This is an archived copy of the 2023-24 Catalog. To access the most recent version of the catalog, please visit http://catalog.jccc.edu/.

Courses

EMS 121 CPR I - Basic Life Support for Healthcare Provider (1 Hour)

This course provides an overview of the cardiovascular and respiratory systems, a discussion of medical and environmental emergencies leading to the need for CPR, and an introduction to diagnostic signs and triage, as well as insight into the structure and function of the emergency medical services system. The most current practical CPR skills will be taught, including CPR, AED, and airway obstruction techniques for adults, children and infants. Upon successful completion of all American Heart Association standards, the student will receive affirmation at the Healthcare Provider level.

EMS 129 Emergency Medical Responder* (6 Hours)

Prerequisites : (RDG 096 or RDG 126) or College Reading Readiness.

The primary focus of the Emergency Medical Responder (EMR) is to initiate immediate lifesaving care at the scene of an emergency for ill or injured patients. This individual possesses the basic knowledge and skills necessary to provide lifesaving interventions while awaiting additional EMS response and to assist higher-level personnel at the scene and during transport. Emergency Medical Responders function as part of a comprehensive EMS response, under medical oversight. Emergency Medical Responders perform basic interventions with minimal equipment. This course is taught according to the Kansas EMS Educational Standards and National Educational Standards and allows students to gain appropriate skills and knowledge necessary for the National and State certifications as an Emergency Medical Responder.

EMS 132 Emergency Medical Technician* (12 Hours)

Prerequisites : EMS 128 or EMS 129 with a grade of "C" or higher or Department approval.

The primary focus of the Emergency Medical Technician (EMT) is to initiate immediate lifesaving care at the scene of an emergency for ill or injured patients. This individual possesses the basic knowledge and skills necessary to provide lifesaving interventions at the emergency scene and during transport. Emergency Medical Technicians function as part of a comprehensive EMS response under medical oversight. Emergency Medical Technicians perform essential interventions with minimal equipment. This course is taught according to the Kansas EMS Educational Standards and National Educational Standards and allows students to gain appropriate skills and knowledge necessary for the National and State certifications as an Emergency Medical Technician.

EMS 140 Basic Cardiology and EKG Recognition* (3 Hours)

Prerequisites : Prospective students should be certified in a health profession, i.e., EMT, RN, LPN, EMT-P.

The health care worker with an understanding of ECG tracing will function more effectively when providing care for the cardiac patient. Increasing numbers of professionals are being called upon to utilize ECG tracing in their work settings, but without adequate knowledge of its use. This course will serve as both continuing education and the preparation for the job entry and/or job advancement. During the course, students will learn to apply monitoring and 12-lead electrodes, diagnose ECG dysrhythmias and infarct locations, treat ECG dysrhythmias, and defibrillate ventricular fibrillation.

EMS 220 Medic I* (10 Hours)

Prerequisites : Admission to the Paramedic program.

Medic I is the first of four courses in advanced out-of-hospital emergency medical care leading to the opportunity to sit for the National Registry Examination for Paramedics. In this narrowly focused but intense foundational course, the paramedic student will gain a significant knowledge of patient assessment, pharmacology and medication administration techniques, electrocardiography, advanced airway management and paramedic scope of practice. Much material will be covered rapidly, and emphasis is on organization, internalization and synthesis of the basic knowledge of the discipline in this 10-week course. Additionally, during the initial psychomotor teaching labs, students will gain the ability to assess patients, administer medications, treat dysrhythmias and manage the airway through manikin practice.

EMS 225 Medic II* (10 Hours)

Prerequisites : Admission to the Paramedic program.

Prerequisites or corequisites: EMS 220 with a grade of "C" or higher.

Medic II is the second of four courses in advanced out-of-hospital emergency medical care leading to the opportunity to sit for the National Registry Examination for Paramedics. This course builds on the foundational knowledge developed in Medic I and covers advanced management of medical and trauma emergencies in the out-of-hospital environment. Much material will be covered rapidly, and emphasis is on organization, internalization, synthesis and application of the basic knowledge of the discipline in this 10-week course. Students demonstrate competency at motor skill performance, and extensive simulation practice is afforded. Students begin field observation with a paramedic ambulance crew and complete an Advanced Cardiac Life Support course.

EMS 230 Medic III Clinicals* (12 Hours)

Prerequisites : Admission to the Paramedic program and EMS 225 with a grade of "C" or higher.

Medic III is the third of four courses in advanced out-of-hospital emergency medical care leading to the opportunity to sit for the National Registry Examination for Paramedics. During Medic III, paramedic students have the opportunity to take the knowledge and skills gained in Medic I and II and apply them in actual supervised clinical practice. Medic III represents a brief, intense 14-week course in which knowledge and skills are synthesized and applied to patients under supervision of physicians and nurses in clinical practice in the emergency department, critical care unit, surgery/ recovery room, labor/delivery room, pediatric emergency department and burn center. Field observation lab and classroom and laboratory review are included as well.

EMS 271 Medic IV Field Internship* (15 Hours)

Prerequisites : Admission to the Paramedic program and EMS 230 with a grade of "C" or higher.

Medic IV is the final of four courses in advanced out-of-hospital emergency medical care leading to the opportunity to sit for the National Registry Examination for Paramedics. During MICT IV, paramedic students have the opportunity to take the knowledge and skills gained in MICT I, II, and III and apply them in an actual practice environment. MICT IV represents an intense 4-month course in which knowledge, skills, and professional behaviors are synthesized and applied to victims of sudden trauma or medical emergencies under the supervision of paramedic preceptors at the emergency scene and in the ambulance. Entry-level competence into the profession is demonstrated as the student demonstrates the ability to assess the scene and the patient, develop a plan for therapeutic intervention as well as scene management, and effectively lead the out-of-hospital resuscitation team's effort. Classroom and laboratory reviews are included.

EMS 121

Title: CPR I - Basic Life Support for Healthcare Provider
Number: EMS 121
Effective Term: 2023-24
Credit Hours: 1
Contact Hours: 20
Lecture Hours:
Other Hours: 20

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Upon successful completion of this course, the student should be able to:

Demonstrate mastery performance of all CPR sequences.
Describe the major parts/functions of the cardiovascular and respiratory systems.
List normal ranges/values/conditions for each diagnostic sign.
Recognize common medical and environmental emergencies.
Describe prevention and treatment strategies for common medical and environmental emergencies.
Assess, triage and treat patients in a scenario-based training session.
Describe the functions of EMS agencies involved in emergency pre-hospital care.
Demonstrate mastery performance of AED as related to cardiac arrest.

Content Outline and Competencies:

I. Course Overview

A. Review of course outline and syllabus.

B. Review of course objectives and competencies.

II. Affirmation of Performance of CPR Sequences

A. Mastery performance of adult CPR sequences.

1. Demonstrate one-rescuer CPR

2. Demonstrate two-rescuer CPR

3. Demonstrate unconscious foreign body airway obstruction

4. Demonstrate conscious foreign body airway obstruction

5. Demonstrate rescue breathing

6. Demonstrate recovery position

7. Demonstrate FBAO on pregnant or obese

B. Mastery performance of child CPR sequences.

1. Demonstrate one-rescuer CPR

2. Demonstrate two-rescuer CPR

3. Demonstrate unconscious foreign body airway obstruction

4. Demonstrate conscious foreign body airway obstruction

5. Demonstrate rescue breathing

6. Demonstrate recovery position

C. Mastery performance of infant CPR sequences.

1. Demonstrate one-rescuer CPR

2. Demonstrate unconscious foreign body airway obstruction

3. Demonstrate conscious foreign body airway obstruction

4. Demonstrate rescue breathing

5. Demonstrate recovery position

D. Mastery performance of special procedures.

1. Demonstrate jaw thrust maneuver

2. Demonstrate cricoid pressure

3. Demonstrate AED usage

4. Demonstrate patient ventilation with a BVM

III. Cardiovascular and Respiratory Systems

A. Parts/functions of the cardiovascular system.

1. List the parts of the cardiovascular system

2. Explain the function/interrelationship of the parts of the cardiovascular system

3. Trace the path of blood through the body

4. Describe the process by which food and oxygen are delivered to cells

5. Describe the heart's electrical system

6. Explain the role of the brain in cardiac function

B. Parts/functions of the respiratory system.

1. List the parts of the respiratory system

2. Explain the function/interrelationship of the parts of the respiratory system

3. Explain the role of the brain in respiratory function

C. Role of cardiovascular and respiratory systems in basic life support.

1. Describe the interrelationship of the cardiovascular and respiratory systems in basic life support

2. Explain the use of CPR as basic life support

3. Correlate techniques used in CPR with structure and function of the cardiovascular and respiratory systems

a. Methods to open the airway

b. Artificial ventilation

c. Proper hand positioning

d. Rates and ratios for CPR sequences

e. Obstructed airway procedures

f. Step CPR sequence

IV. Diagnostic Signs

A. Identification of diagnostic signs.

1. List the seven diagnostic signs (level of consciousness, respiration, pulse, blood pressure, skin color, temperature and moisture, pupillary response).

2. Describe the normal value, range or condition for each diagnostic sign.

3. Describe techniques used to assess each diagnostic sign.

B. Relationship of diagnostic signs to patient assessment and CPR.

1. Describe the diagnostic signs for a patient in respiratory arrest

2. Describe the diagnostic signs for a patient in cardiac arrest

V. Medical and Environmental Emergencies

A. Prevention and treatment of medical emergencies.

1. Identify signs and symptoms of common medical emergencies

a. Heart attack

b. Stroke

c. Congestive heart failure

d. Diabetic emergencies

e. Seizures

f. Shock

2. Describe treatment procedures for common medical emergencies

a. Heart attack

b. Stroke

c. Congestive heart failure

d. Diabetic emergencies

e. Seizures

f. Shock

3. List the risk factors for common cardiovascular emergencies (heart attack, stroke).

4. Suggest prevention strategies for common cardiovascular emergencies (heart attack, stroke).

B. Prevention and treatment of airway obstruction.

1. Identify signs and symptoms of airway obstruction.

a. Anatomical obstruction (tongue)

b. Foreign body

c. Physiological (asthma, anaphylaxis, croup)

2. Describe treatment procedures for airway obstruction

a. Anatomical obstruction (tongue)

b. Foreign body

c. Physiological (asthma, anaphylaxis, croup)

3. List risk factors for airway obstruction.

a. Anatomical obstruction (tongue)

b. Foreign body

c. Physiological (asthma, anaphylaxis, croup)

4. Suggest prevention strategies for airway obstruction.

a. Anatomical obstruction (tongue)

b. Foreign body

c. Physiological (asthma, anaphylaxis, croup)

C. Prevention and treatment of environmental emergencies

1. Identify signs and symptoms of common environmental emergencies.

a. Drowning

b. Electric shock

c. Poisoning

d. Fracture, wounds and bleeding

e. Heat and cold emergencies

f. Burns

g. Shock

2. Describe treatment procedures for common environmental emergencies.

a. Drowning

b. Electric shock

c. Poisoning

d. Fracture, wounds and bleeding

e. Heat and cold emergencies

f. Burns

g. Shock

3. List risk factors for common environmental emergencies

4. Suggest prevention strategies for common environmental emergencies

VI. Patient Assessment, Triage and Treatment Simulations

A. Triage.

1. Define triage

2. Classify patients according to triage guidelines based on a list of presenting signs and symptoms

B. Simulations

1. Select appropriate treatment strategies for individual patients based upon assessment findings.

a. Maintain airway

b. Rescue breathing

c. CPR

2. Assess, prioritize and treat patients in a multiple person/injury scenario.

VII. Introduction to Emergency Medical Services System

A. EMS agencies.

1. Identify emergency care providers by level of training and responsibility

a. Bystander

b. First responder

c. EMT

d. Paramedic

2. Describe the types of emergency medical services available locally

B. Chain of survival.

1. Trace the "chain of survival" for victims of sudden illness or injury

2. Discuss the importance of early entry into the EMS system

Method of Evaluation and Competencies:

Course Final Written Exam    100 points
Out of Class Assignment       75 points
AHA CPR Written Exam*         50 points
Total                        225 points

Practical Exam* Demonstration of all sequences pass/incomplete

*For receipt of an AHA Healthcare Provider Card the student must score at
least 84% on the AHA written evaluation and demonstrate correct
performance of all CPR sequences.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Students entering the healthcare programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology may or may not be known. This exposure places health program students in the "high risk" category for health problems.
Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk must report it immediately to the assigned instructor and seek necessary medical treatment. Health care costs are to be assumed by the individual student. In addition to managing all their own health needs and expenses, students are also responsible for meeting all course and clinical objectives.

