EMT Curriculum

Emergency Medical Technician Training Policy and Procedure Manual

EMT Curriculum Manual

Version: 2018.10

Review Date(s):

11/17, 10/18

EMT Program Lesson Plan Section 1.00 Introduction

Version 2018.10

Class Materials Needed: - AV System

Lesson Type:

Didactic

- Introduction / Riot Act Slides

Instructor Ratio: 1: ~

Student Materials Needed: - Copy of Intro Quiz - Student Folder - Copy of Contract

Preparation Assignment for Students:

None

Outline:

00:00-00:10 00:10-00:20 00:20-00:30

Welcome students, introductions of students and instructors

Slide show

Collect and signed student contracts

Introduction

• Less Stress Instructional Services background

• How to contact LSIS

• Roles/responsibilities of the staff

* Meeting classmates

Knowledge Objectives

1. Identity the phone number to get a hold of LSIS

2. Identity the email address to get a hold of LSIS

3. Name their lead instructor

4. State the name and affiliation of three or more classmates

5. Describe the attendance and make up policy

6. Identify three behaviors/occurrences that can lead to being dropped from the program.

EMT Program Lesson Plan Section 1.01 EMS Systems

Version 2018.10

Class Materials Needed: - AV System - EMS Systems Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed: - None

Preparation Assignment for Students:

Read pages: 4 - 28

Outline:

00:00-01:30

Slide Show – EMS Systems

Knowledge Objectives

1. Define EMS systems. (p 5)

2. Discuss the four levels of EMT training and licensure. (pp 5–7)

3. Describe EMT licensure criteria, and understand that the Americans with Disabilities Act (ADA) applies to employment as an EMT. (p 8)

4. Discuss the historic background of the development of the EMS system. (pp 8–9)

5. Describe the levels of EMT training in terms of skill sets needed for each of the following: EMR, EMT, advanced emergency medical technician (AEMT), and

paramedic. (pp 9–13)

6. Understand the possible presence of other first responders at a scene with EMR training, some knowledge of first aid, or merely good intentions, and their need for

direction. (p 12)

7. Name the 14 components of the EMS system. (pp 14–23)

8. Understand how medical direction of an EMS system works, and the EMT’s role in the process. (pp 16–17)

9. Discuss the purpose of the EMS continuous quality improvement (CQI) process. (pp 17–19)

10. Characterize the EMS system’s role in prevention and public education in the community. (pp 20–21)

11. Describe the roles and responsibilities of the EMT. (p 23)

12. Describe the attributes that an EMT is expected to possess. (pp 23–24)

13. Understand the impact of the Health Insurance Portability and Accountability Act (HIPAA) on patient privacy. (p 24)

Skills Objectives

There are no skills objectives for this chapter.

EMT Program Lesson Plan

Version 2018.10

Section 1.02 Research

Class Materials Needed: - AV System - EMS Systems Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed: - None

Preparation Assignment for Students:

Read pages: 21-23

Outline:

00:00-00:30

Slide Show – EMS Research

Knowledge Objectives

1. Describe the process whereby relevant data can influence treatment and the standard of care

2. Identity a change in the last CPR Guidelines that was evidence-based

3. Describe an practice that was phased-out because evidence suggested it was not a benefit to patients

EMT Program Lesson Plan

Version 2018.10

Section 1.03 Therapeutic Communications

Class Materials Needed: - AV System - Therapeutic Communications Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed: - None

Preparation Assignment for Students:

Read pages: 107-110

Outline:

00:00-01:00

Slide Show – Therapeutic Communications

Chapter 4: Communications and Documentation

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system to the provision of emergency care.

Therapeutic Communication

Principles of communicating with patients in a manner that achieves a positive relationship:

▪

Interviewing techniques (pp 110–118)

▪ Adjusting communication strategies for age, stage of development, patients with special needs, and differing cultures (pp 108–

109, 113–117)

▪

Verbal defusing strategies (p 111)

▪

Family presence issues (p 112)

Knowledge Objectives

1. Describe factors and strategies to consider for therapeutic communication with patients. (pp 107–118)

2. Discuss the techniques of effective verbal communication. (pp 110–118)

3. Explain the skills that should be used to communicate with family members, bystanders, people from other agencies, and hospital

personnel. (pp 110, 112, 113, 115–118)

4. Understand special considerations in communicating with older people, children, hearing-impaired patients, visually impaired

patients, and non-English-speaking patients. (pp 113–117)

5. Describe the use of written communication and documentation. (pp 119–126)

EMT Program Lesson Plan

Version 2018.10

Section 1.04 EMS System Communications

Class Materials Needed: - AV System - EMS System Communications Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 110-139

Outline:

00:00-00:30

Slide Show – EMS System Communications

Chapter 4: Communications and Documentation

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical

technician (EMT), and medical/legal and ethical issues to the provision of emergency care.

