EMT Lesson Plans

Emergency Medical Technician Training Policy and Procedure Manual

EMT Curriculum Manual

Version: 1.00

Review Date(s):

11/17

EMT Program Lesson Plan Section 1.00 Introduction

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- 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

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:

Slide Show – EMS Systems

00:00- 02:00

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. UŶderstaŶd hoǁ ŵediĐal direĐtioŶ of aŶ EMS systeŵ ǁorks, aŶd the EMT’s role iŶ the proĐess. (pp ϭ6– 17) 9. Discuss the purpose of the EMS continuous quality improvement (CQI) process. (pp 17 – 19) 10. CharaĐterize the EMS systeŵ’s role iŶ preǀeŶtioŶ aŶd puďliĐ eduĐatioŶ iŶ the ĐoŵŵuŶity. (pp ϮϬ– 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 Section 1.02 Research

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- EMS Systems Slides

Instructor Ratio: 1: ~

Student Materials Needed:

None

-

Preparation Assignment for Students:

Read pages: 21-23

Outline:

Slide Show – EMS Research

00:00-00:30

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 Section 1.03 Therapeutic Communications

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Therapeutic Communications Slides

Instructor Ratio: 1: ~

Student Materials Needed:

None

-

Preparation Assignment for Students:

Read pages: 107-110

Outline:

Slide Show – Therapeutic Communications

00:00-01:00

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 Section 1.04 Medical / Legal / Ethical Issues

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Medical / Legal / Ethical Issues Slides

Instructor Ratio: 1: ~

Student Materials Needed:

None

-

Preparation Assignment for Students:

Read pages: 78-101

Outline:

Slide Show – Medical / Legal / Ethical Issues

00:00-02:00

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 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) patients. (p 87)

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 1.05 Documentation

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Documentation Slides

Instructor Ratio: 1: ~

- Internet access for EMS charts

Student Materials Needed:

- Blank Run Sheets 2/student

Preparation Assignment for Students:

Read pages: 110-127

Outline:

Slide Show – Documentation

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

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 1.06 EMS System Communications

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- EMS System Communications Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 110-139

Outline:

Slide Show – EMS System Communications

00:00-00:30

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 Section 1.07 Anatomy & Physiology

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Anatomy & Physiology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 148-193

Outline:

Slide Show – Anatomy & Physiology

00:00-02:30

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. UŶderstaŶd the ďody’s topographiĐ aŶatoŵy, 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. DesĐriďe the proŶe, supiŶe, Fowler’s, TreŶdeleŶďurg’s, aŶd shoĐk positioŶs of the ďody. ;p 147Ϳ

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 1.08 Medical Terminology

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Medical Terminology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 178-193

Outline:

Slide Show – Medical Terminology

00:00-00:30

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. UŶderstaŶd the ďody’s topographiĐ aŶatoŵy, iŶĐludiŶg the aŶatoŵiĐ positioŶ aŶd the plaŶes of t he 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. DesĐriďe the proŶe, supiŶe, Fowler’s, TredeleŶďurg’s aŶd ShoĐk 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 Section 1.09 Life Span Development

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Life Span Development Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Outline:

Slide Show – Life Span Development

00:00-01:00

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. Descri ďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of aŶ iŶfaŶt’s life. ;pp ϮϬϭ– 204) ϯ. DesĐriďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of a toddler aŶd presĐhooler’s life. ;pp ϮϬϱ– 206) 4. Describe the major physiologic and psychosocial characteristics of a school- age Đhild’s life. ;p ϮϬϲͿ ϱ. DesĐriďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of aŶ adolesĐeŶt’s life. ;pp ϮϬϲ– 207) ϲ. DesĐriďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of aŶ early adult’s life. (p 208) ϳ. DesĐriďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of a ŵiddle adult’s life. ;pp ϮϬϴ– 209) ϴ. DesĐriďe the ŵajor physiologiĐ aŶd psyĐhosoĐial ĐharaĐteristiĐs of a late adult’s life. ;pp ϮϬϵ– 213)

EMT Program Lesson Plan Section 1.10 Physiology

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Physiology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 143-193

Outline:

Slide Show – Physiology

00:00-02:00

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 1.11 Public Health

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Public Health Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 20-21

Outline:

Slide Show – Public Health

00:00-00:30

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 Section 1.12 Pharmacology

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Pharmacology Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 218-244

Outline:

Slide Show – Pharmacology

00:00-01:30

Chapter 7: Principles of Pharmacology

National EMS Education Standard Competencies

Pharmacology

Applies fundamental knowledge of the medications that the EMT may assist/administer to a patient during an emergency.

