EMS5600 EMERGENCY MEDICAL RESPONDER COURSE PROCEDURE

EMS 5600 - EMERGENCY MEDICAL RESPONDER
6 Credit Hours

Student Level:

This course is open to students on the college level in either the Freshman or Sophomore year.

Catalog Description:

EMS 5600 - EMERGENCY MEDICAL RESPONDER (6 hrs.)

The Emergency Medical Responder (EMR) course helps prepare the student for certification and practice as an EMR in Kansas. The EMR class is a basic level EMS course that covers basic life support for trauma and medical patients, CPR, and patient assessment. The student will develop simple depth and breadth in the principles and practice of EMR-level patient care. Successfully completing this course will prepare the student for Kansas and NREMT EMR certification and to function as an EMR. Many law enforcement agencies and fire departments require this training, as well as many private industrial organizations. This course is an excellent preparatory class for the Emergency Medical Technician (EMT) class.

KRSN:

NA

Course Classification:

Lecture/Lab

Prerequisites:

Student must be 15 years of age or older.

Co-requisites:

None

Controlling Purpose:

The Emergency Medical Responder (EMR) course helps prepare the student for certification and practice as an EMR in Kansas. The EMR class is a basic level EMS course that covers basic life support for trauma and medical patients, CPR, and patient assessment. The student will develop simple depth and breadth in the principles and practice of EMR-level patient care. Successfully completing this course will prepare the student for Kansas and NREMT EMR certification and to function as an EMR. Many law enforcement agencies and fire departments require this training, as well as many private industrial organizations. This course is an excellent preparatory class for the Emergency Medical Technician (EMT) class.

Learner Outcomes:

Upon completion of the course, the student will be able to:

1. Apply knowledge of the EMS system, safety/well-being of the EMR, medical/legal and ethical issues to the practice of EMS.
2. Apply knowledge of communication and documentation to the practice of EMS.
3. Use anatomical and medical terms and abbreviations in written and oral communication with colleagues and other health care professionals.
4. Integrate knowledge of the anatomy and physiology of the airway, respiratory and circulatory systems to the practice of EMS.
5. Apply knowledge of the pathophysiology of respiration and perfusion to patient assessment and management.
6. Apply scene information and patient assessment findings (scene size-up, primary and secondary assessment, patient history, reassessment) to guide patient management.
7. Apply knowledge of upper airway anatomy and physiology to patient assessment and management in order to assure a patent airway, adequate mechanical ventilation, and respiration for patients of all ages.
8. Apply knowledge of the medications carried by EMRs that may be administered to a patient, including routes of administration and patient safety.
9. Apply knowledge to provide basic care based on assessment findings for a patient in shock, respiratory failure or arrest, cardiac failure or arrest and post resuscitation management.
10. Apply knowledge to provide basic care based on assessment findings for ill patients.
11. Apply knowledge to provide basic based on assessment findings for injured patients.
12. Apply knowledge to provide basic based on assessment findings for pediatric, geriatric, neonatal and obstetrical patients.
13. Apply knowledge of ambulance operations to ensure patient, public, and personnel safety.

Unit Outcomes for Criterion Based Evaluation:

The following outline defines the minimum core content not including the final examination period.  Instructors may add other material as time allows.

UNIT 1: EMS Systems

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of the EMS system to EMS practice.

• Describe the different elements of an emergency medical services (EMS) system.
• Discuss the four levels of EMS training and licensure.
• Describe the role of public health resources and how this role applies to EMS providers.
• Discuss the historic background of the development of the EMS system.
• List the 10 standard components of an EMS system.
• Describe how the seriousness of the patient’s condition is used to determine the urgency of transport to an appropriate medical facility.
• Describe the four general goals of emergency medical responder (EMR) training.
• Define the roles and responsibilities of EMRs.
• Explain the importance of documentation.
• Describe the attributes that EMRs are expected to possess.
• Define medical oversight.
• Discuss the EMR’s role in relation to medical oversight.
• Explain the quality improvement process and why quality improvement is important for good patient care.
• Describe the impact of research on evidence-based patient care.

UNIT 2:  Workforce Safety and Wellness

Outcomes: Upon completion of this unit, the students will be able to apply simple and fundamental knowledge of workforce safety and wellness to EMS practice.