EMS System Communication

Communication needed to:

▪

Call for resources (pp 131–132)

▪ Transfer care of the patient (pp 117–118, 134)

▪ Interact within the team structure (pp 131–132)

▪

EMS communication system (pp 127–130)

▪ Communication with other health care professionals (pp 117–118, 132–136)

▪ Team communication and dynamics (pp 132–136)

Knowledge Objectives

1. Understand the basic principles of the various types of communications equipment used in EMS. (pp 127–130)

2. Describe the use of radio communications, including the proper methods of initiating and terminating a radio call. (pp 130–136)

3. 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. (pp 130–136)

4. Give the proper sequence of information to communicate in radio delivery of a patient report. (p 134)

EMT Program Lesson Plan

Version 2018.10

Section 1.05 Medical / Legal / Ethical Issues

Class Materials Needed: - AV System - Medical / Legal / Ethical Issues Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed: - None

Preparation Assignment for Students:

Read pages: 78-101

Outline:

00:00-02:00

Slide Show – Medical / Legal / Ethical Issues

Chapter 3: Medical, Legal, and Ethical Issues

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical technician (EMT), and

medical/legal and ethical issues to the provision of emergency care.

Medical/Legal and Ethics

• Consent/refusal of care (pp 79–83)

• Confidentiality (pp 83–84)

• Advance directives (pp 84–85)

• Tort and criminal actions (pp 90–93)

• Evidence preservation (p 94)

• Statutory responsibilities (pp 87–90)

• Mandatory reporting (pp 93–95)

• Ethical principles/moral obligations (pp 95–96)

• End-of-life issues (pp 84–87)

Knowledge Objectives

1. Define consent, and describe how it relates to decision making. (pp 79–80)

2. Differentiate expressed consent, implied consent, and involuntary consent (pp 80–81)

3. Discuss the giving of consent by minors for treatment or transport. (p 81)

4. Describe local EMS system protocols for using forcible restraint. (pp 81–82)

5. Discuss the EMT’s role and obligations if a patient refuses treatment or transport. (pp 82–83)

6. Understand that communication with patients is confidential, protected by the Health Insurance Portability and Accountability Act (HIPAA). (pp 83–

84)

7. Discuss the importance of do not resuscitate (DNR) orders (advance directives) and provisions in the locality regarding EMS application. (pp 84–85)

8. Describe the physical, presumptive, and definitive signs of death. (pp 85–87)

9. Understand that organ donors are treated the same way as any other patients needing treatment and that local protocols are followed with such

patients. (p 87)

10. Recognize the importance of medical identification insignia in treating the patient. (p 87)

11. Understand the scope of practice and standards of care. (pp 87–90)

12. Describe the EMT’s legal duty to act. (p 90)

13. Discuss the issues of negligence, abandonment, assault and battery, and kidnapping and their implications for the EMT. (pp 90–92)

14. Explain the reporting requirements for special situations, including abuse, drug- or felony-related injuries, childbirth, and crime scenes. (pp 93–95)

15. Define ethics and morality, and discuss their implications for the EMT. (pp 95–96)

16. Understand the role and comportment of the EMT in court. (pp 96–97)

17. Identify the four components of an appropriate refusal of care. (pp 81-82)

EMT Program Lesson Plan Section 1.06 Documentation

Version 2018.10

Class Materials Needed: - AV System

Lesson Type:

Didactic

- Documentation Slides - Internet access for EMS charts

Instructor Ratio: 1: ~

Student Materials Needed:

- Blank Run Sheets 2/student

Preparation Assignment for Students:

Read pages: 110-127

Outline:

00:00-01:00 01:00-01:15 01:15-01:30

Slide Show – Documentation

Online Charting Demo Documentation Chart one call exercise as a group

Chapter 4: Communications and Documentation

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical

technician (EMT), and medical/legal and ethical issues to the provision of emergency care.

Documentation

▪

Recording patient findings (pp 119–126)

▪ Principles of medical documentation and report writing (pp 119–126)

Knowledge Objectives

1. Describe the use of written communication and documentation. (pp 119–126)

2. Identify the information required in a patient care report (PCR). (pp 119–123)

3. Explain the legal implications of the patient care report. (pp 119, 123–125)

4. Understand how to document refusal of care, including the legal implications. (pp 124–125)

5. Discuss state and/or local special reporting requirements, such as for gunshot wounds, dog bites, and abuse. (p 125)

EMT Program Lesson Plan Section 1.07 Medical Terminology

Class Materials Needed: - AV System

Lesson Type:

Didactic

- Medical Terminology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 178-193

Outline:

00:00-00:30

Slide Show – Medical Terminology

Chapter 4: Communications and Documentation

National EMS Education Standard Competencies

Medical Terminology

Uses foundational anatomical and medical terms and abbreviations in written and oral communication with colleagues

and other health care professionals.

Knowledge Objectives

1. Understand the body’s topographic anatomy, including the anatomic position and the planes of the body (pp

143-144)

2. Identify anatomical terms such as anterior/ventral, posterior/dorsal, right, left, superior, inferior, proximal, distal,

medial, lateral, superficial and deep (pp 144-145)

3. Describe the prone, supine, Fowler’s, Tredelenburg’s and Shock positions of the body (pp147)

4. Uses foundational anatomical and medical terms and abbreviations in written and oral communication with

colleagues and other health care professionals.

EMT Program Lesson Plan

Version 2018.10

Section 1.08 Anatomy & Physiology

Class Materials Needed: - AV System

Lesson Type:

Didactic

- Anatomy & Physiology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 148-193

Outline:

00:00-02:00

Slide Show – Anatomy & Physiology

Chapter 5: The Human Body

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical

technician (EMT), and medical/legal and ethical issues to the provision of emergency care.

