Tissue Injuries, Bleeding, Face and Neck Injuries, Head and spinal, Chest Injuries, Abdominal and Genitourinary Injuries and Orthopedic Injuries.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Describe the physiology of perfusion, including the role of the autonomic nervous system in controlling blood pressure.
- Discuss cardiac output, heart rate, stroke volume, and systemic vascular resistance.
- Understand the pathophysiology of shock (hypoperfusion).
- Discuss myocardial contractility, afterload, and preload, and how they relate to shock.
- Describe how the body compensates for decreased perfusion.
- Explain how the body progresses to multiple-organ dysfunction syndrome (MODS).
- Recognize the causes of shock.
- Describe the three stages of shock.
- Describe the various types of shock, including cardiogenic shock, obstructive shock, distributive shock, hypovolemic shock, and respiratory insufficiency.
- Describe the signs and symptoms of shock.
- Explain the progression of shock, including the three distinct phases.
- Discuss the assessment of a patient who could be in shock.
- Describe the steps to follow in the emergency care of the patient with signs and symptoms of shock.
- Discuss the role of fluid administration in treating a patient in potential shock. (p 468)
- Discuss special considerations in fluid resuscitation.
- Discuss the anatomy and physiology of the skin, including the layers of the skin. (pp 835-836)
- Understand the functions of the skin.
- Discuss the pathophysiology of soft-tissue injuries, including closed injuries, open injuries, and burns.
- Describe the following types of closed soft-tissue injuries: contusion, hematoma, and crush injury.
- Describe the following types of open soft-tissue injuries: abrasions, lacerations, bite wounds, avulsions, and penetrating wounds.
- Describe the following types of burns: thermal, inhalation, chemical, electrical, and radiation.
- Describe the assessment process for patients with a soft-tissue injury.
- Describe the relationship between airway management and the patient with closed and open injuries.
- Discuss emergency medical care of a patient with a soft-tissue injury.
- Discuss assessment and management of avulsions, amputations, gunshot wounds, open abdominal wounds, impaled objects, open neck wounds, and bites.
- Explain how the seriousness of a burn is related to its depth and extent.
- Define and give the characteristics of superficial, partial-thickness, and full-thickness burns.
- Explain the steps involved in the assessment of burns. Describe and discuss the emergency management of burns, including chemical, electrical, thermal, inhalation, and radiation burns.
- Understand the functions of sterile dressings and bandages.
- Discuss the physiology of perfusion.
- Discuss the pathophysiology of external and internal bleeding.
- Describe the characteristics of arterial bleeding, venous bleeding, and capillary bleeding.
- Discuss the body’s physiologic response to hemorrhaging.
- Describe the four stages of hemorrhaging.
- Describe the characteristics of external bleeding, including the identification of the following types of bleeding: arterial, venous, and capillary.
- List the signs and symptoms of hypovolemic shock.
- List the signs and symptoms of internal bleeding.
- Explain how to determine the nature of illness for internal bleeding, including identifying possible traumatic and nontraumatic causes.
- Describe what could be happening in the body when a patient with suspected internal bleeding becomes calm and still.
- Describe the assessment process for patients with external and internal bleeding.
- Discuss transport considerations for patients who are hemorrhaging.
- Explain the emergency medical care of a patient with external bleeding.
- Explain the emergency medical care of a patient with internal bleeding.
- Discuss situations in which a tourniquet may be used to control external bleeding.
- List precautions to follow when applying a tourniquet.
- Discuss the use of splints to control external bleeding.
- Describe situations in which using pneumatic antishock garments (PASG) to control bleeding may be an effective alternative.
- List contraindications for using PASG to control bleeding.
- Discuss assessment and management of bleeding from the nose, ears, and mouth.
- Discuss the anatomy and physiology of the head, face, and neck, including major structures and specific important landmarks of which the AEMT must be aware.
- Describe the factors that may cause obstruction of the upper airway following a facial injury.
- Discuss the different types of facial injuries, including soft-tissue injuries, nasal fractures, mandibular fractures, Le Fort fractures, orbital fractures, and zygomatic fractures and patient care considerations related to each one.
- Describe the process of providing emergency care to a patient who has sustained face and neck injuries, including assessment of the patient, review of signs and symptoms, and management of care.
- List the steps in the emergency medical care of the patient with soft-tissue wounds of the face and neck.
- List the steps in the emergency medical care of the patient with an eye injury based on the following scenarios: foreign object, impaled object, burns, lacerations, blunt trauma, closed head injuries, and blast injuries.
- Describe the three different causes of a burn injury to the eye and patient management considerations related to each one.
- List the steps in the emergency medical care of the patient with injuries of the nose. (p 891)
- List the steps in the emergency medical care of the patient with injuries of the ear, including lacerations and foreign body insertions.
- Describe the physical findings of a patient with a facial fracture, and list the steps related to providing emergency medical care to these patients.
- List the steps in the emergency medical care of the patient with dental and cheek injuries, including how to deal with an avulsed tooth.
- List the steps in the emergency medical care of patient with an upper airway injury caused by blunt trauma.
- List the steps in the emergency medical care of the patient with a penetrating injury to the neck, including how to control regular and life-threatening bleeding.
- List the major bones of the skull and spinal column and their related structures, and describe their functions as related to the nervous system.
- Describe the anatomy and physiology of the nervous system, including its divisions into the central nervous system (CNS) and peripheral nervous system (PNS) and the structures and functions of each.
- Describe the regions of the brain, including the cerebrum, diencephalons, brainstem, and the cerebellum, and their functions.
- Discuss the different types of head injuries, their potential mechanism of injury (MOI), and general signs and symptoms of a head injury that the AEMT should consider when performing a patient assessment.
- Define traumatic brain injury (TBI) and explain the difference between a primary (direct) injury and a secondary (indirect) injury, providing examples of possible mechanisms of injury that may cause each one.
- Discuss the different types of brain injuries and their corresponding signs and symptoms, including increased intracranial pressure (ICP), concussion, contusion, and injuries caused by medical conditions.
- Discuss the different types of injuries that may damage the cervical, thoracic, or lumbar spine, providing examples of possible mechanisms of injury that may cause each one.
- List the mechanisms of injury that cause a high index of suspicion for the possibility of a head or spinal injury.
- Discuss age-related variations that are required when providing emergency care to a pediatric patient who has a suspected head or spinal injury.
- Describe the steps in the patient assessment process for a person who has a suspected head or spine injury, including specific variations that may be required as related to the type of injury.
- Describe the process of providing emergency medical care to a patient with a head injury, including the three general principles designed to protect and maintain the critical functions of the central nervous system and ways to determine whether the patient has a traumatic brain injury.
- Discuss when it would be appropriate to establish intravenous access in a patient with a head or spinal injury, including the importance of judicious fluid administration.
- Describe the process of providing emergency medical care to a patient with a spinal injury, including the implications of not properly caring for patients with injuries of this nature, the steps for performing manual in-line stabilization, implications for sizing and using a cervical spine immobilization device, and key symptoms that contraindicate in-line stabilization.
- Describe the process of preparing patients who have suspected head or spinal injuries for transport, including the use and functions of a long backboard, short backboard, and other short spinal extrication devices to immobilize the patient’s cervical and thoracic spine.
- Explain the different circumstances in which a helmet should be either left on or taken off a patient with a possible head or spinal injury, and then list the steps AEMTs must follow to remove a helmet, including the alternate method for removing a football helmet.
- Define the term mechanism of injury (MOI), and explain its relationship to potential energy, kinetic energy, and work.
- Define the term index of suspicion and explain its relationship to the AEMT’s assessment of trauma.
- Define the terms blunt and penetrating trauma and provide examples of the MOI that would cause each one to occur.
- Describe the five types of motor vehicle collisions, the injury patterns associated with each one, and how each relates to the index of suspicion of life-threatening injuries.
- Discuss the three specific factors to consider during assessment of a patient who has been injured in a fall, plus additional considerations for pediatric and geriatric patients.
- Discuss the effects of high-, medium-, and low-velocity penetrating trauma on the body and how an understanding of each type helps the AEMT form an index of suspicion about unseen life-threatening injuries.
- Discuss primary, secondary, tertiary, and miscellaneous blast injuries and describe the anticipated damage each one will cause to the body.
- Describe multisystem trauma and the special considerations that are required for patients who fit this category, and provide a general overview of multisystem trauma patient management.
- Outline the major components of trauma patient assessment, including considerations related to whether the method of injury was significant or nonsignificant.
- Discuss the special assessment considerations related to a trauma patient who has injuries in each of the following areas: head, neck and throat, chest, and abdomen.
- Describe trauma patient management in relation to scene time and transport selection and list the Association of Air Medical Services criteria for the appropriate use of emergency air medical services.
- Discuss the facilities and transport resources available through EMS trauma systems.
- Describe the American College of Surgeons’ Committee on Trauma classification of trauma centers and how it relates to making an appropriate destination selection for a trauma patient.
- Review the anatomy and physiology of the thorax.
- Understand the mechanics of ventilation in relation to chest injuries.
- Discuss specific chest injuries, including closed vs. open chest injury, blunt vs. penetrating trauma, and effects on cardiac output, respiration, and ventilation.
- Describe the assessment process for patients with a chest injury.
- List general signs and symptoms of a chest injury.
- Discuss the significance of various signs and symptoms of chest injury, including changes in heart rate, dyspnea, jugular vein distention, muffled heart sounds, changes in blood pressure, diaphoresis or changes in pallor, hemoptysis, and changes in mental status.
- Discuss the general management of a patient with a chest injury.
- Discuss the assessment and management of chest wall injuries, including rib fractures, flail chest, sternal fracture, clavicle fracture, and commotion cordis.
- Describe the complications of rib fractures.
- Describe the complications of flail chest.
- Discuss the assessment and management of lung injuries, including simple 103. pneumothorax, open pneumothorax, tension pneumothorax, hemothorax, and pulmonary contusion.
- Explain the complications associated with an open pneumothorax (sucking chest wound)
- Differentiate between a pneumothorax (open, simple, and tension) and a hemothorax.
- Discuss the assessment and management of myocardial injuries, including cardiac tamponade, myocardial contusion, and myocardial rupture.
- Describe the complications of cardiac tamponade.
- Discuss the assessment and management of vascular injuries, including traumatic aortic disruption and penetrating wounds of the great vessels.
- Discuss the assessment and management of other thoracic injuries, including diaphragmatic injury, esophageal injury, tracheobronchial injuries, and traumatic asphyxia.
- Describe the anatomy and physiology of the abdomen, including an explanation of abdominal quadrants and boundaries and the difference between hollow and solid organs.
- Describe the anatomy and physiology of the female and male genitourinary systems, and distinguish between hollow and solid organs.
- Describe some special considerations related to the care of pediatric patients and geriatric patients who have experienced abdominal trauma.
- Define and discuss closed abdominal injuries, providing examples of the mechanisms of injury that are likely to cause this type of trauma in a patient, as well as key signs and symptoms.
- Define and discuss open abdominal injuries, including ways to distinguish low-velocity, medium-velocity, and high-velocity injuries, examples of the mechanisms of injury that would cause each, and signs and symptoms exhibited by a patient who has experienced this type of injury.
- Describe the different ways hollow and solid organs of the abdomen can be injured and include the signs and symptoms a patient might exhibit depending on the organ(s) involved.
- Discuss the types of traumatic injuries that may be sustained by the organs of the male and female genitourinary system, including the kidneys, urinary bladder, and internal and external genitalia.
- Discuss the assessment of a patient who has experienced an abdominal or genitourinary injury.
- Discuss special considerations related to patient privacy when assessing a patient with a genitourinary injury.
- Discuss the emergency medical care of a patient who has sustained a closed abdominal injury, including blunt trauma caused by a seatbelt or air bag.
- Discuss the emergency medical care of a patient who has sustained an open abdominal injury, including penetrating injuries and abdominal evisceration.
- Discuss the emergency medical care of a patient who has sustained a genitourinary injury related to the kidneys, bladder, external male/female genitalia, and rectum.
- Explain special considerations related to a patient who has experienced a genitourinary injury caused by a sexual assault, including patient treatment, criminal implications, and evidence management.
- Describe the function of the musculoskeletal system.
- Understand the anatomy and physiology of the musculoskeletal system.
- Describe the different types of musculoskeletal injuries, including fractures, dislocations, amputations, sprains, and strains.
- Name the four types of force that can cause musculoskeletal injury.
- Differentiate between open and closed fractures.
- Discuss compartment syndrome and its assessment and management
- Explain how to assess the severity of an injury.
- Understand the emergency medical care of the patient with an orthopaedic injury.
- Describe the emergency medical care of the patient with a swollen, painful, deformed extremity (fracture).
- Understand the need for, general rules of, and possible complications of splinting.
- Explain the reasons for splinting fractures, dislocations, and sprains at the scene versus transporting the patient immediately.
- Recognize the characteristics of specific types of musculoskeletal injuries.
- Describe the significance of pelvic fractures and their assessment and management.
- Describe the emergency medical care of the patient with an amputation.
- Demonstrate the assessment of neurovascular status.
- Demonstrate the care of musculoskeletal injuries.
- Demonstrate how to apply a rigid splint.
- Demonstrate how to apply a zippered air splint.
- Demonstrate how to apply an unzippered air splint.
- Demonstrate how to apply a vacuum splint.
- Demonstrate how to apply a Hare traction splint.
- Demonstrate how to apply a Sager traction splint.
- Demonstrate how to apply a pneumatic antishock garment
- Demonstrate how to splint the hand and wrist.
- Demonstrate how to splint the clavicle, the scapula, the shoulder, the humerus, the elbow, and the forearm.
- Demonstrate how to care for a patient with an amputation.
- Demonstrate how to treat a patient in potential shock.
- Demonstrate how to complete an EMS patient care report for a patient with bleeding and/or shock.
- \Demonstrate the emergency medical care of closed soft-tissue injuries.
- Demonstrate how to control bleeding in an open soft-tissue injury.
- Demonstrate the emergency medical care of a patient with an open abdominal wound.
- Demonstrate how to stabilize an impaled object.
- Demonstrate how to care for a burn.
- Demonstrate the emergency medical care of a patient with a chemical, electrical, thermal, inhalation, or radiation burn.
- Demonstrate emergency medical care of a patient with external bleeding using direct pressure.
- Demonstrate emergency medical care of a patient with external bleeding using a commercial tourniquet.
- Demonstrate how to use a PASG to control bleeding.
- Demonstrate emergency medical care of a patient with epistaxis (nosebleed).
- Demonstrate emergency medical care of a patient who shows signs and symptoms of internal bleeding.
- Demonstrate the removal of a foreign object from under a patient’s upper eyelid.
- Demonstrate the stabilization of a foreign object that has been impaled in a patient’s eye.
- Demonstrate irrigation of a patient’s eye using a nasal cannula, bottle, or basin.
- Demonstrate the care of a patient who has a penetrating eye injury.
- Demonstrate how to control bleeding from a neck injury.
- Demonstrate how to perform a jaw-thrust maneuver on a patient with a suspected spinal injury.
- Demonstrate how to perform manual in-line stabilization on a patient with a suspected spinal injury.
- Demonstrate how to immobilize a patient with a suspected spinal injury to a long backboard.
- Demonstrate how to immobilize a patient with a suspected spinal injury who was found in a sitting position.
- Demonstrate how to immobilize a patient with a suspected spinal injury who was found in a standing position.
- Demonstrate how to apply a cervical collar to a patient with a suspected spinal injury.
- Demonstrate how to immobilize a patient with a suspected spinal injury to a short backboard.
- Demonstrate how to remove a helmet from a patient with a suspected head or spinal injury.
- Demonstrate the alternate method for removal of a football helmet from a patient with a suspected head or spinal injury.
- Describe the steps to take in the assessment of a patient with a suspected chest injury.
- Demonstrate the management of a patient with a sucking chest wound.
- Demonstrate proper emergency medical care of a patient who has experienced a blunt abdominal injury.
- Demonstrate proper emergency medical care of a patient who has a penetrating abdominal injury with an impaled object.
- Demonstrate how to apply a dressing to an abdominal evisceration wound.
-
EMT 2061 - Trauma Emergencies
Clock Hours: 31
Delivery Mode
on-ground
Prerequisites: None
Industry Certifications None
Course Description:
Students will understand and be able to assess and treat the following traumatic related injuries and illnesses as well as understand their pathophysiology: Shock, Soft Tissue Injuries, Bleeding, Face and Neck Injuries, Head and spinal, Chest Injuries, Abdominal and Genitourinary Injuries and Orthopedic Injuries.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Describe the physiology of perfusion, including the role of the autonomic nervous system in controlling blood pressure.
