June 30, 2013 Asbury, CIM Administrative Support, EMS Curriculum Alignment Administrative Support Gaston College Dallas, North Carolina Edward Page Chandler, RN, Paramedic, BS EMS Program Coordinator Forsyth Technical Community College Winston-Salem, North Carolina Greg Chapman, BS, RRT, CCEMT-P Director The Center for Prehospital Medicine Department of Emergency Medicine Carolinas Medical Center Charlotte, North Carolina Rick Criste, BHS, NRP EMS Department Chair Fayetteville Technical Community College Fayetteville, North Carolina Michael Ennis, NRP, AAS Coordinator: EMS & Fire Programs Stanly Community College Albemarle, North Carolina Tom Ferrell, MS, NRP EMS Program Director Sandhills Community College Pinehurse, North Carolina Ken Fields, BS, NRP Clinical Coordinator/EMS Faculty Sandhills Community College Pinehurse, North Carolina Sara Houston, BSc, NRP EMS Program Director Durham Technical Community College Durham, Carolina William B. Lineback, BS, EMT-P Department Head, EMS Wake Technical Community College Raleigh, North Carolina Eric Mayhew, BS, NRP, CICP, CEI-II AEMT Curriculum Alignment Chair EMS Curriculum Coordinator EMS Program Coordinator/AHA Training Center Coordinator Carteret Community College Morehead City, North Carolina Thomas McNeilly, BS, NRP EMS Coordinator Cleveland Community College Shelby, North Carolina Tonja Mikell-Pool, BS, NRP Paramedic Curriculum Alignment Chair EMS Program Director Catawba Valley Community College Hickory, North Carolina Greg Miller, AS, EMT-P EMS Clinical Coordinator
Durham Technical Community College Durham, North Carolina Stacey Montelongo, BS, NRP EMS Instructor -Adjunct Catawba Valley Community College Hickory, Carolina Keith Owens, M.Ed., EMT-P EMS Department Chair Asheville-Buncombe Technical Community College Asheville, North Carolina Chad Parlier, NRP, AAS, CCEMTP EMS Curriculum Instructor - Adjunct Gaston College Dallas, North Carolina Michael Price, BS, NRP Program Director Central Piedmont Community College Charlotte, North Carolina Ginny K. Renkiewicz, BS, EMT-P EMS Coordinator North Carolina State University Raleigh, North Carolina Christy Ridgill, Paramedic EMS Training Supervisor Guilford County EMS. Greensboro, North Carolina Robert Smith, MHS, NRP, CCEMT-P EMR/EMT Curriculum Alignment Chair EMS Curriculum Instructor - Adjunct Med Center Air/Gaston Colleg Dallas, North Carolina Kent Spitler, MSWd, RN, NRP, CPP Grant Administrator, EMS Curriculum Alignment Director for EMS Education Gaston College Dallas, North Carolina Carrie Stevenson, BS, NRP, CCEMT-P Director, EMS Curriculum Alignment Clinical Coordinator Gaston College Dallas, North Carolina Mick Stewart, BS, NRP EMS Curriculum Program Director Johnston Community College Smithfield, Carolina Hank Stowe, BS, Paramedic Faculty, EMS Davidson County Community College Lexington, North Carolina San Juan C. Timmons, EMT-P, BA, BCM Department Chair EMS Guilford Technical Community College Jamestown, North Carolina Advisory Committee Godwin Batts North Carolina Community College System Rod Dorn Program Director for Coastal Carolina Community College Joel Faircloth North Carolina Association of Rescue and EMS Henry Helton North Carolina Association of Paramedics Eric Hester Southwestern Community College Dr. Kevin D. Kupietz Halifax Community College
Demonstrate the ability to differentiate various scenarios and identify potential hazards. Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the of instruction. Assessments: Scenario assessment pertinent to topic of instruction, quiz, and exam (didactic and skills). Primary Assessment Summary: Use scene information and simple patient assessment findings to identify and manage immediate life threats and injuries within the scope of practice of the EMR. TARGET SKILLS: Primary assessment for all patient situations to include: Level of consciousness ABCs Identifying life threats Assessment of vital functions interventions needed to preserve life Key Terminology: Mechanism of injury (MOI) Spinal Stabilization Primary Survey Nature of illness (NOI) of consciousness (LOC) AVPU ABC’s Agonal breathing Automated external defibrillator (AED) Defibrillate Palpate Carotid pulse Brachial pulse Cardiopulmonary resuscitation (CPR) Head-tilt, chin-lift maneuver Rescue breathing Projectile vomiting Objectives: DOT Objectives EMS Education Standards Discuss methods of assessing mental status. Differentiate between assessing mental status in the adult, child, and infant patient. Describe methods used for assessing if a patient is breathing. Differentiate between a patient with adequate and inadequate breathing. Describe the methods used to assess circulation. Primary survey /primary assessment for all patients situations AVPU ABC’s Identifying life threats Assessment of functions Begin interventions needed to preserve life Initiates simple interventions based on assessment findings