Student Responsibilities:

Disabilities:

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you are a student with a disability and if you are in need of accommodations or services, it is your responsibility to contact Access Services and make a formal request. To schedule an appointment with an Access Advisor or for additional information, you may send an email or call Access Services at (913)469-3521. Access Services is located on the 2nd floor of the Student Center (SC 202).

EMS 129

Title: Emergency Medical Responder*
Number: EMS 129
Effective Term: 2023-24
Credit Hours: 6
Contact Hours: 120
Lecture Hours: 72
Lab Hours: 48

Requirements:

Prerequisites: (RDG 096 or RDG 126) or College Reading Readiness.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Applies knowledge of the Emergency Medical Services (EMS) system, safety/well-being of the Emergency Medical Responder (EMR), and medical/legal issues at the scene of an emergency. (KSEMR-PR1-7)
Demonstrates the use knowledge of anatomy and physiology of the upper airway, heart, vessels, blood, lungs, skin, muscles, and bones as the foundation of emergency care. (KSEMR-PR8)
Demonstrates the use of medical and anatomical terms relative to the care and treatment of patients. (KSEMR-PR9)
Demonstrates knowledge of shock and respiratory compromise to respond to life threats. (KSEMR-PR10)
Demonstrates knowledge of age-related differences to assess and care for patients. (KSEMR-PR11)
Applies knowledge of local public health resources and the role EMS personnel play in public health emergencies. (KSEMR-PR12)
Demonstrates the use of medications that the EMR may self-administer; administer to a peer; or administer to a patient, in an emergency situation. (KSEMR-PR13-15)
Applies knowledge (fundamental depth, foundational breadth) of anatomy and physiology to assure a patent airway, adequate mechanical ventilation, and respiration for patients of all ages. (KSEMR-AM1-3)
Applies scene information and patient assessment findings to identify and manage immediate life threats and injuries within the scope of practice of the EMR. (KSEMR-PA1-6)
Applies fundamental knowledge to recognize the need and provide basic emergency care based on assessment findings for an acutely ill patient. (KSEMR-MT1-15 )
Demonstrates the use of assessment information to recognize shock, respiratory failure or arrest, or cardiac arrest based on assessment findings and manages the emergency. (KSEMR-ST1)
Applies knowledge to recognize and manage life threats based on assessment findings for an acutely injured patient. This level of provider should be able to identify and categorize trauma patients and activate the appropriate trauma system response. (KSEMR-ST2)
Applies knowledge to recognize and manage life threats based on assessment findings for an acutely injured patient. (KSEMR-ST3-13)
Recognizes and manages life threats based on assessment findings for a patient with special needs. (KSEMR-SP1-5)
Demonstrates knowledge of operational roles and responsibilities to ensure patient, public, and personnel safety. (KSEMR-OP1-8)

Content Outline and Competencies:

I. Preparatory

A. EMS Systems [EMR-1.1, KSEMR-PR1]

1. The Emergency Medical Services (EMS) Systems

2. Roles, Responsibilities, and Professionalism of EMS Personnel

3. Quality Improvement

B. Research [EMR-1.2, KSEMR-PR2]

1. Introduction to Medical research

2. Impact of Research on EMR Care

C. Workforce Safety and Wellness [EMR-1.3, KSEMR-PR3]

1. Standard Safety Precautions

2. Personal Protective Equipment

3. Stress Management

4. Prevention of Response-Related Injuries

5. Lifting and Moving Patients

D. Documentation [EMR-1.4, KSEMR-PR4]

1. Recording Patient Findings

2. Paper PCR

3. ePCR

E. EMS System Communication [EMR-1.5, KSEMR-PR5]

1. Introduction to Radio and Data Communications

2. Use of Radio and Data Communications devices

F. Therapeutic Communication [1.6, PR6]

1. Principles of Communicating with Patients

2. Factors for Effective Communication

3. Interviewing Techniques

G. Medical/Legal Ethics [EMR-1.7, KSEMR-PR7]

1. Consent

2. Confidentiality

3. Advanced Directives/End of Life Issues

4. Types of Court Cases

5. Evidence Preservation

6. Statutory Responsibilities

7. Mandatory reporting

8. Ethical Principles

H. Anatomy and Physiology [EMR-1.8, KSEMR-PR8]

1. Anatomy and Body Functions

2. Life Support Chain

3. Age-Related Variations for Pediatrics and Geriatrics

I. Medical Terminology [EMR-1.9, KSEMR-PR9]

1. Medical Terminology

2. Anatomy of a Medical Term

3. Common Direction, Movement, and Position Terms

4. Breaking Terms Apart

5. Abbreviations, Acronyms, and Symbols

J. Pathophysiology [EMR-1.10, KSEMR-PR10]

1. Respiratory Compromise

2. Shock

K. Life Span Development [EMR1.11, KSEMR-PR11]

1. Infancy (Birth to 1 Year)

2. Toddler (12 to 36 Months) and Pre-School Age (3 to 5)

3. School-Age Children (6 to 12)

4. Adolescence (13 to 18)

5. Early Adulthood (20 to 40)

6. Middle Adulthood (41 to 60)

7. Late Adulthood (61 and Older)

L. Public Health [EMR-1.12, KSEMR-PR12]

1. Basic Principles of Public Health

2. EMS Interface With Public Health

II. Pharmacology

A. Principles of Pharmacology [EMR2.1, KSEMR-PR13]

1. Medication Safety

2. Kinds of Medications Used in an Emergency

3. Basic Medication Terminology

B. Medication Administration [EMR-2.2, KSEMR-PR14]

1. Self-Administration (Intramuscular Injection by Auto injector)

2. Peer Administration (Intramuscular Injection by Auto injector)

3. Assist/Administer Medications to a Patient

C. Emergency Medications [EMR-2.3, KSEMR-PR15]

1. Specific Medications

a) EMR – Administer Medications

b) EMR – Assisted Medications

2. Medication Errors

III. Airway and Ventilation

A. Airway Management [EMR-3.1, KSEMR-AM1]

1. Airway Anatomy

2. Airway Assessment

3. Techniques of Assuring a Patent Airway

4. Consider Age-Related Variations in Pediatric and Geriatric Patients

B. Respiration [EMR-3.2, KSEMR-AM2]

1. Anatomy of the Respiratory System

2. Physiology of Respiration

3. Pathophysiology of Respiration

4. Assessment of Adequate/Inadequate Respiration

5. Management of Adequate and Inadequate Respiration

6. Supplemental Oxygen Therapy

7. Consider Age-Related Variations in Pediatric and Geriatric Patients

C. Artificial Ventilation [EMR-3.3, KSEMR-AM3]

1. Assessment of Adequate and Inadequate Ventilation

2. Oxygenation

3. Management of Adequate and Inadequate Ventilation

4. Ventilation of an Apneic Patient

5. Differentiate Normal Ventilation from Positive Pressure Ventilation

6. Consider Age-Related Variations in Pediatric and Geriatric Patients

IV. Patient Assessment

A. Scene Size-Up [EMR-4.1, KSEMR-PA1]

1. Scene Safety

2. Scene Management

B. Primary Assessment [EMR-4.2, KSEMR-PA2]

1. Primary Survey/Primary Assessment

2. Integration of Treatment/Procedures Needed to Preserve Life

3. Evaluating Priority of Patient Care and Transport

C. History-Taking [EMR-4.3, KSEMR-PA3]

1. Mechanism of Injury or Nature of Illness

2. Determining the Chief Complaint

3. Components of a Patient History

4. Techniques of History Taking

5. Standardized Approach to History-Taking

6. Taking History on Sensitive Topics

7. Age-Related Variations for Pediatric and Geriatric Assessment and Management

D. Secondary Assessment [EMR-4.4, KSEMR-PA4]

1. Techniques of Physical Examination

2. Performing a Rapid Full-Body Scan

3. Focused Assessment of Pain

4. Assessment of Vital Signs

5. Special Considerations for Pediatric and Geriatric Patients

E. Monitoring Devices [EMR-4.5, KSEMR-PA5]

1. Blood Glucose Determination

2. Pulse Oximetry

3. Non-Invasive Blood Pressure

F. Reassessment [EMR-4.6, KSEMR-PA6]

1. How and When to Reassess

2. Reassessment Steps

3. Age-Related Considerations for Pediatric and Geriatric Assessment

V. Medical Emergencies

A. Medical Overview [EMR-5.1, KSEMR-MT1]

1. Overview of Medical Complaints

2. Treatment of Medical Complaints

B. Neurology [EMR-5.2, KSEMR-MT2]

1. Review of Anatomy and Functions of the Brain, Spinal Cord, and Cerebral Blood Vessels

2. Altered Mental Status

3. Seizures

C. Abdominal and Gastrointestinal Disorders [EMR-5.3, KSEMR-MT3]

1. Acute abdomen.

2. Consider Age-Related Variations for Pediatric and Geriatric patients

D. Immunology [EMR-5.4, KSEMR-MT4]

1. Introduction to Anaphylaxis

2. Assessment Findings

3. Management

4. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

E. Infectious Disease [EMR-5.5, KSEMR-MT5]

1. Infectious Disease Awareness

2. Equipment

3. Equipment Decontamination

F. Endocrine Disorders [EMR-5.6, KSEMR-MT6]

1. Overview of Endocrine Conditions

2. Pathophysiology, Causes, Incidence, Morbidity, Mortality, Assessment Findings, and Management

G. Psychiatric [EMR-5.7, KSEMR-MT7]

1. Psychiatric introduction

2. Assessment

3. Behavioral Changes

4. Methods to Calm (Deescalate) Behavioral Emergency Patients

5. Emergency Medical Care

H. Cardiovascular [EMR-5.8, KSEMR-MT8]

1. Chest Pain

2. Consider Age-Related Variations for Pediatric and Geriatric Patients for Assessment and Management of Cardiac Compromise

