CURRICULUM MAP Course Title: Emergency Medical Responder 3 … · 2019-07-09 · Clinical scenarios and role-plays regarding airway compromise. Skills: Demonstrate maintenance of

Updated: August 9, 2018 1

CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Introduction to EMS Services

PACING:

Unit Number: 1

ESSENTIAL

QUESTIONS:

1. What are the Emergency Medical Responder’s legal and ethical responsibilities?

2. How did EMS evolve?

3. What are the roles and responsibilities of the Emergency Medical Responder?

4. How should the Emergency Medical Responder interact with the Emergency Medical Services?

CONCEPTS

/CONTENT

(Outcomes)

LEARNING TARGETS/SKILLS

(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

22.0 Demonstrate

and understanding

of the roles and

responsibilities of

the Emergency

Medical

Responder

24.0 Demonstrate

an understanding

of medico-legal

aspects

41.0 Recognize

life-threatening

situations.

44.0 Identify

critical incident

stressors

National

Curriculum

Standards:

Module 1,

Lesson 1-1:

Introduction to

EMS Systems

Knowledge:

• Describe the history of EMS

• Describe the roles and responsibilities of

Emergency Medical Responder

• Recognize the signs and symptoms of critical

incident stress

• Describe expressed and implied consent and

related issues

• Describe the provisions of HPPA

• Describe the duty to act

• Describe chain of infection

• List and describe standard precautions

• Describe principles of safely operating a

ground ambulance and operating safely in and

around a landing zone during air medical

operations and transport

Reasoning:

• Research and analyze “The Whitepaper”

• During role-play discover whether an EMS

career is appropriate for an individual.

• After viewing video, infer the legal and ethical

responsibilities of EMS personnel.

• Discuss and demonstrate Hazardous Waste

Operations and Emergency Response

22.01 Describe

the role of

Emergency

Medical

Responder as a

member of the

EMS Team

22.02 List and

describe the

responsibilities of

the Emergency

Medical

Responder for the

provision of pre-

hospital

emergency care

within the local

EMS system.

22.03 Describe

principles of

safely operating a

ground

ambulance.

22.04 Understand

the guidelines of

Abandonment

Advance Directives

Assault

Battery

Body Substance Isolation

Burn-out

Child abuse

Confidentiality

Consent (both expressed and

implied)

Critical Incident Stress

Debriefing

Do Not Resuscitate (DNR)

Domestic violence

Duty to act

Elder Abuse

False imprisonment

Good Samaritan Laws

HAZWOPER

HIPPA

Joint Commission

National Association of

Emergency Medical

Technicians

National Highway Traffic

• View Videos on EMS

services

• Make a timeline on EMS

services

• Research and analyze

“The White Paper”

(available on-line)

• Role-play trauma

incident to determine

possible reactions as both

Emergency Medical

Responder and family

member

• Discussion of critical

incident stressors

• Use textbook and/or

internet resources to

describe chain of

infection and standard

precautions

• Proper hand hygiene,

gloving, gowning, use of

face masks

• View video: John Q or

Lorenzo’s Oil (legal and

Performance Tasks

(Skills Sheets)

Selected Response

Successful completion

of AES

HealthCenter 21

modules

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


Lesson 1-2: Well-

being of the

Emergency

Medical

Responder

Lesson 1-3: Legal

and Ethical Issues

Skills:

• Demonstrate proper use of PPE

• Demonstrate appropriate Joint Commission

Patient Safety Goals

Products:

• Create a timeline of the development of EMS

services

operating safely

in and around a

landing zone

during air medical

operations and

transport.

22.05 Implement

appropriate Joint

Commission

patient safety

goals.

22.06 Discuss and

demonstrate

Hazardous Waste

Operations and

Emergency

Response

(HAZWOPER)

standard.

24.01 Describe

and demonstrate

an understanding

of the

medicolegal

aspects of an

Emergency

Medical

Responder’s

provision of

emergency

medical care….

24.02 Practice

within

medicolegal

standards.

41.01 Take steps

to minimize to

Safety

Administration

Negligence

OSHA

Patient’s Bill of Rights

Personal Protective

Equipment

Physical restraint

Scene survey

Scope of Practice

Stress

White Paper

ethical issues)

• Use textbook and/or

internet resources to

research legal and ethical

issues.

Interventions:

Re-teach if necessary

Peer tutoring

ESE strategies

ESOL strategies

AES Curriculum—HealthCenter

21

Enrichment:

Peer teaching

Honors contract

Suggested Resources:

Textbook

Internet


21

Videos/DVDs


minimize the

chance of injury

or death to all

involved when

confronted with a

potentially life-

threatening

situation on the

basis of an

assessment of a

scene.

