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) RDG 120 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 221 Paramedic I - Human Systems* (3 Hours)

Prerequisites : Admission to the Paramedic Program.

This initial course in a ten-part series introduces advanced out-of-hospital emergency medical care. It prepares students for the National Registry Examination for Paramedics, covering essential EMS topics such as systems, ethics, and provider well-being. Students develop proficiency in medical terminology and human systems, focusing on anatomy, physiology, and pathophysiology relevant to paramedic practice. This course establishes a robust foundation for aspiring paramedics, emphasizing knowledge organization and synthesis.

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 226 Paramedic II - Patient Assessment and Pharmacology* (3 Hours)

Prerequisites : Admission to the Paramedic Program.

Prerequisites or corequisites: EMS 221 with a "C" or higher.

This is the second course in a series of ten, designed to provide advanced training in out-of-hospital emergency medical care. This course builds on foundational knowledge and prepares students for the National Registry Examination for Paramedics. In this focused and intensive course, students will develop in-depth knowledge of patient assessment techniques and pharmacology. They will learn medication administration methods critical for effective paramedic practice. The curriculum covers advanced airway assessment and management, emphasizing the skills needed to ensure patient safety and care quality in emergency situations. Additionally, students will explore EMS communications and documentation, gaining the competencies necessary for clear and effective communication in the field. The course material is presented at an accelerated pace, with an emphasis on organization, internalization, and synthesis of complex concepts. By the end of the course, students will be equipped with the advanced knowledge and skills required for effective emergency medical practice.

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 231 Paramedic III - Cardiology* (3 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 226 with a grade of "C" or higher .

This third course in the ten-part series focuses on cardiovascular emergency care, preparing students for the National Registry Examination for Paramedics. It provides an in-depth exploration of cardiac electrophysiology and function, emphasizing the assessment and management of cardiac emergencies. Key topics include ECG interpretation; cardiac infarction evaluation and localization; and comprehensive management of pre-during and post-cardiac arrest patients. This course emphasizes the organization and synthesis of complex cardiac concepts. Students will develop crucial decision-making skills for high-pressure situations, building a solid foundation in cardiology for their paramedic careers.

EMS 235 Paramedic IV - Medical Emergencies 1* (3 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 231 with a grade of "C" or higher .

This fourth course in the ten-part paramedic series focuses on advanced pre-hospital management of medical emergencies. It continues to prepare students for the National Registry Examination for Paramedics while enhancing their real-world application skills. The course covers developing and implementing treatment plans for abdominal and vascular emergencies and exploring pathophysiology and management strategies for behavioral patients and special populations. This fast-paced course emphasizes the organization and synthesis of advanced knowledge, with extensive simulation practice to ensure motor skill competency.

EMS 240 Paramedic V - Medical Emergencies 2* (3 Hours)

Prerequisites : Admission to Paramedic Program and EMS 231 with a "C" or higher.

Prerequisites or corequisites: EMS 235 with a grade of "C" or higher .

This fifth course in the ten-part paramedic series expands on Medic I-IV, focusing on managing complex pre-hospital medical emergencies. It continues to prepare students for the National Registry Examination for Paramedics while broadening their clinical expertise. The course covers the evaluation and management of environmental emergencies, toxicological exposures, and altered mental status. A key focus is contrasting adult and pediatric medical emergencies, providing a comprehensive understanding of age-specific approaches. Students will also learn to differentiate various endocrine emergencies, enhancing their diagnostic and treatment skills.

EMS 245 Paramedic VI - Trauma* (3 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 240 with a grade of "C" or higher.

This sixth course in the ten-part paramedic series builds on Medic I-V, focusing on advanced pre-hospital management of traumatic emergencies. It continues to prepare students for the National Registry Examination for Paramedics while deepening their trauma care expertise. The course covers comprehensive evaluation and management of traumatic injuries across all body systems, including burns and environmental trauma. Students explore infectious disease management in trauma patients and the physics of trauma, providing a thorough understanding of injury impacts on the human body.

EMS 250 Paramedic VII - Clinicals 1* (6 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 245 with a grade of "C" or higher .

This seventh course in the ten-part paramedic series marks a crucial transition, focusing on integrating and applying knowledge from Medic I-VI through supervised clinical and field practice. It continues to prepare students for the National Registry Examination for Paramedics while emphasizing hands-on experience. Students synthesize their learning in diverse clinical settings, including emergency departments, critical care units, surgery/recovery rooms, burn centers, respiratory therapy, and mental health facilities. Under physician and nurse supervision, they enhance their clinical competence and confidence.

EMS 255 Paramedic VIII - Clinicals 2* (6 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 250 with a grade of "C" or higher .

This eighth course in the ten-part paramedic series marks a crucial transition, focusing on integrating and applying knowledge from Medic I-VI through supervised clinical and field experience. It continues to prepare students for the National Registry Examination for Paramedics while emphasizing hands-on experience. Students synthesize their learning in diverse clinical settings, including emergency departments, critical care units, surgery/recovery rooms, burn centers, respiratory therapy, and mental health facilities. Under physician and nurse supervision, they enhance their clinical competence and confidence.

EMS 260 Paramedic IX- Field Internship 1* (8 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 255 with a grade of "C" or higher.

This ninth course in the ten-part paramedic series marks the beginning of intensive field internship experience, continuing to prepare students for the National Registry Examination for Paramedics. It offers an immersive opportunity for students to synthesize and apply their knowledge, skills, and professional behaviors in real-world emergencies. Students function as team leaders, demonstrating entry-level competence in assessing scenes and patients, developing and implementing therapeutic intervention plans, and effectively managing emergencies. This formative internship is crucial for building the confidence and competence needed for the final summative internship in Medic X.

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 272 Paramedic X - Field Internship 2* (8 Hours)

Prerequisites : Admission to Paramedic Program.

Prerequisites or corequisites: EMS 260 with a grade of "C" or higher .

This tenth and final course in the paramedic series represents the culmination of advanced out-of-hospital emergency medical care training, preparing students for the National Registry Examination for Paramedics. It offers an intensive, synthesizing experience where students apply their comprehensive knowledge and skills in real-world emergency scenarios. Students demonstrate entry-level competence in scene and patient assessment, therapeutic intervention, and leadership of out-of-hospital resuscitation teams. This extensive hands-on experience, coupled with rigorous final assessments, ensures students are fully prepared for independent paramedic practice. This course solidifies students' competence and confidence, verifying their readiness to meet the high standards of professional emergency medical services.

EMS 121

Title: CPR I - Basic Life Support for Healthcare Provider
Number: EMS 121
Effective Term: 2025-26
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: 2025-26
Credit Hours: 6
Contact Hours: 120
Lecture Hours: 72
Lab Hours: 48

Requirements:

Prerequisites: (RDG 096 or RDG 126) RDG 120 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. Characterize the components of the EMS system.

2. Determine the roles, responsibilities, and professionalism of EMS personnel in various situations.

3. Categorize the principles of quality improvement in EMS.

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

1. Examine the basic concepts of medical research.

2. Demonstrate the impact of research on EMR care.

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

1. Model standard safety precautions in emergency responses.

2. Differentiate personal protective equipment to ensure safety in various situations.

3. Model effective stress management in high-pressure environments.

4. Cultivate injury prevention strategies related to emergency response.

5. Formulate plans to safely lift and move patients during care.

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

1. Summarize patient findings accurately in written reports.

2. Construct a comprehensive PCR (Patient Care Report) in written or electronic format.

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

1. Explain the principles of radio and data communication in EMS.

2. Prioritize efficient use of radio and data communication devices during emergencies.

F. Therapeutic Communication [EMR-1.6, KSEMR-PR6]

1. Maximize the principles of effective communication with various patients.

2. Incorporate factors that enhance therapeutic communication.

3. Develop effective interviewing techniques during patient assessment.

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

1. Facilitate appropriate consent from patients according to legal standards.

2. Prioritize patient confidentiality throughout care.

3. Manage end-of-life issues when faced with legal documents.

4. Discriminate types of court cases commonly involving EMS.

5. Optimize evidence preservation at an emergency scene where a crime may have been committed.

6. Summarize statutory responsibilities, including mandatory reporting.

7. Portray ethical principles in EMS practice.

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

1. Outline the basic anatomy and functions of body systems.

2. Summarize the life support chain and its importance.

3. Differentiate age-related variations in pediatric and geriatric anatomy and physiology.

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

1. Incorporate medical terminology relevant to patient care.

2. Deconstruct the components of medical terminology.

3. Illustrate common terms for direction, movement, and position.

4. Devise the meaning of commonly used abbreviations, acronyms, and symbols.

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

1. Categorize signs and symptoms of respiratory compromise.

2. Summarize the stages of shock and their impact on the body.

K. Life Span Development [EMR-1.11, KSEMR-PR11]

1. Diagram the physical and cognitive development of pediatrics across the stages of life.

2. Differentiate between developmental stages of pediatrics, adults, and geriatrics.

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

1. Categorize the basic principles of public health.

2. Investigate the intersection of EMS and public health systems within local communities.

II. Pharmacology

A. Principles of Pharmacology [EMR-2.1, KSEMR-PR13]

1. Illustrate medication safety protocols.

2. Categorize different types of medications used in emergencies.

3. Summarize basic medication terminology.

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

1. Administer medications through intramuscular route utilizing an auto-injector.

2. Assist with prescribed medication administration for patients during an emergency.

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

1. Categorize specific medications used in EMR care.

2. Summarize emergency medication indications, contraindications, doses, and routes.

3. Integrate emergency medication knowledge with the principles of safe administration to avoid medication errors.

III. Airway and Ventilation

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

1. Investigate the airway of patients in emergency situations.

2. Optimize techniques to maintain a patent airway.

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

1. Evaluate the adequacy of respiration in patients.

2. Manage supplemental oxygen therapy as needed.

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

1. Differentiate between normal and inadequate ventilation.

2. Evaluate ventilatory adequacy and provide manual ventilation as needed.

IV. Patient Assessment

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

1. Verify scene safety during emergency responses.

2. Manage the scene effectively to minimize risks.

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

1. Devise a primary survey to assess the patient’s immediate needs.

2. Prioritize treatment and procedures to preserve life.

3. Integrate patient care with urgency of transport.

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

1. Identify the mechanism of injury or nature of illness.

2. Investigate the patient’s chief complaint through effective communication.

3. Compile a comprehensive patient history using a standardized approach.

4. Manage sensitive topics during history-taking appropriately.

5. Modify approach to age-related variations in pediatric and geriatric patients during history-taking.

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

1. Devise a physical examination using appropriate techniques.

2. Model a rapid full-body scan when necessary.

3. Prioritize pain assessment and vital signs monitoring.

4. Distinguish the unique needs of pediatric and geriatric patients during the assessment.

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

1. Utilize glucometers in patient care.

2. Validate oxygen saturation using pulse oximetry.

3. Obtain blood pressure measurements using non-invasive devices.

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

1. Develop appropriate reassessments based on patient chief complaint and condition.

2. Modify care based on reassessment findings.

3. Distinguish age-related differences in reassessment for pediatric and geriatric patients.

V. Medical Emergencies

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

1. Investigate medical complaints.

2. Prescribe emergency care for a wide range of medical conditions.

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

1. Explore neurological conditions by reviewing anatomy and physiology of the central nervous system.

2. Differentiate altered mental status and seizures.

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

1. Interpret acute abdominal conditions.

2. Modify care based on age-related differences in pediatric and geriatric patients.

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

1. Detect anaphylaxis in patients.

2. Modify management based on pediatric and geriatric needs.

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

1. Summarize signs of infectious diseases.

2. Prioritize proper use of protective equipment and decontamination procedures.

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

1. Differentiate signs and symptoms of endocrine disorders.

2. Manage endocrine emergencies based on assessment findings.

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

1.Manage patients with psychiatric conditions.