Anatomy and Physiology

Applies fundamental knowledge of the anatomy and function of all human systems to the practice of EMS.

Pathophysiology

Applies fundamental knowledge of the pathophysiology of respiration and perfusion to patient assessment and management.

Knowledge Objectives

1. Understand the body’s topographic anatomy, including the anatomic position and the planes of the body. (pp 143–144)

2. Explain the following directional terms: anterior (ventral), posterior (dorsal), right, left, superior, inferior, proximal, distal, medial,

lateral, superficial, and deep. (pp 144–145)

3. Describe the prone, supine, Fowler’s, Trendelenburg’s, and shock positions of the body. (p 147)

4. Identify the anatomy and physiology of the skeletal system. (pp 147–153)

5. Describe the physiology of the musculoskeletal system. (pp 154–155)

6. Discuss the anatomy and physiology of the respiratory system. (pp 155–163)

7. Discuss the anatomy and physiology of the circulatory system. (pp 163–173)

8. Discuss the anatomy and physiology of the nervous system. (pp 173–177)

9. Describe the anatomy and the physiology of the integumentary system. (pp 177–179)

10. Explain the anatomy and physiology of the digestive system. (pp 179–183)

11. Discuss the anatomy and physiology of the endocrine system. (pp 183–184)

12. Describe the anatomy and physiology of the urinary system. (pp 184–185)

13. Discuss the anatomy and physiology of the genital system. (pp 185–186)

14. Describe the life support chain, aerobic metabolism, and anaerobic metabolism. (pp 186–188)

Skills Objectives

There are no skills objectives in this chapter.

EMT Program Lesson Plan Section 1.09 Workforce Well-Being / Lifting and Moving

Class Materials Needed: - AV System - 1.09 Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed:

Outline:

00:00-02:00

Slide Show – Workforce Well-Being / Lifting and Moving

Chapter 6: Life Span Development

National EMS Education Standard Competencies

Life Span Development

Applies fundamental knowledge of life span development to patient assessment and management.

Knowledge Objectives

1. Understand the terms used to designate the following stages of life: infants, toddlers, preschoolers, school-age children,

adolescents (teenagers), early adults, middle adults, and late adults. (pp 201–213)

2. Describe the major physiologic and psychosocial characteristics of an infant’s life. (pp 201–204)

3. Describe the major physiologic and psychosocial characteristics of a toddler and preschooler’s life. (pp 205–206)

4. Describe the major physiologic and psychosocial characteristics of a school-age child’s life. (p 206)

5. Describe the major physiologic and psychosocial characteristics of an adolescent’s life. (pp 206–207)

6. Describe the major physiologic and psychosocial characteristics of an early adult’s life. (p 208)

7. Describe the major physiologic and psychosocial characteristics of a middle adult’s life. (pp 208–209)

8. Describe the major physiologic and psychosocial characteristics of a late adult’s life. (pp 209–213)

EMT Program Lesson Plan

Version 2018.10

Section 1.10 Life Span Development

Class Materials Needed: - AV System

Lesson Type:

Didactic

- Life Span Development Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Outline:

00:00-01:00

Slide Show – Life Span Development

Chapter 6: Life Span Development

National EMS Education Standard Competencies

Life Span Development

Applies fundamental knowledge of life span development to patient assessment and management.

Knowledge Objectives

1. Understand the terms used to designate the following stages of life: infants, toddlers, preschoolers, school-age children,

adolescents (teenagers), early adults, middle adults, and late adults. (pp 201–213)

2. Describe the major physiologic and psychosocial characteristics of an infant’s life. (pp 201–204)

3. Describe the major physiologic and psychosocial characteristics of a toddler and preschooler’s life. (pp 205–206)

4. Describe the major physiologic and psychosocial characteristics of a school-age child’s life. (p 206)

5. Describe the major physiologic and psychosocial characteristics of an adolescent’s life. (pp 206–207)

6. Describe the major physiologic and psychosocial characteristics of an early adult’s life. (p 208)

7. Describe the major physiologic and psychosocial characteristics of a middle adult’s life. (pp 208–209)

8. Describe the major physiologic and psychosocial characteristics of a late adult’s life. (pp 209–213)

EMT Program Lesson Plan Section 1.11 Pathophysiology

Version 2018.10

Class Materials Needed: - AV System - Physiology Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 143-193

Outline:

00:00-01:30

Slide Show – Physiology

Chapter 5: The Human Body

National EMS Education Standard Competencies

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical

technician (EMT), and medical/legal and ethical issues to the provision of emergency care.

Pathophysiology

Applies fundamental knowledge of the pathophysiology of respiration and perfusion to patient assessment and management.

