B1.0 Manage various routes of medication administration and elaborate on the advantages, disadvantages, and techniques of each. B1.1 Safely deliver medications using techniques by various medication routes including the alimentary and parenteral routes. Samples of Behavior: Peripheral Venous Cannulation Intraosseous Intramuscular (Manual) Subcutaneous (Manual) Aerosolized Nebulized Sublingual Intranasal Transtracheal Intravenous bolus/infusion Gastric Rectal Topical Accessing implanted/central intravenous port 3 B2.0 Understand phlebotomy technique for obtaining blood samples B2.1 Demonstrate therapeutic phlebotomy. Samples of Behavior: Communication skills Blood sampling 2 B3.0 Formulate drug dose calculations B3.1 Calculate the correct amount of medication to be administered to a patient via various enteral and parenteral routes based on medical direction’s orders. 3 LEARNING OBJECTIVES B1.1.1 Describe the routes of administration B1.1.2 Describe techniques to administer medication to patients. B1.1.3 Discuss standardization of drugs. B1.1.4 Explain medication classification. 2 2 3 3 B2.1.1 Describe techniques to perform phlebotomy. 2 B3.1.1 Calculate drug dosages. 3 MODULE B OUTLINE: Routes of administration Administration of medication to patients Standardized drugs Medication classification Drug dose calculations MODULE C – EMERGENCY MEDICATIONS PROFESSIONAL COMPETENCIES PERFORMANCE OBJECTIVES KSA
C1.0 Identify specific medications used in the emergency medical setting C1.1 Administer specific medications based on need, risk, and benefit to the patient in the emergency setting. 3 LEARNING OBJECTIVES C1.1.1 Define terminology associated with a drug profile. C1.1.2 Identify the names, mechanisms of action, indications, contraindications, complications, routes of administration, side effects, interactions, dose, and special considerations for specific emergency medications. C1.1.3 Examine the need, risk, and benefit of specific medications used in the emergency medical setting. 1 2 A MODULE C OUTLINE: Drug Profile Terminology Drug Name Mechanism of Action Indication Contraindication Complications Routes of Administration Side Effects Interactions Dose Specific administration considerations Specific Medications Activated Charcoal Adenosine Albuterol Amiodarone Amyl Nitrite Aspirin Atropine Dextrose (50%, 25%, 10%) Diazepam Diltiazem Diphenhydramine HCl Dopamine Epinephrine Fentanyl Glucagon Glucose Intravenous Fluids Dextrose 5% in Water Ipratropium Lidocaine Lorazepam Magnesium Midazolam Morphine Naloxone Nitroglycerin Paste Spray Tablets Nitrous Oxide Oxygen Oxytocin Promethazine HCl Thiamine Normal Saline Lactated Ringer’s Other medications as recommended by the American Heart Association and state approved agencies. LEARNING OUTCOMES Table of specifications The 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 1 2 3 4 Module A 10% 20% 70% - Module B - 50% 50% - Module C 50% 50% - - Learner’s Knowledge, Skills and Abilities Indicator Key Terms Description 1 Limited Knowledge and Proficiency Recognize basic information about the subject including terms and nomenclature. Students must demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency. 2 Moderate Knowledge and Proficiency Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Students must demonstrate understanding of multiple facts and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate. 3 Advanced Knowledge and Proficiency Examines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. Students demonstrate their ability to seek additional information and incorporate new findings into the conclusion and justify their answers. Performs all parts of the competency without instructor assistance. 4 Superior Knowledge and Proficiency Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas and observations. Students apply judgments to the value of alternatives and select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly and accurately. A 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.