• Describe the emotional aspects of emergency care encountered by patients, patients’ families, and emergency medical responders (EMRs).
• Describe five stages a person may experience when dealing with grief or death.
• Explain how to confront death and dying with integrity, empathy, respect, and careful delivery of service.
• Describe reactions to stress and grief that EMRs must face concerning care of the dying patient, death, and the grieving process of family members.
• List six signs and symptoms of stress.
• Describe the steps that contribute to wellness and their importance in managing stress.
• Explain the types of actions EMRs can take to reduce or alleviate stress.
• List hazards commonly encountered by EMRs.
• Describe three routes of disease transmission.
• Describe the standard precautions for preventing infectious diseases from airborne and bloodborne pathogens.
• Discuss the importance of standard precautions.
• Explain proper handwashing techniques.
• Explain how to remove gloves properly.
• Describe the order in which you should don and doff personal protective equipment.
• List the steps to take if clothing comes in contact with body fluid from a patient.
• Describe the safety equipment that EMRs should have available for their protection.
• Describe three phases of safety when responding to the scene.
• Describe 11 types of hazards to look for when assessing the scene for unsafe conditions.

UNIT 3: Lifting and Moving Patients

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of lifting and moving patients to EMS practice.

• Describe the general guidelines for moving patients.
• Explain the purpose and indications for use of the recovery position.
• Discuss the components of good body mechanics.
• Explain how emergency medical responders should decide when emergency movement of a patient is necessary.
• Describe the purpose and demonstrate the use of common EMS pieces of equipment used for lifting and moving, to include the wheeled ambulance stretcher, stair chair, portable stretcher, spine board, and scoop stretcher.

UNIT 4: Medical, Legal and Ethical Issues

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of medical/legal and ethical issues to EMS practice.

• Describe the legal duty to act for an emergency medical responder (EMR).
• Explain how to comply with the standard of care.
• Discuss the ethical responsibilities of an EMR.
• Define consent, and include how it relates to decision making.
• Differentiate between expressed consent and implied consent.
• Discuss consent as it relates to minors who require treatment or transport.
• Discuss consent as it relates to patients with a mental illness.
• Discuss the EMR’s role and obligations if a patient refuses treatment or transport.
• Discuss the three types of advance directives and how they impact patient care.
• Explain the legal concepts of abandonment, people dead at the scene, negligence, and confidentiality.
• Recognize that most patient information is confidential and protected by the Health Insurance Portability and Accountability Act (HIPAA).
• Describe the role of Good Samaritan laws.
• Explain the requirements for reportable events, including crimes and certain infectious diseases.
• Explain the reasons for documentation.

UNIT 5: Communication and Documentation

Outcomes: Applies simple knowledge of communication and documentation to EMS practice.

• Describe the importance of communication and documentation for emergency medical responders (EMRs).
• Describe the different types of equipment used by EMRs in voice, radio, telephone, and data systems.
• Summarize the functions of radio communications during the following phases of a response:
  • Dispatch
  • Response to the scene
  • Arrival at the scene    
  • Update of responding emergency medical services (EMS) units
  • Transfer of patient care to other EMS personnel
  • Post run activities  
• Describe the guidelines for radio communications.  
• Discuss the techniques of effective verbal communication.
• Describe the guidelines for effective communication with patients.
• Explain the skills that will help EMRs communicate with:
  • Patients who are hard of hearing or deaf
  • Patients who are visually impaired
  • Non-English-speaking patients
  • Geriatric patients
  • Pediatric patients
  • Patients with a developmental disability
  • Patients displaying disruptive behavior
• Explain the role of medical terminology.
• Describe the legal significance of documentation.
• List the items that EMRs should include in a patient care report to ensure proper documentation.

UNIT 6: Anatomy and Physiology

Outcomes: Upon completion of this unit, the students will be able to integrate foundational knowledge of the anatomy and physiology of the airway, respiratory and circulatory systems to the practice of EMS.