44.01 Identify

stressors which

may affect the

performance of an

Emergency

Medical

Responder.

44.02 Identify

stressors which

may affect the

behavior of a sick

or injured person.

44.03 Carry out

procedures to

minimize critical

incident stress.


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Anatomy and Physiology Review

PACING:

Unit Number: 2

ESSENTIAL

QUESTIONS:

1. How is the body organized?

2. How do EMS workers communicate to one another about the human body?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

Health Science 1

Standards

National

Curriculum

Standards:

Module 1,

Lesson 1-4—The

human body

Knowledge:

• Describe the structures and functions of the

respiratory, muscular, skeletal, nervous, and

circulatory/cardiovascular systems

• Use appropriate medical/topographical

terminology

Reasoning:

• Associate underlying structures with the

superficial anatomy

Skills:

• Demonstrate positioning patients

N/A Abduction

Adduction

Alveoli

Anterior

Anatomical position

Anatomy

Aorta

Appendicular skeleton

Arteries

Atlas

AV node

Autonomic nervous system

Axial skeleton

Axis

Bilateral

Blood

Brain stem

Bronchi

Capillaries

Central nervous system

Circulation

Cranium

Deep

Diaphragm

Distal

Dorsal

Epiglottis

Review the structures and

functions of the respiratory,

muscular, skeletal, nervous, and

circulatory/cardiovascular

systems.

HealthCenter 21 activities

Identify structures using

appropriate models and

diagrams.

Position patients

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


21

Enrichment:

Peer teaching

Honors contract


Performance Tasks

(Skills Sheets)

Selected Response

Successful completion

of AES

HealthCenter 21

modules

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


Eversion

Extension

Flexion

Fontanelles

Fowler’s position

Heart

Homeostasis

Inferior

Inversion

Lateral

Medial

Midaxillary line

Midclavicular line

Midline

Perfusion

Peripheral nervous system

Physiology

Posterior

Pronation

Prone

Proximal

Recovery position

Respiration

SA node

Superficial

Superior

Supination

Supine

Thoracic cavity

Topographical

Trendelenberg’s position

Unilateral

Veins

Ventilation

Ventral

Textbook

Internet


21

Videos/DVDs


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Airway Management

PACING:

Unit Number: 3

ESSENTIAL

QUESTIONS:

1. What are signs and symptoms of inadequate ventilation?

2. Why is “airway” always first?

3. What methods can be used to correct an airway problem?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

27.0 Conduct a

Primary

assessment of

problems that are a

threat to life if not

corrected

immediately

28.0 Demonstrate

BLS Procedures

32.0 Demonstrate

understanding of

airway

management,

respiration, and

artificial

ventilation

38.0 Identify and

provide initial care

for a sick and/or

injured patient

National

Curriculum

Standards:

Module 2,

Lesson 2-1 Airway

Knowledge:

Describe proper use of pulse-oximeter

Describe signs and symptoms of airway compromise.

Identify respiratory distress and respiratory failure.

Identify oxygen delivery system

Discuss Tracheostomy.

Reasoning:

Clinical scenarios and role-plays regarding airway

compromise.

Skills:

Demonstrate maintenance of open airway.

Correctly use barrier devices.

Demonstrate proper use of recovery position.

Demonstrate proper use of a bag-valve mask (one and

two person).

Demonstrate proper use of airway adjuncts.

Demonstrate proper application of supplemental

oxygen.

Demonstrate proper use of suction.

Assess level of consciousness

Auscultate lung sounds.

27.01 Determine

and record the

level of

consciousness of

the injured

person.

27.02Assess for

an inadequate

airway,

inadequate

respirations,

inadequate

circulation and

profuse bleeding.

27.03 Recognize

when immediate

correction is

necessary.

27.04 Assess

patient and

determine if the

patient has a life

threatening

condition.

28.01 Establish

and maintain an

Accessory muscle use

Air hunger

Airway

Apnea

Artificial ventilation

Asthma

Auscultate

Bag-valve mask

Bronchospasm

Contraindication

COPD

Crackles

Cricoid pressure

Croup

Cyanosis

Dead space

Dentures

Dyspnea

Embolus

Esophagus

Flow-restricted oxygen-

powered ventilation

device

Gag reflex

Head tilt/chin lift

Humidification

Use barrier devices.

Maintain open airway.