- Discuss cardiac output, heart rate, stroke volume, and systemic vascular resistance.
- Understand the pathophysiology of shock (hypoperfusion).
- Discuss myocardial contractility, afterload, and preload, and how they relate to shock.
- Describe how the body compensates for decreased perfusion.
- Explain how the body progresses to multiple-organ dysfunction syndrome (MODS).
- Recognize the causes of shock.
- Describe the three stages of shock.
- Describe the various types of shock, including cardiogenic shock, obstructive shock, distributive shock, hypovolemic shock, and respiratory insufficiency.
- Describe the signs and symptoms of shock.
- Explain the progression of shock, including the three distinct phases.
- Discuss the assessment of a patient who could be in shock.
- Describe the steps to follow in the emergency care of the patient with signs and symptoms of shock.
- Discuss the role of fluid administration in treating a patient in potential shock. (p 468)
- Discuss special considerations in fluid resuscitation.
- Discuss the anatomy and physiology of the skin, including the layers of the skin. (pp 835-836)
- Understand the functions of the skin.
- Discuss the pathophysiology of soft-tissue injuries, including closed injuries, open injuries, and burns.
- Describe the following types of closed soft-tissue injuries: contusion, hematoma, and crush injury.
- Describe the following types of open soft-tissue injuries: abrasions, lacerations, bite wounds, avulsions, and penetrating wounds.
- Describe the following types of burns: thermal, inhalation, chemical, electrical, and radiation.
- Describe the assessment process for patients with a soft-tissue injury.
- Describe the relationship between airway management and the patient with closed and open injuries.
- Discuss emergency medical care of a patient with a soft-tissue injury.
- Discuss assessment and management of avulsions, amputations, gunshot wounds, open abdominal wounds, impaled objects, open neck wounds, and bites.
- Explain how the seriousness of a burn is related to its depth and extent.
- Define and give the characteristics of superficial, partial-thickness, and full-thickness burns.
- Explain the steps involved in the assessment of burns. Describe and discuss the emergency management of burns, including chemical, electrical, thermal, inhalation, and radiation burns.
- Understand the functions of sterile dressings and bandages.
- Discuss the physiology of perfusion.
- Discuss the pathophysiology of external and internal bleeding.
- Describe the characteristics of arterial bleeding, venous bleeding, and capillary bleeding.
- Discuss the body’s physiologic response to hemorrhaging.
- Describe the four stages of hemorrhaging.
- Describe the characteristics of external bleeding, including the identification of the following types of bleeding: arterial, venous, and capillary.
- List the signs and symptoms of hypovolemic shock.
- List the signs and symptoms of internal bleeding.
- Explain how to determine the nature of illness for internal bleeding, including identifying possible traumatic and nontraumatic causes.
- Describe what could be happening in the body when a patient with suspected internal bleeding becomes calm and still.
- Describe the assessment process for patients with external and internal bleeding.
- Discuss transport considerations for patients who are hemorrhaging.
- Explain the emergency medical care of a patient with external bleeding.
- Explain the emergency medical care of a patient with internal bleeding.
- Discuss situations in which a tourniquet may be used to control external bleeding.
- List precautions to follow when applying a tourniquet.
- Discuss the use of splints to control external bleeding.
- Describe situations in which using pneumatic antishock garments (PASG) to control bleeding may be an effective alternative.
- List contraindications for using PASG to control bleeding.
- Discuss assessment and management of bleeding from the nose, ears, and mouth.
- Discuss the anatomy and physiology of the head, face, and neck, including major structures and specific important landmarks of which the AEMT must be aware.
- Describe the factors that may cause obstruction of the upper airway following a facial injury.
- Discuss the different types of facial injuries, including soft-tissue injuries, nasal fractures, mandibular fractures, Le Fort fractures, orbital fractures, and zygomatic fractures and patient care considerations related to each one.
- Describe the process of providing emergency care to a patient who has sustained face and neck injuries, including assessment of the patient, review of signs and symptoms, and management of care.
- List the steps in the emergency medical care of the patient with soft-tissue wounds of the face and neck.
- List the steps in the emergency medical care of the patient with an eye injury based on the following scenarios: foreign object, impaled object, burns, lacerations, blunt trauma, closed head injuries, and blast injuries.
- Describe the three different causes of a burn injury to the eye and patient management considerations related to each one.
- List the steps in the emergency medical care of the patient with injuries of the nose. (p 891)
- List the steps in the emergency medical care of the patient with injuries of the ear, including lacerations and foreign body insertions.
- Describe the physical findings of a patient with a facial fracture, and list the steps related to providing emergency medical care to these patients.
- List the steps in the emergency medical care of the patient with dental and cheek injuries, including how to deal with an avulsed tooth.
- List the steps in the emergency medical care of patient with an upper airway injury caused by blunt trauma.
- List the steps in the emergency medical care of the patient with a penetrating injury to the neck, including how to control regular and life-threatening bleeding.
- List the major bones of the skull and spinal column and their related structures, and describe their functions as related to the nervous system.
- Describe the anatomy and physiology of the nervous system, including its divisions into the central nervous system (CNS) and peripheral nervous system (PNS) and the structures and functions of each.
- Describe the regions of the brain, including the cerebrum, diencephalons, brainstem, and the cerebellum, and their functions.
- Discuss the different types of head injuries, their potential mechanism of injury (MOI), and general signs and symptoms of a head injury that the AEMT should consider when performing a patient assessment.
- Define traumatic brain injury (TBI) and explain the difference between a primary (direct) injury and a secondary (indirect) injury, providing examples of possible mechanisms of injury that may cause each one.
- Discuss the different types of brain injuries and their corresponding signs and symptoms, including increased intracranial pressure (ICP), concussion, contusion, and injuries caused by medical conditions.
- Discuss the different types of injuries that may damage the cervical, thoracic, or lumbar spine, providing examples of possible mechanisms of injury that may cause each one.
- List the mechanisms of injury that cause a high index of suspicion for the possibility of a head or spinal injury.
- Discuss age-related variations that are required when providing emergency care to a pediatric patient who has a suspected head or spinal injury.
- Describe the steps in the patient assessment process for a person who has a suspected head or spine injury, including specific variations that may be required as related to the type of injury.
- Describe the process of providing emergency medical care to a patient with a head injury, including the three general principles designed to protect and maintain the critical functions of the central nervous system and ways to determine whether the patient has a traumatic brain injury.
- Discuss when it would be appropriate to establish intravenous access in a patient with a head or spinal injury, including the importance of judicious fluid administration.
- Describe the process of providing emergency medical care to a patient with a spinal injury, including the implications of not properly caring for patients with injuries of this nature, the steps for performing manual in-line stabilization, implications for sizing and using a cervical spine immobilization device, and key symptoms that contraindicate in-line stabilization.
- Describe the process of preparing patients who have suspected head or spinal injuries for transport, including the use and functions of a long backboard, short backboard, and other short spinal extrication devices to immobilize the patient’s cervical and thoracic spine.
- Explain the different circumstances in which a helmet should be either left on or taken off a patient with a possible head or spinal injury, and then list the steps AEMTs must follow to remove a helmet, including the alternate method for removing a football helmet.
- Define the term mechanism of injury (MOI), and explain its relationship to potential energy, kinetic energy, and work.
- Define the term index of suspicion and explain its relationship to the AEMT’s assessment of trauma.
- Define the terms blunt and penetrating trauma and provide examples of the MOI that would cause each one to occur.
- Describe the five types of motor vehicle collisions, the injury patterns associated with each one, and how each relates to the index of suspicion of life-threatening injuries.
- Discuss the three specific factors to consider during assessment of a patient who has been injured in a fall, plus additional considerations for pediatric and geriatric patients.
- Discuss the effects of high-, medium-, and low-velocity penetrating trauma on the body and how an understanding of each type helps the AEMT form an index of suspicion about unseen life-threatening injuries.
- Discuss primary, secondary, tertiary, and miscellaneous blast injuries and describe the anticipated damage each one will cause to the body.
- Describe multisystem trauma and the special considerations that are required for patients who fit this category, and provide a general overview of multisystem trauma patient management.
- Outline the major components of trauma patient assessment, including considerations related to whether the method of injury was significant or nonsignificant.
- Discuss the special assessment considerations related to a trauma patient who has injuries in each of the following areas: head, neck and throat, chest, and abdomen.
- Describe trauma patient management in relation to scene time and transport selection and list the Association of Air Medical Services criteria for the appropriate use of emergency air medical services.
- Discuss the facilities and transport resources available through EMS trauma systems.
- Describe the American College of Surgeons’ Committee on Trauma classification of trauma centers and how it relates to making an appropriate destination selection for a trauma patient.
- Review the anatomy and physiology of the thorax.
- Understand the mechanics of ventilation in relation to chest injuries.
- Discuss specific chest injuries, including closed vs. open chest injury, blunt vs. penetrating trauma, and effects on cardiac output, respiration, and ventilation.
- Describe the assessment process for patients with a chest injury.
- List general signs and symptoms of a chest injury.
- Discuss the significance of various signs and symptoms of chest injury, including changes in heart rate, dyspnea, jugular vein distention, muffled heart sounds, changes in blood pressure, diaphoresis or changes in pallor, hemoptysis, and changes in mental status.
- Discuss the general management of a patient with a chest injury.
- Discuss the assessment and management of chest wall injuries, including rib fractures, flail chest, sternal fracture, clavicle fracture, and commotion cordis.
- Describe the complications of rib fractures.
- Describe the complications of flail chest.
- Discuss the assessment and management of lung injuries, including simple 103. pneumothorax, open pneumothorax, tension pneumothorax, hemothorax, and pulmonary contusion.
- Explain the complications associated with an open pneumothorax (sucking chest wound)
- Differentiate between a pneumothorax (open, simple, and tension) and a hemothorax.
- Discuss the assessment and management of myocardial injuries, including cardiac tamponade, myocardial contusion, and myocardial rupture.
- Describe the complications of cardiac tamponade.
- Discuss the assessment and management of vascular injuries, including traumatic aortic disruption and penetrating wounds of the great vessels.
- Discuss the assessment and management of other thoracic injuries, including diaphragmatic injury, esophageal injury, tracheobronchial injuries, and traumatic asphyxia.
- Describe the anatomy and physiology of the abdomen, including an explanation of abdominal quadrants and boundaries and the difference between hollow and solid organs.
- Describe the anatomy and physiology of the female and male genitourinary systems, and distinguish between hollow and solid organs.
- Describe some special considerations related to the care of pediatric patients and geriatric patients who have experienced abdominal trauma.
- Define and discuss closed abdominal injuries, providing examples of the mechanisms of injury that are likely to cause this type of trauma in a patient, as well as key signs and symptoms.
- Define and discuss open abdominal injuries, including ways to distinguish low-velocity, medium-velocity, and high-velocity injuries, examples of the mechanisms of injury that would cause each, and signs and symptoms exhibited by a patient who has experienced this type of injury.
- Describe the different ways hollow and solid organs of the abdomen can be injured and include the signs and symptoms a patient might exhibit depending on the organ(s) involved.
- Discuss the types of traumatic injuries that may be sustained by the organs of the male and female genitourinary system, including the kidneys, urinary bladder, and internal and external genitalia.
- Discuss the assessment of a patient who has experienced an abdominal or genitourinary injury.
- Discuss special considerations related to patient privacy when assessing a patient with a genitourinary injury.
- Discuss the emergency medical care of a patient who has sustained a closed abdominal injury, including blunt trauma caused by a seatbelt or air bag.
- Discuss the emergency medical care of a patient who has sustained an open abdominal injury, including penetrating injuries and abdominal evisceration.
- Discuss the emergency medical care of a patient who has sustained a genitourinary injury related to the kidneys, bladder, external male/female genitalia, and rectum.
- Explain special considerations related to a patient who has experienced a genitourinary injury caused by a sexual assault, including patient treatment, criminal implications, and evidence management.
- Describe the function of the musculoskeletal system.
- Understand the anatomy and physiology of the musculoskeletal system.
- Describe the different types of musculoskeletal injuries, including fractures, dislocations, amputations, sprains, and strains.
- Name the four types of force that can cause musculoskeletal injury.
- Differentiate between open and closed fractures.
- Discuss compartment syndrome and its assessment and management
- Explain how to assess the severity of an injury.
- Understand the emergency medical care of the patient with an orthopaedic injury.
- Describe the emergency medical care of the patient with a swollen, painful, deformed extremity (fracture).
- Understand the need for, general rules of, and possible complications of splinting.
- Explain the reasons for splinting fractures, dislocations, and sprains at the scene versus transporting the patient immediately.
- Recognize the characteristics of specific types of musculoskeletal injuries.
- Describe the significance of pelvic fractures and their assessment and management.
- Describe the emergency medical care of the patient with an amputation.
- Demonstrate the assessment of neurovascular status.
- Demonstrate the care of musculoskeletal injuries.
- Demonstrate how to apply a rigid splint.
- Demonstrate how to apply a zippered air splint.
- Demonstrate how to apply an unzippered air splint.
- Demonstrate how to apply a vacuum splint.
- Demonstrate how to apply a Hare traction splint.
- Demonstrate how to apply a Sager traction splint.
- Demonstrate how to apply a pneumatic antishock garment
- Demonstrate how to splint the hand and wrist.
- Demonstrate how to splint the clavicle, the scapula, the shoulder, the humerus, the elbow, and the forearm.
- Demonstrate how to care for a patient with an amputation.
- Demonstrate how to treat a patient in potential shock.
- Demonstrate how to complete an EMS patient care report for a patient with bleeding and/or shock.
- Demonstrate the emergency medical care of closed soft-tissue injuries.
- Demonstrate how to control bleeding in an open soft-tissue injury.
- Demonstrate the emergency medical care of a patient with an open abdominal wound.
- Demonstrate how to stabilize an impaled object.
- Demonstrate how to care for a burn.
- Demonstrate the emergency medical care of a patient with a chemical, electrical, thermal, inhalation, or radiation burn.
- Demonstrate emergency medical care of a patient with external bleeding using direct pressure.
- Demonstrate emergency medical care of a patient with external bleeding using a commercial tourniquet.
- Demonstrate how to use a PASG to control bleeding.
- Demonstrate emergency medical care of a patient with epistaxis (nosebleed).
- Demonstrate emergency medical care of a patient who shows signs and symptoms of internal bleeding.
- Demonstrate the removal of a foreign object from under a patient’s upper eyelid.
- Demonstrate the stabilization of a foreign object that has been impaled in a patient’s eye.
- Demonstrate irrigation of a patient’s eye using a nasal cannula, bottle, or basin.
- Demonstrate the care of a patient who has a penetrating eye injury.
- Demonstrate how to control bleeding from a neck injury.
- Demonstrate how to perform a jaw-thrust maneuver on a patient with a suspected spinal injury.
- Demonstrate how to perform manual in-line stabilization on a patient with a suspected spinal injury.
- Demonstrate how to immobilize a patient with a suspected spinal injury to a long backboard.
- Demonstrate how to immobilize a patient with a suspected spinal injury who was found in a sitting position.
- Demonstrate how to immobilize a patient with a suspected spinal injury who was found in a standing position.
- Demonstrate how to apply a cervical collar to a patient with a suspected spinal injury.
- Demonstrate how to immobilize a patient with a suspected spinal injury to a short backboard.
- Demonstrate how to remove a helmet from a patient with a suspected head or spinal injury.
- Demonstrate the alternate method for removal of a football helmet from a patient with a suspected head or spinal injury.
- Describe the steps to take in the assessment of a patient with a suspected chest injury.
- Demonstrate the management of a patient with a sucking chest wound.
- Demonstrate proper emergency medical care of a patient who has experienced a blunt abdominal injury.
- Demonstrate proper emergency medical care of a patient who has a penetrating abdominal injury with an impaled object.
- Demonstrate how to apply a dressing to an abdominal evisceration wound.
-
EMT 2070 - Special Populations II
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
Students will be able to assess and identify behaviors deemed psychiatric in nature as well as those that potentially pose a threat to the EMT, bystanders, and or the patient themselves. The student will understand the phases of pregnancy, emergent complications, as well as neonate evaluations and resuscitation. The phases of child development and associated illnesses and injuries as well as aging and geriatric phases and emergent situations that may develop, and those with physical challenges.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Discuss the potential causes of behavioral emergencies, including organic and functional causes.
- Describe the assessment process for patients with psychiatric emergencies, including safety guidelines and specific questions to ask.
- Discuss risk factors that help indicate whether a patient may become violent.
- Discuss the importance of history taking when assessing a patient with a psychiatric emergency
- Discuss general management of a patient with a psychiatric emergency.
- Describe the two basic categories of diagnosis that a physican will use.
- Discuss assessment and management of specific psychiatric emergencies.