2. Apply de-escalation techniques to calm patients experiencing behavioral emergencies.

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

1. Manage patients with chest pain or cardiac arrest.

2. Identify age-related differences in the management of pediatric and geriatric patients with cardiac conditions.

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

1. Model the treatment of poisoning, including carbon monoxide and nerve agent exposure.

2. Modify care for pediatric and geriatric patients experiencing toxicological emergencies.

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

1. Manage diverse respiratory conditions.

2. Investigate age-related differences in pediatric and geriatric patients with respiratory conditions.

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

1. Categorize various hematological disorders, including sickle cell crisis.

2. Summarize the recognition and management of clotting disorders.

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

1. Summarize genitourinary conditions and renal emergencies.

2. Explain the indications for hemodialysis.

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

1. Assess and manage gynecological emergencies, including vaginal bleeding.

2. Investigate anatomical and physiological differences related to gynecological care.

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

1. Differentiate traumatic and non-traumatic fractures, such as those caused by osteoporosis or cancer.

2. Summarize appropriate care for musculoskeletal disorders.

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

1.Manage conditions affecting the eyes, ears, nose, and throat.

2. Model care for conditions such as nosebleeds and foreign bodies in the eye.

VI. Trauma Emergencies

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

1. Outline management of respiratory failure, cardiac arrest, and shock.

2. Implement resuscitation techniques, including the use of AEDs following current guidelines.

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

1. Categorize trauma patients according to vital signs, injuries, mechanism of injury, and comorbidities.

2. Assess and manage trauma patients.

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

1. Differentiate types of bleeding

2. Develop techniques to manage external hemorrhage from various injuries.

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

1. Manage chest trauma involving pain, chest wall stability, and/or underlying organ damage.

2. Discriminate treatment of penetrating injuries and fractures.

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

1. Manage abdominal trauma to abdominal wall and underlying organs.

2. Prioritize modesty in the treatment of genitourinary trauma.

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

1. Model treatment of orthopedic trauma,

2. Differentiate the treatment of fractures and dislocations.

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

1. Manage soft tissue injuries of any origin.

2. Summarize the treatment of burns, lacerations, and impalements.

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

1. Optimize the treatment of head and spinal trauma patients.

2. Prescribe treatment of various face and neck injuries.

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

1. Investigate trauma in special patient populations.

2. Summarize deviations in assessment and care of pediatric and geriatric patients.

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

1. Recognize and manage environmental emergencies.

2. Differentiate the presentation and treatment of hypothermia and hyperthermia.

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

1. Recognize and manage patients with multi-system trauma.

2. Summarize the unique challenges of multi-system trauma cases for EMS providers.

VII. Special Patient Populations

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

1. Manage obstetric emergencies.

2. Diagram care for a newborn and mother following delivery.

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

1. Prescribe care of a neonate immediately after birth.

2. Explore common neonatal emergencies.

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

1. Construct assessments for pediatrics based on their developmental stage.

2. Model emergency care for common pediatric conditions, such as respiratory distress and shock.

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

1. Summarize age-related changes in elderly patients.

2. Modify assessment and care to accommodate the unique needs of geriatric patients.

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

1. Investigate signs of abuse and neglect in vulnerable populations.

2. Outline appropriate care for patients with chronic illnesses or disabilities.

VIII. EMS Operations

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

1. Summarize risks and responsibilities associated with emergency response driving.

2. Model safe operation of a ground ambulance during an emergency response.

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

1. Interface with the Incident Command System (ICS) in emergency situations.

2. Summarize the principles of the National Incident Management System (NIMS).

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

1. Integrate the models and principles of triage during multiple casualty incidents.

2. Design effective resource management in mass casualty situations.

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

1. Incorporate criteria for utilizing air medical services into practice.

2. Model management of a landing zone for air medical services.

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

1. Extricate patients from vehicles using basic tools safely.

2. Illustrate patient care during the extrication process.

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

1. Distinguish hazardous materials.

2. Manage cold zone operations safely.

3. Outline the risks associated with hazardous material incidents.

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

1. Generalize the risks and responsibilities of operations at the scene of a terrorist attack or disaster.

2. Manage resources and patient care during mass casualty incidents caused by terrorism or natural disasters.

Method of Evaluation and Competencies:

20% Homework
20% Quizzes
40% Unit Exams
20% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Unit Exams

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

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

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 components skills during lab; any student who does not meet this requirement will receive a grade no higher than D.

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.

Affective Standards of Professional Conduct

Students must demonstrate professional behavior and conduct according to the EMS Affective standards throughout all lab activities. This includes maintaining a professional demeanor, showing empathy, effective communication, and teamwork during simulations and contrived experiences.

Students must meet the following affective requirements:

Receive satisfactory evaluations from instructors on professional behavior and teamwork during these sessions.

Any student who fails to meet these affective requirements will receive a grade no higher than a 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:

A- 90%-100% and successful pass of cognitive, affective and lab exams.
B- 80%-89% successful pass of cognitive, affective and lab exams.
C- 70 – 79% successful pass of cognitive, affective and lab exams.
D- 60 – 69% (ineligible for certification)
F- Below 59% (ineligible for certification)
* If a student fails any portion of the lab exam, section exams, affective exam, 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. The graduate will not be able to begin the certification process until eight days after the date of the last class.
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: 2025-26
Credit Hours: 12
Contact Hours: 225
Lecture Hours: 130
Lab Hours: 95

