FIELD INTERNSHIP & CLINICAL EXPERIENCE HANDBOOK

Transcription

1 Paramedic Specialist Southeastern Community College Emergency Medical Services Training FIELD INTERNSHIP & CLINICAL EXPERIENCE HANDBOOK Revised January 2010

2 Introduction 3 Eligibility 4 Code of Conduct 5 Reporting Misconduct 5 Attendance 5 Approved Clinical/Field Sites 6 Contact Information 7 Clinical Objectives 8 Global Cognitive and Psychomotor Clinical Objectives 8 Department-Specific Objectives for Paramedic Specialist Students 9 Emergency Department 9 Cardiac Cath Lab (Heart and Vascular) 10 Behavioral Health/Psychiatric Care 10 Intensive/Urgent Care Unit 11 Day Surgery and OR 12 Labor and Delivery 13 Pediatrics 14 Respiratory Care/Pulmonary 14 Acute Care/ Inpatient Units 16 Required Objectives 17 Field Internship Guidelines 18 Forms 20 2

3 Introduction This handbook is a guide for Southeastern Community College s Paramedic Specialist students, as well as preceptors. Each student is required to complete clinical experience objectives as well as a field internship. Students must meet program requirements to participate in clinical sessions (see program student handbook). Any questions regarding these guidelines should be directed to me, or the Emergency Response Training Program Director, Kevin Pierce. Students and preceptors, the following pages are clinical and field internship guidelines for the paramedic specialist student. You will find clinical objectives, as well as goals and descriptions to help guide you through the clinical experience. The ability to serve in the capacity of an entry level paramedic specialist requires experience with actual patients, and honest evaluations of that experience are vital to the students success. The purpose of field and clinical experience is to help integrate didactic, psychomotor, and cognitive elements together in actual patient care settings. Students should not attempt skills they have not been fully instructed and evaluated for competency on. Please contact the clinical instructor for SCC s EMS training programs with questions regarding skills. This guide also includes a list of skills that are found in the paramedic specialist student scope of practice. Students shall not attempt any skill not found in the scope of practice-table of skills. Students will follow the program policies and rules outlined the EMS Training Program Student Handbook during their clinical and field internship. It is a violation of school policy for a student to falsely represent them self as a provider, and not a student. The instructors will assist in scheduling clinical rotations as well as ride time and field internship shifts. If you have questions or concerns, please contact me. Thank you! Johnathan R Cockrell, Paramedic Educator (319) jcockrell@scciowa.edu 3

4 Eligibility Students must meet eligibility requirements set by the training program, as well as any requirements a field or clinical site may require. To participate in Southeastern Community College Emergency Medical Service Training program clinical rotations, the student must: Be actively enrolled in the paramedic specialist program Have all background check information completed and be cleared Have drug screen, physical, and immunizations complete Be released by the lead instructor to enter clinical learning environment Demonstrate competency in all skills up to date in lab Have an active FISDAP skills tracking account Signed confidentiality agreement Have an 80% or higher didactic grade for the course Completed the required self study and orientation Have a current student ID Badge Students will not be permitted to participate in clinical rotations or the field internship if they have not met these requirements. 4

5 Code of Conduct All students will adhere to the code of conduct outlined in the EMS Training Program Handbook. STUDENTS.Remember, you represent our institution and program, as well as the EMS profession itself. Unprofessional behavior will not be tolerated (sexual harassment, foul language, etc.). Students will not participate in clinical or field experience if they are not in compliance with Southeastern Community College s uniform policy- (Program polo shirt, EMS trousers, polished black shoes or boots, hair tied up, exceptional personal hygiene) Refer to the student handbook for the full uniform policy. You are a guest at these agencies and hospitals, and shall act as such. All clinical and field sites have the right to refuse allowance of students based upon behavior, dress, or violation of policies. Participating in clinical field internships is a privilege, not a right. Students who violate the conduct policies will be subject to disciplinary action that could include removal from the program. Reporting Misconduct Students who witness or are a victim of misconduct by another student, preceptors, or other staff members, shall report it to a clinical instructor, the course instructor, or program director immediately. Attendance Students should arrive to the clinical or field site fifteen minutes prior to the scheduled start of the shift. If you are going to be tardy, or absent, you must contact the clinical site as well as the instructor as soon as possible. Attendance is required and is a vital component of having a successful experience. Students with unexcused absences will be moved to ineligible status until an academic achievement plan is in place. (see student handbook for definition). Make sure you have completed a shift evaluation form for every field internship shift. For clinical rotations, make sure you have a skills verification form as well as a clinical journal entry for each shift. 5