- Describe the care for a psychotic patient.
- Explain how to recognize the behavior of a patient at risk of suicide, and discuss the management of such a patient.
- Define agitated delirium and describe the care for a patient with agitated delirium.
- Discuss medicolegal considerations and their relevance in psychiatric emergencies.
- Describe situations where restraint may be justified.
- Describe methods used to restrain patients.
- Explain the safe management of a potentially violent patient.
- Discuss the anatomy and physiology of the female reproductive system.
- Understand the normal changes that occur in the body during pregnancy.
- Discuss the pathophysiology of the obstetric patient, including spontaneous abortion (miscarriage), ectopic pregnancy, hypertension, isoimmunization, gestational diabetes, placenta previa, abruptio placenta, and trauma.
- Understand the need to consider two patients-the woman and the unborn fetus-when treating a pregnant trauma patient.
- Be aware of special considerations involving pregnancy in different cultures and with teenage patients.
- Describe commonly used obstetric terminology.
- Differentiate between the three stages of labor.
- Outline the assessment process for pregnant patients.
- Describe the indications of an imminent delivery.
- Explain the steps involved in normal delivery management.
- Explain the necessary care of the baby as the head appears.
- Describe the procedure followed to cut and tie the umbilical cord.
- Describe delivery of the placenta.
- Describe and know how to deal with postpartum complications.
- Discuss assessment and management of specific emergencies, including third-trimester bleeding, postpartum hemorrhage, and pulmonary embolism.
- Explain abnormal or complicated delivery emergencies including breech presentations, limb presentations, prolapsed cord, prolapsed uterus, multiple births, premature infants, stillborn babies, unruptured amniotic sac, meconium staining, and nuchal cord.
- Discuss the initial steps of assessment for neonates, including drying and warming, positioning, suctioning, and stimulation.
- Explain how to measure essential parameters including heart rate, color, and respiratory effort.
- Discuss Apgar scores, including how and when to obtain them.
- Describe venous access considerations in the neonate.
- Discuss assessment and management of specific emergencies including apnea or inadequate respiratory effort, bradycardia, cyanosis, and hypovolemia.
- Explain some of the challenges inherent in providing emergency care to pediatric patients and why effective communication with both the patient and his or her family members is critical to a successful outcome.
- Describe differences in the anatomy, physiology, and pathophysiology of the pediatric patient as compared with the adult patient and their implications for the health care provider, with a focus on the following body systems: respiratory, circulatory, nervous, gastrointestinal, musculoskeletal, and integumentary.
- Describe the steps in the primary assessment for providing emergency care to a pediatric patient, including the elements of the pediatric assessment triangle (PAT), hands-on ABCs, transport decision considerations, and privacy issues.
- Discuss the steps in the secondary assessment of a pediatric patient, describing what the AEMT should look for related to different body areas and the method of injury.
- Describe the different causes of pediatric respiratory emergencies, the signs and symptoms of increased work of breathing, the difference between respiratory distress and respiratory failure, and the emergency medical care strategies used in the management of each.
- List the possible causes of an upper and a lower airway obstruction in a pediatric patient and the steps in the management of foreign body airway obstruction.
- Describe asthma, its possible causes, signs and symptoms, and steps in the management of a patient who is experiencing an asthma attack.
- Explain how to determine the correct size of an airway adjunct intended for a pediatric patient during an emergency.
- List the different oxygen delivery device options that are available for providing oxygen to a pediatric patient, including the indications for the use of each and precautions the AEMT must take to ensure the patient’s safety.
- Discuss the most common causes of shock (hypoperfusion) in a pediatric patient, its signs and symptoms, and emergency medical management in the field.
- Discuss the use of intravenous therapy in pediatric patients, including intraosseous access and fluid resuscitation.
- Discuss the most common causes of altered mental status (AMS) in a pediatric patient, its signs and symptoms, and emergency medical management in the field.
- List the common causes of seizures in a pediatric patient, the different types of seizures, and their emergency medical management in the field.
- List the common causes of meningitis, patient groups who are at the highest risk for contracting it, its signs and symptoms, special precautions, and emergency medical management in the field.
- Discuss the types of gastrointestinal disease emergencies that might affect pediatric patients and their emergency medical management.
- Discuss poisoning in pediatric patients, including common poison sources, signs and symptoms of poisoning, and its emergency medical management.
- Discuss dehydration emergencies in pediatric patients, including how to gauge their severity based on key signs and symptoms, and emergency medical management.
- Discuss the common causes of a fever emergency in a pediatric patient and the role of the AEMT regarding patient management.
- Discuss the common causes of drowning emergencies in pediatric patients, their signs and symptoms, and emergency medical management.
- Discuss the common causes of pediatric trauma emergencies and differentiate between injury patterns in adults, infants, and children.
- Discuss the significance of burns in pediatric patients, their most common causes, and general guidelines an AEMT should follow when assessing patients who have sustained burns.
- Explain the four triage categories used in the JumpSTART system for pediatric patients during disaster management.
- Describe child abuse and neglect and its possible indicators, and then describe the medical and legal responsibilities of an AEMT when caring for a pediatric patient who is a possible victim of child abuse.
- Discuss sudden infant death syndrome (SIDS), including its risk factors, patient assessment, and special management considerations related to the death of an infant patient.
- Discuss the responsibilities of the AEMT when communicating with a family or loved ones following the death of a child.
- Discuss some positive ways an AEMT may cope with the death of a pediatric patient and why managing posttraumatic stress is important for all health care professionals.
- Define the term “geriatrics.”
- Discuss the economic impact of aging, independent and dependent living, advance directives, and end-of-life care.
- Discuss generational considerations when communicating with geriatric patients.
- Discuss the normal physiologic changes that occur in various body systems as people age.
- Explain the leading causes of death among geriatric patients and the pathophysiology of common conditions affecting geriatric patients.
- Discuss psychiatric emergencies in the older population. Define “polypharmacy,” and explain the toxicity issues that can result.
- Explain the GEMS diamond and its role in the assessment and care of the geriatric patient.
- Discuss special considerations when performing the patient assessment process on a geriatric patient with a medical condition.
- Discuss emergency medical care of a geriatric patient including fluid resuscitation.
- Discuss assessment and management of common conditions and injuries affecting geriatric patients, including respiratory emergencies, cardiovascular emergencies, gastrointestinal emergencies, neurologic emergencies, endocrine emergencies, and toxicologic emergencies.
- Explain special considerations for a geriatric patient who has experienced trauma, including performing the patient assessment process on a geriatric patient with a traumatic injury.
- Know the potential implications of a patient taking multiple medications.
- Discuss how to respond to nursing or skilled care facilities.
- Discuss elder abuse and neglect, and its implications in assessment and management of the patient.
- List examples of patients with special needs whom an AEMT may encounter during an emergency.
- Discuss the special patient care considerations that may be required when providing emergency medical care to patients with developmental disabilities, including patients with autism, Down syndrome, and prior brain injuries.
- Discuss different types of visual impairments and the special patient care considerations that may be required when providing emergency medical care for these patients depending on the level of their disability.
- Explain the various types of hearing impairments and the special patient care considerations that may be required when providing emergency medical care for these patients, including tips on effective communication.
- List the various types of hearing aids that may be worn by patients and describe troubleshooting strategies that may help to fix a hearing aid that is not working.
- Discuss the special patient care considerations that may be required when providing emergency medical care to patients who have cerebral palsy, spina bifida, or paralysis.
- Define obesity and discuss the special patient care considerations, including the best way to move a morbidly obese patient, that may be required when providing emergency medical care to bariatric patients.
- Discuss the special patient care considerations that may be required when providing emergency medical care to a patient who relies on a form of medical technological assistance, including a tracheostomy tube, mechanical ventilator, apnea monitor, internal cardiac pacemaker, left ventricular assist device, central venous catheter, gastrostomy tube, shunt, colostomy, and ileostomy.
- Describe the assessment and management process for patients with special needs.
- Describe how to interact with patients with special needs, based on the nature of their impairment.
- Describe home care, the types of patients it serves, and the services it encompasses.
- Discuss hospice and palliative care and how they differ from curative care, and then explain the responsibilities of the AEMT when responding to calls for terminally ill patients who have DNR orders.
- Discuss the issues of poverty and homelessness in the United States, its negative effects on a person’s health, and the role of the AEMT as a patient advocate.
- Skills Objectives
- Demonstrate different strategies to communicate effectively with a patient who has a hearing impairment.
- Explain how to suction and clean a tracheostomy.
- Demonstrate the procedure to assist in a normal cephalic delivery.
- Demonstrate care procedures of the infant as the head appears. Demonstrate the steps to follow in postdelivery care of the infant.
- Demonstrate how to cut and tie the umbilical cord.
- Demonstrate how to assist in delivery of the placenta.
- Demonstrate the postdelivery care of the mother.
- Describe how to assist with a breech delivery in the field.
- Describe how to assist with a limb presentation in the field.
- List the steps of neonatal resuscitation.
- Explain how to perform chest compressions on a neonate.
- Demonstrate how to position the airway in a pediatric patient.
- Demonstrate how to palpate the pulse and estimate the capillary refill time in a pediatric patient.
- Demonstrate how to use a pediatric resuscitation tape measure to size equipment appropriately for a pediatric patient.
- Demonstrate how to insert an oropharyngeal airway in a pediatric patient.
- Demonstrate how to insert a nasopharyngeal airway in a pediatric patient.
- Demonstrate how to administer blow-by oxygen to a pediatric patient.
- Demonstrate how to apply a nasal cannula to a pediatric patient.
- Demonstrate how to apply a nonrebreathing mask to a pediatric patient.
- Demonstrate how to assist ventilation of an infant or child using a bag-mask device.
- Demonstrate how to perform one-rescuer bag-mask device ventilation on a pediatric patient.
- Demonstrate how to perform two-rescuer bag-mask device ventilation on a pediatric patient.
- Demonstrate how to obtain intraosseous access in a pediatric patient.
- Demonstrate how to immobilize a pediatric patient who has been involved in a trauma emergency.
- Demonstrate how to immobilize a pediatric patient who has been involved in a trauma emergency in a car seat.
- Demonstrate how to immobilize a pediatric patient who has been involved in a trauma emergency out of a car seat.
-
EMT 2080 - Rescue and Special Operations
Clock Hours: 20
Delivery Mode
on-ground
Course Description:
The student will understand the female anatomy and physiology, and changes that occur with age. The student will be able to assess, identify, and treat when possible gynecologic emergencies in the female patient. The student will understand urgent and non-urgent movement of patients as well as body mechanics, and the types of equipment made to assist the AEMT in the movement of patients without causing injury to themselves or the patient. The student will be familiar with rescue operations, and vehicle extrication all while adhering to their and the patients safety. Finally the student will understand what terrorism is, and types of weapons of mass destruction, as well a a fundamental knowledge of disaster management.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- Describe the anatomy and physiology of the female reproductive system.
- Discuss the pathophysiology of gynecologic emergencies, including pelvic inflammatory disease, sexually transmitted diseases, ruptured ovarian cyst, ectopic pregnancy, vaginal bleeding, traumatic abdominal pain, and sexual assault.
- Describe the assessment process for patients with gynecologic emergencies.
- Discuss the importance of history taking when assessing a patient with a gynecologic emergency.
- Discuss the general management of a patient with a gynecologic emergency.
- Discuss assessment and management of specific gynecologic emergencies, including pelvic inflammatory disease, ruptured ovarian cyst, ectopic pregnancy, vaginal bleeding, traumatic abdominal pain, and sexual assault.
- Describe the technical skills and general considerations that are required of the AEMT during patient packaging and patient handling.
- Define the term body mechanics and discuss how following proper patient lifting and moving techniques can help prevent work-related injuries.
- Describe the guidelines and safety precautions the AEMT should follow when lifting and carrying a patient on a stretcher or backboard, and identify how to avoid common mistakes.
- Describe the guidelines for lifting a patient, including using a power grip and using a sheet or blanket.
- Explain how to carry patients safely on stairs, including the selection of appropriate equipment to aid in the process.
- Summarize the general considerations required to move patients safely without causing them further harm while simultaneously protecting the AEMT from injury.
- Describe specific situations in which an urgent move or rapid extrication may be necessary to move a patient, and explain how each one is performed.
- Describe specific situations in which a nonurgent move may be necessary to move a patient, and explain how each one is performed.
- Discuss special considerations related to moving and transporting geriatric patients and guidelines that must be followed during their lifting and moving.
- Define the term bariatrics and discuss the guidelines for lifting and moving bariatric patients.
- Provide 11 examples of patient-moving equipment, and explain how each one is used to move a patient.
- Explain the relationship between equipment decontamination and the prevention of disease transmission.
- Discuss situations that may require the use of medical restraints on a patient, and explain guidelines and safety considerations for their use.
- Explain the responsibilities of an AEMT in patient rescue and vehicle extrication.
- Discuss how to ensure safety at the scene of a rescue incident, including scene size-up and the selection of the proper personal protective equipment and additional necessary gear.
- Provide examples of vehicle safety components that may be hazardous to both AEMTs and patients following a crash, and explain how to mitigate their dangers.
- Define the terms extrication and entrapment, and explain how they differ.
- Describe the 10 phases of vehicle extrication and the role of the AEMT during each one.
- Discuss the various factors related to ensuring situational safety at the site of a vehicle extrication, including controlling traffic flow, performing a 360° assessment, stabilizing the vehicle, dealing with unique hazards, and evaluating the need for additional resources.
- Describe the special precautions the AEMT should follow to protect the patient during a vehicle extrication.
- Explain the different factors that must be considered before attempting to gain access to the patient during an incident that requires extrication.
- Discuss patient care considerations related to assisting with rapid extrication, providing emergency care to a trapped patient, and removing and transferring a patient.
- Explain the difference between simple access and complex access in vehicle extrication.
- Give examples of situations that would require special technical rescue teams, and describe the AEMT’s role in these situations.
- Define the terms international terrorism and domestic terrorism, and provide some examples of incidents that have been caused by each one.
- Provide examples of four different types of goals that commonly motivate terrorist groups to stage a terrorist attack.
- Define the terms weapon of mass destruction (WMD) and weapon of mass casualty (WMC), and list and give examples of the five categories of weapons that are considered WMDs.
- Discuss the history of chemical agents, their four main classifications, routes of exposure, effects on the patient, and patient care.
- Discuss three categories of biologic agents, their routes of exposure, effects on the patient, and patient care.
- Describe the history of nuclear/radiologic devices, sources of radiologic materials and dispersal devices, medical management of the patient, and protective measures that can be taken by the AEMT during a nuclear/radiologic incident.
- Describe how the Department of Homeland Security (DHS) Homeland Security Advisory System relates to the daily activities of AEMTs and their ability to respond to and survive a terrorist attack.
- Describe key observations an AEMT must make on each call to assist in the determination of whether an incident is related to terrorism.
- Explain the colors and threat levels that are used by the DHS daily to heighten awareness of the current terrorist threat.
- Describe the critical response actions related to establishing and reassessing scene safety, personnel protection, notification procedures, and establishing command an AEMT must perform at a suspected terrorist event.
- Explain the role of EMS in relation to syndromic surveillance and points of distribution (PODs) during a biologic event.
- Describe the mechanisms of injury caused by incendiary and explosive devices, including the types of wounds and their severity.
- Demonstrate the steps an AEMT can take to establish and reassess scene safety based on a scenario of a terrorist event.\
- Demonstrate the steps an AEMT can take for the management of a patient exposed to a chemical agent.
- Demonstrate the use of the Mark 1 Nerve Agent Antidote Kit (NAAK) and/or the DuoDote auto-injector.
- Perform a power lift to lift a patient.
- Demonstrate using a power grip.
- Perform the diamond carry to move a patient.
- Perform the one-handed carrying technique to move a patient.
- Perform a patient carry using a stair chair to move a patient down the stairs.
- Perform a patient carry to move a patient up or down the stairs. 7. Demonstrate the body mechanics and principles required for safe reaching and pulling, including the safe reaching technique used for performing log rolls.
- Demonstrate how to perform an emergency or urgent move such as a two-rescuer body drag or one-rescuer technique for removing an unconscious patient from a vehicle.
- Perform the rapid extrication technique to move a patient from a vehicle.
- Perform the direct ground lift to lift a patient.
- Perform the extremity lift to move a patient.
- Perform the direct carry to move a patient.
- Demonstrate how to use the draw sheet method to transfer a patient onto a stretcher.
- Use a scoop stretcher to move a patient.
- Demonstrate how to lift a patient from the ground.
- Demonstrate how to move a patient from a chair to a wheelchair.
- Demonstrate how to load a stretcher into an ambulance.
- Demonstrate the correct use of medical restraints on a patient.