Knowledge Objectives

1. Identify the anatomy and physiology of the skeletal system. (pp 147–153)

2. Describe the physiology of the musculoskeletal system. (pp 154–155)

3. Discuss the anatomy and physiology of the respiratory system. (pp 155–163)

4. Discuss the anatomy and physiology of the circulatory system. (pp 163–173)

5. Discuss the anatomy and physiology of the nervous system. (pp 173–177)

6. Describe the anatomy and the physiology of the integumentary system. (pp 177–179)

7. Explain the anatomy and physiology of the digestive system. (pp 179–183)

8. Discuss the anatomy and physiology of the endocrine system. (pp 183–184)

9. Describe the anatomy and physiology of the urinary system. (pp 184–185)

10. Discuss the anatomy and physiology of the genital system. (pp 185–186)

11. Describe the life support chain, aerobic metabolism, and anaerobic metabolism. (pp 186–188)

12. Define pathophysiology. (pp 188–190)

EMT Program Lesson Plan Section 1.12 Public Health

Version 2018.10

Class Materials Needed: - AV System - Public Health Slides

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 20-21

Outline:

00:00-00:15

Slide Show – Public Health

Chapter 1: EMS Systems

National EMS Education Standard Competencies

Public Health

Uses simple knowledge of the principles of illness and injury prevention to emergency care.

Knowledge Objectives

1. Characterize the EMS system’s role in prevention and public education in the community. (pp 20–21)

2. Understand the impact of the Health Insurance Portability and Accountability Act (HIPAA) on patient privacy. (p 24)

EMT Program Lesson Plan

Version 2018.10

Section 1.13 Pharmacology and Medication Administration

Class Materials Needed:

Lesson Type:

Didactic

Instructor Ratio: 1: ~

Student Materials Needed:

- Test Answer Forms 1/student - Introduction Exams 1/student

Preparation Assignment for Students:

Read pages: 33-75

Outline:

00:00-01:15

Pharmacology and Medication Administration Slides

Chapter 2: Workforce Safety and Wellness

National EMS Education Standard Competencies

Medicine

Applies fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely ill patient.

Infectious Diseases

• Awareness of how to decontaminate equipment after treating a patient (pp 42–43)

• Assessment and management of how to decontaminate the ambulance and equipment after treating a patient (pp 42–43)

Preparatory

Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical technician (EMT), and

medical/legal and ethical issues to the provision of emergency care.

Workforce Safety and Wellness

Standard safety precautions (pp 35–40)

•

Personal protective equipment (PPE) (pp 36–40)

•

Stress management (pp 45–52)

•

Dealing with death and dying (pp 55–60)

•

Prevention of response-related injuries (pp 62–67)

•

Prevention of work-related injuries (pp 62–67)

•

Lifting and moving patients (p 50)

•

Disease transmission (pp 33–35)

•

Wellness principles (pp 48–52)

•

Knowledge Objectives

1. Define infectious disease and communicable disease . (p 33)

2. Describe the routes of disease transmission. (pp 33–35)

3. Understand the standard precautions that are used in treating patients to prevent infection. (pp 35–40)

4. Describe the steps to take for personal protection from airborne and bloodborne pathogens. (pp 35–40)

5. Understand the mode of transmission and the steps to prevent and/or deal with an exposure to hepatitis, meningitis, tuberculosis, and HIV/AIDS. (pp 33–

45)

6. Understand how immunity to infectious diseases is acquired. (pp 43–45)

7. Explain postexposure management of exposure to patient blood or body fluids, including completing a postexposure report. (p 45)

8. Understand the physiologic, physical, and psychological responses to stress. (pp 45–47)

9. Describe posttraumatic stress disorder (PTSD) and steps that can be taken, including critical incident stress management (CISM), to decrease the

likelihood that PTSD will develop. (pp 46–47)

10. State the steps that contribute to wellness and their importance in managing stress. (pp 48–52)

11. Discuss workplace issues such as cultural diversity, sexual harassment, and substance abuse. (pp 52–54)

12. Understand the emotional aspects of emergency care. (pp 54–55)

13. Describe issues concerning care of the dying patient, death, and the grieving process of family members. (pp 55–58)

14. Understand the care of critically ill and injured patients. (pp 58–60)

15. Recognize the stress inherent in many situations, such as mass-casualty scenes. (pp 61–62)

16. Describe the steps necessary to determine scene safety and to prevent work-related injuries at the scene. (pp 62–67)

17. Discuss the different types of protective clothing worn to prevent injury. (pp 67–70)

18. Recognize the possibility of violent situations and the steps to take to deal with these situations. (pp 70–71)

19. Describe how to handle behavioral emergencies. (p 71)

EMT Program Lesson Plan

Version 2018.10

Section 1.14 – Preparatory Skills Lab

Outline:

Lesson Type:

Skill Lab

00:00-00:15 00:15-01:55 01:55-02:00

Station Instructions

Instructor Ratio: 1: 6

Rotating Stations – Approximately 20 minutes each

1:10 with an aide

Conclusion / Wrap up

Equipment Needed for all Stations:

Consumables/Supplies Needed for all Stations:

• 2-way radios (2-3 at least) • Child manikin (full body)

• 1.14 Skills Sheet (1/student) • pair of gloves (1 pair per student) • N95 respirator (1 per student) • Cleaning wipes (1 per student)

• Turnout Coat • EMS Helmet • Anatomical Models (1 per 2 students) • Kit with GloGerm Spray/Gel and UV Light x2

• Medication Kit

o Nitroglycerin tablets o Auto-Injector Trainer o Aspirin Tablets o Oral Glucose o Naloxone (with atomizer)

1.14.A - Communications

Equipment for this station: - 2 way radios (2-3)

Precautions: Make sure radios are charged. Make sure students use good radio etiquette and appropriate language.