3. Cardiac Arrest

I. Toxicology [EMR-5.9, KSEMR-MT9]

1. Introduction Toxicology

2. Carbon Monoxide Poisoning

3. Poisoning by Nerve Agents

4. Nerve Agent Antidote Auto-injector Kit

5. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

J. Respiratory [EMR-5.10, KSEMR-MT10]

1. Anatomy of the Respiratory System

2. Respiratory Conditions

3. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

K. Hematology [EMR-5.11, KSEMR-MT11]

1. Anatomy and Physiology – Blood cells

2. Pathophysiology of Sickle Cell

3. Sickle Cell Crisis

4. Clotting Disorders

L. Genitourinary/Renal [EMR-5.12, KSEMR-MT12]

1. Anatomy of the Respiratory System

2. Hemodialysis

M. Gynecology [EMR-5.13, KSEMR-MT13]

1. Intro Gynecology

2. Vaginal Bleeding

N. Non-Traumatic Musculoskeletal Disorders [EMR-5.14, KSEMR-MT14]

1. Anatomy and Physiology Review

2. Pathophysiology

3. Non-Traumatic Fractures (i.e. cancer or osteoporosis)

4. Assessment

5. Management

O. Diseases of the Eyes, Ears, Nose, and Throat [EMR-5.15, KSEMR-MT15]

1. Introduction to Diseases of the Eyes, Ears, Nose, and Throat

2. Nosebleeds

VI. Trauma Emergencies

A. Shock and Resuscitation [EMR-6.1, KSEMR-ST1]

1. Ethical Issues in Resuscitation

2. Anatomy and Physiology Review

3. Respiratory Failure

4. Cardiac Arrest

5. Resuscitation

6. Automated External Defibrillation (AED) (refer to the current American Heart Association guidelines)

7. Post Resuscitation Support - Refer to the Current American Heart Association Guidelines

8. Shock (Poor Perfusion)

B. Trauma Overview [EMR-6.2, KSEMR-ST2]

1. Identification and Categorization of Trauma Patients

2. Pathophysiology of the Trauma Patient

3. Assessment of the Trauma Patient

4. Management of the Trauma Patient

C. Bleeding [EMR-6.3, KSEMR-ST3]

1. Bleeding

2. Management of Bleeding

D. Chest Trauma [EMR-6.4, KSEMR-ST4]

1. Introduction to Chest Trauma

2. Management of Chest Trauma

E. Abdominal and Genitourinary Trauma [EMR-6.5, KSEMR-ST5]

1. Abdominal Trauma

2. Management of Abdominal Trauma

F. Orthopedic Trauma [EMR-6.6, KSEMR-ST6]

1. Introduction to Orthopedic Trauma

2. Management of Orthopedic Trauma

G. Soft Tissue Trauma [EMR-6.7, KSEMR-ST7]

1. Introduction to Soft Tissue Trauma

2. Management of Soft Tissue Trauma

3. Penetration/Puncture

4. Impaled Object

5. Foreign Body in Eye

6. Burns

7. Dressings and Bandages

H. Head, Facial, Neck, and Spine Trauma [EMR-6.8, KSEMR-ST8]

1. Introduction to Head, Face, Neck, and Spine Trauma

2. Management of Head, Face, Neck, and Spine Trauma

I. Nervous System Trauma [EMR-6.9, KSEMR-ST9]

1. No knowledge related to the competency is applicable at the EMR level.

J. Special Considerations in Trauma [EMR-6.10, KSEMR-ST10]

1. Pregnant Patient

2. Pediatric Patient

3. Elderly Patient

K. Environmental Emergencies [EMR-6.11, KSEMR-ST11]

1. Introduction to Environmental Emergencies

2. Management of Environmental Emergencies

3. Introduction to Bites and Stings

4. Management of Bites and Stings

L. Multi-System Trauma [EMR-6.12, KSEMR-ST12]

1. Introduction to Multi-System Trauma

2. Management of Multi-System Trauma

VII. Special Patient Populations

A. Obstetrics [EMR-7.1, KSEMR-SP1]

1. Anatomy and Physiology of Organs Related to Delivery

2. Vaginal Bleeding in the Pregnant Patient

3. General Assessment and Management of the Obstetrical Patient

4. Vital Signs

5. Physical Examination

6. Steps If the EMR Needs to Deliver

7. Care for the Baby (see Neonatal Care)

8. Care for the Mother

9. Abnormal delivery

B. Neonatal Care [EMR-7.2, KSEMR-SP2]

1. Initial Care of the Neonate

2. Initial treatment of the Neonate

C. Pediatrics [EMR-7.3, KSEMR-SP3]

1. General Considerations

2. Assessment Process

3. Respiratory Distress/Failure/Arrest

4. Shock

5. Sudden Infant Death Syndrome (SIDS)

D. Geriatrics [EMR-7.4, KSEMR-SP4]

1. Age-Associated Changes

2. Assessment and Care Implications

E. Patients with Special Challenges [EMR-7.5, KSEMR-SP5]

1. Recognizing and Reporting Abuse and Neglect

2. Child Abuse

3. Elder Abuse

VIII. EMS Operations

A. Principles of Safely Operating a Ground Ambulance [EMR-8.1, KSEMR-OP1]

1. Risks and Responsibilities of Emergency Response

2. Operating an Ambulance

B. Incident Management [EMR-8.2, KSEMR-OP2]

1. Establish and Work Within the Incident Management System

2. Introduction to ICS

3. National Incident Management System

4. Incident Command System

C. Multiple Casualty Incidents [EMR-8.3, KSEMR-OP3]

1. Multiple-Casualty Incidents (MCI)

2. Triage Principles

3. Resource Management

D. Air Medical [EMR-8.4, KSEMR-OP4]

1. Types of Aircraft

2. Landing Zone Selection and Preparation

3. Criteria for Utilizing Air Medical Response

E. Vehicle Extrication [EMR-8.5, KSEMR-OP5]

1. Safe Vehicle Extrication

2. Use of Simple Hand Tools

3. Special Considerations for Patient Care

F. Hazardous Materials Awareness [EMR-8.6, KSEMR-OP6]

1. Risks and Responsibilities of Operating in a Cold Zone at a Hazardous Material or Other Special Incident

2. Introduction to Hazardous Materials

3. Recognizing a Hazardous Material

G. Mass Casualty Incidents Due to Terrorism and Disaster [EMR-8.7, KSEMR-OP7]

1. Introduction to Operating on the Scene of a Natural or Man-Made Disaster

2. Risks and Responsibilities of Operating on the Scene of a Natural or Man-Made Disaster

Method of Evaluation and Competencies:

Homework 16%
Quizzes 24%
Unit Exams 36%
Final Exam 24%

Total 100%

State Regulation 109-11-8. Successful completion of a course of instruction. (a) To successfully complete an initial course of instruction for EMS provider or, each student shall meet the following requirements:

demonstrate application of a cognitive understanding of each EMS educational standard;
demonstrate all practical skills to the satisfaction of the primary instructor.

Unit Exams

Students will be given up to two attempts at each section exam. Students must score an average of 70% across all unit exams to be eligible for the final exam.

Final Comprehensive Exam

Students will be given up to two attempts at the final exam. Students must score a 70% or greater to pass the exam.

Skills Lab Competency

The criteria for skills performance are found within the JCCC EMS Task Analysis Manual (required). Students will have multiple attempts to attempt skills and demonstrate competency in the lab setting. Students must pass all required component skills during lab.

Final Lab Exam

Students must pass at least one Medical Simulation and Trauma simulation lab.

Attendance

90% class attendance is required; any student who does not meet this requirement will receive a grade no higher than a D.

Grade Criteria:

A- 90%-100% and successful pass of cognitive and lab exams.
B- 80%-89% and successful successful pass of cognitive and lab exams.
C- 70 – 79% and successful pass of cognitive and lab exams.
D- 60 – 69% (ineligible for certification)
F- Below 59% (ineligible for certification)
* If a student fails any portion of the practical exam, section exams, or final exam the student will receive a grade no higher than D.

Caveats:

Successful completion of this course with a minimum grade of "C" will enable the student to sit for the EMR certification cognitive exam administered by the National Registry of EMTs and the practical examination administered by the Kansas Board of Emergency Medical Services.
The EMR course meets the National Highway Traffic Safety Administration and the Kansas standards for Emergency Medical Responder (EMR) training and testing.
The post-class NREMT EMR Cognitive exam, Kansas EMR Psychomotor exam, KSBEMS fingerprinting, and KSBEMS criminal history check are not included in the tuition.
Graduates are not able to legally function as an EMR until they have received an occupational license (EMR certification card) from the KSBEMS.

Student Responsibilities:

Disabilities:

EMS 132

Title: Emergency Medical Technician*
Number: EMS 132
Effective Term: 2023-24
Credit Hours: 12
Contact Hours: 225
Lecture Hours: 95
Lab Hours: 130

Requirements:

Prerequisites: EMS 128 or EMS 129 with a grade of "C" or higher or Department approval.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Applies knowledge of the Emergency Medical Services (EMS) system, safety/well-being of the Emergency Medical Technician (EMT), and medical/legal issues at the scene of an emergency. (KSEMT-PR1-7)
Demonstrates knowledge of anatomy and physiology of the upper airway, heart, vessels, blood, lungs, skin, muscles, and bones as the foundation of emergency care. (KSEMT-PR8)
Demonstrates the use of medical and anatomical terms relative to the care and treatment of patients. (KSEMT-PR9)
Demonstrates knowledge of shock and respiratory compromise to respond to life threats. (KSEMT-PR10)
Demonstrates knowledge of age-related differences to assess and care for patients. (KSEMT-PR11)
Applies knowledge of local public health resources and the role EMS personnel play in public health emergencies. (KSEMT-PR12)
Demonstrates the use of medications that the EMR may self-administer; administer to a peer; or administer to a patient in an emergency situation. (KSEMT-PR13-15)
Applies knowledge (fundamental depth, foundational breadth) of anatomy and physiology to assure a patent airway, adequate mechanical ventilation, and respiration for patients of all ages. (KSEMT-AM1-3)
Applies scene information and patient assessment findings to identify and manage immediate life threats and injuries within the scope of practice of the EMR. (KSEMT-PA1-6)
Applies fundamental knowledge to recognize the need and provide basic emergency care based on assessment findings for an acutely ill patient. (KSEMT-MT1-15 )
Demonstrates the use of assessment information to recognize shock, respiratory failure or arrest, or cardiac arrest based on assessment findings and manages the emergency. (KSEMT-ST1)
Applies knowledge to recognize and manage life threats based on assessment findings for an acutely injured patient. This level of provider should be able to identify and categorize trauma patients and activate the appropriate trauma system response. (KSEMT-ST2)
Applies knowledge to recognize and manage life threats based on assessment findings for an acutely injured patient. (KSEMT-ST3-13)
Recognizes and manages life threats based on assessment findings for a patient with special needs. (KSEMT-SP1-5)
Demonstrates knowledge of operational roles and responsibilities to ensure patient, public, and personnel safety. (KSEMT-OP1-8)

Content Outline and Competencies:

I. EMS Systems [EMT-1.1, KSEMT-PR1]

A. The Emergency Medical Services System

1.History

2. NHTSA Technical Assistance Program Assessment Standards

3. Access to Emergency Medical Services

4. Education

5. Authorization to Practice

B. Roles, Responsibilities, and Professionalism of EMS Personnel

1. Roles and Responsibilities

2. Professionalism

C. Quality Improvement

1. System for Continually Evaluating and Improving Care

2. Continuous Quality Improvement (CQI)

3. Dynamic Process

D. Patient Safety

1. Significant - One of the Most Urgent Health Care Challenges

2. High-Risk Activities

3. How Errors Happen

4. Preventing Errors

II. Research [EMT-1.2, KSEMT-PR2] - Evidence-Based Decision-Making

A. Traditional Medical Practice

B. High-quality Patient Care Should Focus on Procedures Proven Useful in Improving Patient Outcomes

C. The Challenge for EMS Is the Relative Lack of Prehospital Research

D. Evidence-Based Decision-Making Technique

III. Workforce Safety and Wellness [EMT-1.3, KSEMT-PR3]

A. Standard Safety Precautions

B. Personal Protective Equipment

C. Stress Management

D. Prevention of Work-Related Injuries

E. Lifting and Moving Patients

F. Disease Transmission

G. Wellness Principles

IV. Principles of Medical Documentation and Report Writing [EMT-1.4, KSEMT-PR4

A. Minimum Dataset

B. Prehospital Care Report

C. Documentation of Patient Refusal

D. Special Situations/Reports/Incident Reporting

V. EMS System Communication [EMT-1.5, KSEMT-PR5]

A. EMS Communication System

B. Communication with Other Health Care Professionals

C. Team Communication and Dynamics

D. Communication

1. Interpersonal Communication

2. Communication with Hearing-Impaired, Non-English Speaking Populations andUse of Interpreters

VI. Therapeutic Communication [EMT-1.6, KSEMT-PR6]

A. Principles of Communicating With Patients

B. Process and Components

C. Types of Responses

D. Developing Patient Rapport

E. Strategies to Ascertain Information

F. Special Interview Situations

VII. Medical/Legal Ethics [EMT-1.7, KSEMT-PR7]

A. Consent/Refusal of Care

B. Legal Complications Related to Consent

C. Refusal of Care and/or Transportation

D. Confidentiality

E. Advanced Directives

F. End of Life Issues

G. Tort and Criminal Actions

H. Evidence Preservation

I. Statutory Responsibilities

J. Mandatory Reporting

K. Ethical Principle/Moral Obligations

VIII.Anatomy and Physiology [EMT-1.8, KSEMT-PR8]

A. Anatomy and Body Functions

B. Life Support Chain

C. Age-Related Variations for Pediatrics and Geriatrics (see Special Patient Populations)

IX.Medical Terminology [EMT-1.9, KSEMT-PR9]

A. Medical Terminology

B. Medical Terms

C. Standard Medical Abbreviations and Acronyms

X.Pathophysiology [EMT-1.10, KSEMT-PR10]