Principles of Pharmacology 

Medication safety (pp 227 – 228)

 Kinds of medications used during an emergency (pp 229 – 239)

Medication Administration 

Self-administer medication (pp 228 – 229) Peer-administer medication (pp 228 – 229)



 Assist/administer medications to a patient (pp 228 – 229)

Emergency Medications  Names (p 222) 

Effects (pp 221 – 222)



Actions (p 222)



Indications (p 222)



Contraindications (p 222)



Complications (p 222)



Routes of administration (pp 222 – 224)



Side effects (p 222)



Interactions (p 230 – 231)



Dosages for the medications administered (p 221)

Knowledge Objectives

1. Explain the actions of medications on the body, and define the terms pharmacodynamics, intended effects, and indications. (pp 221 – 222)

2. Explain and give examples of medication contraindications, and define the terms side effects, unintended effects, and untoward effects. (p 222)

3. Discuss the differences between a generic medication name and a trade medication name, and provide an example of each. (p 222)

4. Describe the enteral and parenteral routes of medication administration, and explain how they differ. (pp 222 – 223)

5. Describe the following routes of medication administration and discuss their individual rates of absorption: rectal, oral, intravenous, intraosseous, subcutaneous, intramuscular, inhalation, sublingual, and transcutaneous. (pp 222 – 224) 6. 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. (pp 224 – 227)

7. ExplaiŶ the ͞six rights͟ of ŵediĐatioŶ adŵiŶistratioŶ, aŶd desĐriďe how eaĐh oŶe relates to EMS. (pp 227– 228)

8. Describe the role of medical direction in medication administration, and explain the difference between direct orders (online) and standing orders (off-line). (pp 228 – 229)

9. Discuss the circumstances surrounding the administration of medication, including peer-assisted medication, patient-assisted medication, and EMT-

administered medication. (p 229)

10. Give the generic and trade names, actions, indications, contraindications, routes of administration, side effects, interactions, and doses of 10 medications that may be administered by an EMT in an emergency as dictated by state protocols and local medical direction. (pp 229 – 239)

11. Describe the medication administration considerations that must be applied to special populations, including pediatric, geriatric, and pregnant patients. (pp

229, 236, 238)

12. Describe the steps an EMT should follow when dispensing epinephrine to a patient using an auto-injector. (p 236)

13. Explain why determining what prescription and OTC medications a patient is taking is a critical aspect of patient assessment during an emergency. (p 239)

EMT Program Lesson Plan Section 1.13 Workforce Well-Being & Safety

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:

00:00-02:00 02:00-02:15 02:15-04:00

Slide Show - Workforce Well-Being & Safety Exercise – Handwashing and glove removal Slide Show - Workforce Well-Being & Safety

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 Section 1.14 – Preparatory Skills Lab

Class Materials Needed: Communications - 2 Way Radios (2-3)

Lesson Type:

Skill Lab

Instructor Ratio: 1: 6

1:10 with an aide

Medications

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

Infection Control Station

- GloGerm product spray - UV Light

Therapeutic Communications - Child Manikin

Exposure Management/Decontamination Station - GloGerm Product Spray - UV light - Cleaning wipes (bleach-free)

Student Materials Needed:

- 1.14 Skills Sheet 1/ student - 1 pair of gloves per student - 1 N95 Respiratory per student

Outline:

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

Station Instructions

Rotating Stations – Approximately 20 minutes each

Conclusion / Wrap up

1.14 INSTRUCTOR GUIDANCE – COMMUNICATIONS

Objectives: Demonstrate how to make a simulated, concise radio transmission with dispatch. (pp 131–136)

Setup:

- 2 way radios (2-3)

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

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

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

Exercise Two: 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 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 INSTRUCTOR GUIDANCE – MEDICATIONS

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 aspirin to a patient with chest pain. (pp 232–234, Skill Drill 7-1) Demonstrate the administration of oral glucose to a patient with hypoglycemia. (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 epinephrine by injection. (pp 235–237) Setup: - Epinephrine Auto-Injector Trainer - Oral Glucose - Aspirin Tablets - Nitroglycerin tablets - Naloxone (with atomizer) Instructions to be read to students: “I am going to demonstrate administration of these medications to a patient. You will practice administering them yourself. ”‘ Precautions: Do not let the station deteriorate into chatter. Continue rotating them through assemblies until time is up.