Hands-on practice with airway

models.

Practice auscultating lung

sounds.

Airway adjunct insertion

Supplemental oxygen

application

Use DVDs, videos as

appropriate (airway evaluation,

lung sounds, etc.)

Use textbook resources.

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract


Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


Lesson 2-2

Practical Lab--

airway

Lesson 2-3

Evaluation--

Airway

open airway using

both manual and

mechanical

airway

techniques.

28.02 Restore

breathing and

circulation by

means of

cardiopulmonary

resuscitation.

32.01 Apply

knowledge of

Anatomy and

Physiology to

airway

management

procedures.

32.02 Understand

the

pathophysiology

of respiratory

dysfunction.

32.03 Use

available

mechanical

devices to assure

the maintenance

of an open airway

and assist

ventilation.

32.04

Demonstrate

proficiency in

supplemental

oxygen therapy

including portable

Hypoventilation

Hypoxia

Jaw thrust

Larynx

Mandible

Maxilla

Nasal canula

Nasal flaring

Nasal-pharyngeal airway

Non-rebreather mask

Occlusion

On board oxygen

Oro-pharyngeal airway

Palpate

Pharynx

Pocket mask

Pursed lip breathing

Regulator

Resuscitate

Retraction

Rhonchi

Saliva

Sputum

Stoma

Sublingual

Tachypnea

Tonsils

Trachea

Tracheostomy

Tripod position

Uvula

Ventilation

Wheezing

Yankauer

Textbook chapters 7, 8, 27

Internet

Videos/DVDs


oxygen cylinder

and oxygen

delivery devices.

32.05 Describe

and demonstrate

airway

management

utilizing of upper

airway

suctioning.

38.02 Identify

and care for

patients

experiencing

respiratory

distress, utilizing

patient

assessment.


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Patient Assessment

PACING:

Unit Number: 4

ESSENTIAL

QUESTIONS:

1. How do I safely lift and/or move a client?

2. How does scene appearance and mechanism of injury determine my assessment?

3. What is the difference between a life threatening injury/illness and a non-life threatening injury/illness?

4. How do I perform a primary and a secondary assessment?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

25.0 Determine

and record vital

signs of a sick or

injured person.

26.0 Use Medical

Identification

devices

27.0 Conduct a

primary

assessment of

problems that are a


corrected

immediately.

33.0 Provide

secondary

assessment

37.0 Provide

emergency

evacuation and

transfer of a sick

and/or injured

person

39.0 Identify and

care for patients

Knowledge:

Discuss theory and methods for measuring vital signs.

Discuss theory and methods for assessment of clients.

Describe the components of SAMPLE

Discuss theory and methods for body mechanics and

client movement.

Describe care for clients in special situations.

Describe entrapment situations and extrication.

Reasoning:

Compare and contrast assessment and care of an

accident victim with a specific disorder (identified by a

medical identification device) to an accident victim

who is otherwise healthy.

Differentiate between emergency and non-emergency

moves.

Based on a given scenario, determine, using ABCs and

other assessment methods, whether a situation is life-

threatening or non-life threatening.

Skills:

Measure and record vital signs.

Perform primary and secondary assessment of clients.

Demonstrate appropriate body mechanics.

Demonstrate methods of emergency and non-

emergency moves/lifts.

Demonstrate compassionate, empathetic care.

25.01 Determine

and record skin

color, temperature

& moistness.

25.02

Demonstrate

ability to

accurately

measure and

record vital signs

including manual

blood pressure.

26.01 Identify the

most commonly

used medical

identification

devices.

26.02 Apply the

information

contained on or in

the medical

identification

devices to patient

assessment and

patient care

ABCs

Aniscoria

Antecubital fossa

Arm drag

AVPU

Bed roll

Blanket drag

Body mechanics

Capillary refill

Carry transfer

Caterpillar pass

Chair carry

Clothing drag

Cradle carry

Cravat

Crepitus

Crumple zone

Diastolic

Direct carry

Draw sheet

Emergency drag

Emergency move

Environmental assessment

Exhalation

Extremity life

Client Scenarios

Demonstrate moving/lifting

techniques.

Measure and record vital signs

Demonstrate patient interview

skills.

Demonstrate Inspection,

Palpation, Percussion,

and Auscultation as part

of assessment.

Demonstrate Medical Patient

Assessment.

Demonstrate Trauma Patient

Assessment.

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract

Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


who are in special

situations.

41.0 Recognize

life-threatening

situations.