Objectives: -

Demonstrate how to make transmissions with appropriate language and radio use

Instructions to be read to students: “We are all going to practice making radio transmissions. You will each be EMS units and I will be the dispatcher.”

Instructor now assigns a unit number to each student with a radio and has them move to a position where they are out of site of the instructor.

Exercise One: Instructor: “Dispatch to Ambulance 8” Student: “Ambulance 8” Instructor: “Ambulance 8 – your assignment: 123 Main Street for the Altered Mental Status” Student: “Received – 123 Main Street for Altered Mental Status. Responding.”

Exercise Two: Student: “Ambulance 8 to Dispatch” Instructor: “Ambulance 8”

Student: “Ambulance 8 – we are clear and available” Instructor: “Ambulance 8 available at (current time).”

Exercise Three: Student: “Ambulance 2 to Dispatch” Instructor: “Ambulance 2”

Student: “Ambulance 2 – we are clear and available” Instructor: “Ambulance 2 available at (current time).”

Exercise Four: Instructor: “Dispatch to Ambulance 9 for the assignment” Student: “Ambulance 9” Instructor: “Ambulance 9 – your assignment: 123 Main Street for the Unconscious” Student: “Received – 123 Main Street for Unconscious. Responding.”

Exercise Five: Student: “Ambulance 3 to Dispatch” Instructor: “Ambulance 3”

Student: “Ambulance 3 – we are clear and available” Instructor: “Ambulance 3 available at (current time).”

Exercise Six: Student: “Ambulance 3 to Dispatch” Instructor: “Ambulance 3” Student: “Ambulance 3 – can you start us an ALS unit to this location” Instructor: “Ambulance 3 requesting ALS at (current time) Exercise Seven Instructor: “Dispatch to Ambulance 9” Student: “Ambulance 9” Instructor: “Ambulance 9 – your ALS is MICU 10 responding out of Englewood” Student: “Ambulance 9 received – advise ALS to meet us enroute.”

1.14.B - Communications

Equipment for this station: - Epinephrine Auto-Injector Trainer - Oral Glucose - Aspirin Tablets - Nitroglycerin tablets - Naloxone (with atomizer)

Precautions: Do not let the station deteriorate into chatter. Continue rotating them through assemblies until time is up.

Objectives: Demonstrate the process an EMT should follow when following the six rights of medication administration. (p 228) Demonstrate how to administer oral medication to a patient. (pp 232–234, Skill Drill 7-1) Demonstrate the administration of an oral medication to a patient. (pp 232–234, Skill Drill 7-1) Demonstrate the administration of an oral gel to a patient. (pp 232–234, Skill Drill 7-1) Demonstrate how to assist a patient with the sublingual administration of a medication. (pp 234–235) Demonstrate how to administer a medication by injection. (pp 235–237) Setup: Demonstrate each medication individually and have the students do the same after you demonstrate the skill

Instructions to be read to students: “I am going to demonstrate administration of these medications to a patient. You will practice administering them yourself. ”‘

Please note the following:

- Demonstrate use of each medication – be sure to include checking the six rights including expiration date

- This station is not about any one medication – it’s about medication routes. As a result:

o Teach how to administer an oral tablet, not specifically how to administer aspirin

o Teach how to administer an auto-injector, not specifically how to administer an EPI-PEN

o Teach how to administer an oral gel, not specifically how to administer glucose

o Teach now to administer a nasally atomized medication, not specifically how to administer naloxone

o Teach how to administer a sub-lingual medication, not specifically how to administer nitroglycerin

-

1.14.C - Therapeutic Communications

Equipment for this station: - Child Manikin (full body)

Precautions: Do not let the station deteriorate into off-topic chatter. Continue rotating them through one at a time until everyone has had the change to interview both the elderly and pediatric patient.

Objectives: Demonstrate the techniques of successful cross-cultural communication. (pp 108–109)

Setup: - The instructor or student can play the elderly patient. It may be useful for the instructor to demonstrate being the patient once so the students know what to do when it is their turn. - A child manikin can play the pediatric patient Instructions to be read to students: “We are going to practice speaking to a patient of different ages. You will ask the patient his name and complaint keeping in mind the best way to communicate with him”

Elderly: “This patient is 78 years old – please introduce yourself and ask the patient what is wrong.” Pediatric: “This patient is 5 years old – please introduce yourself and ask the patient what is wrong.”

Sample scripts:

Elderly

Pediatric

Rescuer:

Rescuer (at patient’s level):

“Hello Sir, I’m (name) from EMS. What is your name please?”

“Hi buddy, I’m (name) from the ambulance What is your name?”

Patient:

Patient: “Timmy” Rescuer:

“My name is John Smith”

Rescuer:

“OK Mr. Smith – how do you feel today?”

“OK Timmy – what’s the matter today?”

Patient:

Patient:

“I feel light-headed and dizzy”

“My belly hurts”

Rescuer:

Rescuer (at patient’s level):

“Hello Ma’am, I’m (name) from EMS. What is your name please?”

“Hello there, I’m (name) from the ambulance What is your name?”

Patient:

Patient: “Cindy” Rescuer:

“My name is Jane Jones”

Rescuer:

“OK Mrs. Jones – how do you feel today?”