A. Composition of Ambient Air

B. Patency of the Airway

C. Respiratory Compromise

D. Alteration in Regulation of Respiration Due to Medical or Traumatic Conditions

E. Ventilation/Perfusion (V/Q) Ratio and Mismatch

F. Perfusion and Shock

G. Microcirculation

H. Blood Pressure

I. Alteration of Cell Metabolism

XI. Life Span Development [EMT1.11, KSEMT-PR11]

A. Infancy (Birth to 1 Year)

B. Toddler (12 to 36 Months) and Preschool Age (3 to 5)

C. School-Age Children (6 to 12 Years)

D. Adolescence (13 to18 Years)

E. Early Adulthood (20 to 40 Years)

F. Middle Adulthood (41 to 60 Years)

G. Late Adulthood (61 Years and Older)

XII. Public Health [EMT-1.12, KSEMT-PR12] Basic Principles of Public Health

A. Role of Public Health

B. Public Health Laws, Regulations, and Guidelines

C. EMS Interface With Public Health

XIII. Principles of Pharmacology [EMT2.1, KSEMT-PR13]

A. Medication safety

B. Kinds of Medications Used in an Emergency

C. Basic Medication Terminology

XIV. Medication Administration [EMT-2.2, KSEMT-PR14]

A. Administration versus Assistance of Medications

B. Medication Administration Procedures

C. Techniques of Medication Administration

D. Reassessment

E. Documentation

XV. Emergency Medications [EMT-2.3, KSEMT-PR15]

A. EMT – Administer Medications

B. EMT – Assisted Medications

XVI. Airway Management [EMT-3.1, KSEMT-AM1]

A. Airway Anatomy

B. Airway Assessment

C. Techniques of Assuring a Patent Airway

D. Consider Age-Related Variations in Pediatric and Geriatric Patients

XVII. Respiration [EMT-3.2, KSEMT-AM2]

A. Anatomy of the Respiratory System

B. Physiology of Respiration

C. Pathophysiology of Respiration

D. Assessment of Adequate and Inadequate Ventilation

E. Management of Adequate and Inadequate Respiration

F. Consider Age-Related Variations in Pediatric and Geriatric Patients (see Special Patient Populations)

XVIII. Artificial Ventilation [EMT-3.3, KSEMT-AM3]

A. The Management of Inadequate Ventilation

B. The Difference Between Normal and Positive Pressure Ventilation

C. Consider Age-Related Variations in Pediatric and Geriatric Patients (see Special Patient Considerations)

XIX. Scene Size-Up [EMT-4.1, KSEMT-PA1]

A. Scene Safety

B. Scene Management

XX. Primary Assessment [EMT-4.2,KSEMT-PA2]

A. Primary Survey/Primary Assessment

B. Integration of Treatment/Procedures Needed to Preserve Life

C. Evaluating Priority of Patient Care and Transport

XXI. History-Taking [EMT-4.3, KSEMT-PA3]

A. Investigation of the Chief Complaint

B. Components of a Patient History

C. Techniques of History Taking

D. Standardized Approach to History-Taking

E. Taking History on Sensitive Topics

F. Age-Related Variations for Pediatric and Geriatric Assessment and Management

XXII. Secondary Assessment [EMT-4.4, KSEMT-PA4]

A. Techniques of Physical Examination

B. Special Considerations for Pediatric and Geriatric Patients (see Special Patient Populations section)

XXIII. Monitoring Devices [EMT-4.5, KSEMT-PA5]

A. Pulse Oximetry

B. Non-Invasive Blood Pressure

C. Carbon Dioxide Monitoring

D. Continuous ECG monitoring – non-interpretive

E. 12-Lead ECG Monitoring – non-interpretive

F. Other Monitoring Devices

XXIV. Reassessment [EMT-4.6, KSEMT-PA6]

A. How and When to Reassess

B. Identify and Treat Changes in the Patient’s Condition in a Timely Manner

C. Reassessments Should Be Performed at Regular Intervals

D. Reassessment

1. Primary Assessment

2. Vital Signs

3. Chief Complaint

4. Interventions

E. Compare to the Baseline Status of That Component

F. Vital Signs

G. Chief Complaint

H. Interventions – Reassess the effectiveness of each intervention performed and consider need for new interventions or modifications to care already provided

I. Age-Related Considerations for Pediatric and Geriatric Assessment and Management

XXV. Medical Overview [EMT-5.1, KSEMT-MT1]

A. Assessment Factors

B. Major Components of the Patient assessment

XXVI. Neurology [EMT-5.2, KSEMT-MT2]

A. Stroke/TIA

B. Seizures

C. Headache

D. Age-Related Variations for Pediatric and Geriatric Assessment and Management

E. Communication and Documentation

F. Transport Decisions -- Rapid Transport to Appropriate Facility

XXVII. Abdominal and Gastrointestinal Disorders [EMT-5.3, KSEMT-MT3]

A. Define Acute Abdomen

B. Anatomy of the Organs of the Abdominopelvic Cavity

C. Assessment and Symptoms

D. General Management and Treatment for Patients With an Acute Abdomen

E. Specific Acute Abdominal Conditions—Definition, Causes, Assessment Findings and Symptoms, Complications, and Specific Prehospital Management

F. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

G. Pediatrics

H. Communication/documentation

I. Transport Decisions

XXVIII. Immunology [EMT-5.4, KSEMT-MT4]

A. Introduction

1. Definition of Terms

2. Risk Factors and Common Allergens

B. Basic Immune System’s Response to Allergens

C. Fundamental Pathophysiology

D. Assessment Findings for Allergic Reaction

E. Assessment Findings for Anaphylaxis

F. Management

G. Epinephrine as a Treatment for Allergic Reaction

H. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

I. Communication and Documentation

J. Transport Decisions

XXIX. Infectious Disease [EMT-5.5, KSEMT-MT5]

A. Causes of Infectious Disease

B. Body substance isolation, personal protective equipment, cleaning and disposing of equipment and supplies

C. Consider Age-Related Variations in Pediatric and Geriatric Patients as They Relate to Assessment and Management of Patients with a Gastrointestinal Condition or Emergency

D. Communication and Documentation for a Patient with a Communicable or Infectious Disease

E. Transport Decisions Including Special Infection Control Procedures

F. Legal Requirements Regarding Reporting Communicable or Infectious Diseases/Conditions

G. Required Reporting to the Health Department or Other Health Care Agency

XXX. Endocrine Disorders [EMT-5.6, KSEMT-MT6]

A. Introduction

1. Definition of Terms

2. Anatomy and Function of the Pancreas

3. General Assessment Findings and Symptoms

B. Diabetes

C. Communication and Documentation

D. Transport Decisions—Rapid Transport for Altered Level of Consciousness

XXXI. Psychiatric [EMT-5.7, KSEMT-MT7]

A. Define Terms

B. Epidemiology of Psychiatric Disorders

C. Assessment

D. Behavioral Change

E. Psychiatric Emergencies

F. Medical-Legal Considerations

G. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

XXXII. Cardiovascular [EMT-5.8, KSEMT-MT8]

A. Anatomy of the Cardiovascular System

B. Physiology

C. Pathophysiology

D. Assessment

E.Electrocardiographic (ECG) monitoring

F. Management (refer to the current American Heart Association guidelines)

G. Specific Cardiovascular Emergencies

H. Pharmacological Agents

I. Consider Age-Related Variations for Pediatric and Geriatric Patients for Assessment and Management of Cardiac Compromise

XXXIII. Toxicology [EMT-5.9, KSEMT-MT9]

A. Introduction

1. Define Toxicology, Poisoning, Overdose

2. National Poison Control Center

3. Routes of Absorption

B. Poisoning by Ingestion

C. Poisoning by Inhalation

D. Poisoning by Injection

E. Poisoning by Absorption

F. Drugs of Abuse

G. Poisonings and Exposures

H. Medication Overdose

I. General Treatment Modalities for Poisonings

J. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

K. Communication and Documentation for Patients with Toxicological Emergencies

L. Transport Decisions

XXXIV. Respiratory [EMT-5.10, KSEMT-MT10]

A. Anatomy of the Respiratory System

B. Normal Respiratory Effort

C. Assessment Findings and Symptoms and Management for Respiratory Conditions

D. Specific Respiratory Conditions—Definition, Causes, Assessment Findings and Symptoms, Complications, and Specific Prehospital Management and Transport Decisions

E. Metered-Dose Inhaler and Small Volume Nebulizer

F. Communication and Documentation for Patients With Respiratory Emergencies

G. Consider Age-Related Variations for Pediatric and Geriatric Assessment and Management

H. Transport Decisions

XXXV. Hematology [EMT-5.11, KSEMT-MT11]

A. Anatomy and Physiology

B. Pathophysiology of Sickle Cell

C. Sickle Cell Crisis

D. Clotting Disorders

E. Consider Age-Related Variations

XXXVI. Genitourinary/Renal [EMT-5.12, KSEMT-MT12]

A. Anatomy and Physiology of Renal System

B. Pathophysiology

C. Dialysis

D. Management for a Patient With a Dialysis Emergency

E. Urinary Catheter Management

F. Consider Age-Related Variations in Pediatric and Geriatric Patients

G. Communication and Documentation

H. Transport Decisions

XXXVII. Gynecology [EMT-5.13, KSEMT-MT13]

A. Introduction - Female Reproductive System Anatomy and Physiology

B. Assessment Findings

C. General Management

D. Specific Gynecological Emergencies—Definition, Causes, Risk Factors, Assessment Findings, Management

E. Age-Related Variations for Pediatric and Geriatric Assessment and Management

F. Communication and Documentation

G. Transport Decisions

XXXVIII. Non-Traumatic Musculoskeletal Disorders [EMT-5.14, KSEMT-MT14]

A. Anatomy and Physiology Review

B. Pathophysiology - Non-Traumatic Fractures

C. Assessment

D. Management

E. Consider Age-Related Variations

XXXIX. Diseases of the Eyes, Ears, Nose, and Throat [EMT-5.15, KSEMT-MT15]

A. Nosebleed Causes

B. General Assessment Findings and Symptoms

C. Techniques to Stop Nose Bleeds in Conscious Patient

XL. Shock and Resuscitation [EMT-6.1, KSEMT-ST1]

A. Ethical Issues in Resuscitation

B. Anatomy and Physiology Review

C. Respiratory Failure

D. Respiratory Arrest

E. Cardiac Arrest

F. Resuscitation

G. Automated External Defibrillation (AED) (Refer to the current American Heart Association guidelines)

H. Shock (Poor Perfusion)

XLI. Trauma Overview [EMT-6.2, KSEMT-ST2]

A. Identification and Categorization of Trauma Patient - Entry-level students need to be familiar with the National Trauma Triage Protocol

B. Pathophysiology of the Trauma Patient

C. Assessment of the Trauma Patient

D. Management of the Trauma Patient

XLII. Bleeding [EMT-6.3, KSEMT-ST3]

A. Pathophysiology

B. General Assessment

C. Management Strategies

D. Special Considerations in Fluid Resuscitation

XLIII. Chest Trauma [EMR-6.4, KSEMR-ST4]

A. Incidence of Chest Trauma

B. Mechanism of Injury for Chest Trauma

C. Anatomy of the Chest

D. Physiology

E. Pathophysiology of Chest Trauma

F. General Assessment Findings

G. General Management

H. Blunt Trauma or Closed Chest Injury

I. Open Chest Injury

J. Age-Related Variations for Pediatric and Geriatric Assessment and Management

XLIV Abdominal and Genitourinary Trauma [EMT-6.5, KSEMT-ST5]