• Know the basic topographic anatomy terms to describe locations on the human body, including the anatomic position and the planes of the body.
• Discuss the anatomy and function of the respiratory system.
• Discuss the anatomy and function of the circulatory system.
• Identify the anatomy and function of the skeletal system.
• Describe the anatomy and function of the muscular system.
• Discuss the anatomy and function of the nervous system.
• Discuss the anatomy and function of the digestive system.
• Describe the anatomy and function of the genitourinary system.  
• Name the three major functions of the skin.  
• Describe the changes that occur during growth and development at different ages.  
• Name the factors that can influence or change vital signs.

UNIT 7: Airway and Ventilation

Outcomes: Upon completion of this unit, the students will be able to apply knowledge (fundamental depth, foundational breadth) of general anatomy and physiology to ensure a patent airway, adequate mechanical ventilation, and respiration while awaiting additional EMS response for patients of all ages.

• Identify the anatomic structures of the respiratory system, including the function of each structure.  
• State the differences between the respiratory systems of infants, children, and adults.  
• Explain how to check a patient’s level of responsiveness.  
• Describe how to perform the head tilt-chin lift maneuver.  
• Describe how to perform the jaw-thrust maneuver.   
• Explain how to check for fluids, foreign bodies, or dentures in a patient’s mouth.  
• List the steps needed to clear a patient’s airway using finger sweeps and suction.  
• Describe the steps required to maintain a patient’s airway using the recovery position, oral airways, and nasal airways.  
• Describe the signs of adequate breathing, the signs of inadequate breathing, the causes of respiratory arrest, and the major signs of respiratory arrest.  
  • Describe how to check a patient for the presence of breathing.  
• Describe how to perform rescue breathing using a mouth-to-mask device, a mouth-to-barrier device, mouth-to-mouth techniques, and a bag-mask device.
  • List the steps for recognizing respiratory arrest and performing rescue breathing in infants, children, and adults.
  • Describe the differences between the signs and symptoms of a mild airway obstruction and those of a severe or complete airway obstruction.  
• List the steps in managing a foreign body airway obstruction in infants, children, and adults.
• Describe the special considerations of airway care and rescue breathing in children and infants.
• Describe the indications for using supplemental oxygen.
• Describe the equipment used to administer oxygen.
  • Describe the safety considerations and hazards of oxygen administration.  
• Explain the steps in administering supplemental oxygen to a patient.
• Describe the function and operation of a pulse oximeter.
• List the special considerations needed to perform rescue breathing in patients with stomas.  
• Define gastric distention.  
• Describe the hazards that dental appliances present during the performance of airway skills.  
• Describe the steps in providing airway care to a patient in a vehicle.
• Demonstrate how to check a patient’s level of responsiveness.
• Demonstrate the head tilt-chin lift maneuver for opening blocked airways.  
  • Demonstrate the jaw-thrust maneuver for opening blocked  airways.
• Demonstrate how to check for fluids, solids, and dentures in a patient’s airway.  
• Demonstrate how to correct a blocked airway using finger sweeps and suction.
  • Demonstrate how to place a patient in the recovery position.
• Demonstrate the insertion of oral and nasal airways.
• Demonstrate how to check for the presence of breathing.
• Demonstrate how to perform rescue breathing using a mouth-to-mask device, a mouth-to-barrier device, mouth-to-mouth techniques, and a bag-mask device.
• Demonstrate the steps in recognizing respiratory arrest and performing rescue breathing on an adult, a child, and an infant.
• Demonstrate the steps needed to remove a foreign body airway obstruction in an infant, a child, and an adult.
• Demonstrate administration of supplemental oxygen using a nasal cannula and a nonrebreathing mask.
• Demonstrate the operation of a pulse oximeter.
• Demonstrate rescue breathing on a patient with a stoma.
• Demonstrate airway management on a patient in a vehicle.

UNIT 8: Professional Rescuer CPR

Outcomes: Upon completion of this unit, the students will be able to apply assessment information to recognize shock, respiratory failure or arrest, and cardiac arrest based on assessment findings and manages the emergency while awaiting additional emergency response.