-
EMT 2090 - Clinical II
Clock Hours: 132
Delivery Mode
on-ground
Course Description:
This course will allow for the understanding and knowledge of basic operations of EMS and prehospital settings. Being able to know the inner workings of other departments will better help serve the EMT-B during daily duties.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
- 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 by given to:
- 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.
- Explain the rationale for having the unit prepared to respond.
- 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
- 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.
- Describe the criteria for a multiple-casualty situation
- Evaluate the role of the EMT-Basic in the multiple-casualty situation.
- Summarize the components of basic triage
- Define the role of the EMT-Basic in a disaster operation
- Describe basic concepts of incident management
- Explain the methods for preventing contamination of self, equipment and Facilities
- Review the local mass casualty incident plan
Farming Operations Technology
-
FOT 0001 - Worker Characteristic
Clock Hours: 6
Course Description:
Throughout the trimester students will be taught and graded on work ethics topics. The topics to be covered are: attendance, appearance, character, teamwork, attitude, productivity/safety, organizational skills, communication, cooperation, and respect
Student Learning Outcomes:
Students will be able to demonstrate knowledge of the 10 Essential Worker Characteristic Skills:
A. Attendance
1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.
B. Character
1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.
C. Teamwork
1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. As a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.
D. Appearance
1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.
E. Attitude
1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.
F. Productivity
1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.
G. Organization Skills
1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.
H. Communications
1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.
I. Cooperation
1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.
J. Respect
1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.
-
FOT 0002 - Worker Characteristic
Clock Hours: 6
Course Description:
Throughout the trimester students will be taught and graded on work ethics topics. The topics to be covered are: attendance, appearance, character, teamwork, attitude, productivity/safety, organizational skills, communication, cooperation, and respect.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of the 10 Essential Worker Characteristic Skills:
A. Attendance
1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.
B. Character
1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.
C. Teamwork
1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. As a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.
D. Appearance
1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.
E. Attitude
1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.
F. Productivity
1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.
G. Organization Skills
1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.
H. Communications
1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.
I. Cooperation
1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.
J. Respect
1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.
-
FOT 0003 - Worker Characteristic
Clock Hours: 6
Course Description:
Throughout the trimester students will be taught and graded on work ethics topics. The topics to be covered are: attendance, appearance, character, teamwork, attitude, productivity/safety, organizational skills, communication, cooperation, and respect.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of the 10 Essential Worker Characteristic Skills:
A. Attendance
1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.
B. Character
1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.
C. Teamwork
1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. As a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.
D. Appearance
1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.
E. Attitude
1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.
F. Productivity
1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.
G. Organization Skills
1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.
H. Communications
1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.
I. Cooperation
1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.
J. Respect
1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.
-
FOT 0004 - Worker Characteristic
Clock Hours: 6
Course Description:
Throughout the trimester students will be taught and graded on work ethics topics. The topics to be covered are: attendance, appearance, character, teamwork, attitude, productivity/safety, organizational skills, communication, cooperation, and respect.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of the 10 Essential Worker Characteristic Skills:
A. Attendance
1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.
B. Character
1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.
C. Teamwork
1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. As a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.
D. Appearance
1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.
E. Attitude
1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.
F. Productivity
1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.
G. Organization Skills
1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.
H. Communications
1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.
I. Cooperation
1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.
J. Respect
1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.
-
FOT 0004 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
-
FOT 1010 - Technology Foundations
Clock Hours: 30
Course Description:
This course is designed to enhance and/or develop language and mathematical skills that serve as a foundation for farming operations technology and that are necessary for employment in the technical workforce. Students will develop problem-solving skills, will enhance communication skills, and will be encouraged to become independent thinkers.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
1. Efficiently and accurately solve basic mathematical operations dealing with whole numbers, fractions, decimals, and percent.
2. Apply basic mathematical operations to administrative office technology.
3. Read, analyze, and interpret graphs.
4. Apply basic graphing principals to administrative office technology.
5. Apply basic communication skills to administrative office technology.
6. Accurately read technical passages for information.
-
FOT 1020 - Intro to Agriculture
Clock Hours: 30
Course Description:
This course is an overview of the fundamental principles of agriculture which prepares students to understand agriculture technology. This course introduces students to basic skills and knowledge in construction and land management, agriculture mechanics, irrigation and drainage, and agriculture business.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Gather and analyze information from multiple authoritative sources, such as the United States Bureau of Labor Statistics, United States Department of Agriculture website and Tennessee labor data, to summarize the economic impact of the agricultural industry.
- Describe and explain the basic concepts of agriculture technology.
- Relate the fundamentals of agriculture technology to agriculture and the agri-business industry.
- Describe the interrelationship between agriculture and the environment.
- Relate the role of agriculture to the Tennessee economy.
- Understand the different facets of the agriculture industry.
- An overview of basic skills and knowledge in agricultural mechanics and construction.
-
FOT 1021 - Intro to Agriculture
Clock Hours: 99
Delivery Mode
on-ground
Prerequisites: None
Industry Certifications None
Course Description:
This course is an overview of the fundamental principles of agriculture which prepares students to understand agriculture technology. This course introduces students to basic skills and knowledge in construction and land management, agriculture mechanics, irrigation and drainage, and agriculture
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Gather and analyze information from multiple authoritative sources, such as the United States Bureau of Labor Statistics, United States Department of Agriculture website and Tennessee labor data, to summarize the economic impact of the agricultural industry.
- Describe and explain the basic concepts of agriculture technology.
- Relate the fundamentals of agriculture technology to agriculture and the agri-business industry.
- Describe the interrelationship between agriculture and the environment.
- Relate the role of agriculture to the Tennessee economy.
- Understand the different facets of the agriculture industry.
- An overview of basic skills and knowledge in agricultural mechanics and construction.
-
FOT 1022 - Plant and Soil Maintenance
Clock Hours: 99
Delivery Mode
on-ground
-
FOT 1023 - Livestock Maintenance
Clock Hours: 99
Delivery Mode
on-ground
-
FOT 1024 - Ag Engineering Technology
Clock Hours: 99
-
FOT 1030 - Farm Safety
Clock Hours: 50
Industry Certifications OSHA 10/CPR, First Aid, AED Certification
Course Description:
This course will provide students of the knowledge and application of basic safety procedures in the agricultural workplace including current Occupational and Health Administration (OSHA) guidelines, CPR certification, and First Aid training.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Identify all at-risk activities and associated hazards of farm operations.
- Identify and implement controls for hazards to prevent an incident from occurring.
- Understand and ensure that OSHA guidelines are a priority in a farm business entity.
- Acquire OSHA General Industry Agriculture Certification.
- Acquire certification in Cardiopulmonary Resuscitation (CPR).
- Attain First Aid training in order to efficiently aid employees or co-workers.
-
FOT 1050 - Farm Livestock/Equipment Management
Clock Hours: 110
Course Description:
This is an introductory level course where students will learn the selection, function, safe operation and economic consideration of machines and equipment used in livestock and crop production agriculture.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Identify farming tools and equipment according to use and function.
- Conduct pre-operation check-up for faulty farm equipment and livestock/crop production tools.
- Demonstrate the correct manual handling procedures and techniques of farm and livestock equipment.
- Perform regular maintenance of farm and livestock equipment.
- Dispose waste materials according to government and farm requirements.
- Follow safety guidelines for equipment use.
- Compare cost effectiveness of equipment ownership, leasing, or custom hire.
- Describe selection, installation and operation of farm and livestock equipment.
- Select appropriate machinery for a specific agricultural operation.
-
FOT 2010 - Soil Maintenance
Clock Hours: 40
Course Description:
This course will introduce students to basic plant and soil science. Topics include plant growth development, composition of row crops and pasture land, soil conservation, and environmental factors that affect crop and grassland maintenance.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Research agriculture methods and practices and describe how each method aligns to a specific goal including the following: soil fertility and texture maintenance, adequate soil moisture maintenance, erosion prevention, and weed, insect, and disease management.
- Develop a plan of best practices for chemical use and disposal in agriculture production settings.
- Assess the costs and benefits of best practices in soil maintenance.
-
FOT 2011 - Introduction to Computers
Clock Hours: 54
Course Description:
This course covers the operation of the personal computer including both the hardware and software concepts. It includes an overview of a professional computer operating system, word processing, spreadsheets, e-mail usage, Internet operations, and agriculture software.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Identify the hardware essentials for a computer system.
- Understand the operating systems for PC.
- Organize and manage files and folders.
- Understand the Internet and various browsers and search engines.
- Utilize email systems and etiquette.
- Create documents and save information.
- Gain knowledge of the basic formatting features of a word processing program and be able to create basic business documents.
- Work with worksheets and workbooks in a spreadsheet program.
- Enter, edit data, and work with formulas in a spreadsheet program.
- Gather, analyze, and report farming data in farm management software.
- Gain information on troubleshooting farming problems using farm management software.
- Manage farm operations, crop details, and livestock financials using farm management software.
-
FOT 2012 - Intro to Precision Agriculture
Clock Hours: 72
Course Description:
This course prepares students in the use of various Information Systems including GPS, GIS, VRT, and remote sensing utilized in precision farming and livestock production/management. Students will learn how to install and set up software, transfer data, process field data, and create report and/or prescription maps. Included are the challenges and benefits of adopting precision agriculture technologies.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand the impact of geographic information systems (GIS) and global positioning systems (GPS) on agricultural demographics, precision agriculture, pasture management, water quality.
- Identify various GIS and GPS applications and explain their uses in precision agriculture.
- Understand how soil sampling and remote sensing data is collected and analyzed.
- Understand and demonstrate the use of a global positioning system and geographic information systems.
- Collect soil samples for sampling.
- Understand a plan to actively manage crop and forage selection and variety.
- Understand system controls such as installing and the use of applications, auto-steering, GPS-guided on-off equipment controls, yield monitoring, record keeping, mapping, and wireless communications.
-
FOT 2020 - Livestock Maintenance
Clock Hours: 40
Course Description:
This course is an introduction to the livestock industry. Fundamental and essential concepts of livestock production, selection, breed identification, safety, livestock handling, and reproduction. Care and management of livestock will be covered.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand different diseases and their control and taking preventative measures through vaccination in livestock.
- Understand the importance of safety and handling in relation to humans and also the concern for livestock.
- Summarize reproductive objectives of livestock systems and identify reproductive anatomy.
- Develop an understanding of animal species and breeds that comprise the livestock industry and their relative importance from economic prospective.
- Develop a basic understanding of animal growth, nutrition, reproduction, behavior and genetics.
- Become familiar with terminology used in animal science as it relates to the industry, management, equipment and animals.
-
FOT 2030 - Shop Principles
Clock Hours: 30
Course Description:
This course introduces basic shop and equipment safety, common shop practices, and tool identification. Students will also gain proper knowledge of correct tool usage and types of fasteners.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Identify general shop safety rules and procedures.
- Utilize safe procedures for handling of tools and equipment.
- Utilize proper ventilation procedures for working within a shop area.
- Identify safety areas and equipment (eyewash stations, fire safety equipment).
- Understand the use of Personal Protective Equipment (PPE) and appropriate clothing during shop activities.
- Identify tools and their proper usage including standard and metric designation.
- Understand proper cleaning, storage, and maintenance of tools.
- Identify and understand the types and proper usage of fasteners.
- Identify, select, and operate hand and power tools used in agricultural construction.
-
FOT 2040 - Welding
Clock Hours: 100
Course Description:
This course introduces the processes of Shielded Metal Arc Welding (Stick Welding), Thermal Cutting, and Brazing. Safety for students such as Personal Protection Equipment (PPE) and safe welding practices in the welding shop will be emphasized. Welding and cutting equipment, selection of welding supplies, and materials that are used in industry are introduced.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand proper protocol and proper welding practices.
- Select the proper protective shades for a given welding/cutting process.
- Understand the available types of Personal Protective Equipment (PPE).
- Understand the use of Oxy-Fuel cutting processes.
- Demonstrate how to properly set up and clean a cutting torch.
- Demonstrate the ability to strike an arc at a specific point.
- Interpret and troubleshoot problems that results from welding current being too high or too low.
- Identify and select the proper size and class of welding electrode for a given application.
- Understand the physical and chemical properties of Shielded Metal Arc Welding (Stick) and brazing. Demonstrate the ability to precisely follow operational and safety procedures for each fusion process across various applications.
- Define essential terms associated with SMAW.
- Identify, select, and operate arc and cutting equipment.
-
FOT 2050 - Basic Electricity
Clock Hours: 100
Course Description:
This course introduces safety, basic circuits/theory, introduction to NEC (National Electrical Code), device boxes and conduit bending/installation, raceway/fittings, conductors/cables, electrical drawings, test equipment and materials associated with farmstead maintenance.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand electrical safety in relation to the farmstead.
- Introduction to NEC (National Electrical Code).
- Understand the procedures used to ensure circuits are in a de-energized state.
- Understand the hazards associated with an arcing incident.
- Understand types and usage of conductors/cables.
- Explain the differences between AC and DC circuits.
- Describe an electrical circuit load and its relationship to the flow of current.
- Understand a circuit or wiring diagram/drawing and interpret it to a farmstead.
- Use and understand meters correctly.
- Install and use device boxes/motors properly.
- Understand the proper usage of conduit and bending and connecting processes.
- Properly identify, size and locate different conductors.
- Determine the current-carrying capacity of conductors.
-
FOT 2061 - Farm Record & Finance/Simulation
Clock Hours: 100
Course Description:
This course is a study of the general principles in farm accounting and financial analysis including financial statements. Students will be informed of the different credit agencies and what they have to offer beginning farmers. Students will learn what is required of them to obtain credit. Communication between lender and the farmer is also discussed.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand basic accounting principles including debits and credits.
- Understand basic banking tasks.
- Understand payroll processes.
- Define and recognize basic accounting forms and financial statements in relation to farming operations.
- Become familiar with the operations of financial institutions/credit agencies in relation to an agriculture or farming career.
- Demonstrate the ability to accurately enter information from source documents into automated accounting software and be able to utilize financial information generated from software.
- Create a budget.
- Comprehend basic federal income tax information and calculations.
-
FOT 3010 - Farm Machinery & Equipment Maintenance
Clock Hours: 326
Industry Certifications EPA 608/609 Certification
Course Description:
This course provides the student basic engine system operation and maintenance skills and knowledge. Provides the students with knowledge and skills needed to maintain and service the electrical systems associated with farm machinery and livestock equipment, including the selection of components and their replacement. Students will maintain and troubleshoot farm machinery, livestock equipment, electrical systems, such as monitors, special lighting, electrical solenoids and controls, and coolant systems.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Demonstrate and understand various aspects of mechanical and electrical components.
- Check engine oil level, coolant, air, fuel and their conditions.
- Inspect and troubleshoot machinery electrical systems associated with farm machinery and livestock equipment.
- Understand requirements and selection for power sources and their replacements.
- Inspect and troubleshoot machinery electrical systems such as monitors, special lighting, and electrical solenoids.
- Demonstrate and understand safe handling and procedures associated with heating and air conditioning systems.
- Understand the basics of hydraulics and pneumatics.
- Understand the basics of air brakes systems.
-
FOT 3020 - Ag Building & Design Construction
Clock Hours: 100
Course Description:
This course acquaints the student with planning, design, and construction skills for agriculture facilities. It focuses on the selection of building materials, cost and production of farm buildings. Studies the various types of livestock facilities, storage and materials handling systems on farms. The student will look at the planning, design, cost and management of their livestock or row crop operation.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand the importance of storage and materials handling related to a farmstead.
- Understand the basic concepts of agricultural building site selection and overall layout of a farmstead.
- Select and estimate the cost of building or repairing material for a specific project.
- Perform free hand sketching.
- Knowledge of line conventions used on architectural plans.
- Familiar with architectural abbreviation, codes, symbols and terms.
- Understand and plan the aspects that make architectural drawings.
- Understand properties and characteristics of materials.
- Determine proper structural components.
- Understand estimating cost for construction materials.
- Identify and properly use tools for carpentry/construction.
- Become familiar with livestock building facilities.
-
FOT 4010 - Machinery
Clock Hours: 100
Course Description:
This course deals with advanced aspects of farm machinery maintenance and the typical problems which could determine profit and loss. How much machinery, what size, how acquired, alternatives to owning, and machine costs are all studied. Methods will be presented for the selection of crop land preparation, planting, crop maintenance, harvesting, and transportation equipment.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Focus on machinery needs, sizing, and the determination process of owning or leasing.
- Study emerging trends in new technology with equipment and cost analysis and selection.
- Identify optimal use scenarios, such as scheduling of sequential operations and maintenance downtime for given equipment.
- Measure and collect machine performance data.