A. Incidence

B. Anatomy

C. Physiology

D. Specific Injuries

E. General Assessment

F. General Management

G. Age-Related Variations for Pediatric and Geriatric Assessment and Management

H. Special Considerations of Abdominal Trauma

XLV. Orthopedic Trauma [EMT-6.6, KSEMT-ST6]

A. Incidence

B. Anatomy

C. Physiology

D. Mechanism of Injury

E. Complications

F. Descriptions of Fractures

G. Dislocations

H. Sprains/Strains

I. Pelvic Fracture

J. General Assessment

K. General Management

L. Specific Injuries

M. Types of Splints

N. Age-Related Variations for Pediatric and Geriatric Assessment and Management

O. Sprains/Strains

XLVI. Soft Tissue Trauma [EMT-6.7, KSEMT-ST7]

A. Incidence of Soft Tissue Injury

B. Anatomy and Physiology of Soft Tissue Injury

C. Closed Soft Tissue Injury

D. Open Soft Tissue Injury

E. General Assessment

F. Management

G. Incidence of Burn Injury

H. Anatomy and Physiology of Burns

I. Complications of Burn Injuries

J. General Assessment of Burn Injuries

K. General Management

L. Specific Burn Injury Management Considerations

M. Age-Related Variations

XLVII. Head, Facial, Neck, and Spine Trauma [EMT-6.8, KSEMT-ST8]

A. Introduction

1. Incidence

2. Mechanisms of Head, Face, and Neck (Non-Spine) Injury

3. Morbidity and Mortality

4. Associated Injuries

B. Review of Anatomy and Physiology of the Head, Face, and Neck

C. General Patient Assessment

D. Specific Injuries to Head, Face, and Neck

E.Age-Related Variations

XLVIII. Nervous System Trauma [EMT-6.9, KSEMT-ST10]

A. Incidence

B. Anatomy and Physiology of the Brain and Spine

C. General Assessment Considerations for Brain Trauma Patients

D. Age-Related Variations for Pediatric and Geriatric Assessment and Management of Brain Injury

E. Spinal Cord Injuries

F. Age-Related Variations for Pediatric and Geriatric Assessment and Management of Spinal Injury

XLIX. Special Considerations in Trauma [EMT-6.10, KSEMT-ST11]

A. Trauma in Pregnancy

B. Trauma in the Pediatric Patient

C. Trauma in the Elderly Patient

D. Trauma in the Cognitively Impaired Patient

L. Environmental Emergencies [EMT-6.11, KSEMT-ST12]

A. Submersion Incidents

B. Temperature-Related Illness

C. Bites and Envenomations

D. Diving Emergencies (Dysbarism)

E. Electrical

F. Radiation

G. Age-Related Variations for Pediatric and Geriatric Assessment and Management

LI. Multi-System Trauma [EMT-6.12, KSEMT-ST13]

A. Kinematics of Trauma

B. Multi-System Trauma

C. Specific Injuries Related to Multi-System Trauma - Blast Injuries

LII. Obstetrics [EMT-7.1, KSEMT-SP1]

A. Introduction

1. Anatomy and Physiology Review of the Female Reproductive System

2. Female Reproductive Cycle

3. Cultural Values Affecting Pregnancy

4. Special Considerations of Adolescent Pregnancy

B. Physiology

C. General System Physiology, Assessment, and Management

D. Complications of Pregnancy

E. High-Risk Pregnancy

F. Complications of Labor: Pathophysiology, Assessment, Complications, and Management

G. Complications of Delivery: Pathophysiology, Assessment, Complications, and Management

H. Postpartum Complications: Pathophysiology, Assessment, Complications, and Management

LIII. Neonatal Care [EMT-7.2, KSEMT-SP2]

A. Physiologic Response to Birth

B. Routine care

C. Assessment

LIV. Pediatrics [EMT-7.3, KSEMT-SP3]

A. Anatomy and Physiology

B. Airway Compared to an Adult’s

C. Chest and Lungs Compared to an Adult’s

D. Abdominal Difference

E. Extremities Compared to Adult’s

F. Integumentary Differences

G. Respiratory System Compared to an Adult’s

H. Nervous System and Spinal Column Compared to an Adult’s

I. Metabolic Differences Compared to an Adult

J. Growth and Development

K. Assessment

L. Specific Pathophysiology, Assessment, and Management

LV. Geriatrics [EMT-7.4, KSEMT-SP4]

A. Cardiovascular System Anatomical and Physiological Changes, and Pathophysiology

B. Respiratory System Anatomical and Physiological Changes, and Pathophysiology

C. Neurovascular System Anatomical and Physiological Changes, and Pathophysiology

D. Gastrointestinal System Anatomical and Physiological Changes, and Pathophysiology

E. Genitourinary System Anatomical and Physiological Changes, and Pathophysiology

F. Endocrine System Anatomical and Physiological Changes, and Pathophysiology

G. Musculoskeletal System Anatomical and Physiological Changes, and Pathophysiology

H. Toxicological Emergencies

I. Sensory Changes in the Elderly

LVI. Patients with Special Challenges [EMT-7.5, KSEMT-SP5]

A. Abuse and Neglect

B. Homelessness/Poverty

C. Bariatric Patients

D. Technology Assisted/Dependent

E. Hospice Care and Terminally Ill

F. Tracheostomy Care

G. Sensory Deficits

H. Homecare

I. Patient with Developmental Disability

LVII. Principles of Safely Operating a Ground Ambulance [EMT-8.1, KSEMT-OP1]

A. Proper Seated with Safety Belts Applied.

B. Patients are Properly Secured and All Stretcher Straps are Appropriately in Place and Tightened.

C. All equipment is Appropriately Secured

D. Consideration of Use of Lights and Sirens

E. Transport with Due Regard

F. High-risk Situations

LVIII. Incident Management [EMT-8.2, KSEMT-OP2]

A. Establish and Work Within the Incident Management System

B. Entry-Level Students Need to Be Certified in

1. ICS-100: Introduction to ICS, or equivalent

2. FEMA IS-700: NIMS, An Introduction

LIX. Multiple Casualty Incidents [EMT-8.3, KSEMT-OP3]

A. Multiple Casualty Incidents (MCI)

B. Triage

LX. Air Medical [EMT-8.4, KSEMT-OP4]

A. Safe Air Medical Operations

B. Criteria for Utilizing Air Medical Response

LXI. Vehicle Extrication [EMT-8.5, KSEMT-OP5]

A. Safe Vehicle Extrication

B. Use of Simple Hand Tools

C. Special Considerations for Patient Care

LXII. Hazardous Materials Awareness [EMT-8.6, KSEMT-OP6]

A. Risks and Responsibilities of Operating in a Cold Zone at a Hazardous Material or Other Special Incident

B. Entry-Level Students Need to Be Certified in: Hazardous Waste Operations and EmergencyResponse (HAZWOPER) standard, 29 CFR 1910.120 (q)(6)(i) –First Responder Awareness Level

LXIII. Mass Casualty Incidents Due to Terrorism and Disaster[EMT-8.7, KSEMT-OP7]

A. Risks and Responsibilities of Operating on the Scene of a Natural or Man-Made Disaster

B. Role of EMS

C. Safety

LXIV. Crime Scene Awareness[EMT-8.8, KSEMT-OP8]

A. Awareness of Human Hazards

B.Crime Scene Preservation

Method of Evaluation and Competencies:

Homework 20%
Quizzes 19%
Unit Exams 41%
Final Exam 20%
Lab P/F
Final Lab Exam P/F

Total: 100%

Unit Exams

Students will be given up to two attempts at each section exam. Students must achieve a passing score on the 6 unit exams combined to be eligible for the final exam.

Final Comprehensive Exam

Students will be given up to two attempts at the final exam. Students must pass the comprehensive cognitive exam.

Skills Lab Competency

Final Lab Exam

Students must pass at least one Medical, and Trauma simulation and one medical or trauma full contrived experience; any student who does not meet this requirement will receive a grade no higher than D.

Attendance

90% class attendance is required; any student who does not meet this requirement will receive a grade no higher than D.

Grade Criteria:

90 – 100% = A
80 – 89% = B
70 – 79% = C
60 – 69% = D
0 – 59% = F

Caveats:

Successful completion of this course with a minimum grade of "C" will enable the student to sit for the EMT certification cognitive exam administered by the National Registry of EMTs and the practical examination administered by the Kansas Board of Emergency Medical Services.
The EMT course meets the National Highway Traffic Safety Administration and the Kansas standards for Emergency Medical Technician.

Student Responsibilities:

Disabilities:

EMS 140

Title: Basic Cardiology and EKG Recognition*
Number: EMS 140
Effective Term: 2023-24
Credit Hours: 3
Contact Hours: 45
Lecture Hours: 45

Requirements:

Prerequisites: Prospective students should be certified in a health profession, i.e., EMT, RN, LPN, EMT-P.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

Apply the general concepts of physiology and pathophysiology for the assessment and management of cardiac patients.
Use appropriate techniques to obtain an ECG from a patient.
Understand the clinical significance of ECG dysrhythmias.
Precisely interpret ECG dysrhythmias.
Integrate principles of ECG interpretation, pathophysiology, and assessment to implement a treatment plan for the cardiac patient.

Content Outline and Competencies:

I. Cardiology
   A. Identify and state the relevant parameters, clinical significance,
treatment, and etiology for the major cardiac dysrhythmias and infarct
patterns.
   B. State the topographic anatomical location of all of the electrode
positions for a 12 lead ECG.
   C. Demonstrate the procedures for electrical therapies.
   D. Identify all ACLS and BCLS algorithms and explain the rationale for
treatments.
   E. Given a description of a patient, write the appropriate treatment.

II. Cardiovascular System
   A. Label anatomic features of the human heart and circulatory system.
   B. Identify the normal physiological limits, components of, and factors
influencing:  cardiac output, myocardial oxygen demand, stroke volume,
afterload, preload, blood pressure.
   C. Define Starling's law and state its implications for cardiac
output.
   D. Identify and define the phases of the cardiac cycle and the function
and position of the heart valves during each phase.
   E. Label the parts of the heart's conduction system and state the
intrinsic firing rate of each part.

Method of Evaluation and Competencies:

Unit quiz (3 at 100 points each)    300
Class work, homework, attendance    100
Final exam                          200
Total points possible               600

Grading Scale:
   Cognitive:
      90 -100% A
      80 - 89% B
      70 - 79% C
      60 - 69% D
       0 - 59% F

Grade Criteria:

Caveats:

Students entering the healthcare programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology may or may not be known. This exposure places health program students in the "high risk" category for health problems.
Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk must report it immediately to the assigned instructor and seek necessary medical treatment. Health care costs are to be assumed by the individual student. In addition to managing all their own health needs and expenses, students are also responsible for meeting all course and clinical objectives.
This course teaches ECG interpretation only and does not lead to certification as an ECG Technician.

Student Responsibilities:

Disabilities:

EMS 220

Title: Medic I*
Number: EMS 220
Effective Term: 2023-24
Credit Hours: 10
Contact Hours: 244
Lecture Hours:
Other Hours: 244

Requirements:

Prerequisites: Admission to the Paramedic program.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

(1) Understand the roles and responsibilities of a Paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients.
(1-1) Understand his or her roles and responsibilities within an EMS system, and how these roles and responsibilities differ from other levels of providers.
(1-2) Understand and value the importance of personal wellness in EMS and serve as a healthy role model for peers.
(1-3) Integrate the implementation of primary injury prevention activities as an effective way to reduce death, disabilities and healthcare costs.
(1-6) Apply the general concepts of pathophysiology for the assessment and management of emergency patients.
(1-7) Integrate pathophysiological principles of pharmacology and the assessment findings to formulate a field impression and implement a pharmacological management plan.
(1-8) Safely and precisely access the venous circulation and administer medications.
(1-9) Integrate the principles of therapeutic communication to effectively communicate with any patient while providing care.
(1-10) Integrate the physiological, psychological and sociological changes throughout human development with assessment and communication strategies for patients of all ages.
(2) Establish and/or maintain a patent airway; oxygenate and ventilate a patient.
(3) Take a proper history and perform a comprehensive physical exam on any patient, and communicate the findings to others.
(3-1) Use the appropriate techniques to obtain a medical history from a patient.
(3-2) Explain the pathophysiological significance of physical exam findings.
(3-3) Integrate the principles of history taking and techniques of physical exam to perform a patient assessment.
(3-4) Apply a process of clinical decision-making to use the assessment findings to help form a field impression.
(3-5) Follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio.
(3-6) Effectively document the essential elements of patient assessment, care and transport.
(5-2) Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease.

( ) Indicates module lesson in the national standard curriculum

Content Outline and Competencies:

I. Preparatory

A. Stress and the Paramedic

1. List the physiological and psychological manifestations of stress.

2. List the common causes of job stress for the Paramedic and activities that could be utilized to reduce stress.

B. EMS systems

1. List the components of an EMS system, and outline various system designs and funding methods.

2. Define medical control, and differentiate between on-line and off-line medical control.

3. List the components of a quality improvement system.

C. Role of the Paramedic

1. When given a list of activities performed by all levels of pre-hospital personnel, the student should be able to correctly identify the activities performed exclusively by the Paramedic.