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

A. Outline the Emergency Medical Services (EMS) system.

1. Summarize the history and chronological development of EMS.

2. Generalize the federal Technical Assistance Program Assessment Standards.

3. Explain the process of accessing Emergency Medical Services.

4. Specify the impact of EMS education on professional practice.

5. Distinguish the legal and educational requirements for authorization to practice as EMS personnel.

B. Model the roles, responsibilities, and professionalism of EMS personnel.

1. Cultivate the roles and responsibilities expected of EMS personnel.

2. Defend the importance of professionalism in EMS.

C. Integrate Continuous Quality Improvement (CQI) techniques into practice.

1. Summarize the system for continually evaluating and improving care.

2. Generalize the principles of CQI.

3. Develop strategies to ensure quality through a dynamic process.

4. Incorporate CQI feedback into subsequent scenarios and simulations.

D. Prioritize patient safety during all phases of EMS operations.

1. Optimize patient safety during scenarios and simulations.

2. Investigate common and exceptional activities that can impact patient safety.

3. Analyze the common causes of error in patient care.

4. Develop strategies for prevention of errors om patient care.

II. Research– Evidence-Based Decision-Making

A. Generalize the tenets of evidence-based medicine.

1. Explore how evidence-based decision-making is incorporated into the practice of EMS.

2. Summarize the challenges of conducting ethical research in EMS.

B. Integrate evidence-based decision-making into EMS practice.

III. Workforce Safety and Wellness

A. Prioritize adherence to standard safety precautions.

1. Cultivate a practice of donning safety equipment based on unique dispatch and scene information.

2. Develop a routine for safely doffing and disposing of personal protective equipment.

B. Formulate planning to proactively avoid work-related illness and injuries.

1. Summarize methods for preventing disease transmission in medicine.

2. Develop strategies for minimizing injury risk when lifting or moving patients.

C. Optimize personal health and wellbeing.

1. Summarize the wellness principles critical to career sustainability.

2. Develop strategies to maintain physical and mental health.

3. Model effective strategies to manage stress.

IV. Principles of Medical Documentation and Report Writing

A. Generate effective documentation of patient encounters.

B. Critique reports for accuracy and omissions.

1. Defend reports created on simulated patient encounters.

2. Summarize the uses of patient documentation outside of medical care.

V. EMS System Communication

A. Ensure effective EMS communication.

1. Diagram the components of EMS communication systems.

2. Model efficient communications with other healthcare providers.

B. Develop diverse communication skills.

1. Cultivate interpersonal communication skills during EMS scenarios.

2. Facilitate the use of interpreters for non-English speaking populations.

3. Devise strategies for communicating with the hearing impaired.

VI. Therapeutic Communication

A. Develop the principles of effective therapeutic communication.

1. Summarize the communication process and its components in patient interactions.

2. Cultivate appropriate responses to patient statements and queries.

B. Facilitate the building of rapport with patients and bystanders during emergency care.

1. Develop strategies to establish trust with patients.

2. Utilize active listening to ascertain critical information from diverse patients.

C. Manage special situations that arise during patient interviews.

1. Modify communication approaches to patient in special situations.

a. Trauma

b. Poisoning/overdose

c. Mental health crisis

2. Investigate barriers to communication.

VII. Medical/Legal Ethics

A. Contrast the principles of consent with the legal right of patients to refuse care.

1. Summarize the legal and ethical issues related to obtaining consent for care.

2. Develop strategies to ensure comprehensive documentation of patient refusals.

B. Prioritize patient confidentiality.

1. Prescribe protocols to maintain confidentiality in interactions.

2. Categorize mandatory reporting encounters.

C. Summarize EMS responsibilities regarding advanced directives and end-of-life care.

VIII. Anatomy and Physiology

A. Categorize basic anatomy and physiological functions of the human body.

B. Distinguish age-related variations in anatomy and physiology.

IX. Medical Terminology

A. Integrate usage of medical terminology into patient care.

1. Define common medical terms used in emergency care.

2. Interpret standard medical abbreviations and acronyms used in EMS documentation.

B. Develop effective communication techniques involving medical terminology.

1. Cultivate effective communication with healthcare providers utilizing medical terminology.

2. Translate medical terms for patient and family understanding.

X. Pathophysiology

A. Describe the composition of ambient air.

B. Determine the root cause of respiratory compromise.

C. Interpret ventilation/perfusion (V/Q) mismatches.

XI. Life Span Development

A. Characterize developmental stages across the lifespan.

B. Distinguish age-specific medical and trauma considerations.

XIII. Principles of Pharmacology

A. Model knowledge of medication safety.

B. Explain basic medication terminology.

XIV. Medication Administration.

A. Differentiate the administration of medication to the assistance of medications.

B. Diagram proper techniques for the administration of medication.

XV. Emergency Medications

A. Prioritize the safe administration of medications.

B. Prescribe medications for simulated patients.

1. Describe the indications, contraindications, dosing, and routes of all approved medications.

2. Develop techniques to minimize or eliminate medication errors.

XVI. Airway Management

A. Diagram the anatomy of the airway.

B. Construct comprehensive airway assessments based on patient presentation.

C. Model effective techniques to verify and maintain airway patency.

XVII. Respiration

A. Investigate respiratory status.

B. Implement appropriate interventions to manage respiratory conditions.

XVIII. Artificial Ventilation

A. Provide artificial ventilation as needed.

B. Modify techniques for pediatric and geriatric patient ventilation.

XIX. Patient Assessment

A. Model an effective scene size-up.

B. Construct an effective primary survey based on patient condition and presentation.

C. Investigate patient histories to determine patient chief complaint.

D. Model an effective physical exam based on patient demographic and chief complaint.

E. Utilize EMS monitoring equipment.

F. Justify the need for specific reassessments based on dynamic conditions.

G. Document all aspects of patient assessment into a patient care report (PCR)

XX. Medical Overview

A. Construct a comprehensive medical assessment.

B. Implement evidence-based emergency care based on assessment findings.

XXI. Medical Emergencies

A. Investigate neurological emergencies, including stroke and seizures.

B. Differentiate abdominal and gastrointestinal emergencies based on signs and symptoms.

C. Manage immunological emergencies, including allergic reactions and anaphylaxis.

D. Summarize the management of infectious disease.

1. Identify causes.

2. Protect self and other providers from exposure.

3. Prioritize effective communication of infection with other providers.

4. Summarize reporting requirements for exposure to infectious disease.

E. Differentiate endocrine disorders.

1. Outline the anatomy and physiology of the endocrine system.

2. Model the management of diabetes.

F. Investigate psychiatric disorders.

G. Manage cardiovascular emergencies.

H. Distinguish toxicological emergencies.

I. Manage respiratory emergencies, including asthma.

J. Summarize hematological emergencies.

K. Outline the management of genitourinary and renal emergencies.

1. Summarize the management of dialysis-related emergencies.

2. Model the management of emergencies involving urinary catheters.

L. Model the management of gynecological emergencies.

M. Summarize the implications and management of non-traumatic musculoskeletal disorders.

N. Differentiate the diseases of the eyes, ears, nose, and throat.

XXII. Trauma

A. Model the management of shock and cardiac arrest.

B. Develop an overview of the principles of trauma care.

1. Categorize trauma patients.

2. Summarize the kinematics of trauma.

C. Manage external hemorrhage effectively.

D. Differentiate causes of chest trauma.

E. Summarize abdominal and genitourinary trauma.

F. Model the management of orthopedic trauma.

1. Summarize the assessment of fractures and dislocations.

2. Manage orthopedic trauma with proper splints.

G. Contrast mechanisms of soft tissue trauma.

H. Differentiate head, facial, neck, and spinal trauma.

I. Prioritize patients suffering from nervous system trauma.

J. Summarize the special considerations for trauma patients.

K. Model management of environmental emergencies

1. Demonstrate effective care of submersion incidents.

2. Differentiate the assessment and management of temperature-related illness.

L. Outline the considerations for multi-system trauma.

XXIII. Special Patient Populations

A. Model assessment of obstetric emergencies.

1. Assess and manage normal childbirth.

2. Summarize the potential challenges of complicated childbirth in the field.

B. Demonstrate routine neonatal care after childbirth.

C. Manage pediatric emergencies.

D. Summarize differences in the assessment and management of geriatrics.

E. Provide care for patients with special challenges.

XXIV. Operations

A. Demonstrate safe operation of a ground ambulance.

B. Summarize operations within the Incident Command System (ICS)

C. Model the management of multiple casualty incidents (MCI)

D. Facilitate the use of air medical operations.

1. Justify criteria for utilization of air medical transport.

2. Prioritize patient safety during air medical operations.

E. Demonstrate extrication of patients from diverse vehicles.

F. Summarize EMS operations at a Hazardous Materials (HAZ-MAT) incident.

G. Categorize the roles of EMS providers at MCI due to terrorism or natural disaster.

H. Prioritize awareness at crime scenes to preserve evidence.

Method of Evaluation and Competencies:

20% Homework
20% Quizzes
40% Unit Exams
20% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Unit Exams

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

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

Affective Standards of Professional Conduct

Students must meet the following affective requirements:

Receive satisfactory evaluations from instructors on professional behavior and teamwork during these sessions.

Any student who fails to meet these affective requirements will receive a grade no higher than a 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:

A- 90%-100% and successful pass of cognitive, affective and lab exams.
B- 80%-89% and successful successful pass of cognitive, affective and lab exams.
C- 70 – 79% and successful pass of cognitive, affective and lab exams.
D- 60 – 69% (ineligible for certification)
F- Below 59% (ineligible for certification)
* If a student fails any portion of the lab practical exam, section exams, affective exam, 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 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: 2025-26
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: 2025-26
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 221

Title: Paramedic I - Human Systems*
Number: EMS 221
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 80
Lecture Hours:
Other Hours: 80

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

Investigate the structure, operational principles, and challenges of Emergency Medical Services (EMS) systems, focusing on strategies to prioritize paramedic safety and well-being in various emergency scenarios. (1.1)
Evaluate medical research, contrast findings, and differentiate the information to make needed improvements or changes to patient care provided. (1.3)
Incorporate medical, legal, and ethical standards to improve health outcomes and prioritize the welfare of EMS personnel, patients, and the broader community while managing ethical dilemmas in emergency care. (1.7)
Analyze the human body's anatomical structures and physiological functions, applying this knowledge to enhance clinical judgment and decision-making in emergency care settings. (2.1)
Explain anatomy and physiology as applied to pathophysiologies of various disease processes. (4.1)
Incorporate anatomical and medical terminology, along with essential approved abbreviations and symbols, in professional communication, prioritizing accuracy and clarity in interactions with healthcare teams and documentation. (3.1)
Differentiate the pathophysiology underlying various disease processes, employing this knowledge to improve diagnostic accuracy and develop effective therapeutic strategies in emergency medicine. (4.1)
Apply principles of public health and epidemiology to address public health emergencies, promote health and wellness, and create illness and injury prevention strategies within the community. (6.1)
( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Preparatory

A. Stress and the Paramedic

1. Characterize the physiological and psychological manifestations of stress.

2. Determine the common causes of job stress for the paramedic.

3. Identify activities utilized to reduce stress.

4. Develop strategies to manage stress effectively.

B. EMS Systems

1. Analyze the components of an EMS system.

2. Outline various EMS system designs and funding methods.

3. Explain the concept of medical control.

4. Discriminate between on-line and off-line medical control.

5. Assess the components of a quality improvement system.

C. Role of the Paramedic

1. Examine the scope of practice of paramedics and other EMS providers.

2. Compare restorative vs. supportive care concepts.

3. Contrast the roles of the paramedic in restorative care situations.

4. Contrast the roles of the paramedic in supportive care situations.

II. Anatomy, Physiology, and Pathophysiology

A. Acid/Base Balance; Fluids and Electrolytes

1. Summarize normal pH levels and outline the function of the physiological systems maintaining pH.

2. Generate and interpret chemical equations expressing acid/base balance.

3. Explain abnormalities in blood gases and determine common causes.

4. Outline the location and function of common anions and cations.

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

B. Cardiovascular System

1. Identify anatomical features of the heart and circulatory system.

2. Explain the factors influencing cardiac output, myocardial oxygen demand, stroke volume, afterload, preload, and blood pressure.

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

4. Distinguish phases of the cardiac cycle and function of heart valves.

5. Summarize the conduction system of the heart and its intrinsic firing rates.

6. Explain the functions of blood and its components: hematocrit, hemoglobin, universal donor, and universal recipient.

C. Cellular Physiology

1. Summarize the role of oxygen in cellular respiration.

2. Contrast energy production with and without oxygen.

3. Investigate sodium pump processes.

4. Explain changes in cellular metabolism when the sodium pump is inactive.

D. Central and Autonomic Nervous Systems

1. Analyze autonomic neurotransmitters and their effects on body systems.

2. Outline the processes of nerve impulse transmission.

3. Diagram and contrast the functions of the central and peripheral nervous systems.

4. Identify blood supply to brain regions and factors influencing cerebral blood flow.

E. Musculoskeletal System

1. Illustrate the sequence of events in muscle contraction.

2. Diagram the major muscle locations.

3. Describe the electrical phenomena resulting in neuromuscular excitation.

F. Respiratory System

1. Discriminate structures of the upper and lower respiratory system using diagrams.

2. Summarize the stimulus for breathing and causes of changes in respiratory rate.

3. Distinguish normal PaCO2 and PaO2 levels.

4. Describe the effects of changing PaCO2 and PaO2 on respiratory activity and blood pH.

5. Contrast PaCO2 and PaO2 values using the oxygen hemoglobin dissociation curve.

G. Topographical Anatomy

1. Illustrate major topographic anatomical landmarks.

2. Depict terms denoting movement.

3. Arrange anatomical terms that denote the location of a reference point.

H. Pathophysiology of Shock

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

2. Contrast vital sign changes in compensated vs. decompensated shock.

3. Describe the body’s physiologic reaction to shock.

I. BLS Airway Management

1. Contrast the indications and contraindications of basic airway maneuvers and adjuncts.

2. Develop a plan to manage the airway in increasing aggression based on patient condition.

J. BLS Oxygen Delivery Devices

1. Contrast the indications and contraindications of basic oxygen delivery devices.

2. Develop and defend oxygen delivery device choices based on patient respiratory status.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

94-100% = A and successful pass of cognitive, affective and lab exams.
87- 93% = B and successful pass of cognitive, affective and lab exams.
80- 86% = C and successful pass of cognitive, affective, and lab exams.
73- 79% = D (ineligible to continue in program)
< 73% = F (ineligible to continue in program)

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 225

Title: Medic II*
Number: EMS 225
Effective Term: 2025-26
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 226

Title: Paramedic II - Patient Assessment and Pharmacology*
Number: EMS 226
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 80
Lecture Hours:
Other Hours: 80

Requirements:

Prerequisites: Admission to the Paramedic Program.
Prerequisites or corequisites: EMS 221 with a "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

Construct comprehensive pharmacological treatment plans based on patient presentation, medication actions, interactions, and contraindications, to mitigate emergency situations and improve patient health outcomes. (7.1-7.4)
Integrate scene and patient assessment findings with epidemiological and pathophysiological knowledge to construct detailed differential diagnoses, utilize convergent thinking to determine the field impression, and utilize clinical judgment to formulate precise treatment plans that optimize the care provided to the patient. (9.1-9.6)
Incorporate knowledge obtained by providing care in the clinical environment, synthesize scene and patient information, adapt to unusual circumstances to provide continual and dynamic direction, delegate tasks appropriately, manage resources and personnel to verify tasks and treatments are optimized. (9.1-9.6)
Appraise respiratory mechanics standards, based on age group, to categorize the level of respiratory distress and incorporate needed interventions for oxygenation and ventilation that would enhance effective respiration. (8.2)
Create and implement advanced airway management, respiration, and ventilation strategies, integrating in-depth knowledge of anatomy, physiology, and pathophysiology to support patients across all age groups. (8.1)
Conduct comprehensive patient histories and physical examinations to accurately explore health issues and needs. (15.1)
Analyze and correlate assessment findings with the patient's pathophysiological and physiological conditions to formulate clinical judgment. (15.1)
Synthesize information from various health determinants and clinical care factors to facilitate a holistic approach to patient care. (15.1)
Cultivate therapeutic communication that is unbiased, culturally sensitive, and designed to improve patient outcomes. (15.2)
Adeptly and safely demonstrate all required psychomotor skills, adhering to the National EMS Scope of Practice Model and relevant state regulations. (15.3)
Generate culturally competent care, recognizing and adapting to the cultural, spiritual, and personal values of patients. (15.4)
Incorporate as an effective team member while cultivating the leadership skills necessary for clinical settings. (15.7)
Determine appropriate Personal Protective Equipment (PPE) to minimize the risk of injury or infection to self and others, incorporating established safety protocols. (15.8)
Construct clear and effective verbal and written communication with patients, families, and healthcare team members. (15.4)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. General Pharmacology and Emergency Medications

A. General Pharmacology

1. Contrast pharmacokinetics with pharmacodynamics.

2. Differentiate the routes of medication administration and organize them by the efficacy of absorption and time to onset.

