Modesto Junior College Course Outline of Record EMS 390

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Griffin Augustus Wood
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1 Modesto Junior College Course Outline of Record EMS 390 I. OVERVIEW The following information will appear in the catalog EMS 390 Emergency Medical Technician 1 6 Units Limitations on Enrollment: Enrollment limited to. Prepares the student for certification as an Emergency Medical Technician I. Students are trained to provide basic life support emergency care as mandated by the California Emergency Medical Services authority. Materials Fee Required Field trips are not required. (A-F Only) Lecture II. LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals specified in Section III, Desired Learning: COURSE CONTENT Required Content: d. e. f. g. h. j. k. l. m. n. o. p. q. Airway evaluation and management Monitoring sick and injured persons Anatomy and Physiology (basic) Cardiopulmonary arrest Assessment of sick and injured persons Hemorrhage, recognition and control Duties of ambulance personnel Burns Artificial ventilation Supplemental oxygen administration Drowning and near drowning Childbirth, emergency and unscheduled Heat, cold, and radiation exposure Management of fractures and dislocations Hazardous environments (spills, explosions, violence, et) Care of infants and children* Electrocution Division: Community Service/Public Safety 1 of 5

2 r. s. t. u. w. x. y. a`. a Specific injuries: head, face, neck, chest, abdomen, pelvis, back, extremities Drug / alcohol abuse and poisoning Rape Shock Triage and scene management Wounds Medical emergencies: CVA, cardiac disorders, convulsions, asthma, unconsciousness, bites, respiratory distress, diabetic problems, allergic reactions, communicable diseases, emphysema, abdominal problems, et Communications and documentation Legal considerations Mental health, patient and provider (death/dying/burnout) ENROLLMENT RESTRICTIONS Limitations on Enrollment Enrollment limited to. Health and Safety Skills/Restrictions Before entering the course, the student must demonstrate the following skill or condition: Demonstrate competency in: two-person, infant, child, adult cardio-pulmonary resuscitation; use of a barrier device, infant, child and adult removal of a foreign body airway obstruction using abdominal thrusts through a valid CPR certification taught to the standards of the American Heart Association to the level of health-care provider. C. HOURS AND UNITS 6 Units INST METHOD TERM HOURS UNITS Lect Lab 0 0 Disc 0 0 D. METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method: Lecture, as related to application of textbook material Lecture by experts or leaders in specific fields relating to their area of expertise Audio-visual materials (photographic slides, videos, tapes, actual equipment, et) Demonstration of skills by instructor followed by student practice of same and previously learned skills under supervision Problem-solving simulations. Table top and actual simulations which present the student with specific problems, fixed or flexible resources, and require appropriate judgment and management. The progress of the simulation is dependent upon the students management divisions. Division: Community Service/Public Safety 2 of 5

3 6. 7. Clinical rotations. Students are assigned as observers and limited team members with contract providers (hospital emergency department and paramedic units) where they can observe actual patient contact situations and perform limited practice under direct supervision of certified or licensed personnel. Prospective-specific observation. In simulation scenarios, students have the opportunity to act as medical provider, patient, and allied agency / bystanders. This provides perspective not only from the medical provider point of view, but from other parties normally associated with emergency incidents. Understanding of roles and needs, and teamwork is achieved. E. ASSIGNMENTS (TYPICAL) EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours) Weekly reading assignments i average of three chapters completion of the workbook activities for each chapter. Per-term-Two term papers are assigned. Weekly skills practice to ensure proficiency i ii Vital Signs Patient Assessment (medical) Patient Assessment (trauma) EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking Students are placed in situational scenarios where they are expected to demonstrate their ability to diagnose and treat both medical and trauma patients. Medical situations i ii i Respiratory distress, e., COPD, asthma, obstructed airway et Cardiovascular Compromise, e., Congestive Heart Failure, Myocardial Infarction, Shock. Diabetes, Both hyper and hypoglycemia Childbirth Cerebral Vascular Compromise and associated peripheral nervous system dysfunction. Traumatic situations i ii i Falls vehicle accidents blunt trauma penetrating trauma Division: Community Service/Public Safety 3 of 5

4 v fractures organ injuries F. TEXTS AND OTHER READINGS (TYPICAL) Book: Limmer, D., O Keefe, M.F., Grant, H.D., Murray, R.H., Bergeron, J.D. (2001). Emergency Care (9th /e). Prentice Hall. Book: - (0). Practical Examination Workbook version 5 Mountain Valley Emergency Medical Services Agency. III. DESIRED LEARNING COURSE GOAL As a result of satisfactory completion of this course, the student should be prepared to: demonstrate proficiency in performing the skills associated in this course as set by the National Registry of Emergency Medical Technicians. The student will also possess the knowledge to pass the national registry exam qualifying them to hold an EMT card, and work within the field of emergency medicine. STUDENT LEARNING GOALS Mastery of the following learning goals will enable the student to achieve the overall course goal. Required Learning Goals Upon satisfactory completion of this course, the student will be able to: d. e. f. g. Demonstrate appropriate and accurate patient assessment techniques by consistently performing each step in consecutive order. Demonstrate recognition and management skills relating to life threatening compromise of airway, breathing, and circulation of the victim of illness or injury through explanation and performance during mock scenarios and written testing. Demonstrate proper terminology, and anatomical reference in charting and records relating to patient care through the use of such terminology on written tests and during the execution of mock scenarios. Identify injuries and conditions that require basic life support level care and provide such care in accordance with local protocols during mock scenarios. Identify situations that present a hazard to the emergency medical technician and patients, and institute appropriate safety measures during mock scenarios. Identify current medico-legal considerations and demonstrate appropriate patient care judgments based on patient welfare and legally acceptable practice through written testing and application of law during mock scenarios. Perform each basic life support skill as defined by the California Code of Regulations, Title 22, Division 9 consistently during skill testing stations. IV. METHODS OF ASSESSMENT (TYPICAL) FORMATIVE ASSESSMENT Weekly quizzes on assigned reading Division: Community Service/Public Safety 4 of 5

5 weekly skill testing Weekly classroom participation with skills assessments. SUMMATIVE ASSESSMENT Written and objective examinations Evaluation of learned skills Term paper for 1500 words on Emergency Medical procedures. Division: Community Service/Public Safety 5 of 5

Modesto Junior College Course Outline of Record EMS 350

Modesto Junior College Course Outline of Record EMS 350 I. OVERVIEW The following information will appear in the 2011-2012 catalog EMS 350 First Responder with Healthcare Provider CPR 3 Units Formerly