6 Approved Clinical/Field Sites Southeastern Community College has approved the following locations/services for clinical and field experience. If you have questions about a specific department or service, contact your instructor. Great River Medical Center Fort Madison Community Health Center Henry County Health Center Henry County EMS Ambulance Keokuk Area Hospital Washington County Hospital Burlington Fire Department Lee County EMS Ambulance Washington County EMS Ambulance Ottumwa Regional Medical Center Ambulance Medic EMS Med Force Aeromedical These are the only approved sites/services that you may function as an EMS student in Southeastern Community College s Paramedic Specialist program. Students who violate this policy will be subject to disciplinary action that could include removal from the program. Students may request a specific site be added to the approved list. These requests shall be made in writing and submitted to the program director, along with a referral letter from the director of the site or service you are requesting. Note: A request will not automatically add a site to the approved list. The program director must approve the site, and a contract must be in place before it is approved as a resource for students. The program director will inform students of any changes to the approved site list. 6

7 Contact Information Southeastern Community College Paramedic Specialist course instructor John Cockrell EMS training program director- Kevin Pierce Great River Medical Center Emergency Dept (or your instructor will set up) All other departments contact Sherry Fitzgibbon in Education Henry County Health Center & EMS Travis Johnson or Dan Eversmeyer Fort Madison Community Hospital Emergency Department All other departments set up through your instructor Keokuk Area Hospital Emergency Dept. Contact Linda Cockrell All other departments set up through your instructor Washington County Hospital Emergency Dept. Contact Cathy Buffington Burlington Fire Department Contact Deputy Chief Gene Wilkerson Lee County EMS Ambulance Contact Tina Young Washington County Ambulance Contact Richard Young

8 Clinical Objectives Global Cognitive and Psychomotor Clinical Objectives 1. Occupational Health and Safety: Displaying safety consciousness with patients, self, other personnel, equipment; compliance with infection control principles, including appropriate use of standard precautions and aseptic technique; using proper body mechanics when handling patients and equipment; demonstrating understanding of psychological hazards of emergency/critical care environments of techniques for stress recognition and management. 2. Psychomotor Skills: a. Vascular access- Demonstrating ability to safely and effectively access the venous circulation of patients from all age groups. b. Medication administration- Demonstrating ability to safely and effectively give medications by the intravenous, intramuscular, subcutaneous, and inhalation routes. c. Airway management- Demonstrating the ability to safely and effectively manage the airway of patients from all age groups. d. Endotracheal intubation- Demonstrating the ability to safely and effectively perform endotracheal intubation. e. ECG acquisition and interpretation- Demonstrating ability to safely and effectively acquire and interpret both a monitoring lead and 12-lead ECG. 3. Patient Assessment and Management: Demonstrating the ability to perform a comprehensive assessment (including initial assessment, history, and physical exam), develop a differential diagnosis, formulate, and implement a treatment plan demonstrating a knowledge base and professional judgment required to care for patients. 4. Record Keeping and Communications: a. Written- Documenting patient information, observations, and occurrences accurately, completely, concisely, and legibly. b. Verbal- Communicating pertinent patient information understandably, completely, concisely, and accurately. 5. Leadership: Demonstrating ability to serve as team leader and safely and effectively direct the pre-hospital response to a variety of calls. 8