• Describe the anatomy and function of the circulatory system.
• Describe some of the causes of cardiac arrest.
• Describe the components of cardiopulmonary resuscitation (CPR).
• List the six links in the cardiac chain of survival.  
• Describe the conditions under which emergency medical responders (EMRs) should start and stop CPR.  
• Describe how to perform external chest compressions on the following patients:
  • Adults  
  • Infants  
  • Children
• Explain the steps in performing one-rescuer adult CPR.
• Explain the steps in performing two-rescuer adult CPR.
• Describe how to switch rescuer positions during two-rescuer adult CPR.  
• Explain the steps in performing one-rescuer infant CPR.
• Explain the steps in performing two-rescuer infant CPR.
• Explain the steps of child CPR.
• List the four signs of effective CPR.  
• Describe the complications of performing CPR.  
• Explain the importance of creating sufficient space to perform CPR.  
• Describe the indications for the use of automated external defibrillation by EMRs.
• Explain the steps in performing automated external defibrillation.  
• Explain the importance of CPR training.
• Discuss the legal implications of performing CPR.

UNIT 8: Life Span Development

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of life span development to patient assessment and management.

• Know the terms used to designate the following developmental stages: infants, toddlers, preschoolers, school-age children, adolescents (teenagers), early adults, middle adults, and older adults.
• Describe the major physical and psychosocial characteristics of an infant’s life.
• Describe the major physical and psychosocial characteristics of a toddler’s life.
• Describe the major physical and psychosocial characteristics of a preschooler’s life.
• Describe the major physical and psychosocial characteristics of a school-age child’s life.
• Describe the major physical and psychosocial characteristics of an adolescent’s life.
• Describe the major physical and psychosocial characteristics of an early adult’s life.
• Describe the major physical and psychosocial characteristics of a middle adult’s life.
• Describe the major physical and psychosocial characteristics of an older adult’s life.

UNIT 9: Patient Assessment

Outcomes: Upon completion of this unit, the students will be able to apply scene information and patient assessment findings (scene size-up, primary and secondary assessment, patient history, reassessment) to guide patient management.

• Discuss the importance of each of the following five steps in the patient assessment sequence: scene size-up, primary assessment, secondary assessment, history taking, reassessment.
• Discuss the components of a scene size-up.  
• Explain why it is important to get an idea of the number of patients at an emergency scene as soon as possible.
• List and describe the importance of the following steps of the primary assessment:
  • Forming a general impression of the patient,
  • Determining the patient’s level of responsiveness
  • Performing a rapid exam to identify life threats,
  • Assessing the patient’s airway  
  • Assessing the patient’s breathing
  • Assessing the patient’s circulation
  • Updating responding EMS units
• Describe the differences in checking airway, breathing, and circulation when the patient is an adult, a child, or an infant.
• Explain the purpose for obtaining a patient’s medical history.
• Discuss the SAMPLE approach to obtaining a patient’s medical history.  
• Explain the difference between a sign and a symptom.
• Describe the sequence used to perform a secondary assessment of the entire body.
• List the areas of the body that should be examined during the secondary assessment.
• Explain the significance of the following signs: respiration, circulation, blood pressure, skin condition, pupil size and reactivity, and level of consciousness.
• List the information that should be obtained during reassessment.  
• List the information about the patient’s condition that should be addressed in your handoff report.  
• Explain the differences between performing a patient assessment on a medical patient and performing one on a trauma patient.

UNIT 10: Medical Emergencies

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on assessment findings of a patient with a medical emergency while awaiting additional emergency response.

• Describe the general approach to a medical patient.
• Explain the causes, signs, symptoms, and treatment of a patient with altered mental status.
• Explain the causes, signs, symptoms, and treatment of a patient with seizures.
• Describe how to place an unconscious patient in the recovery position.
• Explain the causes of angina pectoris.
• Describe the signs, symptoms, and initial treatment of a patient with angina pectoris.
• Describe how to assist a patient with administering his or her nitroglycerin pills or spray.
• Explain the major causes of a heart attack.
• Describe the signs, symptoms, and initial treatment of a patient with a heart attack.
• Explain the cause of congestive heart failure.
• Describe the signs, symptoms, and initial treatment of a patient with congestive heart failure.
• Explain the causes of dyspnea.
• Describe the signs, symptoms, and initial treatment of a patient with dyspnea.
• Explain the causes of asthma.
• Describe the signs, symptoms, and initial treatment of a patient experiencing an asthma attack.
• Explain the major causes of stroke.
• Describe the signs, symptoms, and initial treatment of a patient with a stroke.
• Explain the use of the Cincinnati Prehospital Stroke Scale as a stroke assessment tool.
• Explain the causes of diabetes.
• Describe the signs and symptoms of hypoglycemia.
• Describe the initial treatment of a patient with hypoglycemia.
• Describe the signs and symptoms of a patient in a diabetic coma.  
• Describe the initial treatment of a patient in a diabetic coma. 
• Describe the causes, signs, and symptoms of an abdominal condition.
• Describe the initial treatment of a patient with abdominal pain.
• Describe the responsibilities of EMRs when treating patients with infectious diseases.
• Describe the responsibilities of EMRs when treating patients during disease outbreaks, including epidemics and pandemics.
• Explain how to measure blood pressure in a dialysis patient.
• Discuss potential complications for dialysis patients.