3. Describe factors influencing the actions and effects of medications.

4. Explain how these factors impact patient outcomes.

B. Emergency Medications

1. Calculate and administer proper medication dosages as a bolus or infusion.

2. Administer enteral and parenteral medications while prioritizing provider and patient safety.

3. Summarize the trade name, class, actions, indications, contraindications, precautions, side effects, and dosage for medications in the paramedic formulary.

4. Evaluate the effectiveness of administered medications through patient monitoring.

II. Patient Assessment and Therapeutic Communication

A. Patient Assessment

1. Develop a rationale for performing customized assessments based on patient presentation.

2. Model the components of a detailed physical examination.

3. Summarize relevant vital signs and their normal parameters based on age.

4. Demonstrate techniques for obtaining accurate vital signs.

B. Therapeutic Communication

1. Facilitate the collection of a patient's medical history.

2. Formulate a differential diagnosis based on patient complaint and presentation.

3. Integrate therapeutic communication during interactions with simulated and standardized patients.

4. Prioritize culturally competent care in patient interactions.

III. Advanced Airway and Respiratory Management

A. Advanced Airway Management

1. Outline situations in which endotracheal intubation is indicated for patients with airway maintenance problems.

2. Investigate the need for intubation in simulated patients.

3. Explain all steps of the intubation procedure in proper sequence.

4. Assess patient outcomes post-intubation.

B. Advanced Respiratory Management

1. Distinguish the most appropriate oxygenation, ventilation, and/or respiration interventions based on patient descriptions or presentations.

2. Categorize the best method of oxygen delivery based on patient descriptions or presentations.

3. Compare the effectiveness of different oxygen delivery methods.

4. Adjust oxygen delivery methods based on patient response.

IV. EMS System Communication and Patient Documentation

A. EMS System Communication

1. Differentiate between the seven communication phases in an EMS event.

2. Classify EMS communications hardware.

3. Determine the correct biomedical communication format and content for various patient conditions and presentations.

4. Evaluate the clarity and accuracy of EMS communication in simulated scenarios.

B. Patient Documentation

1. Categorize the items that must be included in each part of a patient narrative.

2. Construct a medical record for simulated and field patients.

3. Critique patient documentation, identifying errors and omissions.

4. Revise documentation to meet standards of care.

V. Integrated Psychomotor Skills

A. Patient Assessment/Communications

1. Model the individual components of patient assessment.

2. Integrate assessment of patients with administration of medications and airway management.

3. Demonstrate the ability to communicate assessment findings effectively.

4. Prioritize patient needs based on assessment results.

B. Medication Administration

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

2. Demonstrate the setup and administration of an intravenous fluid infusion, including timing an IV drip rate.

3. Calculate the dosage, prepare, and administer IV and bolus medications.

4. Monitor patient responses to medication administration.

C. Airway Management

1. Demonstrate all airway skills according to task analyses.

2. Develop airway management plans for simulated patients.

3. Evaluate the effectiveness of airway management techniques.

4. Adjust airway management strategies based on patient condition.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS Review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 progression to Medic II.
During the paramedic program, 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 230

Title: Medic III Clinicals*
Number: EMS 230
Effective Term: 2025-26
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 231

Title: Paramedic III - Cardiology*
Number: EMS 231
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 80
Lecture Hours:
Other Hours: 80

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 226 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

Compile clinical assessment findings, patient interviews, and principles of epidemiology and pathophysiology to diagnose and treat medical conditions according to current evidence-based therapeutic guidelines in emergency situations. (10.1)
Analyze the human body's anatomical structures and physiological functions, applying this knowledge to enhance clinical judgment and decision-making in emergency care settings. (2.1)
Explain anatomy and physiology as applied to pathophysiologies of various disease processes. (4.1)
Incorporate anatomical and medical terminology, along with essential approved abbreviations and symbols, in professional communication, prioritizing accuracy and clarity in interactions with healthcare teams and documentation. (3.1)
Differentiate the pathophysiology underlying various disease processes, employing this knowledge to improve diagnostic accuracy and develop effective therapeutic strategies in emergency medicine. (4.1)
Investigate the causes and mechanisms of shock and cardiac arrest to construct evidence-based resuscitation and management strategies, ensuring the highest chances of patient survival and recovery. (11.1)
Devise accurate field diagnoses by integrating assessment findings with knowledge of anatomy, physiology, pathophysiology, and epidemiology. (15.1)
Evaluate intervention outcomes and adjust treatment plans as necessary, reflecting on decision-making processes to enhance critical thinking and clinical judgment. (15.1)
Adeptly and safely demonstrate all required psychomotor skills, adhering to the National EMS Scope of Practice Model and relevant state regulations. (15.3)
Employ interventions as outlined in the treatment plan, prioritizing symptom relief and improvement in overall health. (15.5)
Incorporate as an effective team member while cultivating the leadership skills necessary for clinical settings. (15.7)
Determine appropriate Personal Protective Equipment (PPE) to minimize the risk of injury or infection to self and others, incorporating established safety protocols. (15.8)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. EKG Interpretation

A. Major Cardiac Dysrhythmias and Infarct Patterns

1. Differentiate the relevant parameters, clinical significance, treatment, and etiology of major cardiac dysrhythmias.

2. Summarize the characteristics and complications of infarct patterns.

B. Electrode Positioning for Cardiac Monitoring

1. Describe and model location of all the electrode positions for cardiac monitoring.

2. Examine patient anatomy and model the topographic anatomical locations for 12 lead acquisition.

C. EKG Rhythm and 12-Lead Interpretation

1. Interpret EKG rhythm strips to determine the rate, rhythm, and any electrical abnormalities.

2. Investigate 12-lead EKGs to identify the location of ischemia, injury, and infarct.

II. Cardiovascular Assessment and Therapeutics

A. Electrical Therapies

1. Demonstrate the procedures for electrical therapies.

2. Summarize the correct electrical settings for defibrillation, cardioversion, and pacing.

B. Cardiovascular Conditions and Field Treatment

1. Compare and contrast the signs, symptoms, and field treatment for angina and unstable angina.

2. Differentiate the identification and management of acute myocardial infarction from cardiogenic shock.

C. Cardiovascular Treatment Algorithms

1. Summarize all cardiovascular treatment algorithms.

2. Explain the rationale for treatments.

D. Cardiac Emergency Management

1. Describe a patient experiencing a cardiac emergency.

2. Formulate an appropriate treatment plan.

III. Congestive Heart Failure (CHF) and Pulmonary Edema

A. Cardiovascular Compensatory Mechanisms

1. Explain the compensatory mechanisms of cardiovascular function.

2. Describe the signs and symptoms of decompensation.

B. Pulmonary Edema Presentation and Treatment

1. Interpret the presentation of a patient suffering from pulmonary edema.

2. Distinguish the cause and devise the appropriate treatment.

C. Pulmonary Edema Differentiation

1. Differentiate between presentations of cardiogenic and non-cardiogenic pulmonary edema.

2. Distinguish causes of cardiogenic and non-cardiogenic pulmonary edema.

IV. Electrical Therapies

A. Portable Heart Monitors/Defibrillators

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

2. Integrate the devices into patient care.

B. Energy Settings and Cardioversion

1. Determine appropriate energy settings.

2. Demonstrate the functions of the monitor/defibrillator and perform cardioversion at prescribed energy levels.

V. Cardiac Emergencies

A. Simulated Cardiac Emergency Management

1. Incorporate patient assessment, airway management, electrical therapies, and medication administration according to JCCC EMS algorithms.

2. Manage simulated cardiac emergencies.

B. Cardiac Arrest Management

1. Model comprehensive cardiac arrest management for adults in the simulated setting.

2. Model comprehensive cardiac arrest management for various pediatric populations in the simulated settings.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 235

Title: Paramedic IV - Medical Emergencies 1*
Number: EMS 235
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 99
Lecture Hours:
Other Hours: 99

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 231 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

Compile clinical assessment findings, patient interviews, and principles of epidemiology and pathophysiology to diagnose and treat medical conditions according to current evidence-based therapeutic guidelines in emergency situations. (10.1)
Analyze the human body's anatomical structures and physiological functions, applying this knowledge to enhance clinical judgment and decision-making in emergency care settings. (2.1)
Explain anatomy and physiology as applied to pathophysiologies of various disease processes. (4.1)
Incorporate anatomical and medical terminology, along with essential approved abbreviations and symbols, in professional communication, prioritizing accuracy and clarity in interactions with healthcare teams and documentation. (3.1)
Differentiate the pathophysiology underlying various disease processes, employing this knowledge to improve diagnostic accuracy and develop effective therapeutic strategies in emergency medicine. (4.1)
Devise accurate field diagnoses by integrating assessment findings with knowledge of anatomy, physiology, pathophysiology, and epidemiology. (15.1)
Evaluate intervention outcomes and adjust treatment plans as necessary, reflecting on decision-making processes to enhance critical thinking and clinical judgment. (15.1)
Adeptly and safely demonstrate all required psychomotor skills, adhering to the National EMS Scope of Practice Model and relevant state regulations. (15.3)
Employ interventions as outlined in the treatment plan, prioritizing symptom relief and improvement in overall health. (15.5)
Incorporate as an effective team member while cultivating the leadership skills necessary for clinical settings. (15.7)
Determine appropriate Personal Protective Equipment (PPE) to minimize the risk of injury or infection to self and others, incorporating established safety protocols. (15.8)
Develop assessment and treatment strategies to meet the diverse needs of patients with special considerations, including, but not limited to pediatric and geriatric patients, patients needing obstetric and/or gynecological care, patients with medical or social challenges, and patients with chronic conditions, combining pathophysiological insight with an understanding of psychosocial factors. Utilize knowledge of social and domestic issues, following protocols and laws, to appropriately report concerns to the accurate agency or authority. (13.1)
Cultivate therapeutic communication that is unbiased, culturally sensitive, and designed to improve patient outcomes. (1.6)
Incorporate professional behaviors including integrity, empathy, compassion, and self-motivation across all interactions. (15.2)
Advocate for patients with attention to detail, practicing diplomacy, respect, and a commitment to lifelong learning. (15.2)
Cultivate team dynamics, incorporating diplomacy and respect for diverse perspectives in collaborative healthcare settings. (15.4)
Handle changing clinical situations with flexibility and resilience, integrating effective stress management strategies to maintain personal well-being and professional performance. (15.4)
Produce and document accurate assessment findings and interventions and justify clinical decisions, generating a comprehensive and accessible patient record. (15.6)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Team Leadership