- Identify farm machinery and equipment maintenance needs.
-
FOT 4020 - Soil/Plant Management
Clock Hours: 286
Course Description:
This course presents basic concepts of all aspects of soil science including composition and physical properties, soil water, classification and mapping, soil conservation and management practices, soil fertility, productivity, and make choices for land use interpretations based on soil characteristics. It will enable students to become familiar with equipment used to handle and apply herbicides, pesticides, and fertilizer. Both calibration and safety with all types of farm sprayers and applicators are emphasized. Proper chemical selection for crops and basic weed ID will be emphasized. The course is a study of the major crops grown for production.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Discuss and identify plant pests and effective control measures.
- Demonstrate the ability to practice safe handling procedures of pesticides.
- Identify parts of chemical labels.
- List and classify crops of major importance.
- Describe and explain principles and processes of water movement and water retention in soils.
- Determine the influence of environmental factors on plant growth.
- Develop and implement a crop management plan for a given production goal that accounts for environment factors.
- Apply principles of classification to plant production and management.
- Demonstrate responsible management procedure and techniques to protect, maintain, enhance and improve soil composition.
- Understand how to effectively and efficiently apply nutrients and pesticides.
- Understand calibration methods associate with fertilizer, pesticide and herbicide equipment.
- Develop an awareness of safety issue when working with sprayers and applicators.
- Understand the equipment used to hand and apply fertilizers, pesticides, and herbicides.
- Develop an understanding and knowledge of the basic and applied chemical, physical, and biological concepts in soil.
-
FOT 4030 - Crop Marketing
Clock Hours: 40
Course Description:
This course is an introduction to fundamental principles of marketing with emphasis on application to agriculture, adjustment to forces by consumers, farmers and businessmen planning, producing, marketing, and consuming products. The course will acquaint students with an understanding of market forces and their relationship to price establishment of agricultural crops. Students will track prices and develop a price chart to help in marketing crops produced on their farm.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Be knowledgeable of the influences of consumer trends on the marketing and distribution of livestock.
- Understand the essential marking functions of buying, selling, transporting, storing, financing, and standardizing, pricing, and risk in crop marketing.
- Understand economic principles to the marketing of agricultural products.
- Examine the structure of agricultural markets.
- Develop an understanding of market problems.
- Understand the marketing channels of agricultural products.
- Have an understanding of the commodity marketing system and how it functions.
- Understand the importance of the marketing system to farm producers.
- Create a marketing plan for agricultural products.
-
FOT 4040 - Herd Management
Clock Hours: 286
Course Description:
This is an advanced course to the livestock industry covering principles on animal nutrition, feed composition, feeding of farm animals, types, market classes and grades of cattle, swine, sheep, and goats. Students will learn breeding, feeding, management, as well as prevention and control of farm animal disorders.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Demonstrate an understanding of the practical skills involve in artificial insemination, pregnancy determination and reproductive management.
- To give students and overview of current evaluation and grading methods of cattle, swine, sheep, and goats.
- Students will gain working knowledge of nutrients and their function in the body.
- Students will be able to explain digestion and contrast ruminant and non-ruminant animals.
- Students will be able to identify and discuss nutritional deficiencies and toxicities in livestock animals.
- Students will identify characteristics and processing of feedstuffs and their feeding value.
- Students will be able to formulate simple feed rations based on nutrient requirements for each species.
- Gain knowledge of factors that impact animal’s nutrient requirements and feed intake.
- Analyze the factors driving input cost and output values.
- To describe and compare nutrient utilization across classes of livestock.
- Recognize benefits of optimal management of health, well-being, performance and efficiency in livestock production systems.
- To learn the proper environmental management practices involved in livestock management.
- To be able to set breeding goals relevant to overall breeding objectives.
- To identify livestock handling methods and equipment.
-
FOT 4050 - Pasture Management
Clock Hours: 100
Course Description:
This course is designed to provide students the knowledge and understanding of how to establish and improve pastures. Students will learn to evaluate pastures, take soil samples, basic soil fertility, increase forage growth, and how to identify forages, weeds, and toxic plants.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Show competency in soil fertility by addressing plants’ nutritive needs based on soil sampling.
- Demonstrate comprehensive knowledge of forage crop resources adaptation, establishment, management and utilization.
- Describe and explain selection of an appropriate crop species based on intended use.
-
FOT 4060 - Livestock Marketing
Clock Hours: 40
Course Description:
This course is an introduction to the fundamental principles of marketing livestock with emphasis on input costs for production and an overview of market futures. Students will track livestock prices and study factors leading to fluctuations in the livestock market.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand the concepts affection livestock values and cost of production for improved marketing and profitability.
- The student will know the systems of grading livestock.
- The student will know where to find market news reports and demonstrate critical thinking in analyzing price trends.
- Gain knowledge of the influences of consumer trends on the marketing and distribution of livestock.
-
FOT 4070 - Advanced Precision Agriculture
Clock Hours: 100
Course Description:
This course covers advanced technologies utilized in precision agriculture. Topics include the following: variable rate control of seed, chemicals, and fertilizer; advanced planter monitors; automatic section control; remote crop health sensing technologies; components, calibration, installation, and troubleshooting of variable rate equipment.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Demonstrate the ability to apply a working knowledge of navigational tools used in agriculture.
- Demonstrate the skills to competently operate navigational equipment used in agriculture.
- Evaluate and trouble shoot problems associated with agriculture navigational equipment.
-
FOT 4080 - Advanced Farming Systems
Clock Hours: 326
Course Description:
This course covers the study and application of electronic systems, hydraulic systems, pneumatic systems, computers, hardware, software, and displays used in precision agriculture machinery. The students will use technical manuals, wiring diagrams, and shop tools to diagnose and pinpoint electrical malfunctions.
Student Learning Outcomes:
Upon completion of this course, the student should be able to:
- Understand the application, mechanics, and troubleshooting of precision agricultural systems.
- Understand technical manuals.
- Gain knowledge of tools used to diagnose malfunctions.
- Troubleshoot and repair electrical components.
- Understand the calibration of precision agricultural systems.
- Recognize the technological tools of precision farming.
- Understand the concept of a precision agriculture management plan.
- Recognize how electronic, hydraulic, and pneumatic systems function.
- Understand the functions of electronic, hydraulic, and pneumatic system components and their contribution to the precision agriculture system.
- Understand the importance of preventative maintenance to precision agriculture systems.
- Understand how to evaluate and select appropriate and efficient components to operate a precision agriculture system.
-
FOT 4090 - Forestry Foundations
Clock Hours: 100
Delivery Mode
on-ground
-
FOT 4100 - Forest Operations
Clock Hours: 326
Delivery Mode
on-ground
Global Logistics and Supply Chain Technology
-
GLT 0001 - Worker Characteristics
Clock Hours: 6
-
GLT 0002 - Worker Characteristics
Clock Hours: 6
-
GLT 1010 - Introduction to Global Logistics
Clock Hours: 24
-
GLT 1020 - Transportation Systems
Clock Hours: 48
-
GLT 1030 - Communication Skills
Clock Hours: 40
-
GLT 1040 - Supply Chain Management
Clock Hours: 300
Prerequisites:
| GLT |
1050 |
|
Softwared Applications |
-
GLT 1050 - Softwared Applications
Clock Hours: 14
-
GLT 2010 - Technology Awareness
Clock Hours: 100
-
GLT 2020 - Warehouse Operations
Clock Hours: 150
-
GLT 2030 - Career Competencies
Clock Hours: 50
-
GLT 2040 - Storage Control Operations
Clock Hours: 132
Health Information Management Technology
-
HIM 0001 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of this course is to improve the essential worker characteristics of all students to prepare them for entrance into the workforce. This short course is based around ten modules that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Course Competencies:
Students will be able to demonstrate knowledge of:
- Good or Perfect Attendance
- Attends class as scheduled
- Arrives and leave on time
- Notify instructor, if absent
- Character
- Displays loyalty, honesty, trustworthiness
- Displays dependability and reliability
- Displays initiatives, self-discipline an self-responsibility
- Performs required assignments
- Teamwork
- Respects the rights of others
- Maintains appropriate confidentiality
- Is a team worker that is cooperative, mannerly, pleasant and amiable
- Displays a servant leadership role
- Seeks opportunities to carry out the mission of the institution
- Appearance
- Demonstrate appropriate dress for the respective trade
- Demonstrate professional grooming and hygiene
- Present oneself professionally each day
- Attitude
- Display a positive and professional attitude
- Display self-confident and self-esteem
- Display a high expectation of success in the health care
- Productivity
- Follow all safety directions and practices.
- Maintain a neat and clean work area.
- Follow plans and procedures.
- Meet deadlines on assignments.
- Organizational Skills
- Prioritize and manage class time.
- Demonstrate flexibility and adaptability in handling change.
- Communication
- Display appropriate nonverbal skills (eye contact, body languages and other signals).
- Display appropriate listening skills.
- Use appropriate language for the health care field.
- Cooperation
- Display leadership skills.
- Appropriately handle criticism, conflict and complaints.
- Demonstrate problem-solving skills in seeking a resolution.
- Follow requests from the instructor.
- Respect
- Engage with cultural and racial diversity in a professional manner.
- Refrains from engaging in harassment or any kind
- Encourage others to avoid harassment
-
HIM 0002 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
The goal of this course is to improve the essential worker characteristics of all students to prepare them for entrance into the workforce. This short course is based around ten modules that have been identified as being needed to foster positive work habits.
Student Learning Outcomes:
Course Competencies:
Students will be able to demonstrate knowledge of:
1. Good or Perfect Attendance
a. Attends class as scheduled
b. Arrives and leave on time
c. Notify instructor, if absent
2. Character
a. Displays loyalty, honesty, trustworthiness
b. Displays dependability and reliability
c. Displays initiatives, self-discipline an self-responsibility
d. Performs required assignments
3. Teamwork
a. Respects the rights of others
b. Maintains appropriate confidentiality
c. Is a team worker that is cooperative, mannerly, pleasant and amiable
d. Displays a servant leadership role
e. Seeks opportunities to carry out the mission of the institution
4. Appearance
a. Demonstrate appropriate dress for the respective trade
b. Demonstrate professional grooming and hygiene
c. Present oneself professionally each day
5. Attitude
a. Display a positive and professional attitude
b. Display self-confident and self-esteem
c. Display a high expectation of success in the health care
6. Productivity
a. Follow all safety directions and practices.
b. Maintain a neat and clean work area.
c. Follow plans and procedures.
d. Meet deadlines on assignments.
7. Organizational Skills
a. Prioritize and manage class time.
b. Demonstrate flexibility and adaptability in handling change.
8. Communication
a. Display appropriate nonverbal skills (eye contact, body languages and other signals).
b. Display appropriate listening skills.
c. Use appropriate language for the health care field.
9. Cooperation
a. Display leadership skills.
b. Appropriately handle criticism, conflict and complaints.
c. Demonstrate problem-solving skills in seeking a resolution.
d. Follow requests from the instructor.
10. Respect
a. Engage with cultural and racial diversity in a professional manner.
b. Refrains from engaging in harassment or any kind
c. Encourage others to avoid harassment
-
HIM 0003 - Worker Characteristic
Clock Hours: 6
Delivery Mode
on-ground
Course Description:
This course will assist the student in learning the ‘soft skills’ that are necessary and required to perform well in any business, industry, or other organization.
Student Learning Outcomes:
Course Competencies
Students will be able to demonstrate knowledge of:
1. Good or Perfect Attendance
a. Attends class as scheduled
b. Arrives and leave on time
c. Notify instructor, if absent
2. Character
a. Displays loyalty, honesty, trustworthiness
b. Displays dependability and reliability
c. Displays initiatives, self-discipline an self-responsibility
d. Performs required assignments
3. Teamwork
a. Respects the rights of others
b. Maintains appropriate confidentiality
c. Is a team worker that is cooperative, mannerly, pleasant and amiable
d. Displays a servant leadership role
e. Seeks opportunities to carry out the mission of the institution
4. Appearance
a. Demonstrate appropriate dress for the respective trade
b. Demonstrate professional grooming and hygiene
c. Present oneself professionally each day
5. Attitude
a. Display a positive and professional attitude
b. Display self-confident and self-esteem
c. Display a high expectation of success in the health care
6. Productivity
a. Follow all safety directions and practices.
b. Maintain a neat and clean work area.
c. Follow plans and procedures.
d. Meet deadlines on assignments.
7. Organizational Skills
a. Prioritize and manage class time.
b. Demonstrate flexibility and adaptability in handling change.
8. Communication
a. Display appropriate nonverbal skills (eye contact, body languages and other signals).
b. Display appropriate listening skills.
c. Use appropriate language for the health care field.
9. Cooperation
a. Display leadership skills.
b. Appropriately handle criticism, conflict and complaints.
c. Demonstrate problem-solving skills in seeking a resolution.
d. Follow requests from the instructor.
10. Respect
a. Engage with cultural and racial diversity in a professional manner.
b. Refrains from engaging in harassment or any kind
c. Encourage others to avoid harassment
-
HIM 1010 - Orientation & Safety
Clock Hours: 4
Delivery Mode
on-ground
Course Description:
Orientation and Safety will discuss the purpose of this course and what is required to master the subject matter and the rules of safety for the classroom and other area of the facility. Each student will receive a course
Student Learning Outcomes:
Course Competencies:
- Familiarize the student with the rules and regulations of a technical college and how it operates under the direction of the Tennessee Board of Regents
- Familiarize the student with the rules and regulations of the Health Information Management Technology Program
- Familiarize the student with the safety aspects of working with office equipment, computers and peripheral devices
- Familiarize the student with the safety aspects of the Technology Center campus
-
HIM 1015 - Technology Foundations
Clock Hours: 30
Course Description:
Technology Foundations is an academic learning support course needed by a student to be successful in technical college programs and/or to meet minimum applied mathematics, graphic literacy, and reading, and writing g for information competencies as required by faculty in programs. The purpose of learning support is to enhance academic success in technical college programs and increase the likelihood of program completion that will prepare students for career success in their chosen field of study.
Student Learning Outcomes:
Course Competencies:
Students will be able to demonstrate knowledge of:
Reading
- Reading material such as workplace documents such as messages, emails, letters, directions, signs, bulletins, manuals, policies, contracts, and regulations.
- Using the information read to make job-related decisions and solve problems.
- Identify correct meaning of a word when the word is defined in the reading.
- Identify correct meaning of a word based on how the word is used in passage.
- Identify acronyms, jargons or technical terms that are defined in passage.
- Identify purposes, main idea and/or topics in messages.
- Identify details that support topics in messages.
- Identify needed actions from messages.
- Identify steps, and sub steps, in a set of directions.
- Read/Follow instructions/directions in correct order.
- Read/Follow instructions/directions that include if-then-else statements.
- Read/Follow instructions/directions that include maps, diagrams or floor plans.
- Identify cause and effect in directions.
- Solve problems from troubleshooting directions using cases and effects.
- Apply general reading strategies for reading directions.
- Find information in indexes, tables of contents, and glossaries.
Basic Writing
- Produce writing that consists of complete sentences.
- Exhibit organization of thoughts and ideas.
- Develop writing using proper sentence parts/parts of speech and sentence structure.
- Use punctuation and capitalization appropriately.
- Demonstrate proper use of plural forms for names, compound words and numbers.
- Identify verb tenses and demonstrate using them properly.
- Identify adjectives and adverbs and demonstrate using them properly.
- Identify commonly misspelled words.
- Proofread and edit writing.
- Write structurally, grammatically, and mechanically correct sentences.
- Demonstrate the phases of writing including draft, revision, and final copy.
- Construct an easy-to-follow, logical progression of ideas and information.
Graphic Literacy
- Read, review and interpret simple to more complex graphs, charts (bar, line, & pie), and tables.
- Identify trends and patterns in graphs, charts and/or tables; and locate information in graphs, charts and/or tables.
- Read and interpret blueprints, schematic drawings, diagrams, specifications, and/or work orders/ticketing systems.
- Read and understand various equipment gauges, valves, levels, dials, dashboards, etc. for operation monitoring.
- Follow and understand checklists.
- Practice visualization to imagine how something will look after it is moved around or when its parts are moved, rearranged, or newly assembled.
- Demonstrate an understanding of data relationships and comparing trends - variables, dependency, creating summaries, etc.
- Draw conclusions and/or apply data from graphs, charts, and/or tables to specific situations.
- Evaluate information/data to determine compliance with standards.
- Making decisions and solving problems by analyzing information/data and evaluating results.
- Ability to concentrate on a task over time without being distracted.
Applied Mathematics
- Efficiently and accurately solve basic mathematical operations dealing with whole numbers, fractions, decimals and percentages.