UNIT 11: Poisoning and Substance Abuse

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on assessment findings of a patient with poisoning or substance abuse while awaiting additional emergency response.

• Define poison.
• Describe the signs and symptoms of ingested poisons.
• Explain how to treat a patient who has ingested a poison.
• Describe the signs and symptoms of inhaled poisons.
• Explain how to treat a patient who has inhaled a poison.
• Describe the signs and symptoms of injected poisons.
• Explain how to treat a patient who has been injected with a poison.
• Explain how to assist a patient with an auto-injector.
• Describe the signs and symptoms of absorbed poisons.
• Explain how to treat a patient who has absorbed a poison.
• Describe how to brush off a dry chemical from a patient and then flush with water.
• Describe how to use water to flush a patient who has come in contact with liquid poison.
• Describe the signs and symptom of exposure to a nerve agent.
• Describe the role of emergency medical responders (EMRs) in an incident involving exposure to a nerve agent.
• Explain how to administer a nerve agent auto-injector kit.
• Describe the signs and symptoms of a drug overdose caused by amphetamines, opioids, hallucinogens, and inhalants.  
• Explain the general treatment of a patient who has experienced a drug overdose.
• Explain how to administer naloxone for an opioid overdose.

UNIT 12: Behavioral Emergencies

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on assessment findings of a patient with a behavioral emergency while awaiting additional emergency response.

• Identify the signs and symptoms of a patient experiencing a behavioral crisis.
• List the five factors that may contribute to behavioural emergencies.
• List the phases of a situational crisis.
• Explain the role of an emergency medical responder (EMR) in caring for a patient experiencing a behavioral emergency.
• List the steps for assessing a patient experiencing a behavioral emergency.
• Explain how to calm a patient experiencing a behavioural emergency.
• Explain the following communication skills:
  • Restatement
  • Redirection
  • Empathy  
• Recognize the signs and symptoms of an abused patient.
• Describe the method for dealing with domestic violence situations.
• Describe the method for assessing potentially violent patients.
• Describe the safety precautions that should be taken when dealing with a potentially violent patient.
• Describe the EMR’s role in dealing with an armed or potentially violent patient.  
• Explain the medical and legal considerations related to dealing with behavioral emergencies.
• Describe the approaches to be used when dealing with:
  • Attempted suicide  
  • Posttraumatic stress disorder  
  • Sexual assault  
  • Death and dying  
• Explain the purpose of critical incident stress debriefing.

UNIT 13: Environmental Emergencies

Outcomes: Upon completion of this unit, the students will be able to  recognize and manage life threats based on assessment findings for an acutely injured patient while awaiting additional emergency medical response.

• Describe the signs and symptoms of a patient experiencing heat cramps.
• Describe the treatment of a patient experiencing heat cramps.
• Describe the signs and symptoms of a patient experiencing heat exhaustion.
• Describe the treatment of a patient experiencing heat exhaustion.
• Describe the signs and symptoms of a patient experiencing heatstroke.
• Describe the treatment of a patient experiencing heatstroke.
• Describe the signs and symptoms of a patient experiencing frostbite.
• Describe the treatment of a patient experiencing frostbite.
• Describe the signs and symptoms of a patient experiencing hypothermia.
• Describe the treatment of a patient experiencing hypothermia.  
• Discuss the relationship between hypothermia and cardiac arrest.
• Describe the signs and symptoms of a patient who sustained a submersion injury.
• Describe the treatment of a patient who sustained a submersion injury.
• Describe the signs and symptoms of a patient who has been struck by lightning.
• Describe the treatment of a patient who has been struck by lightning.