9 Department-Specific Objectives for Paramedic Specialist Students Emergency Department T he Emergency Department will provide the paramedic specialist student with some of the most valuable experiences of their clinical time. In the field, the paramedic is faced with traumatic injuries and medical emergencies of all types. Learning in a controlled environment that is of the same nature is invaluable to build the students skill and confidence as they prepare to enter to field. Goals: In addition to the global objectives, it is the goal of the emergency department rotations to expose students to as many patient assessment/management experiences as possible with an emphasis on developing proficiency in performing the technical skills taught in the classroom and lab setting. These experiences may include, but are not limited to: 1. Triage and prioritize medical and trauma patients 2. Administration of medications through parenteral routes 3. Establish IV access and administer IV fluids via infusion pump 4. Perform patient interviews to obtain SAMPLE history 5. Interact with patients families to obtain vital health information 6. Perform airway management to ensure adequate ventilation and oxygenation 7. Assist in the management of cardiac arrest patients 8. Splint and immobilize injured extremities 9. Assess and provide care to patients with soft tissue injuries 10. Assess and provide care to patients with various medical emergencies 11. Accurately document subjective, objective findings and diagnostic exam findings 12. Obtain vital signs in patients of all ages 9

10 Cardiac Cath Lab (Heart and Vascular) Purpose: The entry level paramedic must be prepared to treat a variety of cardiac related emergencies. Completing rotations in the cardiac cath lab will help prepare them for this. Goals: This clinical experience will help them gain a more thorough understanding of cardiac anatomy, understand the interventions required to correct a coronary event, and gain some confidence in their ability to recognize a critical or potentially critical cardiac patient. Other experiences the student may have, but are not limited to: 1. Interview and obtain history of cardiac patient 2. Observe a cardiac cath procedure (diagnostic and/or treatment) 3. Assist in monitoring a cardiac patient 4. Observe vascular interventions preformed in cath lab (shunt repairs etc.) 5. Assist in monitoring patients who are post-procedure 6. Monitor and record vital signs Behavioral Health/Psychiatric Care Purpose: The entry level paramedic will have to respond to patients with psychiatric illnesses/emergencies. Rotations in this unit will help them gain an understanding of the most common psychiatric illnesses and the approach to assessment and treatment. Most of the experience the student will have in this unit will be that of an observer, but preceptors are encouraged to share interview techniques, and strategies for handling hostile patients. Goals: It is the goal of the psychiatric unit rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Observe or participate in assessment of patients with a variety of mental illnesses. 2. Observe group therapy treatment sessions for inpatient psychiatric patients. 3. Review charts for history and medication use of mentally ill patients 4. Observe patients with some common mental illnesses such as : schizophrenia, depression, suicidal/homicidal ideations, obsessive compulsive disorders 10

11 Intensive/Urgent Care Unit Purpose: The purpose of this rotation is expose students to a variety of critically ill and injured patients and to allow them to practice their assessment skills. Although students may perform technical skills as requested, they should focus on each patient s diagnosis, key assessment findings, and treatment plans. Goals: It is the goal of the intensive care unit rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Reviewing all charts. 2. Operating oxygen administration equipment and giving oxygen. 3. Performing peripheral IV insertion. 4. Inserting oral and/or nasogastric tubes. 5. Assisting in ambulating patients from bed to chair, lifting and turning patients. 6. Assisting in cases of cardiac arrest as directed including performing CPR, managing the airway, endotracheal intubation, and electrical and pharmacological arrhythmia therapy. 7. Evaluating results of laboratory tests, and correlating results with patient management. 8. Reviewing operation of mechanical ventilator equipment, noting various settings. 9. Maintaining airway in unconscious patients using manipulation, positioning, oral airways, and suctioning. 10. Performing aseptic endotracheal suctioning. 11. Observing and assisting in setting up and maintaining IV infusion pumps. 12. Exposure to critical care diagnostic procedures. 13. Exposure to long term treatment plans and care of patients with multiple organ system failure. 14. Treatment modalities not normally utilized in prehospital medicine.