2. Utilizing the concepts of restorative vs. supportive care, the Paramedic should be able to contrast the roles of the Paramedic in each situation.

II. Anatomy and Physiology

A. Acid/Base balance; fluids and electrolytes

1. Identify normal pH and outline the function of the three physiological systems which maintain pH.

2. Write a chemical equation that expresses the physiology of acid/base balance.

3. Given a set of blood gases, identify what abnormality is represented and list a common cause.

4. Given a list of anions and cations, state which are chiefly extracellular and which are intracellular.

5. Explain the kidney's role in blood pressure maintenance, urine formation, and acid/base regulation.

B. Cardiovascular system

1. Label anatomical features of the human heart and circulatory system.

2. Identify the normal physiological limits, components of and factors influencing: cardiac output, myocardial oxygen demand, stroke volume, afterload, preload, blood pressure.

3. Define Starling's law and state its implications for cardiac output.

4. Identify and define the phases of the cardiac cycle and the function and position of the heart valves during each phase.

5. Label the parts of the heart's conduction system and state the intrinsic firing rate of each part.

6. List the functions of blood, and define: hematocrit, hemoglobin, universal donor and universal recipient.

C. Cellular physiology

1. Identify the role of oxygen in cellular respiration and specify the differences in resultant energy production when oxygen is absent.

2. Identify the processes involved in the sodium pump and specify any changes in cellular metabolism when the pump is inactive.

D. Central and autonomic nervous systems

1. Identify the autonomic neurotransmitters and their effects on the body systems.

2. List the processes of nerve impulse transmission.

3. Label the anatomic parts and identify the function of the central and peripheral nervous system.

4. Identify the blood supply to the various regions of the brain, and factors influencing cerebral blood flow.

E. Musculoskeletal system

1. Identify the sequence of events necessary for muscle contraction.

2. Describe the location of the major muscles.

3. Describe the electrical phenomena which result in neuromuscular excitation.

F. Respiratory system

1. Given a diagram, identify structures of the upper and lower respiratory system.

2. Write the primary stimulus for breathing and list five causes of a change in respiratory rate.

3. Identify the normal PaCO2 and PaO2, and given an increase or decrease, name this condition and describe its effect on respiratory activity and on blood pH.

4. Given a PaO2, state the percent O2 saturation, and given a percent O2 saturation, state the PaO2 using the oxygen hemoglobin dissociation curve.

G. Topographical anatomy

1. Identify major topographic landmarks.

2. Match definitions with terms denoting movement.

3. Define anatomical terms that denote location with respect to a reference point.

III. General Pharmacology, Patient Assessment and Communications

A. EMS radio communications

1. List and describe seven communication phases that occur in an EMS event.

2. List and describe EMS communications hardware.

3. Describe the inherent differences in EMS communication radio frequencies.

4. Given a scenario, select the correct biocom format and content.

B. General pharmacology

1. Perform medication calculations.

2. List those factors influencing the action of drugs, such as: age of the patient, condition of the patient, dosage, absorption rate, distribution and elimination.

3. Safely administer parenteral medications.

4. Identify the trade name, class, actions, indications, contraindications, precautions, side effects, and dosage for the medications in the MICT formulary.

5. List five routes by which drugs are absorbed, and rank absorption rates from fastest to slowest.

C. Medical records

1. List the items that must be included in each part of a SOAP narrative.

2. After watching a videotaped scenario, complete a medical record that conforms to SOAP format.

3. Given a copy of a medical record, identify errors and omissions.

D. Patient assessment

1. Write the reasons for performing, and steps involved in initial, focused, detailed, and on-going assessments.

2. List the vital signs and their normal limits.

3. Demonstrate a detailed physical examination.

4. Effectively elicit a patient's medical history.

5. Given a chief complaint, perform a differential diagnosis.

IV. Cardiology and Airway Management

A. Cardiology

1. Identify and state the relevant parameters, clinical significance, treatment and etiology for the major cardiac dysrhythmias and infarct patterns.

2. State the topographic anatomical location of all of the electrode positions for a 12 lead ECG.

3. Demonstrate the procedures for electrical therapies.

4. Compare and contrast the signs/symptoms and field treatment for angina, unstable angina, acute myocardial infarction, and cardiogenic shock.

5. Identify all ACLS and BCLS algorithms and explain the rationale for treatments.

6. Given a description of a patient, write the appropriate treatment.

B. CHF and pulmonary edema

1. List the causes of signs/symptoms of compensatory mechanisms in and events that can lead to decompensation in heart failure.

2. Given a description of a patient in pulmonary edema, identify the patient is in pulmonary edema and initiate the appropriate treatment.

3. List five etiologies for non-cardiogenic pulmonary edema and differentiate between cardiogenic and non-cardiogenic pulmonary edema.

C. Techniques of airway management

1. Given specific patient situations and illnesses, select the best method of oxygen delivery.

2. Given a list of situations describing patients with airway maintenance problems, select those situations in which endotracheal intubation is indicated.

3. Given that a patient requires endotracheal intubation, list the correct procedure to be followed, including all steps in the proper sequence.

4. Given a patient with an airway management problem, correctly identify the most appropriate airway/ventilation interventions.

V. Psychomotor Skills

A. Patient assessment/communications

1. Write a patient report and deliver a biomedical communication from a videotaped or simulated emergency call.

2. Demonstrate initial assessment, focused assessment, detailed assessment, and on-going assessment.

B. Medication administration

1. Perform subcutaneous and intramuscular injections, intravenous cannulation and parenteral medication administration, and external jugular vein catheterization.

2. Demonstrate how to set up and administer an intravenous fluid infusion including timing an IV drip rate.

3. Calculate the dosage, prepare and administer IV piggyback medications, preloaded medications and medications drawn up from vials and ampules.

C. Electrical therapies

1. Demonstrate use of all controls on various portable heart monitor/defibrillators.

2. Choose appropriate energy setting, charge defibrillator and cardiovert using paddles, fast patch, and quick combo systems.

D. Airway management

1. Correctly perform the following skills according to task analysis: bag valve mask, metered dose inhaler, nonrebreather facemask, and endotracheal intubation.

E. Cardiac emergencies

1. According to ACLS algorithms, manage simulated cardiac emergencies including patient assessment, airway, electrical therapies, and medication administration.

Method of Evaluation and Competencies:

6 homework assignments - 80 points each
6 quizzes - 120 points each
3 module exams - 400 points each

Total didactic points = 2400

Cognitive

Cognitive competency will be verified through 6 homework assignments 6 quizzes, and 3 module finals.

Quizzes & Exams

Quizzes and module finals will be blueprinted. Items will represent a variety of question types and levels of taxonomy, each of which is tied to a course competency.

The module final exam must be passed before the student can proceed to the next module.

Grade Criteria:

Cognitive:
94-100% = A
86- 93% = B
80- 85% = C - minimum passing score
70- 80% = D
< 70% = F

Caveats:

Students will have provided proof of health conducive to being in a healthcare environment. In addition, drug screening and other requirements may be imposed by clinical agencies. Students are responsible for any and all costs related to their healthcare or other imposed requirements. Students will also need to provide their own transportation to and from scheduled clinical activities. They will also need to be dressed and prepared appropriately as outlined in the Paramedic Student Manual dress policy.
Students entering the health programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology (cause) may or may not be known. This exposure places health program students in the "high risk" category for health problems. Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk (including bloodborne or airborne exposure to disease) must report it immediately to the assigned instructor and seek necessary medical treatment.
Transportation to and from clinical/field agencies is the responsibility of the student, thus access to a dependable automobile is a necessity. Communication from and to program faculty and field/clinical preceptors in a timely manner is essential and therefore the student must maintain a working home telephone as well as carry a pager at all times, and maintain an email account which he/she checks regularly.
Students are expected to comply with the JCCC Student Code of Conduct. Failure to comply may result in a faculty decision regarding program promotion and constitute a reason to fail the course.
Students are expected to comply with the attendance and other program policies described in the Paramedic Student Manual.
A grade of "C" or better is required for the course and promotion to Medic II.
During the course of the paramedic program (Medic I, II, III, and IV) there are various fees required from year to year in addition to tuition. The fees include items such as textbooks, uniforms, specialty classes, pagers, state and national exams, and other miscellaneous costs. These fees average about $1,500 to $2,000 for the entire program. As the actual amounts are subject to change they are listed in the Course Syllabus for each academic year.

Student Responsibilities:

Disabilities:

EMS 225

Title: Medic II*
Number: EMS 225
Effective Term: 2023-24
Credit Hours: 10
Contact Hours: 253
Lecture Hours:
Other Hours: 253

Requirements:

Prerequisites: Admission to the Paramedic program.
Prerequisites or corequisites: EMS 220 with a grade of "C" or higher.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

(4) Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient with shock or hemorrhage; soft tissue trauma; burn injury; head injury; spinal injury; thoracic injury; abdominal trauma; and musculoskeletal injury.
(4-1) Integrate the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient's mechanism of injury.
(5) Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the medical patient with respiratory problems; neurological problems; allergic or anaphylactic reaction; gastroenterologic problem; renal or urologic problem; toxic exposure; environmentally induced or exacerbated medical or traumatic condition; infectious and communicable diseases; behavioral emergencies; gynecological emergency; normal or abnormal labor.
(5-9) Integrate the pathophysiological principles of the hematopoietic system to formulate a field impression and implement a treatment plan.
(6) integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients, diverse patients, and chronically ill patients.
(6-4) Integrate the assessment findings to formulate a field impression and implement a treatment plan for the patient who has sustained abuse or assault.
(6-5) Integrate pathophysiological and psychosocial principles to adapt the assessment and treatment plan for diverse patients and those who face physical, mental, social and financial challenges.
(6-6) Integrate the pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the acute deterioration of a chronic care patient.
(7) Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints.
(7-1) integrate the principles of assessment-based management to perform an appropriate assessment and implement the management plan for patients with common complaints.

() Indicates module lesson in the national standard curriculum

Content Outline and Competencies:

I. Medical Emergencies

A. Alcoholism and alcohol

1. From a list, select the signs and symptoms related to various alcohol emergencies.

2. List the physical characteristics of a patient suffering from advanced alcoholism

B. Acute abdomen and GU emergencies

1. List the signs, symptoms, field treatment, and pathophysiology of causes of acute abdominal conditions.

2. List at least five questions that should be asked of any patient with abdominal pain

3. List the acute abdominal conditions most likely to cause shock

C. Allergic reactions

1. List the clinical presentation of anaphylaxis, from initial onset to cause of death

2. Given a description of a patient manifesting the signs and symptoms of anaphylactic shock, specify the treatment.

D. Asthma

1. Identify the pathophysiology of asthma

2. Given a dyspneic patient with a wheeze, identify at least four other etiologies for the wheeze

3. Given a patient in an acute asthma attack, identify the mechanisms that contribute to or cause death

4. Identify the significance pulse rate, retractions, diaphoresis, accessory muscle use, skin color, LOC, ability to speak, respiratory rate, and a paradoxical pulse have on assessing the severity of the asthma attack

5. State the questions that must be asked when eliciting an asthma patient's history

E. Barotrauma/hyperbaric oxygen therapy

1. List the signs and symptoms and treatment of decompression sickness

2. State the physiology of nitrogen gas in the body

3. State the mechanism by which hyperbaric oxygen therapy is beneficial

F. Behavioral emergencies

1. List steps in assessment and techniques to manage behavioral emergency patients

2. List the factors that increase the risk of suicide

3. Differentiate various etiologies of organic, inorganic, and chemically induced behavioral emergencies

G. Bites and stings

1. Identify the pathophysiology, signs, symptoms, and treatment of a pit viper bite

2. From a picture or description, identify a black widow and brown recluse spider, and list the signs, symptoms, and treatment of a bite

H. Carbon monoxide and toxic gas poisoning

1. Identify potential sources of toxic gasses, the signs and symptoms of poisoning, and the treatment

I. Chronic obstructive pulmonary disease

1. Given a COPD patient in acute respiratory distress, list the presenting signs and symptoms, and the treatment

2. Given a patient with a history of COPD experiencing dyspnea, list five factors that would allow the paramedic to differentiate between COPD, CHF, asthma, and pneumonia