42.0 Recognize

entrapment

situations

National

Curriculum

Standards:

Module 3,

Lesson 3-1 Patient

Assessment

Lesson 3-2

Practical Lab—

Patient Assessment

Lesson 3-3

Evaluation—

Patient Assessment

procedures.

27.01 Determine

and record the

level of

consciousness of

the injured

person.

27.02 Assess for

an inadequate

airway,

inadequate

respirations,

inadequate

circulation and

profuse bleeding

27.03 Recognize

when immediate

correction is

necessary

27.04 Assess

patient and

determine if the

patient has a life

threatening

condition.

27.05 Use spinal

precautions as

appropriate

33.01 Conduct a

methodical head-

to-toe physical

examination to

discover

conditions not

found during the

primary

assessment.

Firefighter’s carry

Firefighter’s drag

General impression

Grunting

Gurgling

High index of suspicion

Initial assessment

Initial report

Inspiration

Jaundice

Pack strap carry

Pallor

Paradoxical motion

Perimeter

PERRLA

Power grip

Power lift

Pulse

Pupil

Rescuer’s assist

Risk factors

Safety corridor

SAMPLE

Scoop stretcher

Seat carry

Size up

Sling

Snoring

Squat lift

Sphygmomanometer

Staging

Stair chair

Sternal rub

Stridor

Sucking chest wound

Symptom

Systolic


Textbook—Ch. 10, 11, 12, 13,

17

Internet

Videos/DVDs


33.02 Interview

the sick or injured

person to obtain

facts relevant to

the person’s

condition.

33.03 Interview

co-workers,

witnesses, family

members, or other

individuals to

obtain facts

relevant to the

person’s

condition.

37.01 Describe

situations when a

person should be

evacuated or

transferred.

37.02 Use the

most appropriate

assist, drag or

carry (alone or

with a partner) to

move a sick or

injured person

from a dangerous

location to a safe

place.

37.03 maintain

safety precautions

during evacuation

and transfer

39.01 Identify

patients who have

special needs.

Transfer board

Triage

Unresponsive

Wheezing


39.03 Care for the

injured/ill elderly

39.04 Care for the

injured/ill

physically

disabled.

39.05 Care for the

injured/ill

developmentally

disabled.

41.01 Take steps

to minimize the

chance of injury

or death to all

involved when

confronted with a

potentially life-

threatening

situation on the

basis of an

assessment of a

scene.

42.01 Identify

accident-related

hazards and

undertake hazard

control measures

consistent with

the capabilities of

the Emergency

Medical

Responder and

available

equipment.

42.02 Use

available

equipment safely


to gain access to

persons who are

entrapped.

\


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Circulation

PACING:

Unit Number: 5

ESSENTIAL

QUESTIONS:

1. How do I recognize internal bleeding?

2. How do I care for a patient in shock?

3. What is the cardiac chain of survival?

4. How do I perform CPR?

5. How do I stop external bleeding?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

27.0 Conduct a

primary

assessment of

problems that are a


corrected

immediately.

28.0 Demonstrate

BLS procedures

29.0 Recognize

and control

bleeding.

30.0 Recognize

and control shock.

38.0 Identify and

provide initial care

for a sick and/or

injured patient.

National

Curriculum

Standards:

Module 4

4-1 Circulation

Knowledge:

List the reasons the heart stops beating.

Describe theories and methods of CPR.

List types of shock.

List types of external bleeding.

Describe the cardiac chain of survival.

Describe causes of internal bleeding.

Recognize signs and symptoms of heart attack (angina

vs. myocardial infarction)

Reasoning:

Explain the rationale for the progression of assessment

and treatment of the ABCs.

Explain reasons for encouraging family presence while

performing CPR.

Skills:

Certification in BLS for Health Care Providers, to

include adult, child, infant and AED.

Demonstrate methods for controlling external bleeding.

Demonstrate methods for treating shock.

Product:

Research paper (family presence during CPR)

27.01 Determine

and record the

level of

consciousness of

the injured

person.

27.02 Assess for

inadequate

airway,

inadequate

respirations,

inadequate

circulation, and

profuse breathing.

27.03 Recognize

when immediate

correction is

necessary.

27.04 Assess

patient and

determine if the

patient has a life

threatening

condition.