- Convert between fractions, decimals, and percentages.
- Apply basic mathematical operations to applied mathematical situations.
- Apply basic graphing and statistical principals to a technical field.
- Efficiently and accurately solve basic algebraic methods and operations.
- Calculate one- and two-step conversions.
- Calculate averages, simple ratios, proportions and rates using whole numbers and decimals.
- Locate and use appropriate formulas.
- Calculate using mixed units.
- Calculate perimeter and areas of basic shapes.
- Calculate percentage discounts or markups.
- Decide what information, calculations, or unit conversions to use to find the answer to a problem.
- Identify where a mistake occurred in a calculation.
- Solve problems that require mathematical operations using mixed units - ie. 6 feet 2 inches.
- Conversions between standard and metric measurements.
- Able to work multiplication and division with ease.
- Calculate volume of basic shapes.
-
HIM 1015 - Technology Foundations
Clock Hours: 30
Prerequisites: None
Industry Certifications None
Course Description:
This course is designed to enhance and/or develop language and mathematical skills that serve as a foundation for farming operations technology and that are necessary for employment in the technical workforce. Students will develop problem-solving skills, will enhance communication skills, and will be encouraged to become independent thinkers.
Student Learning Outcomes:
Students will be able to demonstrate knowledge of:
1. Efficiently and accurately solve basic mathematical operations dealing with whole numbers, fractions, decimals, and percent.
2. Apply basic mathematical operations to administrative office technology.
3. Read, analyze, and interpret graphs.
4. Apply basic graphing principals to administrative office technology.
5. Apply basic communication skills to administrative office technology.
6. Accurately read technical passages for information.
-
HIM 1020 - Keyboarding & Intro to Computers
Clock Hours: 90
Delivery Mode
on-ground
Prerequisites: Worker Characteristic and Orientation & Safety or None, if not needed
Course Description:
This course will help to familiarize the student with the basic use of the computer and how to operate it.
Student Learning Outcomes:
Course Competencies:
1. Demonstrate proper keyboarding techniques
a. Position hands and body during keying for maximum efficiency
b. Apply ergonomic standards to keyboarding
c. Use proper fingers for touch keying alphabetic, numeric, alphanumeric keys, and the ten key number pad
d. Use function keys
e. Use mouse, pen or other appropriate devices
2. Demonstrate an acceptable level of keyboarding skills
a. Key at a predetermined level of speed
b. Key at a predetermined level of accuracy
3. Proofread and edit copy
a. Proofread for accuracy, content, correct grammar, spelling, and punctuation
b. Edit copy
4. Apply keyboarding skills to create basic business documents
a. Prepare letters and memorandums using an acceptable business format
5. Identify the hardware essentials for a computer system
a. Identify the major components of a computer.
b. Identify the electronic connections required between the components of a computer.
6. Describe basic terminology of the selected operating system
a. Define terminology related to computer operating systems.
b. List and describe applications of computer operating systems.
c. List and describe the differences between working in a network environment and a stand-alone computer environment.
7. Demonstrate the knowledge of and use of various mouse operations.
a. Use the mouse to manipulate an object, including point, click, double click, and drag and drop.
b. Use the mouse to resize a window and to manipulate data using the scroll bars.
c. Use the mouse to open and close files.
d. Use the mouse to size, minimize, maximize, and scale windows.
e. Copy and name/label disks.
8. Demonstrate knowledge of various Windows operations.
a. Start Windows.
b. Switch between open windows in a multitasking environment.
c. Use Windows help.
d. Close a window and shut down Windows.
9. Demonstrate knowledge of working with application programs.
10. Introduction to Word processing software.
a. Format business correspondence correctly.
b. Input information.
c. Organize and arrange information.
d. Edit for grammar, content, word usage, and spelling.
e. Print final copy.
11. Introduction to Spreadsheet software.
a. Demonstrate an understanding of the concept of electronic spreadsheets.
b. Define terminology associated with spreadsheets.
c. Describe the purpose of spreadsheets and the advantages of spreadsheet applications.
d. Identify common spreadsheet software and the associated hardware.
e. Perform basic spreadsheet file operations.
f. Open and save a spreadsheet.
g. Copy a spreadsheet.
h. Rename spreadsheets.
i. Delete a spreadsheet from the disk.
j. Print and preview a spreadsheet.
k. Build, format and edit spreadsheets.
l. Plan and design a spreadsheet.
m. Enter labels and key values speedily.
n. Cut, copy, paste, and move cells, columns, and rows.
o. Check spelling and edit cell entries.
p. Format values.
q. Change fonts and font sizes.
r. Change attributes and alignment.
s. Adjust row heights and column widths.
12. Insert, hide, and delete columns and rows.
-
HIM 1030 - Medical Law & Ethics
Clock Hours: 26
Delivery Mode
on-ground
Course Description:
The course will teach a basic knowledge of law, ethics and bioethics for ambulatory healthcare
Student Learning Outcomes:
Course Competencies:
- Discuss the principles of medical ethics as they apply to employment in a medical office.
a. Review the principles of medical ethics established by the American Medical Association.
b. Define terminology associated with medical ethics.
c. Discuss the patient’s rights and responsibilities in receiving medical care.
d. Outline procedures for maintaining confidentiality of patient records.
e. Summarize safeguards for preventing malpractice litigation against employees.
f. Discuss the physician-patient relationship.
2. Discuss the foundations of ethical conduct.
a. Identify the ethical response for the various situations in a medical facility.
b. Recognize unethical practices.
c. Determine appropriate behavior when asked for information about a patient and when a patient requests treatment advice.
d. Identify situations requiring a release-of-information or consent form.
e. Compare the value of improved medical technology with the ethical problems that may result.
3. Gain an understanding of HIPAA (Health Insurance Portability and Accountability Act of 1996) and the impact on both individuals and health care providers.
a. Become familiar with the terms and entities related to implementing the HIPAA legislation.
b. Identify the four parts to HIPAA’s Administrative Simplification provisions:
i. HIPAA Electronic Transaction and Code Set Standards Requirements.
ii. HIPAA Privacy Requirements.
iii. HIPAA Security Requirements.
iv. HIPAA National Identifier Requirements.
c. Determine appropriate means of compliance and consequences of non-compliance.
d. Evaluate documents for mailability
e. Discuss the importance of personal and organizational image as reflected in error-free documents
-
HIM 1040 - Medical Terminology
Clock Hours: 73
Delivery Mode
on-ground
Prerequisites: HIM 1030 Medical Law & Ethics
Course Description:
This course introduces the student on how to use rules to build on terms used in the field.
Student Learning Outcomes:
Course Competencies:
- Master pronunciation and spelling of medical terms in specific areas of medicine.
- Learn similarities and differences in definitions of key terms in specific areas of medicine.
- Recognize synonyms and abbreviations used in medical terminology.
- Learn prefixes and suffixes in order to determine the meaning of medical terms
- Learn how to work with a medical dictionary/thesaurus.
- Recognize and learn terms related to the :
a. Musculoskeletal System
b. Skin and Subcutaneous Tissue
c. Digestive System
d. Genitourinary System
e. Male and Female Reproductive System
f. Immune System
g. Circulatory System
h. Respiratory System
i. Nervous System
j. Eye and Adnexa
k. Ear
l. Endocrine System
m. Pharmacology
n. Mental and Behavioral Disorders
o. Body Structure
p. Directional Planes
-
HIM 1050 - Basic Anatomy
Clock Hours: 73
Delivery Mode
on-ground
Prerequisites: HIM 1040 Medical Terminology
Course Description:
This course introduces the student to basic anatomy and the organization of the body and how the parts all work together in the human body.
Student Learning Outcomes:
Course Competencies:
1. Define anatomy and physiology
a. Identify the organizational levels of the body
b. Identify organic and inorganic compounds
c. Understand the importance of metabolism to the body
d. Understand the homeostatic mechanisms of the body
e. Understand the basic plan of the body as a whole
2. Understand the structure and function of a cell
a. Understand passive and active processes
b. Understand how cells communicate with each other through signaling
c. Understand how cells divide
d. Identify the different types of tissue in the body and their function
3. Understand how the integumentary system protects the body
a. Identify the structure of the skin
4. Understand the function of the skeletal system
a. Identify the structure and development of the bone
b. Identify the main structures of the axial skeleton
c. Identify the main structures of the appendicular skeleton
d. Understand how joints are classified
5. Understand the structure and function of the muscular system
a. Identify how muscles work antagonistically to one another
6. Identify the two main divisions of the nervous system
a. Understand the structure of nerves
b. Understand how nerves transmit information through neurons with electrical signals
c. Understand the complexities of the human brain
d. Understand the function of the spinal cord
e. Describe how the nervous system is protected
7. Describe the somatic and autonomic division of the peripheral nervous system
8. Understand how sensory receptors transduce the energy of a stimulus into electrical signals
a. Describe the structure of the eye
b. Describe the structure of the ear
c. Describe how chemoreceptors sense smell and taste
d. Describe the general senses that are spread through the body
9. Understand how the endocrine system maintains homeostasis through hormone secretion
a. Understand the different functions of the endocrine glands and their hormones
10. Understand the functions of the circulatory system
a. Describe the components of blood
b. Describe how red blood cells transport oxygen
c. Describe how white blood cells defend the body against disease
d. Understand how platelets function in clotting
e. Understand the importance of blood typing
11. Describe the structure of the heart
a. Describe the cardiac cycle
b. Understand the term cardiac output
c. Describe how the heart is regulated
12. Identify the three main types of blood vessels that circulate blood
a. Describe the two circuits the blood circulates through
b. Understand the factors that influence blood flow
c. Describe how the lymphatic system is an accessory circulatory system
13. Understand the nonspecific and specific immune responses
14. Describe the structure of the respiratory system
a. Describe how ventilation moves air into and out of the lungs
b. Describe how gas exchange and transportation occurs
c. Understand how respiration is regulated by the brain
d. Describe how the respiratory system defends itself against pollutants
15. Understand how the digestive system processes food
a. Describe the structures of the digestive system and their functions
b. Describe how digestion occurs
c. Understand the importance of a balanced diet
16. Identify the metabolic waste products found in the body
a. Understand the regulatory functions of the urinary system
b. Identify the components of the urinary system
c. Understand how urine is produced
d. Understand how hormones regulate kidney function
e. Understand the homeostatic mechanisms of the kidneys
17. Understand the process of reproduction
a. Understand the male reproductive system
b. Understand the female reproductive system
c. Define fertilization
d. Describe the developmental stages from a zygote to the birth
e. Describe the stages of labor and delivery
f. Identify the different types of multiple births (fraternal or identical)
g. Understand the human life cycle
-
HIM 1061 - Intro to Medical Insurance
Clock Hours: 130
Course Description:
This course introduces the student to the basics of medical insurance, insurance terminology, private payments, and governmental services.
Student Learning Outcomes:
Course Competencies:
- Describe the claims process.
- Apply basic insurance information common to all insurance carriers.
- Become familiar with managed care contracts between physicians and insurance carriers that may affect insurance reimbursement.
- Explain the benefits.
- Transfer simple, moderate, and complex case histories onto insurance forms.
- Practice with case studies similar to situations to be encountered.
- Submit complete, accurate information.
- Define benefits and eligibility of federally-funded medical health care.
- Classify people who are eligible for Medicaid assistance.
- Determine eligibility, pre-authorization, filing deadlines, and third-party liability of Medicaid patients.
- Demonstrate knowledge of Medicare coverage: Hospital Insurance (Part A) and Medical Insurance (Part B).
- Determine when Medicare is the primary payer and when it is the secondary payer.
- Explain who is eligible for TRICARE and CHAMPVA and how to verify eligibility.
- Explain the filing procedures of Blue Cross and Blue Shield.
- Discuss the categories of eligibility for Social Security disability programs and workers’ compensation.
- Discuss the differences in hospital claims processing.
- Develop a plan to collect payment when problems arise with provider/subscriber.
- Discuss the advantages and disadvantages of internal billing and external billing.
- Write a series of collection letters.
- Develop techniques to explain insurance problems to patients.
- Apply legal considerations when completing medical insurance forms.
- Avoid potentially fraudulent situations.
- Practice medical records confidentiality and retention policies.
- Explain the importance of a “Release of Medical Information” statement.
- Apply specific problem-solving techniques when insurances companies deny a claim.
- Describe how to deal with delinquent payment.
- Explain rebilling.
- Explain appeals for incorrect payment/rejection.
- Describe claims review.
- Identify the types of private health plans available in today’s market
- Be able to name the basic benefits provided in an indemnity plan
- Know the difference between coinsurance and co-payment
- Identify the types of managed care plans and how they are structured:
i. Health Maintenance Organizations
ii. Point of Service HMOs
iii. Preferred Provider Organizations
iv. Consumer Driven Health Plans
-
HIM 2010 - Electronic Health Records
Clock Hours: 72
Delivery Mode
on-ground
Course Description:
This course teaches the student the fundamental components, terminology and functions associated with HER systems in the health care providers practice.
Student Learning Outcomes:
Course Competencies:
1. Understand the problems with paper based medical record systems.
2. Understand how electronic medical records, electronic health records, and personal health records differ.
3. Describe the core functions of an electronic health record.
4. Understand how electronic health records reduce medical errors, increase the quality of care, and bring down health care costs.
5. Understand why electronic health records are important to health care reform.
6. Describe the major strategies for converting paper based records to EHR.
a. Identify the ways of entering live data into an EHR.
b. Explain the differences in the various EHR models.
c. Explain the importance of adopting clinical standards.
7. Describe the clinical vocabularies and classification systems.
8. Understand how computers share information.
9. Understand the ways EHR enhances each step of the office visit.
a. List the five steps of the office visit workflow in a physician office.
b. Describe the advantages of pre-visit scheduling and information scheduling.
c. Describe the process of electronic check-in.
d. Explain how electronic health records make documenting patient exams more efficient.
e. Explain what happens during patient checkout.
f. Explain the two events that take place during the post-visit step of the visit workflow.
10. Describe the advantages of computer assisted coding.
11. Understand how clinical tools assist physicians in making medical decisions and managing patients with chronic diseases.
a. Describe the support tools available with an EHR.
b. Explain the safety checks that an EHR’s e-0prescribing feature can perform when a physician selects a new medication for a patient.
c. Understand how EHR tools monitor patients’ compliance with recommended wellness guidelines.
12. Understand the advantages of electronic health records in a hospital.
a. Understand the role of documentation in quality improvement efforts.
b. Understand how CPOE reduces medication errors.
c. Understand how eMAR systems are used to check the five rights when administering medication to a patient
13. Understand why personal health records are becoming important to individuals in managing their own health care.
a. Understand the ways in which personal health records are more than storehouses for health records.
b. Understand the advantages and disadvantages of the different categories of personal health records.
c. Understand the barriers to the implementation of personal health records.
14. Understand the importance of the HIPAA Privacy Rule to the protection of personal health information.
a. Understand when PHI can be released with a patient’s consent and when an authorization must be obtained.
15. Understand how the increasing use of computers and networks place health information at risk.
16. Understand the types of safeguards included in the HIPAA Security Rule.
17. Explain how the use of access levels protects the privacy of a patient’s PHI.
18. Describe the purpose of the dashboard.
19. Explain where patient registration information is stored and accessed.
20. Explain the function of the Chart Summary.
21. Describe how progress notes can be entered.
22. List the safety and cost control features of an electronic order entry.
23. Explain how to understand normal and abnormal values in vital signs and lab results.
24. Understand how to enter information in an EHR program through hands on experience.
25. Understand how to locate information in an EHR program through hands on experience.
26. Understand how to review information in an EHR program through hands on experience.
-
HIM 2020 - Health Information Management
Clock Hours: 120
Delivery Mode
on-ground
Course Description:
This course involves a study of recordkeeping practices in the hospital and physician’s office
Student Learning Outcomes:
Course Competencies:
1. Understand the problems with paper based medical record systems.
2. Understand how electronic medical records, electronic health records, and personal health records differ.
3. Describe the core functions of an electronic health record.
4. Understand how electronic health records reduce medical errors, increase the quality of care, and bring down health care costs.
5. Understand why electronic health records are important to health care reform.
6. Describe the major strategies for converting paper based records to EHR.
a. Identify the ways of entering live data into an EHR.
b. Explain the differences in the various EHR models.
c. Explain the importance of adopting clinical standards.
7. Describe the clinical vocabularies and classification systems.
8. Understand how computers share information.
9. Understand the ways EHR enhances each step of the office visit.
a. List the five steps of the office visit workflow in a physician office.
b. Describe the advantages of pre-visit scheduling and information scheduling.
c. Describe the process of electronic check-in.
d. Explain how electronic health records make documenting patient exams more efficient.
e. Explain what happens during patient checkout.
f. Explain the two events that take place during the post-visit step of the visit workflow.