3. Define acute respiratory failure, and differentiate the various presentations of ARF

J. Cerebral vascular accident

1. List the history, signs, and symptoms of CVA and TIA, and the treatment and possible complications

2. Given a patient with a possible non-traumatic neurological problem, list at least five questions that should be asked during assessment

3. Given a hypertensive CVA patient, state why the BP should not be aggressively lowered

K. Diabetes

1. List the signs, symptoms, precipitating factors, treatment, and clinical significance of diabetic emergencies

2. List the source and functions of insulin and glucagon in the body

3. Define the following terms: diabetes mellitus, diabetic ketoacidosis, insulin shock, hypoglycemia, hyperglycemia, hyperglycemic hyperosmolar coma, type I diabetes, type II diabetes, glycogenolysis, gluconeogenesis

L. Differential diagnosis of chest pain

1. Identify the conditions capable of causing pain in the six dermatome pain bands and differentiate their presentations from each other

2. List the appropriate treatment for a patient with chest pain of probably non-cardiac etiology

M. Endocrine emergencies

1. List the pathophysiology, symptoms, and treatment of adrenal crisis, thyroid storm, and myxedemic coma

N. Environmental emergencies

1. Identify the history, pathophysiology, clinical significance, signs, symptoms, and treatment for heat cramps, heat exhaustion, heat stroke, frostbite, and hypothermia

2. Identify the normal body temperatures in degrees F and C, and the regulatory mechanisms of temperature control

3. Identify the hazards associated with treatment of heat stroke and hypothermia

O. Geriatric emergencies

1. List the special problems to be considered when dealing with the geriatric patient

2. List principles of management that are unique to geriatric patients

P. Hypertension

1. Define (including numerical criteria) hypertension and hypertensive crisis

2. List the signs and symptoms of a hypertensive crisis and the treatment, including specifics of blood pressure management

3. List the common prescription medications taken for hypertension

Q. Hyperventilation

1. List the organic and inorganic causes of hyperventilation, the proper field management, and complications that may result

2. Identify the homeostatic mechanism for acid/base balance, and how it is offset in the alkalotic state of hyperventilation

3. Write blood gases for a patient who is in simple hyperventilation

R. Infectious disease

1. Identify the pathophysiology, signs and symptoms, and management of tuberculosis, hepatitis, meningitis, syphilis, gonorrhea, herpes simplex type 2, AIDS, scabies, lice

2. Identify the measures to be taken to ensure paramedic safety as related to handling the patient with suspected infectious disease

3. Write the major components of the immune system and describe the function of each

S. Near drowning

1. List the pathophysiologies and potential causes of death in near drowning, drowning, and secondary drowning

2. Given a description of a patient who has been involved in a near drowning, correctly provide the appropriate field treatment

3. State the four factors affecting prognosis from near drowning episodes

T. Obstetrics and gynecology

1. Identify the assessment procedures used when evaluating the patient who is suspected of being pregnant, and the complications that arise in the 1st, 2nd and 3rd trimester

2. Identify the assessment procedures used when evaluating the patient suspected of being in labor, and list four signs of imminent field delivery

3. Identify the steps necessary to assist with normal and abnormal delivery

4. Given a situation where the postpartum mother is bleeding, identify if that bleeding is excessive, and the proper treatment

5. Identify the complications of an assessment for the pregnant patient who suffers trauma

6. Identify the signs/symptoms of the distressed neonate and the steps necessary for care of the newborn

7. List the causes, signs and symptoms, histories, and treatment priorities for five non-obstetrical causes of female abdominal pain

U. Pediatric emergencies

1. State age appropriate assessment techniques and vital signs for pediatric patients

2. Given a pediatric patient in respiratory distress, correctly identify the etiology, signs, symptoms, classic age group, and treatment

3. Identify the etiology, history, signs, and symptoms and treatment of seizures, meningitis, poisoning, battered child, SIDS, dehydration, sepsis, dysrhythmias, and congenital heart disease

4. List the signs/symptoms and management of impending ventilatory failure in the pediatric patient

5. Given a child in bradycardia, tachycardia, or cardiac arrest, identify proper treatment per ACLS/BCLS/PALS algorithms

V. Pneumonia and atelectasis

1. State three signs and two symptoms frequently found in patients with pneumonia and describe appropriate treatment

W. Pulmonary emboli -- spontaneous pneumothorax

1. List the histories, signs, symptoms, and treatment for pulmonary embolus

2. List three potential etiologies for spontaneous pneumothorax and signs, symptoms, and treatment

X. Seizure disorders

1. List four possible etiologies for grand mal seizures, and eight questions that should be asked when ascertaining a history for the seizure patient

2. Given a description of a patient in an active grand mal seizure, list the appropriate treatment, provide the rationale for that treatment, and list four possible complications

3. List the drugs that are commonly given in maintenance doses to an epileptic to prevent seizure activity

Y. The unconscious patient

1. List the possible causes of unconsciousness using the AEIOU TIPS mnemonic

2. List the chronological order of the steps in the assessment of an unconscious patient, and five questions that should be asked about the patient

3. Define and briefly describe common causes of syncope

Z. Toxicology

1. List the signs, symptoms, and mechanism of action that may lead to death, street names, and field treatment for the following substances: stimulants, hallucinogens, narcotics, sedative/hypnotics, anticholinergics, psychotropics, caustics, petroleum products, alcohols, hydrocarbons, aspirin, acetaminophen, and calcium channel blockers

2. For tricyclic antidepressant overdose, list and how to manage complications and why all patients should be evaluated at a hospital regardless of initial presentation

3. Given a description of a suspected OD/poisoning patient, identify the suspected substance, key elements in differential diagnosis and appropriate treatment

AA. Vascular emergencies

1. Identify the pathophysiology, signs and symptoms, and treatment of aneurysms

II. Trauma Management

A. Abdominal trauma

1. List two categories of abdominal trauma, and the organs most often injured in each

2. List the steps involved in the evaluation of possible abdominal trauma, the signs, and symptoms, and the treatment

B. Burns

1. List the signs and symptoms of 1st, 2nd, and 3rd degree burns

2. List those factors that mandate admission to a burn unit

3. Identify the history, signs/symptoms, significance, and field treatment for pulmonary burns

4. List the steps in assessing the burn patient and the appropriate treatment

C. Chest trauma

1. Identify the pathophysiology, clinical significance, history, signs and symptoms, and the treatment for tension pneumothorax, open pneumothorax, flail chest, pericardial tamponade, traumatic asphyxia, and ARDS

2. Given a patient with a tension pneumothorax, list the procedure for field decompression

D. Ear, eye, and nose trauma

1. List the steps for management of foreign bodies, and hemorrhage from the ear and eye

2. List two hazards associated with blunt trauma to the eye

3. List four causes of epistaxis, and list the treatment

E. Pneumatic anti-shock garment

1. Identify the indications, contraindications, and complications associated with PASG use

F. Neck and facial trauma

1. List problems with airway management, hemorrhage control, and shock involved with treatment of facial and neck trauma

2. List considerations in managing each of the following: orbital blow-out fracture, impaled objects in the face or neck, trauma to the mouth and jaw, trauma to the teeth, temporomandibular joint dislocation, blunt trauma to the neck with inadequate ventilation

G. Neurological trauma

1. Define various types of head trauma, associated complications, and list the steps in treatment

2. List the pathophysiology, clinical significance, signs, symptoms, and treatment of neurogenic shock

H. Orthopedic injuries

1. List the signs, symptoms, clinical significance and treatment for fractures and dislocations involving various bones of the body

2. List four orthopediac emergencies

3. Identify the objective for splinting and the procedure for application of various types of splints

I. Pediatric trauma

1. Identify the most common causes of pediatric death from trauma

2. List at least two anatomical differences between the adult and pediatric trauma patient that result in different patterns of injury

3. Differentiate between the physiologic response to hypovolemic shock in pediatric and adult patients

J. Radiation emergencies

1. Given a situation describing a radiation emergency, list appropriate management including avoidance of self-contamination

K. Shock

1. Identify the pumping action of the heart, peripheral vascular resistance, and blood volume as they pertain to the physiology of the various types of shock

2. State the changes in vital signs which usually occur in early compensated shock and those occurring in later progressive shock

3. List the body's physiologic reaction to shock

4. List at least two ways in which the paramedic can estimate if sufficient fluid has been administered to the hypovolemic patient

L. Spinal trauma

1. Correctly list the incidents that mandate spinal immobilization

2. List the signs and symptoms of spinal injury and the treatments

3. Identify the procedure for applying the Kendrick Extrication Device, and the long spine board

M. Multiple systems trauma

1. Given a description of a patient with multiple systems trauma, list the appropriate treatment in an appropriate order of priorities

2. Identify the ten steps in MCI scene command

N. Wounds and bleeding

1. List in order the proper techniques for stopping bleeding

2. List the signs of arterial, venous, and capillary bleeding

3. List the proper bandaging techniques

III. Field Observation Lab

A. Closely observe all aspects of EMS operations

B. Write a patient report on each patient contact

IV. Advanced Cardiac Life Support

A. Successfully complete an Advanced Cardiac Life Support course

V. Psychomotor Skills Labs

A. Demonstrate competency in all component motor skills

B. Run a cardiac emergency simulation according to skill criteria

C. Given a simulated respiratory or cardiac emergency, diagnose and treat the patient according to established medical protocol

Method of Evaluation and Competencies:

6 homework assignments @ 80 points each
6 quizzes @ 120 points each
3 module exams @ 400 points each

Total didactic points = 2400

Motor skills: pass/fail
Affective evaluations: pass/fail

Cognitive

Cognitive competency will be verified through 6 homework assignments, 6 quizzes, and 3 module finals. Quizzes and module finals will be blueprinted. Items will represent a variety of question types and levels of taxonomy, each of which is tied to a course competency. The module final exam must be passed before the student can proceed to the next module.

Motor Skills

Motor skills competency will be verified by faculty observation of motor skills performance utilizing skills task analysis as the standard.

Affective

Affective competency will be evaluated by field preceptors utilizing field evaluation instruments, and two program staff using lab evaluation instruments.

Medical Director

Medical Director synthesizing information about students' progress in each of the three domains, the course medical director will make a final decision about terminal competence, and thus course completion.

Note: Successful course completion requires a passing grade in didactic work
and successful demonstration of skills competency, and acceptable
evaluation of all affective competencies.

Grade Criteria:

Cognitive:
94-100% = A
86- 93% = B
80- 85% = C - minimum passing score
70- 79% = D
< 70% = F

Caveats:

Students will have provided proof of health conducive to being in a healthcare environment. In addition, drug screening and other requirements may be imposed by clinical agencies. Students are responsible for any and all costs related to their healthcare or other imposed requirements. Students will also need to provide their own transportation to and from scheduled clinical activities. They will also need to be dressed and prepared appropriately as outlined in the Paramedic Student Manual dress policy.
Students entering the health programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology (cause) may or may not be known. This exposure places health program students in the "high risk" category for health problems. Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk (including bloodborne or airborne exposure to disease) must report it immediately to the assigned instructor and seek necessary medical treatment.
Transportation to and from clinical/field agencies is the responsibility of the student, thus access to a dependable automobile is a necessity. Communication from and to program faculty and field/clinical preceptors in a timely manner is essential and therefore the student must maintain a working home telephone as well as carry a pager at all times, and maintain an email account which he/she checks regularly.
Students are expected to comply with the JCCC Student Code of Conduct. Failure to comply may result in a faculty decision regarding program promotion and constitute a reason to fail the course.
Students are expected to comply with the attendance and other program policies described in the Paramedic Student Manual.
During the course of the paramedic program (Medic I, II, III, and IV) there are various fees required from year to year in addition to tuition. The fees include items such as textbooks, uniforms, specialty classes, pagers, state and national exams, and other miscellaneous costs. These fees average about $1,500 to $2,000 for the entire program. As the actual amounts are subject to change they are listed in the Course Syllabus for each academic year.

Student Responsibilities:

Disabilities:

EMS 230

Title: Medic III Clinicals*
Number: EMS 230
Effective Term: 2023-24
Credit Hours: 12
Contact Hours: 342
Lecture Hours:
Other Hours: 342

Requirements:

Prerequisites: Admission to the Paramedic program and EMS 225 with a grade of "C" or higher.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

(7) At the completion of this course/unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints.