ACS

Anaphylactic shock

Anaphylaxis

Angina

Artificial pacemaker

Asystole

Automated external

defibrillator (AED)

Automatic implantable

cardioverter/

defibrillator

Automaticity

Bradycardia

Capillary refill

Cardiac output

Cardiogenic shock

Chain of survival

Compensated shock

Coronary arteries

Decompensated shock

Defibrillation

Diaphoretic

Dysrhythmia

Electrocardiogram (ECG)

CPR certification course

Cardiovascular A & P Review

Clinical scenarios

Research paper

Auscultate heart sounds

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract


Textbook—Ch. 9, 27, 28, 29,

Appendix B

Internet

Videos/DVDs

Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


4-2 Practical

Lab—circulation

4-3 Evaluation—

circulation

27.05 Use spinal

precautions as

appropriate.

28.01 Establish

and maintain an

open airway using

both manual and

mechanical

airway

techniques.

28.02 Restore

breathing and

circulation by

means of

cardiopulmonary

resuscitation.

28.03

Demonstrate

proficiency in the

use of an

automated

external

defibrillator.

29.01 Identify

items that can be

used to control

external bleeding

and minimize the

contamination of

open wounds.

29.02 Apply

pressure dressings

that will control

bleeding and

minimize the

contamination of

open wounds.

Escape rhythm

Evisceration

Hemorrhagic shock

Hypertension

Hypoperfusion

Hypothermia

Hypovolemia

Hypovolemic shock

Irreversible shock

MAST

Motion artifact

Neurogenic shock

Normal sinus rhythm (NSR)

Orthostatic vital signs

PASG

Perfusion

Postural hypotension

Premature ventricular

complex (PVC)

Pulseless electrical activity

(PEA)

Rhythm

Septic shock

Shock

Stroke volume

Sudden cardiac death

Tachycardia

Unstable angina

Uticaria

Ventricular fibrillation

Ventricular tachycardia


29.03 Identify the

likelihood of

internal bleeding

through

observations of

signs, symptoms,

and mechanisms

of injury.

29.04 Care for a

patient who

exhibits the signs

and symptoms of

internal bleeding.

30.01 Recognize

the likelihood that

shock may occur

or be present on

the basis of

patient

assessment and

observation of

mechanism of

injury.

30.02 Provide

anti-shock

measures as part

of routine patient

care.

38.01 Identify

and care for

patients with a

non-traumatic

chest pain,

utilizing patient

assessment.


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Injury and Illness

PACING:

Unit Number: 6

ESSENTIAL

QUESTIONS:

1. How do I care for heat or cold emergencies?

2. How do I provide emergency care to a patient with a medical illness?

3. How do I provide emergency care to a patient with a soft tissue or musculo-skeletal injury?

4. How do I provide emergency care for a poisoning or environmental toxin victim?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

27.0 Conduct a

Primary

Assessment of

problems that are a


corrected

immediately.

31.0 Understand

the importance of

emergency

medications.

34.0 Identify

Musculo-Skeletal

Injuries

35.0 Demonstrate

proper

immobilization of

cervical/spinal

injury.

36.0 Demonstrate

proper extremity

immobilization as

well as other

immobilization for

other injuries.

Knowledge:

Describe signs and symptoms of various medical

illnesses/injuries.

Describe possible causes of allergic reactions.

Describe the rule of nines and Palmer methods of burn

assessment.

Reasoning:

Differentiate between general and specific medical

complaints.

Explain the rationale for modifying your behavior

toward a patient with a behavioral emergency.

Skills:

Correctly apply splints, bandages, and dressings.

Demonstrate spinal immobilization.

Demonstrate care for heat and cold injuries.

Demonstrate care for bites and stings.

Demonstrate proper use of an auto-injector.

Role-play assessment of altered mental status.

Product:

Create a public service announcement about injury and

illness prevention/patient education.

27.01 Determine

and record the level

of consciousness of

the injured person.

27.02 Assess for an

inadequate airway,

inadequate

respirations,

inadequate

circulation and

profuse bleeding.

27.03 Recognize

when immediate

correction is

necessary.

27.04 Assess

patient and

determine if patient

has a life

threatening

condition.

27.05 Use spinal

precautions as

appropriate.

31.01 Understand

AAA

Abrasion

Allergen

Allergic reaction

Altered mental status

Amputation

Appendicitis

Auto-Injector

Avulsion

Black widow spider bite

Bowel obstruction

Boyle’s law

Brown recluse spider bite

Cardiac contusion

Cervical spine

immobilization

device

Cincinnati prehospital

stroke scale

Cholecystitis

Closed fracture

Compartment syndrome

Conduction

Contusion

Convection

Clinical scenarios

Immobilization Skills

Auto-injector Use

Role-play

Public service announcement

Research pre-hospital, intra-

hospital and post-hospital

survival statistics for specific

disease or condition.