“OK Cindy – what’s the matter today?”

Patient:

Patient:

“I’m short of breath”

“My leg hurts”

Rescuer:

Rescuer (at patient’s level):

“Hello Sir, I’m (name) from EMS. What is your name please?”

“Hello there, I’m (name) from the ambulance What is your name?”

Patient:

Patient: “Johnny” Rescuer:

“My name is Bill Anderson”

Rescuer:

“OK Mr. Anderson – how do you feel today?”

“OK Johny – what’s the matter today?”

Patient:

Patient:

“Please call me Bill”

“My nose is very runny”

Rescuer:

Rescuer:

“OK Bill– how do you feel today?”

“You have a running nose huh? Have you been coughing too?”

Patient:

Patient:

“I have some tremors in my hands – I can’t stop shaking”

“Yes – I have really really bad cough”

1.14.D - Therapeutic Communications

Objectives: 1. Demonstrate proper handwashing techniques. (pp 35–37, Skill Drill 2-1)

2. Demonstrate how to properly remove gloves. (pp 36–38, Skill Drill 2-2)

Setup:

- GLO GERM product and UV light - 1 pair of gloves per student

Instructions to be read to students: “I am going to walk us through putting on and taking off medical gloves, donning a respirator, and handwashing.”

Precautions: Students should be performing all activities along with the instructor. Follow the script below but keep all students on the same activity. Anticipate a delay in handwashing unless you have a lot of sinks available.

Objectives: Demonstrate the techniques of successful cross-cultural communication. (pp 108–109)

Setup:

- Give all students a pair of gloves

Station Steps:

1. Have all students don gloves.

2. Spray the GLO GERM product on the outside of the gloves. Have students rub their hands together

3. Have students take gloves off as you demonstrate the procedure. Instruct them to use caution not to contaminate themselves.

4. Shine the UV light on their hands to see if they contaminated themselves – a glow will appear wherever the product residue is

5. Spray the GLO GERM product on participant’s hands. Have them rub their hands together.

6. Have them go to a sink and wash their hands thoroughly

7. Shine the UV light on their hands to see if they contaminated themselves - a glow will appear wherever the product residue is.

1.14.D – Exposure Management

Objectives: Demonstrate the necessary steps to take to manage a potential exposure situation. (pp 40–42, Skill Drill 2-3) Demonstrate how to clean and disinfect the ambulance and equipment during the postrun phase. (pp 1345–1346) Identify appropriate protective gear to utilize in different patient care situations

Setup:

- 1 N95 Respiratory per student - EMS Helmet - Turnout Coat - GLO-GERM PRODUCT & UV light - Bloodborne pathogens kit

Instructions to be read to students: “We are going to discuss personal protective gear for different situations.”

Precautions: Do not let the station deteriorate into chatter. Continue rotating them through one at a time until everyone has made the decision of what protective gear to use

Script:

Instructor: “What BSI equipment should we all be using on every call?” (Gloves)

Instructor: “What steps should tell us what PPE/BSI we will need on a call?”

(Checking scene for safety, the general impression of the patient)

Scenario 1: “Your situation is a 74 year old in a hospital with a diagnosed contact infection called C-Diff”

(Gloves, gown)

Scenario 2: “Your situation is a 18 year old unconscious on the ground not breathing”

(Gloves, CPR Mask if rescue breathing)

Scenario 3: “Your situation is a 22 year old unconscious on the ground – he has vomit in his mouth.”

(Gloves, faceshield due to suctioning need)

Scenario 4: “Your situation is a 52 year old with an uncontrolled arterial bleed of the arm”

(Gloves, faceshield , gown)

Scenario 5: “Your situation is a 6 month old with rash – the mother states her other children have the same rash”

(Gloves, gown)

Scenario 6: “Your situation is a 33 year old with shortness of breath

(Gloves)

Scenario 7: “Your situation is a 23 year old trapped in a wrecked car. Rescue is cutting the vehicle”

(Gloves, Turnout gear, helmet, goggles)

Scenario 8: “Your situation is a 30 year old being extricated from his vehicle on the highway”

(Gloves, Reflective Vest due to being on the highway/street)

Scenario 9: “Your situation is a 48 year old with an active cough who has been diagnosed with Tuberculosis.”

(Gloves,N95 Respirator)

HAVE ALL STUDENTS DON THE N95 RESPIRATOR AS YOU DEMONSTRATE ITS USE

1.14.E – Anatomy Lab

Objectives: 1. Discuss the anatomy and physiology of the respiratory system. (pp 155–163)

2. Discuss the anatomy and physiology of the circulatory system. (pp 163–173)

3. Discuss the anatomy and physiology of the nervous system. (pp 173–177)

4. Explain the anatomy and physiology of the digestive system. (pp 179–183)

Setup: - 1 Anatomical Model per 1-2 students

Instructions to be read to students: “We are going to assemble an anatomical model in order to learn the names, function, and position of organs in the body.”

Precautions: Do not let the station deteriorate into chatter. Continue asking questions and making the students assemble the model. If you have extra time have them assemble the model again without your assistance/coaching.”

Script:

Instructor: “Please find the 4 sections of lung. What system do the lungs belong to? (Respiratory). What function do lungs serve? (They take air in and out and exchange gas). Please place the lungs in the correct spot.”