Please note the following:

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

1.14 INSTRUCTOR GUIDANCE – THERAPEUTIC COMMUNICATIONS

Objectives: Demonstrate appropriate verbiage when communicating with a pediatric and geriatric patient

Setup: - Another student can play the role of the elderly patient - A child manikin can play the role of the pediatric patient

Instructions to be read to students: 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.”

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.

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 INSTRUCTOR GUIDANCE – INFECTION CONTROL

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.

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 INSTRUCTOR GUIDANCE – EXPOSURE MANAGEMENT / DECONTAMINATION

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 - 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

EMT Program Lesson Plan Section 1.14 Introduction Exam

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: 248-311 Do MOD 1 Self-Exam online with score of 80%+

Outline:

00:00-00:30

Written Exam - Introduction

Chapter 1: EMS Systems

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.

Written Test – Section 1

EMT Program Lesson Plan Section 2.01 – Airway

Class Materials Needed:

Lesson Type:

Didactic

AV System

-

- Airway Slides

Instructor Ratio: 1: ~

Student Materials Needed:

Preparation Assignment for Students:

Read pages: 316-372

Outline:

00:00-03:30

Slide Show - Airway

Chapter 9: Airway Management National EMS Education Standard Competencies

Airway Management, Respiration, and Artificial Ventilation Applies knowledge of general anatomy and physiology to patient assessment and management in order to assure a patent airway, adequate mechanical ventilation, and respiration for patients of all ages.

Airway Management 

Airway anatomy (pp 319 – 323) Airway assessment (pp 331 – 335)



 Techniques of assuring a patent airway (pp 335 – 336) Respiration  Anatomy of the respiratory system (pp 331 – 335)  Physiology and pathophysiology of respiration o Pulmonary ventilation (pp 324 – 327) o Oxygenation (p 327) o Respiration (pp 327 – 328) = 

External (pp 327 – 328) / Internal (p 328) / Cellular (p 328)

 Assessment and management of adequate and inadequate respiration (pp 333 – 335)  Supplemental oxygen therapy (pp 346 – 353) Artificial Ventilation  Assessment and management of adequate and inadequate ventilation (pp 353 – 361)  Artificial ventilation (pp 354 – 361)  Minute ventilation (pp 325 – 326)  Alveolar ventilation (p 325)  Effect of artificial ventilation on cardiac output (p 355)  Pathophysiology Applies fundamental knowledge of the pathophysiology of respiration and perfusion to patient assessment and management. Knowledge Objectives 1. Describe the major structures of the respiratory system. (pp 319 – 323) 2. Discuss the physiology of breathing. (pp 323 – 328) 3. Give the signs of adequate breathing. (p 331) 4. Give the signs of inadequate breathing. (pp 331 – 333) 5. Describe the assessment and care of a patient with apnea. (pp 333, 361 – 364) 6. Understand how to assess for adequate and inadequate respiration, including the use of pulse oximetry. (pp 333 – 335) 10. Explain how to measure and insert an oropharyngeal (oral) airway. (pp 338 – 340) 11. Describe how to measure and insert a nasopharyngeal (nasal) airway. (pp 340 – 342) 12. Understand the importance and techniques of suctioning. (pp 343 – 345) 13. Explain the use of the recovery position to maintain a clear airway. (p 346) 14. Describe the importance of giving supplemental oxygen to patients who are hypoxic. (p 346) 15. Understand the basics of how oxygen is stored and the various hazards associated with its use. (pp 346 – 351) 16. Describe the use of a nonrebreathing mask, and state the oxygen flow requirements for its use. (pp 351 – 352) 17. Understand the indications for using a nasal cannula rather than a nonrebreathing face mask. (p 352) 18. Describe the indications for use of a humidifier during supplemental oxygen therapy. (p 353) 19. Explain the steps to take to perform mouth-to-mouth or mouth-to-mask ventilation. (pp 355 – 357) 20. Describe the use of a one-, two-, or three-person bag-mask device, and a manually triggered ventilation (MTV) device. (pp 356 – 361) 21. Describe the signs associated with adequate and inadequate artificial ventilation. (p 360) 22. Describe the use of continuous positive airway pressure (CPAP). (pp 361 – 364) 23. Understand how to recognize and care for a foreign body airway obstruction. (pp 366 – 368) 22. Describe the use of continuous positive airway pressure (CPAP). (pp 361 – 364) 23. Understand how to recognize and care for a foreign body airway obstruction. (pp 366 – 368) 24. Describe ventilation of the protected airway in CPR 25. Describe the effects and signs of over-ventilation of a patient and the possible complications thereof 26. Describe the ventilation of a patient with a surgical airway 27. Explain the relevancy of various breath sound findings in respiratory assessment 7. Understand how to assess for a patent airway. (pp 335 – 336) 8. Describe how to perform the head tilt – chin lift maneuver. (p 337) 9. Describe how to perform the jaw-thrust maneuver. (pp 337 – 338)

