PROFESSIONAL COMPETENCIES As outlined in EMS 155 INSTRUCTIONAL Cognitive – Comprehend principles and concepts related to providing advance emergency medical care to patients across the life span. Psychomotor – Apply principles of advanced emergency medical care to patients across the life span in a variety of situations. Affective – the importance of adhering to policy and procedures related to providing advanced emergency medical care to patients across the life span. STUDENT OBJECTIVES Condition Statement: Unless otherwise indicated, evaluation of student’s attainment of objectives is on knowledge gained from this course. Specifications for this course are based on the current edition of the National Emergency Medical Services Education Standards AEMT Instructional Guidelines. STUDENT LEARNING OUTCOMES MODULE A - CLINICAL PERFORMANCE EVALUATION PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA A1.0 Provide care for patients experiencing various medical and traumatic conditions and emergencies. A1.1 In a clinical environment perform various activities associated with medical conditions and emergencies. 3 LEARNING OBJECTIVES Learning objectives are evaluated in EMS 155. Clinical Skills Scene size up Patient assessment and management Patient monitoring IV/IO access Medication administration Resuscitation Blind Insertion airway devices Documentation
LEARNING OUTCOMES Table of specifications The table below identifies the percentage of learning objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. Limited Knowledge and Proficiency Moderate Knowledge and Proficiency Advanced Knowledge and Proficiency Superior Knowledge and Proficiency KSA 1 2 3 4 Module A Learner’s Knowledge, Skills and Abilities Indicator Key Terms Description 1 Recall & Reproduction Limited Knowledge and Proficiency Identifies basic facts and terms about the subject or competency. Performs simple tasks associated with the competency. Needs to be told or shown how to do most tasks. Requires close supervision. 2 Skills & Concepts Moderate Knowledge and Proficiency Identifies relationship of basic facts and states general principles and can determine step-by-step procedures for doing the competency. Performs most parts of the competency. Needs help only on hardest parts. Requires limited supervision. 3 Strategic Thinking Advanced Knowledge and Proficiency Analyzes facts and principles and draws conclusions about the subject to include why and when the competency must be done and why each step is needed. Can predict outcomes. Performs all parts of the competency. Needs only a spot check of completed work. Requires little or no direct supervision. 4 Extended Thinking Superior Knowledge and Proficiency Can evaluate conditions and make appropriate decisions as related to resolving problems. Performs competency quickly and accurately with no direct supervision and is able to instruct and supervise others. A Attitudes and Feelings Affective Objective Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.