Respiratory Rate Tachypnea Bradypnea Accessory Muscles Paradoxical respiration Tripod position Position of comfort Peripheral pulses Radial pulse Tachycardia Bradycardia Thready Bounding Capillary refill time (CRT) Skin Assessment Auscultation DOTS: Deformities Open Wounds Tenderness Swelling TIC: Tenderness Instability Crepitus CMS: Circulation Motor Sensory PERRL: Pupils Equal Round Reactive to Light DRGERM: Distention Rigidity Guarding Evisceration Rebound Tenderness Masses (Pulsating) OPQRST: Onset Provoking Quality of Pain Radiation Severity Time Objectives: DOT Objectives EMS Education Standards Discuss the components of the physical exam. State the areas of the body that are evaluated during the physical exam. Explain the of the physical exam. Describe the information included in the First Responder "hand-off" report. Demonstrate the skills involved in performing the physical exam Performing a full-body scan Focused assessment of pain Assessment of vital signs Special considerations for pediatric and geriatric patients Perform a patient assessment and provide emergency care for patient complaints: abdominal pain, abuse/neglect, altered mental status/decreased level of consciousness, apnea, back pain, behavioral emergency, bleeding, cardiac arrest, chest pain, cyanosis, dyspnea, eye pain, GI bleeding, hypotension, multiple trauma, pain, paralysis, poisoning, shock, and stridor/drooling. Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the topic of instruction. Assessments: Scenario assessment pertinent to topic of instruction, quiz, and exam (didactic and skills). Monitoring Devices Summary: No knowledge related to this competency is applicable at this TARGET SKILLS: No knowledge related to this competency is applicable at this level.
Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the topic of instruction. Assessments: Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and skills). Abdominal and Gastrointestinal Disorders Summary: Recognizes and manages life threats based on assessment findings of a patient with a medical emergency while awaiting additional emergency response. TARGET SKILLS: Anatomy, presentations, and management of shock associated with abdominal emergencies to include gastrointestinal bleeding. Key Terminology: Quadrants Visceral pain Parietal pain Referred pain Abdominal aortic aneurysm Peptic ulcer Esophageal varices Bowel obstruction Gallbladder disease Appendicitis Diverticulitis Pancreatitis Kidney stones Objectives: DOT Objectives EMS Education Standards Describe the borders of abdominal cavity Name the organs located in all 4 abdominal quadrants Demonstrate the ability to perform a physical assessment on a patient with and abdominal or GI disorder Define acute abdomen Organs of the abdominopelvic cavity Assessment and symptoms General management of patients with abdominal pain Anatomy, presentations and management of shock associated with abdominal emergencies Specific acute abdominal conditions Age-related variations for pediatrics and geriatrics assessment and management Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the topic of instruction. Assessments: Scenario assessment pertinent to topic of instruction, quiz, and exam (didactic and skills).
Psychomotor Skills TARGET SKILLS: Safely and effectively perform all psychomotor skills within the National EMS Scope of Practice Model AND state Scope of Practice at this level. Airway and breathing Basic airway maneuvers Head-tilt, chin-lift Jaw thrust Modified chin lift FBAO relief -manual Oropharyngeal airway Sellick’s maneuver Positive pressure ventilation devices such as BVM Suction of the upper airway Supplemental oxygen therapy Nasal cannula Non-rebreather mask Assessment Manual B/P Pharmacologic interventions Unit-dose autoinjectors (lifesaving medications intended for self or peer rescue in hazardous materials situation, agent antidote kit) Medical/Cardiac care Manual CPR AED Assisted normal delivery Trauma care Manual stabilization C-spine injuries Extremity fractures Bleeding control Emergency moves Eye irrigation