EMT Program Lesson Plan Section 2.02 – Airway Skills Lab I

Class Materials Needed: O2 station

Lesson Type:

Skill Lab

- Oxygen system w/ NRB, Cannula - Manikin with ears (Resusci-Annie)

Instructor Ratio: 1: 6

1:10 with an aide

Pocket Mask/FROPVD Station - Oxygen system

- FROPVD device on regulator - Collapsible Pocket Mask x6 - Quality BLS manikin such as Brad Assemble/Disassemble Oxygen station - Oxygen Tank x3 - Oxygen Cylinder x3

Suction Station

- Suction Unit - Older adult manikin with pharynx or adult suction head - Older infant manikin with pharynx or infant suction head - Can of soup (New England, split pea)

Airway Adjunct station

- Airway Manikin Adult - Airway Manikin Child - Airway Manikin Infant

Bag-Valve-Mask Station

- Adult BVM with accumulator - Child BVM with accumulator - Infant BVM with accumulator - Quality Adult BLS Manikin - Quality Child BLS Manikin - Quality Infant BLS Manikin

- Complete Oral Airway Kit - Complete Nasal Airway Kit

Student Materials Needed:

- Mask mouthpiece 1/ student - 2.02 Skills Sheet 1/ student

Outline:

00:00-00:15 00:15-03:45 03:45-04:00

Station Instructions

Rotating Stations – Approximately 35 minutes each

Conclusion/Feedback

Preparation Assignment for Students:

Read pages: 316-372

2.02 INSTRUCTOR GUIDANCE – OXYGEN ASSEMBLY / DISASSEMBLY

Objectives: Demonstrate how to place an oxygen cylinder into service. (pp 349–350, Skill Drill 9-7)

Demonstrate the use of a partial rebreathing mask in providing supplemental oxygen therapy to patients. (p 352)

Setup: - Oxygen system: Oxygen tank, regulator, perhaps one or two additional O rings - Try to have several systems so that 5 students aren’t idle while one works. 1 system / 2 students is ideal.

Instructions to be read to students: “I am going to demonstrate assembling and disassembling the oxygen system. We will all practice this multiple times until you are all comfortable with it and can do it without hesitation.” Precautions: Do not let the station deteriorate into chatter. Continue rotating them through assemblies until time is up. If students get bored, tell them to do it without looking (blindfolded). IF YOU DO THIS make sure it is done on the ground so that if something is dropped no injury will occur.

Please note the following:

- Cracking the tank to expel particles before you put the regulator on is supported by the current EMT manual and I suspect by various manufacturers of oxygen equipment. This is fine to teach in station. It is also on our skills sheet. - Turning the gauge away from you just in case it explodes when you turn the gas on isn’t really a thing. It’s not in the current EMT manual we use, so please don’t perpetuate this myth. - This skill is very psychomotor, and students might be a little spooked by the extensive oxygen safety discussion. It will take them more than one rotation through this skill to feel comfortable with assembling or disassembling an oxygen tank. Have each student do the skill more than once. Three or more attempts at putting on / taking off the oxygen regulator is a good goal for this station.