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract


Textbook—Ch. 21, 22, 23, 24,

25, 30, 31, 33, 34, 35

Internet

Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


38.0 Identify and

Provide initial care

for a sick and/or

injured patient

39.0 Identify and

care for patients

who are in special

situations.

National

Curriculum

Standards:

Module 5

Lesson 5-1

Medical

Emergencies

Lesson 5-2

Bleeding and Soft

Tissue Injuries

Lesson 5-3 Injuries

to Muscles and

Bones

Lesson 5-4

Practical Lab:

Illness and Injury

Lesson 5-5

Evaluation: Illness

and Injury

the advantages,

disadvantages, and

techniques of self

and peer

administration of an

intramuscular

injection by auto-

injector.

31.02 Describe the

name, effects,

indications, routes

of administration,

and dosages for

specific

medications.

34.01 Identify the

various types of

musculo-skeletal

injuries.

34.02 Immobilize

and otherwise care

for suspected

fractures,

dislocations,

sprains and strains

with available

supplies and

equipment,

including

commercially

available and

improvised devices.

35.01 Identify need

for spinal

immobilization

35.02 Maintain in-

line immobilization

Cravat

Crush injury

Cushing’s reflex

CVA

Decompression sickness

De-gloving avulsion

Diabetes

Direct pressure

Dislocation

Embolism

Entrance wound

Epilepsy

Evaporation

Exit wound

Expressive aphasia

Facial droop

Fasciotomy

Flail chest

Foot drop

Fracture

Frostbite

Full thickness burn

Gastroenteritis

Generalized seizure

GI bleed

Guarding

Glasgow Coma Scale

Heat illnesses

Hematoma

Hemorrhage

Hemothorax

Impaled object

Inflammation

Intracranial pressure

Kussmaul’s respiration

Laceration

MSDS

Videos/DVDs


of cervical spine.

35.03 Place proper

fitting rigid

extrication type

cervical collar.

35.04 Place patient

in supine position

on full length spine

board.

35.05 Secure

patient to

immobilization

device.

36.01 Identify need

for extremity

immobilization.

36.02 Assess

motor, sensory, and

distal circulation in

extremities.

36.03 Place proper

fitting splint on

extremities.

36.04 reassess

motor, sensory, and

distal circulation in

extremities.

38.03 Identify and

care for patients

experiencing a

diabetic emergency,

utilizing patient

assessment.

38.04 Identify and

care for a patient

who is experiencing

a seizure, utilizing

Near drowning

Necrotic

Occlusive dressing

Open fracture

Overdose

Palmer method

Paralysis

Paraplegia

Paresthesia

Partial thickness burn

Pneumothorax

Post-ictal phase

Point tenderness

Poison control center

Poisoning

Pronator drift

Puncture

Range of motion

Receptive aphasia

Renal stone

Rule of nines

Quadriplegia

Skull fracture

Splints

Standing take-down

Straddle injury

Stridor

Stroke

Subcutaneous emphysema

Subdural hematoma

Sucking chest wounds

Superficial burn

Tension Pneumothorax

TIA

Tourniquet

Traction

Venomous snakes


patient assessment.

38.05 Identify and

care for a patient

who has ingested,

inhaled, absorbed

or been injected

with a poisonous

substance.

38.06 Identify and

care for a patient

who is in an altered

state of

consciousness

utilizing patient

assessment.

38.07 Identify and

care for a patient

who is experiencing

a stroke, utilizing

patient assessment.

38.08 Identify and

care for a patient

who has a foreign

body in the eye,

utilizing patient

assessment.

38.09 Identify and

care for a patient

with thermal,

chemical, or

electrical burns,

determining the

severity including

degree, body

surface area, type,

and location.

38.10 Identify and


care for a patient

suffering from an

environmental

emergency

including heat

cramps, heat

exhaustion, heat

stroke, and

frostbite, utilizing

patient assessment.

39.01 Identify

patients who have

special needs.

39.04 Care for

injured/ill

physically disabled.

39.05 Care for the

injured/ill

developmentally

disabled.


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: Childbirth, Children and Special

Needs

PACING:

Unit Number: 7

ESSENTIAL

QUESTIONS:

1. How do I recognize child/elder abuse?

2. What is the Emergency Medical Responder’s role in emergency childbirth?

3. How does the patient’s age and mental status affect emergency assessment?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

39.0 Identify and

care for patients

who are in special

situations

43.0 Assist with

emergency

childbirth.