A. Steps of Team Leadership

1. Evaluate the steps of team leadership.

2. Categorize the timeframes for completing leadership steps by the intern.

3. Assess the effectiveness of leadership in different stages of team development.

4. Develop a plan for timely completion of leadership tasks.

B. Characteristics of the Team Leader

1. Model the characteristics of an effective team leader.

2. Incorporate therapeutic communication in laboratory, simulation, and field settings.

3. Demonstrate leadership skills in a team environment.

4. Apply communication techniques that foster team cohesion and patient care.

II. Respiratory Emergencies

A. Asthma

1. Investigate the pathophysiology of asthma.

2. Differentiate etiologies of bronchoconstriction regarding pathophysiology, patient presentation, and management.

3. Explain the mechanisms contributing to morbidity/mortality in acute asthma.

4. Construct a model of vital signs to assess the severity of an asthma attack.

5. Summarize the importance of expansion questions when eliciting an asthma patient’s history.

6. Identify key history questions that inform asthma management.

7. Relate patient history to the severity and treatment of asthma.

B. Allergic Reactions and Anaphylaxis

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

2. Compare and contrast the signs, symptoms, and field management of allergic reactions and anaphylaxis.

3. Evaluate the progression of anaphylaxis in field scenarios.

4. Develop treatment plans for allergic reactions and anaphylaxis.

C. Chronic Obstructive Pulmonary Disease (COPD)

1. Formulate a treatment plan for a patient experiencing an exacerbation of COPD based on presenting symptoms.

2. Justify the factors that differentiate COPD from CHF, asthma, and pneumonia.

3. Explain acute respiratory failure and differentiate the various presentations and progression of ARF.

4. Assess the effectiveness of treatments for acute respiratory failure.

D. Drowning

1. Contrast the pathophysiologies and causes of death in drowning and secondary drowning.

2. Prescribe appropriate field treatment for a patient involved in a drowning emergency.

3. Distinguish the factors affecting prognosis in drowning episodes.

4. Recommend interventions to improve survival outcomes.

E. Other Respiratory Conditions

1. Detect signs and symptoms in patients with pneumonia and prescribe appropriate treatment.

2. Contrast etiologies for spontaneous pneumothorax and identify relevant signs, symptoms, and treatments.

3. Compile histories, signs, symptoms, and treatment plans for pulmonary embolus.

4. Evaluate treatment outcomes for various respiratory conditions.

III. Behavioral Emergencies

A. Provider Safety

1. Modify patient assessment techniques to safely treat behavioral emergency patients.

2. Develop techniques to manage behavioral emergencies in diverse scenarios.

B. Patient Assessment

1. Predict factors that increase the risk of suicide in diverse demographics.

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

IV. Obstetrics and Gynecology

A. Pregnancy Assessment

1. Categorize assessment procedures used when evaluating a patient suspected of being pregnant, considering complications in each trimester.

2. Differentiate causes, signs, symptoms, histories, and treatment priorities for non-obstetrical causes of female abdominal pain.

3. Identify the complications involved in assessing a pregnant patient suffering from trauma.

B. Management of Labor

1. Contrast the steps necessary to assist with normal and abnormal deliveries.

2. Distinguish normal postpartum hemorrhage from excessive hemorrhage and recommend appropriate treatment.

3. Evaluate signs and symptoms of a distressed neonate and prioritize steps for newborn care.

V. Geriatrics

A. Communication with the Geriatric Patient

1. Predict novel considerations when communicating with and assessing the geriatric patient.

2. Adjust communication strategies to meet the needs of elderly patients.

B. Assessment of the Geriatric Patient

1. Tailor treatment plans to address geriatric-specific challenges.

2. Generalize the principles of management unique to geriatric patients.

VI. Vascular Emergencies

A. Hypertension

1. Contrast the numerical criteria and presentation of hypertension, hypertensive urgency, and hypertensive crisis.

2. Identify signs and symptoms of a hypertensive crisis and formulate a treatment plan, including specifics of blood pressure management.

3. Generalize the common mechanisms of action of prescription medications for hypertension.

4. Assess the risk of complications associated with untreated hypertension.

B. Stroke/CVA

1. Summarize and contrast the history, signs, and symptoms of CVA and TIA.

2. Recommend treatment of CVA to minimize possible complications.

3. Categorize the efficacy of questions and assessments used to determine the cause of non-traumatic neurologic deficits.

4. Contrast CVA management with that of hypertensive crisis.

VII. Psychomotor Skills and Scenario Lab

A. Motor Skills Proficiency

1. Demonstrate proficiency in all component motor skills according to skills criteria.

2. Integrate motor skills with assessment and communication skills.

B. Scenario Lab Practice

1. Model an appropriate cardiac emergency simulation according to simulation requirements.

2. Manage a simulated medical emergency according to paramedic class protocol.

VIII. Field Observation

A. EMS Operations

1. Participate in all aspects of EMS operations within the scope of EMT practice during an observational setting.

2. Reflect on the observational experience to improve future performance.

B. EMS Documentation

1. Construct a written patient care report for each patient contact.

2. Evaluate the completeness and accuracy of patient care reports.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

Caveats:

Students will have provided proof of health conducive to being in a healthcare environment. In addition, clinical agencies may impose drug screening and other requirements. Students are responsible for 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 240

Title: Paramedic V - Medical Emergencies 2*
Number: EMS 240
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 99
Lecture Hours:
Other Hours: 99

Requirements:

Prerequisites: Admission to Paramedic Program and EMS 231 with a "C" or higher.
Prerequisites or corequisites: EMS 235 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

Compile clinical assessment findings, patient interviews, and principles of epidemiology and pathophysiology to diagnose and treat medical conditions according to current evidence-based therapeutic guidelines in emergency situations. (10.1)
Analyze the human body's anatomical structures and physiological functions, applying this knowledge to enhance clinical judgment and decision-making in emergency care settings. (2.1)
Explain anatomy and physiology as applied to pathophysiologies of various disease processes. (4.1)
Incorporate anatomical and medical terminology, along with essential approved abbreviations and symbols, in professional communication, prioritizing accuracy and clarity in interactions with healthcare teams and documentation. (3.1)
Differentiate the pathophysiology underlying various disease processes, employing this knowledge to improve diagnostic accuracy and develop effective therapeutic strategies in emergency medicine. (4.1)
Devise accurate field diagnoses by integrating assessment findings with knowledge of anatomy, physiology, pathophysiology, and epidemiology. (15.1)
Evaluate intervention outcomes and adjust treatment plans as necessary, reflecting on decision-making processes to enhance critical thinking and clinical judgment. (15.1)
Adeptly and safely demonstrate all required psychomotor skills, adhering to the National EMS Scope of Practice Model and relevant state regulations. (15.3)
Employ interventions as outlined in the treatment plan, prioritizing symptom relief and improvement in overall health. (15.5)
Incorporate as an effective team member while cultivating the leadership skills necessary for clinical settings. (15.7)
Determine appropriate Personal Protective Equipment (PPE) to minimize the risk of injury or infection to self and others, incorporating established safety protocols. (15.8)
Develop assessment and treatment strategies to meet the diverse needs of patients with special considerations, including, but not limited to pediatric and geriatric patients, patients needing obstetric and/or gynecological care, patients with medical or social challenges, and patients with chronic conditions, combining pathophysiological insight with an understanding of psychosocial factors. Utilize knowledge of social and domestic issues, following protocols and laws, to appropriately report concerns to the accurate agency or authority. (13.1)
Cultivate therapeutic communication that is unbiased, culturally sensitive, and designed to improve patient outcomes. (1.6)
Incorporate professional behaviors including integrity, empathy, compassion, and self-motivation across all interactions. (15.2)
Advocate for patients with attention to detail, practicing diplomacy, respect, and a commitment to lifelong learning. (15.2)
Cultivate team dynamics, incorporating diplomacy and respect for diverse perspectives in collaborative healthcare settings. (15.4)
Manage changing clinical situations with flexibility and resilience, integrating effective stress management strategies to maintain personal well-being and professional performance. (15.4)
Produce and document accurate assessment findings, interventions, and justify clinical decisions, generating a comprehensive and accessible patient record. (15.6)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Environmental Emergencies

A. Physiology of Temperature Regulation

1. Explain normal body temperatures, the regulatory mechanisms of temperature control, and the management of deviations from normal.

2. Assess the impact of environmental factors on body temperature regulation.

B. Heat and Cold-Related Emergencies

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

2. Compare the clinical presentations of heat and cold-related emergencies.

3. Develop treatment plans based on the severity of the patient's condition.

4. Recommend management strategies for abnormal temperature presentations.

5. Identify and minimize the hazards associated with the treatment of heat and cold emergencies.

6. Evaluate risks involved in treating patients in extreme environmental conditions.

7. Implement safety measures to protect both the patient and provider during treatment.

II. Toxicology and Alcohol

A. Toxicological Emergencies

1. Outline the signs, symptoms, mechanism of action, street names, and field treatment for the major toxidromes.

2. Identify key indicators of toxic substance exposure.

3. Develop a treatment protocol for managing toxicological emergencies.

4. Infer the unique presentation and manage complications of tricyclic antidepressant overdose.

5. Recognize the signs of tricyclic antidepressant overdose.

6. Apply appropriate interventions to mitigate overdose complications.

7. Identify the suspected substance based on presentation and prescribe the appropriate treatment for a suspected overdose/poisoning patient.

8. Use patient history and presentation to diagnose the substance involved.

9. Customize treatment plans to the specific overdose or poisoning case.

B. Alcoholism and Alcohol-Related Emergencies

1. Contrast the presentation of various alcohol emergencies.

2. Differentiate between acute intoxication, alcohol poisoning, and withdrawal.

3. Develop field treatment plans for each type of alcohol-related emergency.

4. Summarize the physical characteristics of a patient suffering from advanced alcoholism.

5. Recognize long-term physical effects of chronic alcohol abuse.

6. Assess the need for specialized care in alcohol-dependent patients.

III. Pediatric Emergencies

A. Pediatric Assessment

1. Organize age-appropriate assessment techniques and vital signs for pediatrics.

2. Compare normal pediatric vital signs across different age groups.

3. Adjust assessment techniques to suit the developmental stage of the child.

4. Formulate a differential diagnosis, field impression, and treatment plan for a pediatric patient in respiratory distress.

5. Interpret pediatric respiratory distress symptoms to identify underlying causes.

6. Create a treatment plan tailored to the pediatric patient's specific needs.

B. Pediatric Conditions

1. Summarize the etiology, history, signs, symptoms, and treatment of seizures, meningitis, poisoning, (Brief Resolved Unexplained Event (BRUE), Acute Life-Threatening Events (ALTE), dehydration, sepsis, dysrhythmias, and congenital heart disease in pediatrics.