Instructor: “Please find the heart. What system does the heart belong to? (Cardiac). What function does it serve? (Pumps blood around). Please place the heart in the correct spot.”

Instructor: “Please find the esophagus/trachea/aorta. What system do those structures belong to? (Gastrointestinal/respiratory/circulatory respectively). What function do they serve? (Conducts food to the stomach/moves air to the lungs/moves blood to the body respectively). Please place that structure in the correct spot.”

Instructor: “Please find the 2 sections of brain. What system does the brain belong to? (Nervous). What function does the brain serve? (Controls the body). Please place the brain in the correct spot”

Instructor: “Please find the top of the skull. What system does the skull belong to? (Skeletal). What function does the skull serve? (protects the brain). Please place the skull in the correct spot”

Instructor: “Please find the 2 sections of brain. What system does the brain belong to? (Nervous). What function does the brain serve? (Controls the body). Please place the brain in the correct spot”

Instructor: “Please find the diaphragm. What system does it belong to? (Respiratory). What function does it serve? (moves the lungs with negative pressure). Please place the lungs in the correct spot”

Instructor: “Please find the liver. What system does it belong to? (Digestive). What function does it serve? (helps filter blood from the digestive system and metabolize various elements in that blood). Please place it in the correct spot” Instructor: “Please find the pancreas and spleen. What system does they belong to? (Digestive). What function does they serve? (secrete enzymes used in the digestive system and metabolize various elements). Please place them in the correct spot”

Instructor: “Please find the intestinal tract. What system does it belong to? (Digestive). What function does it serve? (digests food and absorb nutrients from it). Please place it in the correct spot”

EMT Program Lesson Plan Section 1.15– Lifting and Moving

Version 2018.10

Equipment Needed for all Stations:

Consumables/Supplies Needed for all Stations:

• Ambulance Stretcher • Stairchair

• 1.15 Skills Sheet (1/student)

• Flexible Stretcher (REEVES) • Orthopedic stretcher (Scoop) • Longboard • Full Body Manikin (ideally 65lbs or heavier)

Outline:

00:00-02:00

Rotating Stations – Approximately 20 minutes each

Preparation Assignment for Students:

Read pages: 289-306

3.07.A – Ambulance Cot

Objectives: Demonstrate how to utilize an ambulance stretcher/cot

Demonstrate the following actions using the ambulance stretcher

- Raise to waist level / lower to lowest level

- Trendelenberg, semi-fowlers, full fowlers positions

-

Strapping patient in with 3 straps

Equipment: Ambulance Cot

Sheet if available

Setup: - The stretcher should be placed in the group; students can try raising and lowering with an empty stretcher, then with a loaded stretcher.

Precautions: Do not let the station deteriorate into chatter. Continue rotating them through maveuvers until the time is up.

LIFTING AND MOVING IS THE MOST POTENTIALLY DANGEROUS ACTIVITY OF THE COURSE. DO NOT ALLOW STUDENTS TO BECOME INJURED WHEN THEY LIFT OR ALLOW THEM TO BE DROPPED WHEN THEY ARE THE PATIENT. ALL STUDENTS SHOULD ROTATE BETWEEN RESCUER AND PATIENT POSITIONS. Instructions: Take 5 minutes to explain the stretcher your location is using. Do not take more than 5 minutes before students are working. Rotate students, in groups, through the following maneuvers. Make sure each student is doing every position:

Raise and lower stretcher

-

- Trendelenberg (ask student’s when they would use this position – shock) - Fowlers (ask student’s when they would use this position – most patients) - High-Fowlers (ask student’s when they would use this position – Shortness of breath) - Special features (IV pole, O2 holder, etc)

3.07.B – Stairchair

Objectives: Demonstrate how to utilize a stairchair

Demonstrate the following actions using the stairchair

-

Opening and closing the chair

-

Loading the patient and securing them

-

Going up and down stairs

- Using any specific features the chair has (such as tracks)

Equipment: Stairchair

Sheet if available

Instructions: Take 5 minutes to explain the stretcher your location is using. Do not take more than 5 minutes before students are working. Make students carry the stairchair up several steps as available at the site (ideals 6-8). This is the riskiest station in the whole course for a mishap so please make sure you use a relatively light person in the seat and you are making sure the students stay safe.

It is permissible to put a manikin in the stairchair if someone is very weak.

Please note the following:

- Students should all open and close the chair. Take the time to have EVERY student do this at least once in this station. - Students should all take turns being the patient as that experience is very valuable so they can empathize with the patient when they show anxiety about being carried down stairs on the device. - DO NOT encourage students to tie a patient’s hands together when they are sound of mind. That is a form of restraint and in some systems requires a physician order. To prevent reaching out encourage the patient to hold the straps or a personal item (purse).

LIFTING AND MOVING (AND STAIRCHAIR IN PARTICULAR) IS THE MOST POTENTIALLY DANGEROUS ACTIVITY OF THE COURSE. DO NOT ALLOW STUDENTS TO BECOME INJURED WHEN THEY LIFT OR ALLOW THEM TO BE DROPPED WHEN THEY ARE THE PATIENT. ALL STUDENTS SHOULD ROTATE BETWEEN RESCUER AND PATIENT POSITIONS.