National

Curriculum

Standards:

Module 6

Lesson 6-1

Childbirth

Lesson 6-2 Infants

and children

Lesson 6-3

Practical Lab—

childbirth and

children

Lesson 6-4—

Evaluation, Infants

and children.

Knowledge:

Describe mental illnesses that could result in a

behavioral emergency.

List signs and symptoms of a behavioral emergency.

Discuss personal safety during behavioral

emergencies.

Explain body changes during pregnancy

Recognize normal/abnormal labor.

Describe the medical/legal responsibilities to report

child/elder abuse.

Describe signs that childbirth is imminent.

Describe the stages of labor.

Describe developmental considerations for the

assessment of the child and infant.

Discuss the physical/mental effects of aging

Reasoning:

Discuss the implications of the Apgar score for the

newborn.

Explain how pediatric anatomy alters patient

assessment.

Explain how elderly anatomy alters patient

assessment.

39.01 Identify patients

who have special

needs.

39.02 Care for

injured/ill children

39.03 Care for the

injured/ill elderly

39.04 Care for the

injured/ill physically

disabled.

39.05 Care for the

injured/ill

developmentally

disabled

43.01 Evaluate a

mother to determine

whether deliver is

imminent

43.02 Assist with a

normal delivery

43.03 Care for the

mother and baby

43.04 Identify

abnormal childbirth

situations and care for

the mother and baby

Abortion

Addiction

Amniotic sac

Anxiety

Apgar

Arthritis

Asthma

Behavioral emergency

Bloody show

Braxton Hicks

Breech

Cervix

Child abuse

Childbirth

Croup

Crowning

CSF shunt

Dementia

Depression

Dilation

Eclampsia

Ectopic pregnancy

Effacement

Elder abuse

Febrile seizure

Fetus

Clinical scenarios

Research Paper

Guest speakers

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract


Textbook—Ch. 32, 36, 37, 38,

39, 40, 41

Internet

Videos/DVDs

Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


Skills:

Refresh Child/Infant CPR skills/theory

Assessment of child, infant, special needs patients.

Product:

Research paper on use of restraints.

Research paper on child abuse/elder abuse including

emergency responders’ reactions.

within the Emergency

Medical Responder’s

capabilities.

Fontanelles

Fundus

Hallucination

Intercostals retraction

Labor

Mandated reporter

Meconium

Meningitis

Mental illness

Miscarriage

Molding

Neonate

Osteoporosis

Placenta

Placenta previa

Placental abruption

Polypharmacy

Premature delivery

Prolapsed umbilical cord

Restraints

Sexual assault

SIDS

Stages of labor

Sterna retraction

Substance abuse

Supine hypotensive

syndrome

Suicide

Take down

Uterus

Vernix

Withdrawal


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: EMS Operations

PACING:

Unit Number: 8

ESSENTIAL

QUESTIONS:

1. How do I transfer care according to the chain of command?

2. What is my role in a hazardous materials situation?

3. Why do we use triage?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

23.0 Demonstrate

an ability to

communicate

effectively as part

of the EMS team.

37.0 Provide

emergency

evacuation and

transfer of a sick

and/or injured

person.

40.0 Provide triage

to victims of

multiple casualty

incidents

41.0 Recognize

life-threatening

situations.

National

Curriculum

Standards:

Module 7

Lesson 7-1 EMS

operations

Lesson 7-2

Knowledge:

Describe chain of command

Describe the steps in the START system

Describe the use of verbal reports in the transfer of

care.

Discuss proper use of body mechanics for patient

transport/evacuation.

Describe the differences between biological,

chemical and mechanical weapons of destruction.

Reasoning:

Explain how triage helps organize care in a multiple

casualty incident.

Explain how the primary assessment system applies

to triage.

Explain how hazardous materials can affect your

approach to a scene.

Skills:

Apply the START system

Perform triage at a mass casualty simulation.

Role-play transfer of care report

23.01 Demonstrate the

proper procedure for

the transfer of patient

care to other EMS

personnel.

23.02 Describe

information regarding

a patient’s condition

and treatment that

need to be

communicated.

23.03 Communicate

the Emergency

Medical Responder’s

observations and

actins to whomever

patient care is

transferred.

23.04 Describe and

apply the principles of

communicating with

patients in a manner

that achieves a

positive relationship.