12 Day Surgery and OR Purpose: The purpose of this rotation is to give students an opportunity to practice airway management procedures, especially bag-valve -mask ventilation and endotracheal intubation. While students will be exposed to surgical procedures during this rotation and have the opportunity to learn about those procedures, the primary purpose of this rotation is airway management. Student should concentrate their time on mastering these tasks. Goals: It is the goal of the operating room rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Administration of RSI protocol medications. 2. Monitoring patients, including blood pressure, pulse, respirations, level of consciousness, arterial oxygen saturation, and end-tidal carbon dioxide detection. 3. Operating oxygen administration equipment and giving oxygen. 4. Assisting in the operation of mechanical ventilatory support. 5. Preparing and giving medications as directed by assigned preceptor. 6. Observing effects of medications given. 12

13 Labor and Delivery Purpose: The purpose of this rotation is to give students an opportunity to observe and assist with normal and abnormal deliveries as well as practice assessing the pregnant patient and newborn infant. Goals: It is the goal of the intensive care unit rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Observe and assist abnormal deliveries including breech delivery, prolapsed cord, shoulder dystocia, and limb presentation. 2. Observe, assist in, and review management of patients with pregnancy induced hypertension, placenta previa, placental abruption, fetal distress, ruptured/leaking amniotic membranes, premature labor, and precipitous delivery. 3. Observe delivery via cesarean section. 4. Observe and assist with evaluation of dilation and effacement. 5. Observe administration of epidural or subdural anesthesia. 6. Performance of fundal massage after delivery. 7. Observe and assist with medication administration including magnesium sulfate and pitocin. 8. Observe assessment and management of postpartum complications including perineal injury, retained placenta, and prolapsed cord. 9. Observe and assist with neonatal resuscitation. 10. Observe and assist with management of meconium aspiration. 13

14 Pediatrics Purpose: The purpose of this rotation is to give students an opportunity to assess pediatric patients under the supervision of a staff pediatrician, physician assistant, or pediatric nurse. Goal: It is the goal of the pediatric unit rotations to expose students to as many experiences as possible involving assessment of common injuries and illnesses in pediatric patients. Objectives: Students will be precepted by a staff pediatrician, physician assistant, or pediatric nurse. It is the goal to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Accompany the preceptor on patient contacts and reports. 2. Observe and assist assessment of pediatric patients. 3. Discuss each patient s condition with the preceptor and document the following: a. Pathophysiology b. Common signs and symptoms c. Common treatment plans d. Prognosis e. Treatment plan 4. Obtain and record vital signs Respiratory Care/Pulmonary Purpose: The purpose of this rotation will be to help the paramedic specialist student build their knowledge and skills of assessing and treating patients with respiratory diseases and disorders, as well as anatomy and physiology of the respiratory system. Goals: It is the goal of the respiratory/pulmonary care rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Review patient history and assessment 2. Deliver medications via nebulizer 3. Assess lung sounds 4. Observe patients on automatic ventilators, CPAP, BiPap 5. Perform 12 Lead ECG placement and acquisition 6. Perform suctioning of various artificial airway devices 7. Assist with or perform pulmonary function tests. 14

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16 Acute Care/ Inpatient Units Purpose: The purpose of this rotation is expose students to a variety of critically ill and injured patients and to allow them to practice their assessment skills. Although students may perform technical skills as requested, they should focus on each patient s diagnosis, key assessment findings, and treatment plans. Goals: It is the goal of the acute care unit rotations to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Reviewing all charts. 2. Operating oxygen administration equipment and giving oxygen. 3. Performing peripheral IV insertion. 4. After observation and instruction, drawing blood samples via venipuncture or existing IV lines. 5. Inserting oral and/or nasogastric tubes. 6. Assisting in ambulating patients from bed to chair, lifting and turning patients. 7. Assisting in cases of cardiac arrest as directed including performing CPR, managing the airway, endotracheal intubation, and electrical and pharmacological arrhythmia therapy. 8. Evaluating results of laboratory tests, and correlating results with patient management. 9. Reviewing operation of mechanical ventilator equipment, noting various settings. 10. Maintaining airway in unconscious patients using manipulation, positioning, oral airways, and suctioning. 11. Performing aseptic endotracheal suctioning. 12. Observing and assisting in setting up and maintaining IV infusion pumps. 13. Exposure to critical care diagnostic procedures. 14. Exposure to long term treatment plans and care of patients with multiple organ system failure. 15. Treatment modalities not normally utilized in prehospital medicine. 16