UNIT 14: Bleeding, Shock, and Soft-Tissue Injuries

Outcomes: Upon completion of this unit, the students will be able to recognize shock, respiratory failure or arrest, and cardiac arrest based on assessment findings and manage the emergency. Students will use simple knowledge to recognize and manage life threats associated with traumatic injuries.

• Describe the function and relationship among the following parts of the circulatory system:
  • Pump (heart)  
  • Pipes (blood vessels)  
  • Fluid (blood)
• Describe how and where to locate a patient’s pulse.
• Explain how shock is caused by pump failure, pipe failure, and fluid loss.
• List four types of shock caused by pipe failure.  
• List signs and symptoms of shock.  
• Describe the general treatment for shock.  
• Describe the treatment for shock caused by pump failure.
• Describe the treatment for shock caused by pipe failure.
• Describe the treatment for shock caused by fluid loss.
• Explain how to control external blood loss.
• Describe the indications for use of a tourniquet.
• List the four types of soft-tissue injuries.
• Discuss the treatment of avulsions and amputations.
• Describe the principles of treatment for open soft-tissue injuries.
• Explain the functions of dressings and bandages.
• Explain the relationship between standard precautions and soft-tissue injuries.
• Discuss the emergency medical care for patients with the following injuries:
  • Face and scalp wounds  
  • Nosebleeds  
  • Eye injuries  
  • Neck wounds  
  • Chest and back wounds  
  • Impaled objects  
  • Closed abdominal wounds  
  • Open abdominal wounds  
  • Genital wounds  
  • Extremity wounds   
  • Gunshot wounds
  • Bites
• Describe how the seriousness of a burn is related to the depth of the burn.
• Describe how the seriousness of a burn is related to the extent of the burn.
• Describe the signs, symptoms, possible complications, and treatment associated with each of the following types of burns:
  • Thermal  
  • Respiratory
  • Chemical
  • Electrical  
• Explain the concept of multisystem trauma and how it affects your patient assessment and treatment.

UNIT 15: Musculoskeletal Injuries

Outcomes: Outcomes: Upon completion of this unit, the students will be able to use simple knowledge to recognize and manage life threats based on assessment findings for an acutely injured patient while awaiting additional emergency medical response.

• Discuss the anatomy and function of the musculoskeletal system.  
• Describe the mechanisms of injury for musculoskeletal injuries.
• Explain the characteristics of the following types of injuries:
  • Fractures  
  • Dislocations  
  • Sprains and strains  
• Explain the need for standard precautions when assessing or treating patients with musculoskeletal injuries.
• Explain how to assess a patient with a musculoskeletal injury.
• Explain how to check circulation, sensation, and movement in an injured extremity.
• Describe how to splint the following injuries
  • Shoulder girdle injury  
  • Shoulder dislocation  
  • Elbow injury  
  • Forearm injury  
  • Hand, wrist, or finger injury 
  • Pelvic fracture  
  • Hip injury  
  • Thigh injury  
  • Knee injury  
  • Leg injury  
  • Ankle or foot injury  
• List the signs and symptoms of open and closed head injuries.  
• Describe the treatment of head injuries.  
• Describe the treatment of facial injuries.
• Discuss the mechanism of spinal injuries.  
• List the signs and symptoms of spinal injury.  
• Describe the treatment of spinal injury.  
• Explain how to remove the mask on a sports helmet.
• Explain how to remove a helmet.
• Describe the signs, symptoms, and treatment of the following injuries:
  • Fractured ribs  
  • Flail chest  
  • Penetrating chest wound  

UNIT 16: Obstetrics

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on simple assessment findings for obstetric patients while awaiting additional emergency response.

• Describe the anatomy and function of the female reproductive system. 
• Explain the three stages of the labor process.  
• Discuss how to determine whether there is time to transport the woman to the hospital for delivery.
• Describe preparation for delivery of a newborn.
• Discuss the use of standard precautions in childbirth.
• List the equipment emergency medical responders (EMRs) should have for an emergency childbirth situation.
• Explain how to assist with delivery of a newborn.
• Discuss the delivery of the placenta.
• List the steps in resuscitating a newborn.
• Describe the signs and symptoms and treatment for the following complications of childbirth:
  • Ectopic pregnancy and shock  
  • Miscarriage and vaginal bleeding  
  • Premature birth  
  • Unbroken bag of waters  
  • Prolapse of the umbilical cord  
  • Breech birth  
  • Stillborn delivery  
  • Multiple births  
  • Excessive bleeding after delivery  
• Explain how to care for a pregnant trauma patient.