10. Describe the advantages of computer assisted coding.
11. Understand how clinical tools assist physicians in making medical decisions and managing patients with chronic diseases.
a. Describe the support tools available with an EHR.
b. Explain the safety checks that an EHR’s e-0prescribing feature can perform when a physician selects a new medication for a patient.
c. Understand how EHR tools monitor patients’ compliance with recommended wellness guidelines.
12. Understand the advantages of electronic health records in a hospital.
a. Understand the role of documentation in quality improvement efforts.
b. Understand how CPOE reduces medication errors.
c. Understand how eMAR systems are used to check the five rights when administering medication to a patient
13. Understand why personal health records are becoming important to individuals in managing their own health care.
a. Understand the ways in which personal health records are more than storehouses for health records.
b. Understand the advantages and disadvantages of the different categories of personal health records.
c. Understand the barriers to the implementation of personal health records.
14. Understand the importance of the HIPAA Privacy Rule to the protection of personal health information.
a. Understand when PHI can be released with a patient’s consent and when an authorization must be obtained.
15. Understand how the increasing use of computers and networks place health information at risk.
16. Understand the types of safeguards included in the HIPAA Security Rule.
17. Explain how the use of access levels protects the privacy of a patient’s PHI.
18. Describe the purpose of the dashboard.
19. Explain where patient registration information is stored and accessed.
20. Explain the function of the Chart Summary.
21. Describe how progress notes can be entered.
22. List the safety and cost control features of an electronic order entry.
23. Explain how to understand normal and abnormal values in vital signs and lab results.
24. Understand how to enter information in an EHR program through hands on experience.
25. Understand how to locate information in an EHR program through hands on experience.
26. Understand how to review information in an EHR program through hands on experience.
-
HIM 2030 - Intro to Medical Coding
Clock Hours: 120
Delivery Mode
on-ground
Course Description:
This course focuses on learning the coding rules for the CPT, ICH-10-CM, HCPCS, and ICD-10-PCS coding systems and applying the rules to code patient services.
Student Learning Outcomes:
Course Competencies:
1. Understand the problems with paper based medical record systems.
2. Understand how electronic medical records, electronic health records, and personal health records differ.
3. Describe the core functions of an electronic health record.
4. Understand how electronic health records reduce medical errors, increase the quality of care, and bring down health care costs.
5. Understand why electronic health records are important to health care reform.
6. Describe the major strategies for converting paper based records to EHR.
a. Identify the ways of entering live data into an EHR.
b. Explain the differences in the various EHR models.
c. Explain the importance of adopting clinical standards.
7. Describe the clinical vocabularies and classification systems.
8. Understand how computers share information.
9. Understand the ways EHR enhances each step of the office visit.
a. List the five steps of the office visit workflow in a physician office.
b. Describe the advantages of pre-visit scheduling and information scheduling.
c. Describe the process of electronic check-in.
d. Explain how electronic health records make documenting patient exams more efficient.
e. Explain what happens during patient checkout.
f. Explain the two events that take place during the post-visit step of the visit workflow.
10. Describe the advantages of computer assisted coding.
11. Understand how clinical tools assist physicians in making medical decisions and managing patients with chronic diseases.
a. Describe the support tools available with an EHR.
b. Explain the safety checks that an EHR’s e-0prescribing feature can perform when a physician selects a new medication for a patient.
c. Understand how EHR tools monitor patients’ compliance with recommended wellness guidelines.
12. Understand the advantages of electronic health records in a hospital.
a. Understand the role of documentation in quality improvement efforts.
b. Understand how CPOE reduces medication errors.
c. Understand how eMAR systems are used to check the five rights when administering medication to a patient
13. Understand why personal health records are becoming important to individuals in managing their own health care.
a. Understand the ways in which personal health records are more than storehouses for health records.
b. Understand the advantages and disadvantages of the different categories of personal health records.
c. Understand the barriers to the implementation of personal health records.
14. Understand the importance of the HIPAA Privacy Rule to the protection of personal health information.
a. Understand when PHI can be released with a patient’s consent and when an authorization must be obtained.
15. Understand how the increasing use of computers and networks place health information at risk.
16. Understand the types of safeguards included in the HIPAA Security Rule.
17. Explain how the use of access levels protects the privacy of a patient’s PHI.
18. Describe the purpose of the dashboard.
19. Explain where patient registration information is stored and accessed.
20. Explain the function of the Chart Summary.
21. Describe how progress notes can be entered.
22. List the safety and cost control features of an electronic order entry.
23. Explain how to understand normal and abnormal values in vital signs and lab results.
24. Understand how to enter information in an EHR program through hands on experience.
25. Understand how to locate information in an EHR program through hands on experience.
26. Understand how to review information in an EHR program through hands on experience.
-
HIM 2040 - Medical Office Procedures
Clock Hours: 90
Delivery Mode
on-ground
Course Description:
This course prepares the student for administrative duties in the medical office, including critical thinking and multi-tasking.
Student Learning Outcomes:
Course Competencies:
1. Describe the importance of administrative support in today’s medical office.
a. Define the administrative tasks performed.
b. Discuss the different job settings available to a person with medical office skills.
c. Discuss the advantages of a professional affiliation.
d. Explain the importance of continuing education and professional development in lifelong learning.
2. Demonstrate proper behavior when interacting with patients.
a. Discuss the importance of oral and nonverbal communication.
b. Prioritize interpersonal skills needed when dealing with patients.
c. Explain the need for a well-managed reception area.
d. Understand the practical application of the HIPAA Privacy Rules and exceptions.
3. Emphasize the need for an efficient scheduling system.
a. Analyze the time required by different patients and procedures.
b. Prepare a daily list of appointments.
c. Handle delays and interruptions (including emergencies) to the schedule.
d. Reschedule cancellations and missed appointments (no-shows).
e. Coordinate scheduling of patients at other medical facilities.
4. List principles of office management necessary in a medical setting.
a. Organize work area.
b. Practice safety regarding floors, electric cords, fire hazards, and furniture.
c. Manage inventories of supplies.
d. Determine which tasks can be completed more efficiently on a computer.
5. Compose well-organized medical correspondence/documents.
a. Apply correct letter formatting and letter styles.
b. Proofread documents.
c. Use proper methods in transcribing by machine.
6. Create and maintain patients’ records.
a. Identify each type of document stored in a typical medical record.
b. Know the importance of keeping an accurate, up-to-date record.
c. Discuss the components of the medical record form referred to as SOAP.
d. Give the meanings of common medical abbreviations found throughout the reading material and chart notes.
e. Transcribe dictation and enter reports into a patient’s chart.
7. Maintain financial records in a medical office.
a. Collect and record fees for the services provided by the office to the patient.
b. Compute charges and make the appropriate entries for services rendered, charges, and payments.
c. Manage the collection process using letters and the telephone.
d. Complete deposit slips, check registers, checks, petty cash logs, and other required financial forms.
8. Discuss employee’s role in processing insurance claims.
a. Describe the various types of health insurance coverage (basic, major medical, comprehensive).
b. Recognize difference in the major types of health care financing plans (Blue Cross/Blue Shield, Medicare, HMOs, Medicaid, TRICARE, CHAMPVA, and Workers’ Compensation Insurance).
c. Define basic health insurance terms (such as carrier, provider, coverage, subscriber, contract, premium, deductible, coinsurance, and co-payment).
d. Complete the CMS-1500 claim form for various situations and recognize the standard format for the electronic claims is the HIPAA claim.
e. Discuss the purpose of diagnostic and procedural coding.
f. Explain the follow-up process for insurance claims.
-
HIM 2050 - Employability Skills
Clock Hours: 24
Delivery Mode
on-ground
Course Description:
This course presents practical strategies to prepare students to conduct a successful job search and lays the foundation for successful career development.
Student Learning Outcomes:
Course Competencies:
1. Understand the phases in the job search cycle and the activities that occur in each phase
a. Use record keeping and time management tools to organize and conduct your job search efficiently.
b. Set up a Career Management Files system and start building your Career Portfolio
c. Actively use success strategies to gain confidence and achieve goals
2. Understand the basic expectations in the world of work
a. Understand the employer/employee relationship
b. Learn about growing industries and in-demand occupations
c. Understand the different types of skills and competencies that employers require
3. Identify and document your education, work experience, activities, and career-related skills
a. Identify and document your values, preferences, and personal qualities
b. Use the Internet to complete personal assessments
c. Set your Career Target and prepare a Job Qualifications Profile
4. Understand the benefits and goals of successful networking
a. Use networking strategies and etiquette
5. Learn how to research career fields, employers, and specific jobs
a. Improve your Internet research skills
b. Find job leads using the Internet
6. Identify the purpose and role of a resume
a. Identify the main sections of a winning resume
b. Write clear and concise resume content
c. Understand resume organization and format choices
d. Understand the different methods for distributing resumes
e. Tailor a resume to target job and employer
f. Use the Internet to research trends in resume strategies
7. Learn how to complete effective employment applications
a. Understand how to write effective cover letters
b. Understand the importance of following up with employers after submitting applications
8. Understand how to successfully interview
a. Understand the importance of demonstrating enthusiasm and interest in an organization
b. Know how to project professionalism with your wardrobe and body language
9. Develop skills and strategies for making a direct request for an interview
a. Understand when and how to make an indirect request for an interview
10. Understand the most common interview styles
a. Develop skills to handle difficult interview questions
b. Understand how to ask interview questions
c. Develop tactics for listening well and handling silence
11. Understand the survival skills for an interview
12. Identify employment testing procedures
a. Understand how to negotiate
b. Describe how to effectively deal with job offers
13. Understand how to deal effectively with rejection in the job search
a. Identify methods of improving your job search
14. Understand the guidelines for adjusting successfully to a new job
a. Identify the strategies for achieving peak performance in a new job
b. Describe the techniques for managing change and being adaptable
-
HIM 3010 - Advanced Outpatient Coding
Clock Hours: 120
Delivery Mode
on-ground
Course Description:
This course requires the student to apply previously learned coding concepts to a wide array of medical reports.
Student Learning Outcomes:
Course Competencies:
1. Review E/M code assignment
2. Analyze an E/M audit form
3. Utilize an E/M audit form
4. Review ICD-10-CM and ICD-9-CM code assignment.
5. Utilize the Official Guidelines for Coding and Reporting.
6. Assign service and diagnosis codes to E/M Services
a. Medicine Services
b. Radiology Services
c. Pathology/Laboratory services
d. Integumentary services
e. Cardiovascular services
f. Digestive Services
g. Hemic/lymphatic services
h. Mediastinum/diaphragm services
i. Musculoskeletal services
j. Respiratory services
k. Urinary services
l. Male genital services
m. Endocrine services
n. Female genital system services
o. Maternity care/delivery services
p. Nervous system services
q. Eye and auditory system services
r. Anesthesia services
-
HIM 3020 - Inpatient Coding and Billing
Clock Hours: 120
Delivery Mode
on-ground
Course Description:
This course teaches the skills necessary for hospital billing and coding, billing process, and accounts receivable as well as coding patient conditions and procedures.
Student Learning Outcomes:
Course Competencies
1. Define terms, phrases, abbreviations, and acronyms related to:
a. history and evolution of hospitals.
b. the hospital regulatory environment, federal and state regulations, accreditation, and nonclinical credentials.
c. hospital functions and departments.
d. patient accounts and data flow.
e. the hospital billing and claims process.
f. patient account transactions and accounts receivable follow-up.
g. coding conditions for hospital services.
h. coding procedures rendered during hospital visits.
i. coding guidelines and applications.
j. claim forms.
k. third party payers.
l. government-sponsored health insurance.
m. Prospective Payment Systems.
n. HIPAA regulations and compliance.
2. Demonstrate an understanding of how hospitals evolved from ancient times to today.
a. Understand the influence of advances made in medicine on hospital evolution.
3. Be able to discuss three areas of economic influence on hospital development.
a. Describe how changes in reimbursement systems affected hospital development.
b. Discuss the difference between a primary care network and an integrated delivery system.
4. Explain the purpose of a hospital.
a. Differentiate among diagnostic, therapeutic, palliative, and preventive services.
b. Describe three levels of care provided at hospitals.
c. Provide an explanation of the difference between a for-profit and a not-for-profit hospital.
d. Demonstrate an understanding of different types of hospitals.
5. Describe factors that led to the government’s expanded role in regulating health care.
a. Demonstrate an understanding of federal and state legislation implemented to address health care issues and the impact of the legislation on the hospital’s regulatory environment.
b. Discuss how the creation of Medicare and Medicaid enhanced the government’s role in health care regulation.
c. Provide a brief overview of federal and state regulatory agencies involved in health care regulation.
d. Demonstrate an understanding of state licensing requirements and how they have an impact on the hospital’s structure and function.
6. State the purpose of accreditation and explain why it is important.
a. Provide an overview of the history of accreditation.
b. Demonstrate an understanding of accreditation organizations and the survey process.
c. Explain the relationship between federal and state regulations and accreditation.
d. Discuss various credentials required for hospital billing and coding personnel.
e. Define terms, phrases, abbreviations, and acronyms related
7. Understand hospital organizational structures and how they are designed to contribute to the accomplishment of a hospital’s goals and mission.
a. Explain how organizational structures may vary.
8. List and describe four categories of functions in a hospital.
a. Describe functions performed by various departments.
9. Understand the importance of the Compliance Department in a hospital.
10. Provide an explanation of how financial departments contribute to maintaining the financial stability of a hospital.
11. Discuss the relationship among the Health Information Management Department, medical record documentation, and submission of charges.
a. Explain the purpose of medical record documentation and what significant information is maintained in the medical record.
12. Identify and discuss three service levels where patient care services are rendered in a hospital.
13. Demonstrate an understanding of patient accounts and data flow for outpatient, ambulatory surgery, and inpatient services.
a. Define patient admission and discuss procedures required to ensure quality of patient care.
b. Outline the patient care process and provide an explanation of each phase.
c. Demonstrate an understanding of the admission process and forms utilized during the process.
d. Provide an explanation of the insurance verifications process.
e. Describe the relationship between the admission process and billing of patient services.
14. Discuss the purpose of medical record documentation and various forms and documents used in the medical record.
15. Demonstrate an understanding of patient care services provided by a hospital.
16. Provide an explanation of how charges are captured in the hospital.
17. State the role of Health Information Management (HIM) in billing patient services.
a. Demonstrate an understanding of the hospital billing process, including denied, pended, and paid claims, and posting patient transactions.
b. Demonstrate an understanding of the importance of accounts receivable (A/R) management and reports utilized.
18. Demonstrate an understanding of the billing process and its purpose.
19. Discuss the relationship among participating provider agreements, claim forms, reimbursement methods, and the billing process.
20. Explain the significance of submitting a clean claim.
a. Demonstrate understanding of the variations in claim requirements by payer types and type of service.
b. Explain the purpose of the charge master and its relationship to billing.
c. List and explain data elements in the charge master and discuss maintenance of the charge master.
d. Provide an overview of categories of services and items billed by the hospital.
21. Differentiate between coding systems utilized for outpatient services versus those used for inpatient services.
22. Discuss the purpose of the detailed itemized statement.
23. Discuss the purpose of a claim form and provide a brief outline of information recorded on a claim form.
24. Demonstrate an understanding of all elements and phases in the hospital billing process.
25. Demonstrate an understanding and explain the significance of A/R management.
a. Provide an overview of the purpose and function of an accounts receivable report.
b. Explain why a claim would not meet clean claim status.
c. List common reasons for claim denials and delays.
d. Describe the process of monitoring and follow-up of outstanding claims.
e. Demonstrate an understanding of the appeals process
26. Demonstrate an understanding of the life cycle of a hospital claim.
a. Understand the elements related to patient transactions.
27. Provide an overview of key information found on an Explanation of Benefits or remittance advice.
28. Demonstrate an understanding of the history and purpose of diagnosis coding.
29. Understand how ICD-9-CM coding data are utilized for research, education, and administrative purposes.
30. Provide an explanation of the relationship among documentation, medical necessity claim forms, reimbursement, and coding.
31. Outline the content of ICD-9-CM Volume I and II.
a. Demonstrate an understanding of ICD-9-CM coding conventions.
b. Demonstrate an understanding of ICD-9-CM coding principles.
c. Demonstrate an understanding of coding utilizing the ICD-9-CM diagnosis coding system.
32. Demonstrate an understanding of the history and purpose of procedure coding systems.
33. Discuss how procedure coding data are utilized for research, education, and administrative purposes.
34. Demonstrate an understanding of coding utilizing the HCPCS and ICD-9-CM Volume III procedure coding systems.
a. Explain the two levels of HCPCS.
b. Provide an explanation of the relationship among procedure coding and documentation, medical necessity, claim forms, and reimbursement.