17 Required Objectives For successful completion of Southeastern Community College s Paramedic Specialist Training Program, students must, at a minimum complete the following in their clinical/field rotations: 1. Successfully administer parenteral medications 15 times 2. Successfully start 25 IV s 3. Provide manual ventilations with BVM for 20 patients 4. Successfully intubate 5 patients 5. Assess 30 pediatric patients with medical complaints 6. Assess 50 adult patients with medical complaints 7. Assess 10 OB patients 8. Assess 20 adult patients with psychiatric complaints 9. Assess 40 adult patients with trauma 10. Assess 30 adult patients with chest pain 11. Assess 8 pediatric, and 20 adult patients with respiratory complaints 12. Assess 20 adult patients with abdominal pain complaints 13. Assess 20 adult patients with altered mental status 14. Assess 10 adult patients with syncope complaints Students who fail to meet these minimum objectives will not graduate from the paramedic specialist program. In the event that a student cannot meet minimum objectives due to extenuating circumstances, they may apply for an extension with the Dean of Health Occupations. This may involve additional tuition and course enrollment. 17

18 Field Internship Guidelines Purpose: The purpose of the field internship is to provide the paramedic specialist student with opportunities to incorporate the knowledge and skills they have acquired in class and clinical rotations in the prehospital setting. They will function in a team responding to emergency calls with an approved ALS ambulance service. The field internship will also provide a chance to evaluate the students preparedness for entry into the workplace. Description: The field internship will take place during the final semester of the paramedic specialist course. Students will have completed all eligibility requirements, and schedule their internship hours on their own, with assistance of the instructor as needed. Students may complete their internship at any of the program approved services. All of Southeastern Community College s rules and policies apply while participating in the field internship, as well as the individual service s policies. Students may be required to complete additional eligibility requirements for a specific service. Students shall complete a formal written request to intern with the service they select, and have approval prior to scheduling shifts. The written request should include: why the student wants to intern with that service, how many hours or the time frame/ dates they would like to schedule, and the preceptor(s) they wish to intern with. Whenever possible, the same preceptor should be used throughout the internship. Due to the nature of preceptors rotating shift schedules, this may not always be possible. If a request for internship is denied, the service should provide the student with written reasons for the decision. Goals: The field internship will provide the student with many different situations. It is the goal of the field internship to expose students to as many patient assessment/management experiences as possible. These experiences may include, but are not limited to: 1. Participate in vehicle readiness checks and inventories 2. Participate in assigned station duties 3. Interact with other staff members 4. Learn the services protocols and standing orders 5. Airway management procedures 6. Spinal immobilization 7. IV initiation and monitoring 8. Medication administration 9. ECG monitoring 10. Communication with medical control and give patient reports 11. Complete a patient care report 12. Bleeding control and shock management 13. Assist with child birth and neonatal care 14. Immobilizing injured extremities 15. Transfer of patient care 16. Assess and formulate treatment plan for patients with all types of traumatic or medical emergencies 18

19 Objectives: To complete the field internship, students will have documentations supporting that they have been team members on a minimum of 30 emergency responses, serving as team leader for a minimum of 20 ALS emergency responses. Students must complete an evaluation form for each shift, and complete the field internship evaluation at the completion of the internship. Requirements: In order to be eligible for participation in the field internship, the paramedic specialist student must: 1. Successfully complete Paramedic Specialist I and II 2. Pass all terminal competency exams 3. Have approval from the service they wish to work with 4. Have all background check information completed and be cleared 5. Have drug screen, physical, and immunizations complete 6. Have 90% of their clinical goals completed 7. Have at least an 80% didactic grade for the course 8. Have all clinical absences made up 9. Be enrolled in Paramedic Specialist III or Special Topics 10. Have current student ID badge 11. Have an active FISDAP skills tracking account Phases: The field internship progress can be tracked by the instructor by phases. Phase 1 includes the first 10 calls the student responds on, and the first 24 hours of work time. Phase 2 begins after 24 hours of work time, and includes calls Phase 3 begins after the student has been on more than 20 calls and has at least 10 team leader experiences, and will usually have more than 30 hours of work time completed. Phase 4 is the time that the student is completing the internship, has had more than 30 calls and is completing the final 5 team leader experiences.. 19

20 Forms The following pages are forms that will be used by the paramedic specialist students during the clinical and field internship. Feel free to photocopy any of these forms as needed. 20