3.07.C – Orthopedic Stretcher

Objectives: Demonstrate the use of an orthopedic stretcher Demonstrate good lifting technique when moving a loaded ortho stretcher Demonstrate the following: - Open the stretcher - Place the stretcher around the patient - Close the stretcher without pinching the patient - Lifting the patient to waist level

Equipment:

- An orthopedic stretcher (Scoop) - Strap

Instructions: Take 5 minutes to explain the scoop. Do not take more than 5 minutes before students are working. Rotate students, in groups, through being the patient and a rescuer. No patient should be lifted more than waist-high.

Precautions: Do not let the station deteriorate into chatter. Continue rotating them through the above activities until time is up.

IT IS YOUR RESPONSIBILITY TO MAKE SURE NOBODY GETS HURT – BE IN A POSITION TO INTERVENE IF A BAD LIFT OCCURS

Please note the following:

- Students should all open and close the orthopedic stretcher Take the time to have EVERY student do this at least once in this station. - Students should all take turns being the patient as that experience is very valuable so they can empathize with the patient when they show anxiety about being carried down stairs on the device.

- Insure that the patient is strapped to the orthopedic stretcher before lifting.

3.07.D - Longboard

3.07.D - Longboard

Objectives: Demonstrate log rolling the patient on to the board

Demonstrate strapping patient into board

Demonstrate a safe lift to waist level with good technique

Setup:

- Patient on the ground - Board next to patient with straps – NO HEAD IMMOBILIZER OR COLLAR SHOULD BE USED RIGHT NOW

Instructions to be read to students: “I am going to demonstrate how to log roll a patient and use the board straps. We will learn spinal immobilization with a collar during the trauma section, so for this exercise none of our patients right now have a neck or back injury. The focus is on good lifting technique and not managing spinal injury.”

Precautions: Do not let the station deteriorate into chatter. Continue rotating them through activities until time is up.

Please note the following:

- Students should log roll that patient, slide the board under them, and secure them with three or more straps. - Students should all take turns being the patient as that experience is very valuable so they can empathize with the patient when they show anxiety about being carried down stairs on the device.

- Insure that the patient is strapped to the board before lifting.

LIFTING AND MOVING IS THE MOST POTENTIALLY DANGEROUS ACTIVITY OF THE COURSE. DO NOT ALLOW STUDENTS TO BECOME INJURED WHEN THEY LIFT OR ALLOW THEM TO BE DROPPED WHEN THEY ARE

3.07.E – Flexible Stretcher

Objectives: Demonstrate the use of a flexible stretcher, including rolling it back up Demonstrate good lifting technique when moving a loaded flexible stretcher Demonstrate the following: - Log rolling the patient on to the flexible stretcher - Securing the patient in the flexible stretcher - Carrying the patient around the room

Equipment: Flexible stretcher (REEVES) and if possible a sheet

Instructions: Take 5 minutes to explain the REEVES. Do not take more than 5 minutes before students are working. Rotate students, in groups, through being the patient and a rescuer. No patient should be lifted more than waist-high.

If available, have students take the patient up and down several steps.

IT IS YOUR RESPONSIBILITY TO MAKE SURE NOBODY GETS HURT – BE IN A POSITION TO INTERVENE IF A BAD LIFT OCCURS

Please note the following:

- All patients on a carrying device should be secured to it

- Stress the usefulness of a flexible stretcher during lifting/moving up/down stairs, around corners, and during irregular ground carries

3.07.F – Common Moves

Objectives: Demonstrate how to properly move a patient by performing the moves in the manual

Setup: - A stretcher and table or two sturdy tables - Sheet - A stairchair and a chair or two sturdy chairs

Instructions to be read to students: “We are going to perform several moves that are common for transporting patients.”

Precautions: You might wish to limit this activity to lighter students playing patient to insure safety. Do not allow students to hurt themselves during these activities.

Perform the following: - Extremity lift (as in student manual)

- Moving patient from chair to stairchair with minor assistance (stand and pivot) - Draw sheet slide from cot to bed (using a stretcher and a table or two sturdy tables)

Instructions: Take 5 minutes to explain the urgent moves you will be doing. You may be competing with other stations for equipment such as stretchers, so you can use two tables to simulate a bed and a stretcher.

Please do not have students exceed their ability to list. Use the full body manikin for lifts that are highly physical.

IT IS YOUR RESPONSIBILITY TO MAKE SURE NOBODY GETS HURT – BE IN A POSITION TO INTERVENE IF A BAD LIFT OCCURS

Please note the following:

- Students should log roll that patient, slide the sheet ½ way under them, log roll them in the other direction, pull the sheet out, and use the sheet to slide the patient to the other surface - Students should all take turns being the patient as that experience is very valuable so they can empathize with the patient when they show anxiety about being carried down stairs on the device. - If you do not think the table will support a student’s weight, use a full body manikin. DO NOT allow a table to collapse under a student’s weight.

LIFTING AND MOVING IS THE MOST POTENTIALLY DANGEROUS ACTIVITY OF THE COURSE. DO NOT ALLOW STUDENTS TO BECOME INJURED WHEN THEY LIFT OR ALLOW THEM TO BE DROPPED WHEN THEY ARE THE PATIENT