2.02 INSTRUCTOR GUIDANCE – POCKET MASK / MTV STATION

Objectives: Demonstrate the use of a manually triggered ventilation device to assist in delivering artificial ventilation to the patient. (pp 360–361)

Demonstrate how to position the unconscious patient. (pp 335–336, Skill Drill 9-2) Demonstrate the steps in performing the head tilt–chin lift maneuver. (p 337) Demonstrate mouth-to-mask ventilation. (pp 356–357, Skill Drill 9-8)

Setup: - A good quality mask with an oxygen inlet (Laerdal Pocket Mask, Ambu Mask) - You will need a good quality CPR manikin (not an airway manikin) such as Resusci Anne, Little Anne - You will need mask mouthpieces (1/student) - Oxygen system with MTV device Instructions to be read to students: “I am going to demonstrate several skills, and we will practice each one immediately after I demonstrate it.” - Assembling and disassembling a pocket mask (if you have enough masks, do everyone together at once) - Rescue breathing with a pocket mask from cephalic position (top of patient)

- Rescue breathing with a pocket mask from lateral position (side) - Rescue breathing with a MTV from cephalic position (top of patient)

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

Please note the following:

- Students should be encouraged to ventilate patients from the cephalic position at all times as it generally improves airway opening and mask seals. Lateral position is taught for pocket mask (but no other device) since a student may one day be doing 1-Rescuer CPR with a pocket mask and be forced to operate from the patient’s side. - Assembling a pocket mask is NOT something people do quickly or easily if they have never done it. Be sure to do that portion, remembering that psychomotor skills don’t absorb fully in one attempt. Shoot for three turns or more at it. - DO NOT demonstrate all the skills at once and then have students practice them all together. It is not efficiently remembered by the students.

Stress the need to cover as much of the mask as possible with the top hand

Do not let them make a “C” grip down here. This technique is ideal where the thumb and forefinger pinch the mask to the chin and lift it into mask

Cephalic

Lateral

2.02 INSTRUCTOR GUIDANCE – BAG VAVE MASK

Objectives: Demonstrate the steps in performing the jaw-thrust maneuver. (pp 337–338) Demonstrate how to assist a patient with ventilations using the bag-mask device for one and two rescuers. (p 354)

Demonstrate how to position the unconscious patient. (pp 335–336, Skill Drill 9-2) Demonstrate the steps in performing the head tilt–chin lift maneuver. (p 337)

Setup: - Adult system: Oxygen tank, regulator, BVM (adult) - Child station: Oxygen tank, regulator, BVM (child) - Infant station: Oxygen tank, regulator, BVM (infant) - Make sure you are using good quality CPR manikins such as RESUSCI ANNE or RESUSCI BABY – please do not use cheap CPR manikins meant for 1:1 CPR ratio teaching Instructions to be read to students: “I am going to demonstrate BVM ventilation. We will all practice this multiple times until you are all comfortable with it and can do it without hesitation.”

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

Please note the following:

- Students should be encouraged to ventilate patients from the cephalic position at all times as it generally improves airway opening and mask seals. Lateral position is taught for pocket mask (but no other device) since a student may one day be doing 1-Rescuer CPR with a pocket mask and be forced to operate from the patient’s side. - Have the students perform Jaw Thrust and attempt ventilations when they seem to have the hang of head-tilt/chin-lft ventilations - Assembling a BVM is NOT something people do quickly or easily if they have never done it. Be sure to do that portion, remembering that psychomotor skills don’t absorb fully in one attempt. Shoot for three turns or more at it. - DO NOT demonstrate all the skills at once and then have students practice them all together. It is not efficiently remembered by the students. - Setting up three stations (adult, child, infant) is ideal. When equipment does not permit it, set up multiple adult stations. Last resort would be to cycle all students through one station.

- Cycle through these skills:

o Assembling the BVM (a collapsed adult BVM is ideal. Make sure it has an accumulator)

o BVM 1-Rescuer

o BVM 2-Rescuer