35. List the content of the CPT coding system.
36. Outline the content of the ICD-9-CM Volume III coding system.
37. Demonstrate an understanding of the steps to coding.
a. Discuss the relationship between procedure coding and diagnosis coding.
b. Demonstrate an understanding of coding principles.
38. Explain the relationship between billing and coding.
39. Discuss variations in coding systems utilized for inpatient and outpatient services.
40. Provide an outline of the basic steps to abstracting from the medical record.
a. Apply coding guidelines for inpatient and outpatient cases.
b. Demonstrate an understanding of coding principles and guidelines.
41. Explain the purpose of claim forms.
42. Describe manual and electronic claim submission and discuss advantages and disadvantages of each submission method.
43. Explain the difference between the CMS-1500 and CMS-1450 (UB-04) and outline when they are used.
a. Discuss variations in claim form usage and coding systems utilized for each of the claim forms.
b. Demonstrate an understanding of data requirements and completion instructions of the CMS-1500 and CMS-1450 (UB-04).
44. Explain the relationship between third-party payers and private health insurance.
45. Distinguish among different insurance plans.
a. List other types of insurance that provide coverage for health care services.
b. Demonstrate an understanding of basic terms and specifications found in insurance plans.
46. Define managed care.
a. Discuss the differences between traditional fee-for-service and managed care plans.
47. Provide an overview of coverage for each government program.
a. Understand the relationship between third-party payers and government programs.
b. Distinguish between traditional government plans and managed care plans.
c. State primary versus secondary responsibility for Medicare, Medicaid, and TRICARE.
48. Demonstrate an understanding of basic terms and specifications.
49. Explain why government programs implemented managed care plans.
a. Describe the role of the Centers for Medicare and Medicaid Services (CMS) in government plans.
b. Provide a brief overview of eligibility requirements for each government program.
50. Demonstrate an understanding of the evolution of health care reimbursement from cost-based systems to Prospective Payment Systems.
51. Describe the relationship between government programs and Prospective Payment Systems.
a. Discuss various payment systems implemented under the Prospective Payment System.
b. Demonstrate an understanding of Inpatient Prospective Payment Systems (IPPS) development, payment calculations, structure and assignment.
c. Provide an overview of the Prospective Payment Systems used to reimburse hospitals for inpatient and outpatients services.
d. Demonstrate an understanding of Outpatient Prospective Payment System (OPPS) development, payment calculations, structure, and assignment.
e. Explain what coding systems are used to submit charges under Prospective Payment Systems, and how they affect reimbursement.
52. Describe two major issues facing the health care industry leading to the implementation of HIPAA.
53. Demonstrate an understanding of the purpose and content of HIPAA regulations.
a. Explain the relationship between HIPAA privacy regulations and the patient’s medical information.
54. Demonstrate an understanding of the Administrative Simplification section of HIPAA and how it relates to claims processing.
a. Describe provisions outlined under the Administrative Simplification section of HIPAA
55. Discuss provisions outlined under the Privacy section of HIPAA
a. Demonstrate an understanding of the HIPAA Privacy Rule and how it relates to patient medical information.
56. Discuss provisions outlined under the HIPAA Security Rule.
57. Discuss the importance of HIPAA Compliance.
58. Provide an overview of the elements of a compliance plan.
-
HIM 3031 - Dental Code Bill & Assisting
Clock Hours: 96
Delivery Mode
on-ground
Course Description:
This course teaches the skills necessary to organize tasks, complete procedures, develop effective communication skills, and acquire a professional outlook in the dental practice.
Student Learning Outcomes:
Course Competencies:
1. Recognize the different traits of an administrative dental assistant.
a. Describe the many roles of the administrative dental assistant, office manager, business manager, receptionist, insurance biller, records manager, data processor, bookkeeper, and appointment scheduler.
b. Name the various members of the dental health care team and discuss the roles they play in the delivery of dental care.
2. Identify the rules and function of HIPAA, as it applies to the dental healthcare system.
3. Examine the ADA’s Principles of Ethics and Code of Professional Conduct and demonstrate an understanding of their content by explaining, discussing, and applying the principles.
4. Describe the different areas of a dental office.
5. List the basic structures of the face and oral cavity.
a. Name the basic anatomical structures and tissues of the teeth.
b. Distinguish between different tooth-numbering systems.
c. Interpret dental-charting symbols.
6. Categorize basic dental procedures.
a. List basic chairside dental assisting duties and identify OSHA and state regulations.
7. Identify the five elements of the communications process.
a. Differentiate between verbal and nonverbal messages and describe how the two are used to send and receive messages.
b. Demonstrate how the dental healthcare team sends nonverbal cues.
c. Categorize the different types of interpersonal communication and describe how they are used in the dental profession.
d. Discuss the barriers to effective communication and express how members of the dental healthcare team can remove these barriers.
e. List the responsibilities of the sender that contribute to effective communication and list the responsibilities of the receiver in effective communication.
8. Identify and describe professional telephone manners.
9. Discuss the four elements of letter writing style and compose a letter.
a. Describe letter style appearance as it applies to a finished business letter.
b. Recognize the different parts of a business letter.
c. Evaluate a completed business letter by identifying letter style format, judging letter style, appearance and assessing letter writing style.
d. Identify when HIPAA Privacy and Security Rules apply to written communications.
e. Identify the various types of mail and determine how each type should be handled.
10. Compare and contrast the humanistic theory according to Maslow and Rogers. Relate the theory to patient relations.
11. Identify the different stages that present a positive image for the dental practice.
a. Describe the elements of a positive image and give examples.
12. Demonstrate different problem-solving techniques.
a. Examine different problem-solving techniques.
13. Examine different methods of providing outstanding customer service.
a. Identify team strategies and personal strategies for providing exceptional patient care.
14. Identify the purpose of a dental practice procedural manual and identify the different elements of the manual.
15. Categorize the various channels of organizational communication and identify the types of communication that are used in each channel.
a. Identify and discuss barriers to organizational communications.
b. Describe different types of organizational conflict, and select the appropriate style for resolution.
16. Identify the purpose of staff meetings.
17. Compare the three levels of function of dental practice management software and discuss their application.
a. Identify the functions to consider when selecting dental practice management software.
18. Discuss the role of the administrative dental assistant in the operation of a computerized dental practice.
a. Identify the different computer tasks performed by the administrative dental assistant.
b. Describe the importance of a computer system backup routine.
19. Identify the functions of clinical records.
a. Identify key elements of record keeping and describe the significance of each element.
b. Define the two types of accessibility of clinical records.
c. Identify the methods used in the collection of information needed to complete clinical records.
d. Identify the components of a clinical record and describe the function of each component.
20. Identify the function of risk management.
a. Identify situations that lead to patient dissatisfaction.
21. Describe the different types of filing methods.
a. Classify personal names according to ARMA Simplified Filing Standard Rules by correctly indexing names as they appear on filing labels.
b. Identify the type of filing methods used for filing accounts payable, accounts, receivable, bank statements, financial reports, and personnel records.
c. Describe methods that can be used for filing patient information.
d. Prepare a new patient’s clinical record for filing.
e. Prepare a business document for filing.
22. Describe the mechanics of scheduling.
a. Identify criteria required for matrixing an appointment book and electronic scheduler.
b. Apply the criteria selected, and properly matrix an appointment book and set up an electronic scheduler.
c. Identify different methods used to identify when specific procedures should be scheduled.
d. Identify the criteria for making an appointment book entry (manual and electronic).
e. List the seven different scenarios of appointment scheduling, and formulate an action plan to solve the problems.
f. List the steps to be followed in making an appointment (manual and electronic).
g. Fill out an appointment card and make a daily schedule.
h. Describe the use of a call list.
i. Identify the steps to be followed in performing the daily routine associated with the appointment schedule.
23. Identify the benefits to a patient of a recall appointment, and list the benefits to the dental practice.
a. Identify the elements that are necessary for an effective recall system.
b. Identify the different classifications of recalls.
c. Describe prescheduled, telephone, mail and combination recall systems.
d. Describe the barriers to prescheduled, telephone, and mail recall systems.
e. Identify solutions to the barriers of prescheduled, telephone, and mail recall systems.
24. Identify information needed to order supplies and products, and how this information can be used.
a. Define rate of use and lead time
b. Describe the role of an inventory manager.
c. Analyze the elements of a good inventory management system, and describe how elements relate to the organization and overall effectiveness of a dental practice.
d. Compare the advantages and disadvantages of catalog ordering and supply house services.
i. Discuss when it is appropriate to use the two services.
e. Identify the information that should be considered before an order is placed for supplies and products.
f. Describe the various sections of a Material Safety Data Sheet, and describe what information is important to an inventory manager.
25. Identify the components of a dental practice information system and explain the function of each component.
a. Categorize the various functions of a dental practice telecommunication system.
b. Describe the features of a telephone system and explain how they can be used in a modern dental practice
c. Design an ergonomic workstation.
i. Identify important elements and state their purpose.
26. Identify the elements of a financial policy and discuss the qualifying factors for each of the elements.
a. Describe the different types of financial plans and explain how they can be applied in a dental practice.
b. State the purpose of managing accounts receivable.
i. Describe the role of the administrative dental assistant in managing accounts receivable.
c. Classify the different levels of the collection process.
d. Understand how to place a telephone collection call.
e. Understand how to process a collection letter.
f. Interpret aging reports and implement proper collection procedures.
27. Classify and identify the various types of insurance coverage.
28. Identify the purpose of insurance coding and differentiate between categories.
a. List the types of insurance information required to determine insurance coverage.
29. Identify the different methods of filing insurance claims and the responsibility of the administrative dental assistant in filing dental claims.
30. Understand part 5B of the ADA Code of Ethics, and identify how it applies to an administrative dental assistant.
31. Complete a dental claim form for manual submission.
32. Describe the function of accounts payable.
a. Formulate a system to organize accounts payable.
b. Analyze the methods of check writing and state their functions.
c. Identify the stops to reconciling a checking account.
d. Identify the information needed for a payroll record.
33. Describe the role of the administrative dental assistant in the management of patient financial transactions.
a. Describe the steps in posting transactions:
i. charges
ii. payments and adjustments
iii. proof of posting
b. Identify the importance of an audit report.
c. Describe a process for implementing an audit trail.
i. Compare the audit trails used in a computerized bookkeeping system with those used in a manual bookkeeping system.
-
HIM 3040 - Medical Transcription
Clock Hours: 66
Delivery Mode
on-ground
Course Description:
This course teaches the student how to transcript medical documentation.
Student Learning Outcomes:
Course Competencies:
1. Specify the background and importance of medical records.
2. Explain the variety of skills that a medical transcriptionist (MT) must have.
a. Identify the certification levels a MT may obtain in this career.
b. List the competency levels of a medical transcriptionist.
3. Define and explain the purpose of a medical report or record.
4. Describe the importance of the emerging use of electronic health records (EHRs).
5. Identify specific HIPAA regulations that affect MTs.
a. Define risk management.
b. Recognize time limits imposed on document insertions into a medical record: turnaround time (TAT).
c. Define privileged and nonprivileged information.
d. Enumerate the guidelines for release of patient information.
6. Explain the importance of subpoenas for patient records.
7. Describe the different types of dictation and transcription equipment.
a. Describe abbreviation expansion programs.
b. Explain various methods to manage and store computer data.
c. Identify types and features of printers.
d. Identify the purpose of a modem.
e. Apply correct ergonomic habits in the work environment.
f. Identify the different categories of speech-recognition systems.
8. Perform the steps of transcription preparation.
9. Specify how fax machines can be used in the transcription process.
a. Identify why and how to dispose of electronic media.
10. Demonstrate the ability to use punctuation marks accurately.
11. Understand the different parts of speech.
12. Demonstrate the ability to capitalize words accurately.
13. Demonstrate the ability to prepare accurately typed material containing numbers, symbols, and abbreviations commonly found in medical writing.
14. Recognize and correctly use metric abbreviations.
15. State the reasons for spelling out abbreviations.
16. Demonstrate the three basic mechanical formats of letter preparation.
17. Demonstrate the ability to paragraph properly and to place a letter attractively on a page.
a. Use a specific letter format when preparing a letter from a draft copy.
b. Understand the rules for properly typing multiple-page letters.
c. Identify the unique format for “To Whom It May Concern” documents.
18. Recognize the use of displayed extract text.
19. Define critical, major and minor errors.
20. Demonstrate the ability to proofread and correct transcripts.
a. Recognize proofreader’s symbols.
b. Demonstrate the ability to proofread and correct documents transcribed by others.
c. Explain the importance of submitting work for quality assurance and evaluation.
d. Recognize transcriptions practices to avoid in order to produce quality documents.
21. Locate the spelling of medical terms by using a medical dictionary.
a. Use cross-references to find medical terms.
b. Name resources for locating newly coined medical terms.
c. Select the proper word form that could be written as one word, two words, or a hyphenated word.
d. Identify French and other unusual medical terms.
22. Analyze ranges in standard laboratory tests
23. Use drug reference books to determine the correct spelling of drug names, to identify generic and brand-name drugs, and to verify dictated dosages.
24. Develop critical thinking skills to determine an unknown word or words by using other words in the context of the document.
25. Understand the rules for making medical and English words plural.
a. Identify adjective and noun endings.
b. Construct plural and adjective endings of medical terms.
26. Recognize when you need to substitute the proper part of speech for a dictated word.
27. Identify and understand similar sounding words that are grammatically different in meaning and use.
28. Match nouns and pronouns with proper singular or plural verbs.
a. Recognize collective nouns.
b. Demonstrate the ability to select proper pronouns.
29. Recognize word hazards.
a. Identify sentences with dangling or misplaced modifiers.
30. Understand the necessity of transcribing accurate patient progress notes.
a. Demonstrate the proper procedure and format for transcribing medical chart notes and progress notes.
b. Recognize and correct any erroneous entries made in the medical record.
c. Specify the basic information found in patient notes in emergency department, medical office, and clinic records.
d. Identify the key components of the electronic medical record and the traditional paper documents.
e. Understand the importance of medical record notes to the billing cycle.
31. Identify the various mechanical formats used to prepare a history and physical examination report.
a. Explain why certain information is obtained from the patient and recorded.
32. Describe the different ways of gathering and dictating vital medical data.
33. Prepare formal history and physical examination reports by using a variety of styles.
34. Understand why the H&P is considered a high-priority document.
35. Know how to find acceptable formats for a variety of reports and medical documents.
36. Recognize the usefulness of a standard macro within a document.
37. Recognize the names of operative procedures, instruments, types of anesthesia, and suture materials, and be familiar with how these terms should be transcribed.
38. Identify any missing documentation that is required in a complete report.
39. Recognize the rules for writing clear and concise business documents.
a. Compose a business email and a business memo.
40. Consider sensitive issues in sending email messages and practice email etiquette.
a. Identify the problems that may arise when sending medical records as email attachments.
b. Understand the importance of maintaining confidentiality in writing and storing email messages.
41. Type an agenda for a meeting.
a. Record, prepare, and type minutes for a meeting in correct format.
42. Demonstrate the use of critical thinking skills in problem solving.
43. Understand the transition from medical transcriptionist to speech recognition editor.
44. Use shortcut keys when transcribing.
45. Properly prepare a discharge summary, operative report, pathology report, radiology report, consultation report, autopsy protocol, and medicolegal report.
46. Prepare a hospital policy document in typical format.
-
HIM 3041 - Health Care Communications
Clock Hours: 90
Prerequisites: None
Industry Certifications None
Course Description:
Need a course description
Student Learning Outcomes:
Need course competencies
Health Science Education
-
HSE 1010 - Nursing Services I
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 1020 - Therapeutic Services Pharmacy Technology I
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
| Therapeutic Svc Pharm Tech I |
-
HSE 1030 - Emergency Services I
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 2010 - Nursing Services II
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 2020 - Therapeutic Svc Pharm Tech II
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
| Therapeutic Svc Pharm Tech II |
-
HSE 2030 - Emergency Service II
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 3010 - Nursing Services III
Clock Hours: 180
Delivery Mode
on-ground
Course Description:
-
HSE 3020 - Therapeutic Svc Pharm Tech III
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
| Therapeutic Svc Pharm Tech III |
-
HSE 3030 - Emergency Services III
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 4010 - Nursing Services IV
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
-
HSE 4020 - Therapeutic Services Pharmacy Technology IV
Clock Hours: 135
Delivery Mode
on-ground
Course Description:
| Therapeutic Svc Pharm Tech IV |
Page: 1 <- Back 10 … 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
| 16
| 17
… Forward 10 -> 30
|
|
Print this Page