() Indicates module lesson in the national standard curriculum

Content Outline and Competencies:

I. Field Experience Lab

A. Upon discretion of the preceptor, perform biomedical communication, patient assessment, ECG monitoring, IV infusion, endotracheal intubation, medication set-up

B. Perform Paramedic functions as directed by the team leader

C. Write a patient report on each patient contact

II. Clinical Internship

A. Emergency Department

1. Perform patient assessment, including primary assessment, history, vital signs, physical exam, and documentation

2. Develop a clinical impression of the patient's diagnosis and discuss this with the preceptor

3. Initiate intravenous cannulation and administer parenteral medications

4. Perform airway management

5. Correctly apply ECG leads

B. Obstetrics

1. Correctly identify the signs and symptoms of the different stages of labor

2. Closely observe and describe the normal delivery and management of complications during labor, delivery, or postpartum care of mother and baby

C. Intensive Care Unit

1. Perform patient assessment, including primary assessment, history, vital signs, physical exam, and documentation

2. Develop a clinical impression of the patient's diagnosis and discuss this with the preceptor

3. Initiate intravenous cannulation and administer parenteral medications

4. Perform airway management

5. Correctly apply ECG leads

6. Closely observe for and identify any complications in patient's condition that are associated with pre-hospital care

D. Anesthesiology

1. Ventilate the patient with a bag mask assessing for adequate face to mask seal and adequacy of chest rise

2. Assess the degree of compliance and discuss the causes and implications of increased or decreased compliance with preceptor

3. Correctly intubate an unconscious patient with an endotracheal tube and correctly tape the tube in place

E. Burn Unit

1. Observe and describe burn wound healing, debridement, surgical procedures

2. Observe and evaluate airway care including endotracheal intubation, upper airway burns, oxygen saturation and blood gases, and burns to the chest

F. Pediatrics

1. Correctly take and evaluate vital signs in the pediatric patient

2. Observe and identify closely the treatment and symptomatology of: asthma, croup, epiglottitis, pediatric trauma, dehydration, and seizures

3. Assess pediatric patients

G. Respiratory Therapy

1. Evaluate patients in respiratory distress paying particular attention to their lung sounds, respiratory mechanics, PEFR, blood gases, oxygen saturation, and end tidal CO2

2. Administer nebulized breathing treatments

III. Cognitive and Motor Skills

A. Techniques of patient handling

1. Demonstrate the body mechanics of proper lifting technique

2. Demonstrate proper technique for side lifts, extremity lifts, and sheet lift

3. Demonstrate proper technique with the following adjunctive equipment: cot, long spine board, portable stretchers, stair chair, scoop stretcher

B. Renal and dialysis emergencies

1. List common emergencies associated with dialysis patients

2. List the appropriate treatments

C. The 12 lead ECG

1. State the criteria for a presumptive diagnosis of AMI from the 12 lead ECG including acute Qwave and non-Qwave AMI, qualify and quantify diagnostic changes, numbers of contiguous leads in which the change must be observed, and reciprocal changes

2. Given a 12 lead ECG, identify ECG changes present, localize the infarct site, and arrive at a presumptive diagnosis ruling AMI out or in

D. Clinical case study

1. Select patient(s) cared for during clinicals and research

2. Write and present in-depth case studies

E. EMS call simulation

1. Demonstrate satisfactory performance on a randomly selected simulated emergency call with three attempts

IV. Affective Domain

Attitudinal Competencies - from the Paramedic Student Manual

Successful completion of the JCCC Paramedic program shall include demonstration of the following attitudes/behaviors:

1. Integrity: The student is honest and trustworthy.

Examples of professional behavior include, but are not limited to, consistent honesty, being able to be trusted with the property of others, can be trusted with confidential information, complete and accurate documentation of patient care and learning activities.

2. Empathy: The student is respectful and compassionate.

Examples of professional behavior include, but are not limited to, showing compassion for others; responding appropriately to the emotional response of patients and family members; demonstrating respect for others; demonstrating a calm, compassionate, and helpful demeanor toward those in need; being supportive and reassuring to others.

3. Self-Motivation: The student demonstrates personal responsibility to initiate, follow through and complete tasks and assignments without supervision.

The student receives and acts upon constructive feedback. Examples of professional behavior include, but are not limited to, taking initiative to complete assignments, taking initiative to improve and/or correct behavior, taking on and following through on tasks without constant supervision, showing enthusiasm for learning and improvement, consistently striving for excellence in all aspects of patient care and professional activities, accepting constructive feedback in a positive manner, taking advantage of learning opportunities.

4. Appearance and personal hygiene: The student exercises good personal hygiene and professional appearance.

Examples of professional behavior include, but are not limited to, clothing and uniform is appropriate, neat, clean and well-maintained; good personal hygiene and grooming.

5. Self-confidence: The student demonstrates composed competent leadership.

Examples of professional behavior include, but are not limited to, demonstrating the ability to trust personal judgment, demonstrating an awareness of strengths and limitations, exercising good personal judgment.

6. Communication: The student utilizes effective communication strategies.

Examples of professional behavior include, but are not limited to, speaking clearly, writing legibly, listening actively, adjusting communication strategies to various situations.

7. Time management: The student makes effective use of time, thus meeting deadlines, and is punctual.

Examples of professional behavior include, but are not limited to, consistent punctuality, completing tasks and assignments on time.

8. Teamwork and diplomacy: The student values teamwork.

Examples of professional behavior include, but are not limited to, placing the success of the team above self-interest; not undermining the team; helping and supporting other team members; showing respect for all team members; remaining flexible and open to change; communicating with others to resolve problems.

9. Respect: The student is respectful of others.

Examples of professional behavior include, but are not limited to, being polite to others, not using derogatory or demeaning terms, behaving in a manner that brings credit to the profession.

10. Patient advocacy: The student always keeps the patient number one.

Examples of professional behavior include, but are not limited to, not allowing personal bias or feelings to interfere with patient care, placing the needs of patients above self-interest, protecting and respecting patient confidentiality and dignity.

11. Careful delivery of service: The student is thorough and safe.

Examples of professional behavior include, but are not limited to, mastering and refreshing skills; performing complete equipment checks; demonstrating careful and safe ambulance operations; following policies, procedures, and protocols; following orders.

Taken together, these values constitute professional behavior.

The student's progression in these areas is evidenced by initially expressing willingness to learn new attitudes and behaviors, which progresses to active participation in discussing them. Next, the student demonstrates acceptance and integration of these attitudes and behaviors in interactions with others. Later, the student demonstrates preference for these values and ultimately an internal commitment to them.

Method of Evaluation and Competencies:

6 homework assignments @ 66 points each
6 quizzes @ 200 points each
1 course final @ 500 points
Clinical case study @ 100 points

Total didactic points = 2196

Motor skills: pass/fail
Affective evaluations: pass/fail

Cognitive

Cognitive - competency will be verified through 6 homework assignments, 6 quizzes, and sectionalized course final. Quizzes and module finals will be blueprinted. Items will represent a variety of question types and levels of taxonomy, each of which is tied to a course competency. Students must achieve an overall passing grade in the course as well as passing grades on each section of the final exam.

Motor Skills

Motor skills competency will be verified by faculty observation of motor
skills performance utilizing skills task analysis as the standard.

Affective

Affective competency will be evaluated by clinical and field preceptors
utilizing clinical and field evaluation instruments. These instruments
utilize a 1-4 Lickert scale with 4 defined as minimum competence.

Medical Director

Medical Director synthesizing information about student's progress in
each of the three domains, the course medical director will make a final
decision about terminal competence, and thus course completion.

Note: Successful course completion requires passing grade in didactic work and successful demonstration of skills competency, and acceptable
evaluation of all affective competencies.

Grade Criteria:

Cognitive:
94-100% = A
86- 93% = B
80- 85% = C - minimum passing score
70- 79.99% = D
< 70% = F

Caveats:

Students will have provided proof of health conducive to being in a healthcare environment. In addition, drug screening and other requirements may be imposed by clinical agencies. Students are responsible for any and all costs related to their healthcare or other imposed requirements. Students will also need to provide their own transportation to and from scheduled clinical activities. They will also need to be dressed and prepared appropriately as outlined in the Paramedic Student Manual dress policy.
Students entering the health programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology (cause) may or may not be known. This exposure places health program students in the "high risk" category for health problems. Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk (including bloodborne or airborne exposure to disease) must report it immediately to the assigned instructor and seek necessary medical treatment.
Transportation to and from clinical/field agencies is the responsibility of the student, thus access to a dependable automobile is a necessity. Communication from and to program faculty and field/clinical preceptors in a timely manner is essential and therefore the student must maintain a working home telephone as well as carry a pager at all times, and maintain an email account which he/she checks regularly.
Students are expected to comply with the JCCC Student Code of Conduct. Failure to comply may result in a faculty decision regarding program promotion and constitute a reason to fail the course.
Students are expected to comply with the attendance and other program policies described in the Paramedic Student Manual.
A grade of "C" or better is required for the course and promotion to Medic IV.
During the course of the paramedic program (Medic I, II, III, IV) there are various fees required from year to year in addition to tuition. The fees include items such as textbooks, uniforms, specialty classes, pagers, state and national exams, and other miscellaneous costs. These fees average about $1,500 to $2,000 for the entire program. As the actual amounts are subject to change they are listed in the Course Syllabus for each academic year.

Student Responsibilities:

Disabilities:

EMS 271

Title: Medic IV Field Internship*
Number: EMS 271
Effective Term: 2023-24
Credit Hours: 15
Contact Hours: 440
Lecture Hours:
Other Hours: 440

Requirements:

Prerequisites: Admission to the Paramedic program and EMS 230 with a grade of "C" or higher.

Description:

Textbooks:

http://bookstore.jccc.edu/

Supplies:

Refer to the instructor's course syllabus for details about any supplies that may be required.

Objectives

(8) Safely manage the scene of an emergency.

( )Indicates module-lesson in the national standard curriculum.

Content Outline and Competencies:

I. Field Internship

A. Perform patient assessment when given a real patient, according to skill criteria. Patient assessment should include history, physical examination, and vital signs.

B. Given a variety of patients manifesting different degrees of illness or injury, assign appropriate assessment, treatment and transportation priorities.

C. Given a situation where the student must perform Basic Cardiac Life Support on a patient, performance should be consistent with established standards.

D. Given a patient requiring the following techniques, they should be performed according to established skill criteria:

1. Intravenous cannulation and parenteral medication administration

2. Basic and advanced airway management

3. Acquiring the 12 lead ECG and electrical therapies

4. Mechanical CPR devices

5. Spinal and extremity immobilization

6. Hemorrhage control

7. Patient handling

E. Given a situation requiring biomedical communications, perform according to skill criteria, with regard to patient's acuity.

F. Identify specified ECG rhythms from written tracing or dynamic tracing with 90% accuracy.

G. State the dosages, indications, contraindications, side effects and precautions for any of the medications in the MICT Formulary.

H. Given any medical or traumatic emergency, initiate appropriate treatment, as per service protocols, in an assertive manner.

I. Demonstrate the ability to communicate in a calm, professional manner to the patient's family and/or bystanders, as determined by the JCCC faculty or preceptor.

J. Write patient reports in an acceptable fashion with regard to spelling, grammar, legibility and content.

K. Demonstrate the ability to constantly "put it all together," organize the call, assess the patient, assign priorities, treat appropriately and demonstrate suitable patient rapport.

II. Cognitive and Motor Skills

A. Demonstrate a satisfactory performance on a randomly selected simulated emergency call within three attempts.

B. Understand the legal issues that impact decisions made in the out-of-hospital environment.

C. Understand standards and guidelines that help ensure safe and effective ground and air medical transport.

D. Integrate the principles of general incident management and multiple casualty incident (MCI) management techniques in order to function effectively at major incidents.

E. Integrate the principles of rescue awareness and operations to safely rescue a patient from water, hazardous atmospheres, trenches, highways, and hazardous terrain.

F. Evaluate hazardous materials emergencies, call for appropriate resources, and work in the cold zone.

G. Demonstrate an awareness of the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.

III. Affective Domain