2. Detect early signs of serious pediatric conditions.

3. Develop management strategies for various pediatric emergencies.

4. Detect signs/symptoms of impending ventilatory failure in the pediatric patient.

5. Monitor and assess pediatric patients at risk for respiratory failure.

6. Intervene early to prevent deterioration.

7. Identify and model proper treatment for pediatric patients experiencing bradycardia, tachycardia, or cardiac arrest according to JCCC EMS algorithms.

8. Implement pediatric-specific resuscitation protocols.

9. Adjust treatment based on the child’s response.

IV. Altered Mental Status (AMS) and Seizures

A. Altered Mental Status (AMS)

1. Investigate the possible causes of unconsciousness using the AEIOU-TIPS mnemonic and integrate assessment findings with proper management.

2. Prioritize assessments based on the suspected cause of AMS.

3. Develop a management plan to stabilize the patient.

4. Arrange the steps in the assessment of a patient with AMS and assemble questions that can be asked of family or bystanders.

5. Identify key history questions for AMS patients.

6. Use bystander information to enhance patient assessment.

7. Compare and contrast common causes of syncope.

8. Differentiate between benign and life-threatening causes of syncope.

9. Develop treatment plans based on the cause of syncope.

B. Seizure Disorders

1. Summarize etiologies for grand mal seizures and relevant questions to ask when ascertaining a history for the seizure patient.

2. Identify the triggers and history associated with seizure activity.

3. Develop a care plan to manage an active seizure.

4. Identify the appropriate treatment, justify the rationale for that treatment, and minimize possible complications in the actively seizing patient.

5. Apply evidence-based interventions to control seizure activity.

6. Monitor the patient for complications during and after the seizure.

7. Investigate the medications commonly given to an epileptic to prevent seizure activity.

8. Review common anticonvulsant medications and their effects.

9. Adjust treatment plans based on the patient’s medication history.

V. Endocrine Emergencies

A. Assessment and Management of Diabetes

1. Contrast the pathophysiology of types of diabetes mellitus.

2. Differentiate between Type 1 and Type 2 diabetes in terms of pathophysiology.

3. Customize treatment plans based on the type of diabetes and patient needs.

4. Justify the appropriate treatment for hypoglycemia and hyperglycemia based on presenting symptoms.

5. Assess blood glucose levels and correlate with clinical presentation.

6. Implement treatment protocols for managing acute diabetic emergencies.

B. Pathophysiology and Treatment of Endocrine Disorders

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

2. Identify early warning signs of endocrine emergencies.

3. Develop a comprehensive management plan for each condition.

VI. Psychomotor Skills and Scenario Lab

A. Motor Skills Proficiency

1. Demonstrate proficiency in all component motor skills according to skills criteria.

2. Integrate motor skills with assessment and communication skills.

B. Scenario Lab Practice

1. Model an appropriate cardiac emergency simulation according to simulation requirements.

2. Manage a simulated medical emergency according to paramedic class protocol.

VII. Field Observation

A. EMS Operations

1. Participate in all aspects of EMS operations within the scope of EMT practice during an observational setting.

2. Reflect on the observational experience to improve future performance.

B. EMS Documentation

1. Construct a written patient care report for each patient contact.

2. Evaluate the completeness and accuracy of patient care reports.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 245

Title: Paramedic VI - Trauma*
Number: EMS 245
Effective Term: 2025-26
Credit Hours: 3
Contact Hours: 103
Lecture Hours:
Other Hours: 103

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 240 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

Incorporate scene information, available resources, and trauma assessment findings to facilitate evidence-based, individualized treatment plans for trauma patients, emphasizing rapid intervention and multidisciplinary coordination. (12.1- 12.11)
Analyze the human body's anatomical structures and physiological functions, applying this knowledge to enhance clinical judgment and decision-making in emergency care settings. (2.1)
Explain anatomy and physiology as applied to pathophysiologies of various disease processes. (4.1)
Incorporate anatomical and medical terminology, along with essential approved abbreviations and symbols, in professional communication, prioritizing accuracy and clarity in interactions with healthcare teams and documentation. (3.1)
Differentiate the pathophysiology underlying various disease processes, employing this knowledge to improve diagnostic accuracy and develop effective therapeutic strategies in emergency medicine. (4.1)
Devise accurate field diagnoses by integrating assessment findings with knowledge of anatomy, physiology, pathophysiology, and epidemiology. (15.1)
Evaluate intervention outcomes and adjust treatment plans as necessary, reflecting on decision-making processes to enhance critical thinking and clinical judgment. (15.1)
Adeptly and safely demonstrate all required psychomotor skills, adhering to the National EMS Scope of Practice Model and relevant state regulations. (15.3)
Employ interventions as outlined in the treatment plan, prioritizing symptom relief and improvement in overall health. (15.5)
Incorporate as an effective team member while cultivating the leadership skills necessary for clinical settings. (15.7)
Determine appropriate Personal Protective Equipment (PPE) to minimize the risk of injury or infection to self and others, incorporating established safety protocols. (15.8)
Cultivate therapeutic communication that is unbiased, culturally sensitive, and designed to improve patient outcomes. (1.6)
Incorporate professional behaviors including integrity, empathy, compassion, and self-motivation across all interactions. (15.2)
Advocate for patients with attention to detail, practicing diplomacy, respect, and a commitment to lifelong learning. (15.2)
Cultivate team dynamics, incorporating diplomacy and respect for diverse perspectives in collaborative healthcare settings. (15.4)
Manage changing clinical situations with flexibility and resilience, integrating effective stress management strategies to maintain personal well-being and professional performance. (15.4)
Produce and document accurate assessment findings, interventions, and justify clinical decisions, generating a comprehensive and accessible patient record. (15.6)
( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Abdominal Trauma

A. Describe the categories of abdominal trauma, and identify organs most often injured within each category.

B. Summarize the steps in the evaluation and management of abdominal trauma based on the signs, symptoms, and treatment of emergency conditions.

II. Burns

A. Distinguish the signs, symptoms, and management of superficial, partial-thickness, and full-thickness burns.

B. Justify the factors that mandate admission to a burn unit.

C. Analyze the history, signs/symptoms, significance, and field treatment for pulmonary burns.

D. Arrange the steps in assessing the burn patient and the appropriate treatment.

III. Chest Trauma

A. Compile the pathophysiology, clinical significance, history, signs and symptoms, and the treatment for tension pneumothorax, open pneumothorax, flail chest, pericardial tamponade, traumatic asphyxia, and Acute Respiratory Distress Syndrome (ARDS).

B. Provided a patient with a tension pneumothorax, generalize the procedure for field decompression.

IV. Ear, Eye, and Nose Trauma

A. Describe the steps for management of foreign bodies and hemorrhage from the ear or eye.

B. Summarize hazards associated with blunt trauma to the eye.

C. Explore causes of epistaxis, and prescribe the appropriate treatment.

V. Neck and Facial Trauma

A. Adapt to airway management challenges, hemorrhage control techniques, and shock management involved with facial and neck trauma.

B. Defend considerations in the management of 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, and blunt trauma to the neck with inadequate ventilation.

VI. Neurological Trauma

A. Categorize types of head trauma, predict associated complications, and formulate a treatment plan for all varieties of head injuries.

B. Investigate the pathophysiology, clinical significance, signs, symptoms, and treatment of neurogenic shock.

VII. Orthopedic Injuries

A. Differentiate the clinical significance and treatment for fractures and dislocations involving various bones of the body.

B. Justify the complications of injuries considered true orthopedic emergencies.

C. Analyze the objectives of splinting and the procedure for applying splints.

VIII. Pediatric Trauma

A. Interpret the most common causes of pediatric death from trauma and how the causes can be mitigated by EMS.

B. Contrast anatomical differences between the adult and pediatric trauma patients and explain the differing patterns of injury observed between these demographics.

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

IX. Shock

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

B. Categorize the changes in vital signs in compensated shock and those in decompensated shock.

C. Dissect the body's physiologic reaction to shock based on the mechanism of injury.

X. Spinal Trauma

A. Interpret the indications for spinal motion restriction.

B. Analyze the signs and symptoms of spinal injury and prescribe the appropriate treatments.

XI. Multiple-systems Trauma

A. Describe a patient with multiple-systems trauma, and arrange the treatment based on priority.

B. Categorize the steps in the Multiple-Casualty Incident (MCI) scene command and delegate functions.

XII. Wounds and Bleeding

A. Classify hemorrhage control techniques and recommend interventions based on hemorrhage location and type.

B. Distinguish the signs of arterial, venous, and capillary bleeding.

C. Model the proper bandaging and hemorrhage control techniques.

XIII. Psychomotor Skills and Scenario Lab

A. Demonstrate proficiency in all component motor skills according to skills criteria.

B. Portray a cardiac emergency simulation according to simulation requirements.

C. Provide a simulated medical emergency, and manage the patient according to class protocol.

XIV. Field Observation

A. In an observational setting, participate in all aspects of EMS operations within the scope of EMT practice.

B. Construct a written patient care report for each patient contact.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 250

Title: Paramedic VII - Clinicals 1*
Number: EMS 250
Effective Term: 2025-26
Credit Hours: 6
Contact Hours: 245
Lecture Hours: 36
Lab Hours: 26
Other Hours: 193

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 245 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

Explore EMS system structure and operations, focusing on strategies to prioritize paramedic safety in emergencies. (1.1)
Evaluate medical research to improve patient care. (1.3)
Apply medical, legal, and ethical standards to enhance health outcomes and manage ethical dilemmas in emergency care. (1.7)
Use anatomical and physiological knowledge to enhance clinical judgment in emergency care. (2.1)
Explain how anatomy and physiology relate to disease pathophysiology. (2.1)
Use accurate medical terminology and approved abbreviations in professional communication and documentation. (3.1)
Differentiate disease pathophysiology to improve diagnosis and develop effective treatments in emergency medicine. (4.1)
Assess patients with multiple diseases to anticipate treatment responses. (4.1)
Use developmental knowledge to tailor assessments and care for patients across the lifespan. (5.1)
Apply public health and epidemiology principles to address emergencies, promote wellness, and prevent illness and injury in the community. (6.1)
Develop pharmacological treatment plans considering medication actions, interactions, and contraindications to improve patient outcomes. (7.1-7.4)
Implement advanced airway management and ventilation strategies for all ages using anatomical and physiological knowledge. (8.1)
Assess respiratory mechanics by age to determine distress levels and apply appropriate interventions. (8.2-8.3)
Use clinical knowledge to synthesize scene and patient information, adapt to circumstances, delegate tasks, and manage resources for optimal care. (9.1)
Integrate assessments and medical knowledge to develop differential diagnoses and precise treatment plans. (9.1-9.6)
Use assessments to diagnose and treat conditions per evidence-based guidelines in emergencies. (10.1-10.13)
Analyze shock and cardiac arrest mechanisms to develop evidence-based resuscitation strategies for optimal outcomes. (11.1-11.2)
Use scene data and trauma assessments to create evidence-based treatment plans emphasizing rapid intervention and coordination. (12.1-12.11)
Develop strategies for patients with special needs, integrating pathophysiology and psychosocial factors, and report concerns per protocols and laws. (13.1-13.4)
Manage EMS operations to ensure quality care, safe transport, and safety for patients, public, personnel, and responders. (14.1-14.6)
Conduct thorough assessments, integrate findings to make clinical decisions, plan interventions, and adjust treatment based on outcomes. (15.1 - Clinical Decision Making)
Develop unbiased, culturally sensitive communication to improve outcomes; exhibit professionalism and advocate for patients. (15.2 - Therapeutic Communication and Cultural Humility)
Safely demonstrate required psychomotor skills per EMS standards, prioritizing safety for all involved. (15.3 - Psychomotor Skills)
Uphold ethical standards, demonstrate empathy, professionalism, effective communication, and contribute to team dynamics and public health. (15.4 - Professionalism)
Implement and evaluate interventions, adjust plans as needed, and reflect on decision-making to enhance critical thinking and clinical judgment. (15.5 - Decision Making)
Accurately document assessments, interventions, and decisions to create comprehensive patient records. (15.6 - Record Keeping)
Function effectively as a team member and leader, ensuring accurate documentation of assessments and plans.(15.7 - Team Dynamics)
Select appropriate PPE and employ safety protocols to protect self, team, civilians, and bystanders during emergencies. (15.8 - Safety)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Field Experience

A. Preceptor-Guided Field Activities

1. Conduct biomedical communications, patient assessment, ECG monitoring, IV venipuncture, endotracheal intubation, and medication administration in the field environment under the discretion of preceptors.