21 Southeastern Community College - Emergency Medical Services Paramedic Program - Skills Verification Form Student: Preceptor: Agency: Unit: Date: Shift Start Time: Shift End Time: Number of hours: Pt. # Age M / F Ethnicity Possible Diagnosis Disposition Airway Control IV Attempts IV Success EKG Rhythm Med. Admin I have reviewed the information above and believe it is accurate. Preceptor Signature: Date:

22 SOUTHEASTERN COMMUNITY COLLEGE EMS FISDAP PATIENT CARE REPORT AND SOAP NARRATIVE Student: Shift Date: / / Run # Agency: ETHNICITY African American American Indian Asian Caucasian Hispanic Other M F Unit #: Preceptor Signature: AGE Ped 0-12 Adult Ger > 70 MEDICAL COMPLAINT Abdominal OD-Poison Cardiac Psychiatric CVA Respiratory Diabetic Seizure OB/GYN Sepsis Other TRAUMA COMPLAINT Abdomen Neck/Back Chest Pelvic Extremities Head/Face Musculoskeletal Multi-system MECHANISM OF INJURY None Driver MVA Passenger MVA Auto-Pedestrian Motorcycle Fall/Jump Airbag Seatbelt Entrapment Ejection Rollover Blunt Penetrating Injury Type Other MEDICATIONS: PAST MEDICAL HX: ALLERGIES: Time BP Pulse Resp A V P U Time BP Pulse Resp A V P U Eyes Open Spontaneous 4 To Voice 3 To Pain 2 None 1 Glasgow Score = Verbal Orient 5 Confused 4 Inappropriate 3 Garbled 2 None 1 Motor Obey Comm 6 Pain/Local 5 Pain/Withdraw 4 Pain/Flexion 3 Pain/Ext 2 None 1 BLS AIRWAY NC NRB Nasal airway Oral airway L/Min ALS AIRWAY PTL Surgical Nasal ET Oral ET Attempts X Success Y N ET size Pulse Ox on room air % After O2 % Glucometer IV / IO Attempts: Success: Y N Site: Gauge: Solution: Rhythm strips must be attached for all monitored patients. ELECTRICAL THERAPY ENERGY LEVELS STUDENT TEAM EKG INTERPRETATION STUDENT TEAM MANUAL DEFIBRILLATION Rhythm 1 AUTOMATED DEFIBRILLATION Rhythm 2 TRANSCUTANEOUS PACING Rhythm 3 SYNCHRONIZED CARDIOVERSION Rhythm 4 ALS MEDICATION DRUG DOSE ROUTE STUDENT TEAM DRUG DOSE ROUTE STUDENT TEAM

23 BLS CARE PLEASE DESCRIBE / # SKILLS PERFORMED BY STUDENT OR TEAM STUDENT TEAM PLEASE DESCRIBE / # PERFORMED BY STUDENT OR TEAM BCLS CARE PATIENT INTERVIEW WITNESSED ARREST PHYSICAL EXAM ROSC DURING TRANSPORT HOSPITAL NOTIFICATION ROSC AT RELEASE MEDICAL CONTROL CONSULT NO ROSC AT ANY TIME VITAL SIGNS SUCTION 0 2 ADMINISTRATION CHEST COMPRESSIONS BANDAGING VENTILATIONS TRACTION SPLINT BLS airway adjunct C-SPINE IMMOBILIZATION AIRWAY ADJUNCT TYPE: LONG BACKBOARD ALS CARE OTHER LONG BONE IMOBILIZATION DESCRIBE / # PERFORMED STUDENT TEAM STUDENT PHYSICALLY INVOLVED IN LIFTING PATIENT YES NO STUDENT TEAM CHEST DECOMPRESSION CRICOTHYROIDOTOMY STUDENT NOTES 12 LEAD ECG PULSE OXIMETRY BLOOD GLUCOSE Any marked areas need to be corrected and resubmitted to the Instructor Subjective: S: Scene overview Age, Sex, Weight Chief complaint SAMPLE, PQRST Past medical history Pertinent negatives Objective: O: Initial Assessment: ABC s Vitals, skin condition Neuro (LOC, AVPU) Secondary Exam: HEENT Neck, Chest, ABD Back, Pelvis Extremities Assessment: A: Plan: P: Treatment offered? Pt response to Tx? SCC EMS - Protocol Reference