23.05 Recognize

simple medical

Affidavit

Biological agents

Briefing

Chain of command

Charting

Chem trec

Chemical weapons

Cold zone

Command post

Communication center

Communication specialist

Confidentiality

Decontamination corridor

Domestic terrorist

Entrapment

Hazardous material

Hot zone

Incident commander

LACES

Morgue

Multiple casualty incident

Objective

Patient care report

Patient refusal form

Placard

Special incident report

Clinical scenarios

Mass casualty simulation

Role play

Guest speakers

Interventions:


Peer tutoring

ESE strategies

ESOL strategies


Enrichment:

Peer teaching

Honors contract


Textbook—Ch. 18, 19, 20, 44,

46

Internet

Videos/DVDs

Performance Tasks

(Skills Sheets)

Selected Response

Tied to

essential

questions

Data collected

through

Scantron

Defined

Testing

Window


Evaluation EMS

operations

prefixes/suffixes/comb

ining words.

37.01 Describe

situations when a

person should be

evacuated or

transferred.

37.02 Use the most

appropriate assist,

drag, or carry to move

a sick or injured

person from a

dangerous location to

a safe place.

37.03 Maintain safety

precautions during

evacuation and

transfer.

40.01 Categorize the

victims of multiple

casualty incidents

according to the

severity of injury or

illness on the basis of

patient assessments.

40.02 Use triage tags

or other identification

devices available

locally to indicate

priorities for pre-

hospital emergency

care and transportation

to medical facilities.

40.03 Work as a

member of a team to

perform triage at

locations of multiple

Staging area

Staging officer

START

Subjective

Telemetry

Terrorism

TRACEM

Triage

Triage tag

Verbal report

Weapons of mass

destruction


casualty incidents.

40.04 Work as a

member of a team to

perform patient

assessments at


casualty incidents.

40.05 Work as a

member of a team to

carry out patient care

procedures at the


casualty incidents.

40.06 Demonstrate

knowledge of the

operating procedures

during a terrorist event

or during a

natural/man-made

disaster.

41.01 Take steps to

minimize the chance

of injury or death to

all involved when

confronted with a

potentially life-

threatening situation

on the basis of an

assessment of a scene.


CURRICULUM MAP

Course Title: Emergency Medical Responder 3 Course Number: 8417171 UNIT/ORGANIZING PRINCIPLE: EMS Executive Internship

PACING:

Unit Number: 9

ESSENTIAL

QUESTIONS:

1. What is the application of academic skills in a clinical setting?

CONCEPTS

/CONTENT

(Outcomes)


(Performance Tasks)

BENCHMARKS

KEY

TERMINOLOGY

ACTIVITIES/

RESOURCES

ASSESSMENTS

All Emergency

Medical

Responder

Standards and

National

Curriculum

Standards

Knowledge:

• Describe the duties, skills, and personal

qualities needs for the EMS profession.

• Use appropriate medical terminology.

Reasoning:

• Triage patient needs in a clinical setting.

• Determine the appropriate care for each

patient.

Skills:

• Demonstrate in the classroom and clinical

settings (as appropriate) the skills needed for

the Emergency Medical Responder.

• Demonstrate appropriate professional

behavior, appearance, and attitude in both

classroom and clinical settings.

Products:

• Mass Casualty Incident

• Industry Certification- NREMT

• Patient presentation of situations encountered

during their rotation.

Instructor may

develop benchmarks

for the clinical

rotations, but all

benchmarks must be at

the Emergency

Medical Responder

level and must not go

beyond the scope of

practice of the

Emergency Medical

Responder. Invasive

procedures are not

allowed.

Terminology will vary per

emergency situation

encountered.

Clinical Rotations are required

for this course. Students must

spend a minimum of one shift

per nine weeks in the field.

These clinical rotations must be

completed during the school day.

During clinical rotations students

must be supervised at all times

by the clinical instructor who is a

licensed professional at the

clinical site.

Resources:

Use VCS Emergency Medical

Responder Forms including:

• Clinical Rotation

Agreement


Training Plan

• Time sheets to be signed

by clinical instructor.


Evaluation Form

Interventions:


Evaluation form to be

completed by clinical

instructor. Use

Emergency Medical

Responder Clinical

Rotation Evaluation

Form.

Classroom assessments

may be performance –

based, patient

scenarios, and selective

and/or extended

response.

NREMT- written and

practical examination


Peer Tutoring

ESE Strategies

ESOL strategies

Enrichment:

Tutoring

Documents

CURRICULUM MAP Course Title: Emergency Medical Responder 3 … · 2019-07-09 · Clinical scenarios and role-plays regarding airway compromise. Skills: Demonstrate maintenance of