2. Develop and model entry-level paramedic functions.

B. Documentation

1. Compose a patient report for each patient contact.

2. Review reports with preceptors for feedback and improvement.

II. Clinical Internship

A. Emergency Department

1. Conduct comprehensive patient assessments.

2. Initiate intravenous cannulation and administer enteral and parenteral medications.

B. Operating Room/Anesthesiology

1. Ventilate patients with a bag mask and evaluate the effectiveness of ventilation.

2. Intubate anesthetized patients with endotracheal tubes and verify placement.

C. Intensive Care Unit

1. Conduct comprehensive patient assessments.

2. Initiate intravenous cannulation and administer enteral and parenteral medications.

3. Investigate complications in the patient’s condition associated with pre-hospital care.

D. Respiratory Therapy

1. Evaluate patients in respiratory distress based on patient presentation and diagnostic technology.

2. Administer nebulized breathing treatments under the supervision of a respiratory therapist.

E. Burn Unit

1. Explore burn wound healing, debridement, and surgical procedures.

2. Investigate complications in the patient’s condition associated with pre-hospital care.

3. Evaluate airway compromise secondary to burn injuries.

F. Mental Health

1. Explore the assessment of behavioral or mental health patients.

2. Demonstrate effective communication with behavioral or mental health patients.

3. Investigate classic presentations and management of common behavioral conditions.

III. Cognitive and Motor Skills

A. Patient Handling

1. Demonstrate the body mechanics of proper lifting technique.

2. Demonstrate proper technique for complicated patient extrication or movement.

3. Demonstrate proper technique for handling patient adjunctive equipment.

B. Renal Emergencies and Dialysis

1. Explore common emergencies associated with dialysis patients.

2. Identify signs and symptoms of dialysis-related complications.

3. Prescribe appropriate treatments for dialysis emergencies.

C. Advanced Cardiology

1. Diagnose STEMI and N-STEMI by qualifying diagnostic changes.

2. Localize infarct in the presence of common infarct imposters.

3. Contrast bundle branch block with bi-fascicular blocks.

D. Clinical Case Study

1. Compile data regarding the presentation and care of a novel patient.

2. Create and present a comprehensive case study to peers, faculty, and the medical director.

3. Evaluate peer feedback and incorporate it into future practice.

E. EMS Simulation

1. Demonstrate competent management of simulated adult and pediatric medical and trauma patients based on scenario-specific criteria.

2. Demonstrate competent management of simulated adult and pediatric cardiac arrest patients based on scenario-specific criteria.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 255

Title: Paramedic VIII - Clinicals 2*
Number: EMS 255
Effective Term: 2025-26
Credit Hours: 6
Contact Hours: 245
Lecture Hours: 36
Lab Hours: 26
Other Hours: 193

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 250 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

Explore EMS system structure and operations, focusing on strategies to prioritize paramedic safety in emergencies. (1.1)
Evaluate medical research to improve patient care. (1.3)
Apply medical, legal, and ethical standards to enhance health outcomes and manage ethical dilemmas in emergency care. (1.7)
Use anatomical and physiological knowledge to enhance clinical judgment in emergency care. (2.1)
Explain how anatomy and physiology relate to disease pathophysiology. (2.1)
Use accurate medical terminology and approved abbreviations in professional communication and documentation. (3.1)
Differentiate disease pathophysiology to improve diagnosis and develop effective treatments in emergency medicine. (4.1)
Assess patients with multiple diseases to anticipate treatment responses. (4.1)
Use developmental knowledge to tailor assessments and care for patients across the lifespan. (5.1)
Apply public health and epidemiology principles to address emergencies, promote wellness, and prevent illness and injury in the community. (6.1)
Develop pharmacological treatment plans considering medication actions, interactions, and contraindications to improve patient outcomes. (7.1-7.4)
Implement advanced airway management and ventilation strategies for all ages using anatomical and physiological knowledge. (8.1)
Assess respiratory mechanics by age to determine distress levels and apply appropriate interventions. (8.2-8.3)
Use clinical knowledge to synthesize scene and patient information, adapt to circumstances, delegate tasks, and manage resources for optimal care. (9.1)
Integrate assessments and medical knowledge to develop differential diagnoses and precise treatment plans. (9.1-9.6)
Use assessments to diagnose and treat conditions per evidence-based guidelines in emergencies. (10.1-10.13)
Analyze shock and cardiac arrest mechanisms to develop evidence-based resuscitation strategies for optimal outcomes. (11.1-11.2)
Use scene data and trauma assessments to create evidence-based treatment plans emphasizing rapid intervention and coordination. (12.1-12.11)
Develop strategies for patients with special needs, integrating pathophysiology and psychosocial factors, and report concerns per protocols and laws. (13.1-13.4)
Manage EMS operations to ensure quality care, safe transport, and safety for patients, public, personnel, and responders. (14.1-14.6)
Conduct thorough assessments, integrate findings to make clinical decisions, plan interventions, and adjust treatment based on outcomes. (15.1 - Clinical Decision Making)
Develop unbiased, culturally sensitive communication to improve outcomes; exhibit professionalism and advocate for patients. (15.2 - Therapeutic Communication and Cultural Humility)
Safely demonstrate required psychomotor skills per EMS standards, prioritizing safety for all involved. (15.3 - Psychomotor Skills)
Uphold ethical standards, demonstrate empathy, professionalism, effective communication, and contribute to team dynamics and public health. (15.4 - Professionalism)
Implement and evaluate interventions, adjust plans as needed, and reflect on decision-making to enhance critical thinking and clinical judgment. (15.5 - Decision Making)
Accurately document assessments, interventions, and decisions to create comprehensive patient records. (15.6 - Record Keeping)
Function effectively as a team member and leader, ensuring accurate documentation of assessments and plans.(15.7 - Team Dynamics)
Select appropriate PPE and employ safety protocols to protect yourself, your team, civilians, and bystanders during emergencies. (15.8 - Safety)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Field Experience

A. Preceptor-Guided Field Activities

2. Develop and model entry-level paramedic functions.

B. Documentation

1. Compose a patient report for each patient contact.

2. Review reports with preceptors for feedback and improvement.

II. Clinical Internship

A. Emergency Department

1. Conduct comprehensive patient assessments.

2. Initiate intravenous cannulation and administer enteral and parenteral medications.

B. Operating Room/Anesthesiology

1. Ventilate patients with a bag mask and evaluate the effectiveness of ventilation.

2. Intubate anesthetized patients with endotracheal tubes and verify placement.

C. Intensive Care Unit

1. Conduct comprehensive patient assessments.

2. Initiate intravenous cannulation and administer enteral and parenteral medications.

3. Investigate complications in the patient’s condition associated with pre-hospital care.

D. Respiratory Therapy

1. Evaluate patients in respiratory distress based on patient presentation and diagnostic technology.

2. Administer nebulized breathing treatments under the supervision of a respiratory therapist.

E. Burn Unit

1. Explore burn wound healing, debridement, and surgical procedures.

2. Investigate complications in the patient’s condition associated with pre-hospital care.

3. Evaluate airway compromise secondary to burn injuries.

F. Mental Health

1. Explore the assessment of behavioral or mental health patients.

2. Demonstrate effective communication with behavioral or mental health patients.

3. Investigate classic presentations and management of common behavioral conditions.

III. Cognitive and Motor Skills

A. Patient Handling

1. Demonstrate the body mechanics of proper lifting technique.

2. Demonstrate proper technique for complicated patient extrication or movement.

3. Demonstrate proper technique for handling patient adjunctive equipment.

B. Renal Emergencies and Dialysis

1. Explore common emergencies associated with dialysis patients.

2. Identify signs and symptoms of dialysis-related complications.

3. Prescribe appropriate treatments for dialysis emergencies.

C. Advanced Cardiology

1. Diagnose STEMI and N-STEMI by identifying diagnostic changes.

2. Localize infarct in the presence of common infarct imposters.

3. Contrast bundle branch block with bi-fascicular blocks.

D. Clinical Case Study

1. Compile data regarding the presentation and care of a novel patient.

2. Create and present a comprehensive case study to peers, faculty, and the medical director.

3. Incorporate peer and faculty feedback into future clinical practice.

E. EMS Simulation

1. Demonstrate competent management of simulated adult and pediatric medical and trauma patients based on scenario-specific criteria.