24 SCC Emergency Medical Services Training Program Student Evaluation of Clinical Experience Student Name Date Facility Clinical Area Preceptor This evaluation format is designed for you to comment on the clinical experience/area and the preceptor that assisted you. To aid in consistency, you will be using the 1 to 3 scale below. The cut score is > 2 in all applicable areas and a score of 1 in any area requires additional documentation. 3 exceeds expectations / standard preceptor(s) sought out educational experiences for students; provided direction; posed challenging questions and enhanced the learning environment. 2 meets expectations / standard preceptor(s) receptive to student and answered questions, understand role of student; provided constructive feedback. 1 below expectations / standard preceptor(s) indifferent to student; unreceptive or unavailable for questions, or no contact assigned. The Clinical Area Was: above / meets / below Interesting Relevant Productive The Preceptor(s) was / were: above / meets / below General Comments: Staff Reaction Could Be Described As: above / meets / below Receptive Feedback on My Performance Was: above / meets / below Non-Intimidating Helpful Pleasant Interesting Tolerant Competent Cooperative Receptive Of What Value Was Your Time In This Clinical Area? above / meets / below Valuable Rate Your Overall Experience in this Clinical Area: above / meets / below A rating of 1 in any area requires further explanation through documentation below and on reverse side if necessary: Student s Signature: Date:

25 Emergency Medical Services Training Program Shift Evaluation Form Student Name: Please call John Cockrell, with any comments or concerns (319) ; pager Ambulance Serv. + Unit Date Time In Time Out Total Hrs.. Total Runs Current Phase Student Instructions: Complete all shaded areas, prior to submission to preceptor. Preceptor Instructions: : Expect your student to show you shift/phase objectives and past team lead (assessment) evaluations prior to the start of your shift without exception: Please rate the student in the following categories at the end of the shift. A Yes No Student arrived on time and was prepared for shift. 1 Unsatisfactory 2 Tentative 3 Competent 4 Good 5 Excellent Requires Assistance Needs Guidance Minimal Prompting No prompting Experienced Needs more training Entry Level EMT-P level EMT-P Student Rating Precepto r Rating Area of Performance Professionalism/Attitude: The student s behavior demonstrated integrity, empathy, self-motivation, selfconfidence, team work, diplomacy, respect, patient advocacy, careful delivery of service, appropriate time management, appropriate appearance and personal hygiene. Reported to work on time and in full uniform. Preceptor comment: B C Phase/Shift Objectives: Reviews current objectives and performs the tasks to the standard outlined. Requests and accepts constructive criticism, takes personal responsibility for self-improvement. Preceptor comment: Psychomotor Skills: Student can thoroughly describe all elements of applicable procedures and accomplishes psychomotor skills independently and proficiently. Preceptor comment: Students Must Complete this section: Give 1-5 your self a Rating if skill was performed Run Age Sex Field Impression Inter-view Exam IV EKG Meds Team Led? 1 Y N 2 Y N 3 Y N 4 Y N 5 Y N 6 Y N 7 Y N 8 Y N 9 Y N 10 Y N I verify these skills were performed and agree disagree with this student s self assessment. If you disagree please put your rating next to the student s rating and initial your addition. Student Strengths: Student Weaknesses / Plan for Improvement: Preceptor Signature: This form may be returned to the student or mailed directly to: John Cockrell-Southeastern Community College; PO Box 180 West Burlington, Iowa FAX (319)