2. Demonstrate competent management of simulated adult and pediatric cardiac arrest patients based on scenario-specific criteria.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
50% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

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 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 cellular phone 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 progression to Medic II.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 260

Title: Paramedic IX- Field Internship 1*
Number: EMS 260
Effective Term: 2025-26
Credit Hours: 8
Contact Hours: 361
Lecture Hours: 22
Lab Hours: 27
Other Hours: 312

Requirements:

Prerequisites: Admission to Paramedic Program.
Prerequisites or corequisites: EMS 255 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

Explore EMS system structure and operations, focusing on strategies to prioritize paramedic safety in emergencies. (1.1)
Evaluate medical research to improve patient care. (1.3)
Apply medical, legal, and ethical standards to enhance health outcomes and manage ethical dilemmas in emergency care. (1.7)
Use anatomical and physiological knowledge to enhance clinical judgment in emergency care. (2.1)
Explain how anatomy and physiology relate to disease pathophysiology. (2.1)
Use accurate medical terminology and approved abbreviations in professional communication and documentation. (3.1)
Differentiate disease pathophysiology to improve diagnosis and develop effective treatments in emergency medicine. (4.1)
Assess patients with multiple diseases to anticipate treatment responses. (4.1)
Use developmental knowledge to tailor assessments and care for different age groups. (5.1)
Apply public health and epidemiology principles to address emergencies, promote wellness, and prevent illness and injury in the community. (6.1)
Develop pharmacological treatment plans considering medication actions, interactions, and contraindications to improve patient outcomes. (7.1-7.4)
Implement advanced airway management and ventilation strategies for all ages using anatomical and physiological knowledge. (8.1)
Assess respiratory mechanics by age to determine distress levels and apply appropriate interventions. (8.2-8.3)
Use clinical knowledge to synthesize scene and patient information, adapt to circumstances, delegate tasks, and manage resources for optimal care. (9.1)
Integrate assessments and medical knowledge to develop differential diagnoses and precise treatment plans. (9.1-9.6)
Use assessments to diagnose and treat conditions per evidence-based guidelines in emergencies. (10.1-10.13)
Analyze shock and cardiac arrest mechanisms to develop evidence-based resuscitation strategies for optimal outcomes. (11.1-11.2)
Use scene data and trauma assessments to create evidence-based treatment plans emphasizing rapid intervention and coordination. (12.1-12.11)
Develop strategies for patients with special needs, integrating pathophysiology and psychosocial factors, and report concerns per protocols and laws. (13.1-13.4)
Manage EMS operations to ensure quality care, safe transport, and safety for patients, public, personnel, and responders. (14.1-14.6)
Conduct thorough assessments, integrate findings to make clinical decisions, plan interventions, and adjust treatment based on outcomes. (15.1 - Clinical Decision Making)
Develop unbiased, culturally sensitive communication to improve outcomes; exhibit professionalism and advocate for patients. (15.2 - Therapeutic Communication and Cultural Humility)
Safely demonstrate required psychomotor skills per EMS standards, prioritizing safety for all involved. (15.3 - Psychomotor Skills)
Uphold ethical standards, demonstrate empathy, professionalism, effective communication, and contribute to team dynamics and public health. (15.4 - Professionalism)
Implement and evaluate interventions, adjust plans as needed, and reflect on decision-making to enhance critical thinking. (15.5 - Decision Making)
Accurately document assessments, interventions, and decisions to create comprehensive patient records. (15.6 - Record Keeping)
Function effectively as a team member and leader, ensuring accurate documentation of assessments and plans.(15.7 - Team Dynamics)
Select appropriate PPE and employ safety protocols to protect yourself, your team, civilians, and bystanders during emergencies. (15.8 - Safety)

( ) Indicates module lesson in the 2021 EMS Education Standards

Content Outline and Competencies:

I. Formative Paramedic Team Lead Internship

A. Comprehensive Patient Assessment

1. Optimize the assessment of field patients, including history, physical examination, and vital signs.

2. Conduct thorough patient evaluations to inform treatment decisions.

3. Adjust assessment techniques based on the patient's condition and environment.

B. Scene Management

1. Prioritize appropriate scene management, including assessment, treatment, and transportation according to patient needs.

2. Coordinate with team members to ensure effective patient care and safety.

3. Adapt to changing scene dynamics to optimize patient outcomes.

C. Integration of Clinical Skills

1. Perform intravenous cannulation and medication administration.

2. Integrate basic and advanced airway management.

3. Acquire the 12-lead ECG and perform electrical therapies.

4. Model manual CPR and mechanical CPR device utilization.

5. Manage fractures and perform selective spinal immobilization.

6. Investigate and appropriately manage hemorrhage.

7. Prioritize patient handling with an emphasis on safety.

D. Biomedical Communication

1. Model effective biomedical communication with allied health personnel and receiving hospital staff.

2. Convey critical patient information clearly and efficiently.

3. Collaborate effectively with healthcare teams to enhance patient care.

E. ECG Interpretation

1. Interpret ECG rhythms and anticipate possible complications.

2. Recognize abnormal rhythms and initiate appropriate interventions.

3. Anticipate signs of deterioration and adjust treatment accordingly.

F. Pharmacology

1. Summarize the dosages, indications, contraindications, side effects, and precautions for all medications in the paramedic formulary.

2. Apply pharmacological knowledge to patient care decisions.

3. Evaluate the efficacy and safety of medication administration in various scenarios.

G. Treatment Plan Development

1. Develop and implement comprehensive treatment plans for medical and traumatic conditions.

2. Customize treatment approaches based on patient presentations.

3. Integrate evidence-based practices into patient care strategies.

H. Patient Care Reports

1. Compose exhaustive patient care reports with attention to spelling, grammar, legibility, and content.

2. Verify accurate and complete documentation of patient encounters.

3. Review and refine report-writing skills to meet professional standards.

II. Capstone Cognitive and Psychomotor Skills

A. Simulated Emergency Assessment and Treatment

1. Prescribe appropriate assessment and treatment for simulated emergencies of required archetypes within three attempts for each type, scoring 80% or higher on customized rubrics for treatment therapy and overall performance.

2. Apply critical thinking and clinical skills in high-pressure simulation scenarios.

3. Continuously improve performance through feedback and practice.

B. Legal and Ethical Issues

1. Summarize the legal and ethical issues that impact decisions made in the out-of-hospital environment.

2. Analyze ethical dilemmas in patient care and determine the best course of action.

3. Model the legal responsibilities and boundaries of paramedic practice.

C. Incident Management

1. Integrate the principles of general incident management and multiple casualty incident (MCI) management techniques.

2. Demonstrate leadership and coordination in MCI scenarios.

3. Prioritize patient care based on severity and resource availability.

D. Safety in Crime and Emergency Scenes

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

2. Implement safety protocols to protect oneself and others.

3. Assess the scene for potential hazards and adjust operations accordingly.

E. Medication-Assisted Airway Management

1. Summarize the procedural steps to the induction, paralysis, and maintenance of patients during medication-assisted airway management.

2. Integrate pharmacological knowledge to support airway management.

3. Investigate patient responses and adjust care as needed.

F. Rapid Sequence Intubation (RSI)

1. Detail the actions, indications, contraindications, and dosing of RSI pharmacological agents.

2. Prepare and administer RSI medications safely and effectively.

3. Anticipate and manage complications related to RSI.

III. Affective Domain (Revised Model of Professionalism - 2021 EMS National Education Standards)

A. Integrity

1. Demonstrate honesty in all professional activities, prioritizing patient best interests, and upholding professional standards.

2. Prioritize ethical decisions in patient care, even in challenging situations.

3. Develop trust with patients and colleagues through transparent and accountable actions.

B. Empathy

1. Demonstrate genuine concern for patients by understanding and sharing their feelings within the healthcare context.

2. Prioritize patient-provider relationships through empathetic communication.

3. Evaluate patients' emotional needs as part of holistic care.

C. Self-Motivation

1. Demonstrate dedication and commitment to excellence by independently carrying out necessary duties.

2. Cultivate high standards in daily tasks without direct oversight.

3. Facilitate opportunities for personal and professional improvement.

D. Professional Appearance and Demeanor

1. Model a professional image through appropriate uniform, personal hygiene, and respectful behavior.

2. Develop rapport with patients and colleagues by maintaining a professional appearance.

3. Prioritize personal presentation and equipment standards.

E. Self-Confidence

1. Integrate confidence in clinical judgment with openness to feedback and continuous learning.

2. Model self-assurance in clinical decision-making while respecting protocols.

3. Minimize overconfidence to maintain patient safety and care quality.

F. Time Management

1. Manage time effectively to provide timely and efficient patient care.

2. Prioritize tasks and make quick decisions in emergency situations.

3. Optimize the pace and logistics of patient care to improve outcomes.

G. Communication

1. Model effective communication with patients, families, and other healthcare professionals.

2. Portray clear and empathetic verbal communication.

3. Produce accurate and comprehensive patient care documentation.

H. Teamwork and Diplomacy

1. Demonstrate respect and professionalism in collaboration with diverse healthcare teams.

2. Navigate interpersonal dynamics with tact to foster a positive work environment.

3. Integrate diverse perspectives that contribute to team goals.

I. Patient Advocacy

1. Prioritize the rights and needs of patients.

2. Advocate for patient-centered care throughout the healthcare journey.

3. Facilitate patient abilities to make informed care decisions.

J. Careful Delivery of Service

1. Produce meticulous care, ensuring safety and effectiveness in all interventions.

2. Combine attention to detail and adherence to protocols.

3. Prioritize patient safety and dignity at every step of the care process.

K. Clinical Competence

1. Model proficiency in clinical skills and knowledge.

2. Incorporate medical knowledge into patient care.

3. Cultivate critical thinking and decision-making in emergency situations.

L. Ethical Conduct

1. Navigate complex ethical dilemmas with sensitivity, integrity, and respect for patient dignity.

2. Prioritize ethical principles in all patient interactions.

3. Justify decisions that align with both ethical standards and patient best interests.

M. Accountability

1. Internalize responsibility for actions and decisions in patient care.

2. Evaluate mistakes to improve future care quality.

N. Self-Regulation and Responsibility for Learning

1. Incorporate lifelong learning and self-assessment to maintain professional growth.

2. Prioritize continuous self-improvement through education and reflection.

3. Formulate personal learning objectives that align with career goals and patient needs.

O. Evidence-Based Practice and Critical Thinking

1. Integrate evidence-based medicine into patient care to ensure the best outcomes.

2. Analyze research and new guidelines into clinical decisions.

3. Critically evaluate information to make informed healthcare choices.

P. Adaptability and Stress Management

1. Prioritize flexibility in dynamic and high-pressure situations.

2. Develop coping mechanisms to manage stress effectively.

3. Adapt to changing environments to maintain high standards of care.

Q. Cultural Competence

1. Honor diverse cultural backgrounds to tailor care delivery.

2. Investigate cultural biases in patient care.

3. Prioritize culturally sensitive care that respects patients' beliefs and values.

R. Fostering a Culture of Safety

1. Prioritize patient and provider safety through proactive risk management.

2. Identify and mitigate potential hazards in patient care.

3. Promote a culture of transparency and collaboration in safety practices.

S. Public Health and Community Engagement

1. Identify public health initiatives to enhance community well-being.

2. Facilitate health education and disease prevention efforts.

3. Collaborate with community organizations to improve public health outcomes.

Method of Evaluation and Competencies:

20% Homework
30% Quizzes
5% Case Study
45% Final Exam
P/F Lab
P/F Final Lab Exam
P/F Affective EMS review

Total: 100%

Grade Criteria:

94-100% = A and successful pass of cognitive, affective, and lab exams.
87- 93% = B and successful pass of cognitive, affective, and lab exams.
80- 86% = C and successful pass of cognitive, affective, and lab exams.
73- 79% = D (ineligible to continue in program)
< 73% = F (ineligible to continue in program)

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 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 cellular phone 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 to successfully complete the class and for progression to the subsequent course in the program.
During the paramedic program 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 $4,000 for the entire program. As the actual amounts are subject to change, they are listed in the Course Syllabus for each course.

Student Responsibilities:

Disabilities:

EMS 271

Title: Medic IV Field Internship*
Number: EMS 271
Effective Term: 2025-26
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