26 Southeastern Community College EMS Training Programs Paramedic Preceptor Evaluation 1- Poor 2- Fair 3- Average 4- Good 5-Excellent N/A- Not Applicable STUDENT NAME: NAME: NAME: NAME: NAME: NAME: Service: DATE: DATE: DATE: DATE: DATE: 1. Preceptor Orientation: introduces self & applicable personnel; checked out the vehicle with student at the beginning of the shift; reviews equipment operations (including radio operations). 2. Introduction: introduces self and clearly explained his/her expectations of the student. 3. Educational Opportunities: The preceptor provided opportunities to review information or skills; assists student with performance weaknesses; supports EMS Education Faculty s educational process. 4. Professional Attitude: demonstrates a professional attitude towards the student s learning experience. 5. Preceptor Integrity: include, but are not limited to: Consistent honesty; being able to be trusted with the property of others or confidential information; complete and accurate documentation of patient care and learning activities. 6. Preceptor Empathy: includes, but not limited to: showing compassion for others; responding appropriately to the emotional response of patients, family members, and students; demonstrating respect for others; demonstrating a calm, compassionate, and helpful demeanor toward those in need; being supportive and reassuring to others. 7. Preceptor Appearance & Personal Hygiene: Clothing and uniform is appropriate, neat, clean, & well maintained; good personal hygiene and grooming. 8. Preceptor Self-confidence: demonstrating the ability to trust personal judgment; demonstrating an awareness of strengths and limitations; exercises good personal judgment. 9. Preceptor Communications: examples include, but are not limited to: listening actively; provides constructive criticism & discussion with student regarding expectations, performance, remediation, & positive reinforcement; adjusts communication strategies to various situations. 10. Time Management: Consistent punctuality; rapid response times. 11. Diplomacy: Placing patient care above all else; helping and supporting students; showing respect for all team members; remaining flexible and open to change; communication with students/fire department personnel to resolve problems. 12. Respect: being polite to others; not using derogatory or demeaning terms; behaving in a manner that brings credit to the profession. 13. Patient & Student Advocacy: not allowing personal bias or feeling interfere with patient care or the student s

27 educational process; provides accurate evaluation of student performance in order to provide a highly effective learning environment; protecting and respecting patient and student confidentiality and dignity. 14. Delivery of Service: demonstrates mastery and refreshing of skills/knowledge; able to use resources to find information; demonstrates a thorough knowledge of local protocols, ambulance operations; follows policies, procedures and physician/medical command orders. Use the space below to explain any below average or excellent ratings. When possible use specific behaviors or instances to support your evaluation. Constructive criticism should be accompanied by suggested solutions. Preceptor #1: Preceptor #2: Preceptor #3: Preceptor #4: Preceptor #5: NOTE: EVALUATIONS OF PRECEPTORS SHOULD BE HONEST AND CONSTRUCTIVE. PRECEPTOR EVALUATIONS WILL NOT BE USED TO DETERMINE SUCCESSFUL COMPLETION OF THE PARAMEDIC PROGRAM.

28 Paramedic Student Field Internship Team Leader Evaluation Student Name Preceptor Name Field Site & Unit Run ID# ALS/BLS Nature of Call Preceptor: The student must have requested evaluation for team leadership prior to arrival at the scene of this call in order to establish a Team Leader Attempt. Please use the form below to document the student s performance. When complete, discuss the rationale for your evaluation with the student, place the form in the envelope provided, seal it, and sign across the seal. Rating Circle the number that corresponds with your rating. 4 = highest, 1 = lowest Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Satisfactory: 4 3 Unsatisfactory: 2 1 Dimension of Team Leadership Scene size-up & management Ensured safety of crew, patient & bystanders. Noted mechanism of injury & relevant findings. Comments: Initial assessment Immediately noted compromise of the airway, breathing & circulation and appropriately intervened or directed intervention. Comments: Patient interview Established rapport with patient, effectively obtained relevant information, demonstrated respect and active listening. Comments: Examination Conducted an appropriately thorough or focused examination based on the patient s complaint and presentation. Treatment plan Formulates and implements, or directs the implementation of, a treatment plan based on the interview and physical exam. Monitors effect of interventions and re-directs treatment as necessary. Comments: Communication Communicates the situation to team members and hospital personnel. Uses therapeutic communications with patient and family. Documents the call effectively. Comments: Skills Any skills performed by the student were indicated and performed correctly. Notes and corrects any incorrect skill performance by on-scene personnel. Comments: Leadership Set priorities, directed team, and adapted to evolving information. Management of the call was satisfactory given the student s phase of education. Performs at an entry-level ability. Comments: All criteria must be rated as satisfactory in order to obtain a successful rating for team leader skills. Preceptor signature Title Date Student signatue Date