UNIT 17: Pediatric Emergencies

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on simple assessment findings for pediatric patients while awaiting additional emergency response.

• Describe the differences between a child’s and an adult’s anatomy.  
• Discuss the examination process for a child.  
• Describe how to implement the pediatric assessment triangle.  
• Discuss the normal rates of respiration and pulse for a child.
• Discuss the symptoms and effects of high body temperature in a child.
• Explain the differences between performing the following skills on a child and on an adult:
  • Opening the airway  
  • Basic life support
  • Suctioning
  • Inserting an oral airway
• Describe how to treat a child and an infant with:
  • A mild (partial) airway obstruction  
  • A severe (complete) airway obstruction  
  • A swallowed object  
  • Respiratory distress  
  • Respiratory failure
  • Circulatory failure  
• Describe how to treat the following illnesses and medical emergencies:
  • Altered mental status  
  • Asthma  
  • Croup  
  • Epiglottitis  
  • Drowning  
  • Heat illnesses  
  • High fever  
  • Seizures  
  • Vomiting and diarrhea  
  • Abdominal pain  
  • Poisoning  
  • Sudden infant death syndrome  
• Describe the patterns of pediatric injury.
• Describe the signs and symptoms of shock in pediatric patients.
• Discuss the effects of child restraint laws and car seat use on pediatric trauma.
• Explain the steps you should take to care for a child who has signs of child abuse or sexual assault.
• Describe the need for emergency medical responder critical incident stress debriefing.  

UNIT 18: Geriatric Emergencies

Outcomes: Upon completion of this unit, the students will be able to recognize and manage life threats based on simple assessment findings for geriatric patients while awaiting additional emergency response.

• Define geriatric patient.
• Discuss some of the physiologic changes that occur with aging.
• Explain how to ensure more effective communication with geriatric patients who have hearing or vision impairment.
• Explain why geriatric patients are at high risk for broken bones.  
• Describe the types of cardiovascular and respiratory diseases that are prevalent among geriatric patients.
• List possible causes of altered mental status in geriatric patients.  
• Describe the general signs and symptoms of an infectious disease.
• Describe how to approach the assessment and treatment of patients who require long-term care.  
• Explain the responsibility of emergency medical responders (EMRs) in caring for patients who show signs of depression, suicide, or dementia.  
• Describe the purpose of hospice care.  
• Explain the purpose of advance directives and do not resuscitate orders.  
• Describe the signs and symptoms of elder abuse.

UNIT 19: Transport Operations

Outcomes: Upon completion of this unit, the students will be able to apply knowledge of transport operational roles and responsibilities to ensure safe patient, public, and personnel safety.

• Summarize the different phases of an emergency response.
• Explain the importance of preparing for an emergency call.
• List the medical and nonmedical equipment needed to respond to a call.  
• Explain the importance of reviewing dispatch information.
• Explain the safety precautions needed to ensure a safe emergency response.
• Describe the actions emergency medical responders (EMRs) should take on arrival at an emergency scene.  
• Describe the importance of transferring patient care to other emergency medical services (EMS) personnel.
• Explain the post run activities that follow the completion of an emergency response.
• Describe the guidelines for safe helicopter operations.
• Describe the steps of setting up a helicopter landing zone.
• Describe the steps of loading patients into a helicopter.

UNIT 20: Vehicle Extrication and Special Rescue

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of special operational roles and responsibilities to ensure safe patient, public, and personnel safety.

• Discuss the role of emergency medical responders (EMRs) during extrication.
• Identify the seven steps in the extrication process.
• List the various methods of gaining access to a patient.
• Describe the simple extrication procedures that an EMR can perform.  
• Identify the complex extrication procedures that require specially trained personnel.
• Discuss the role of EMRs in special rescue situations, including the following:
  • Water rescue  
  • A patient with diving injuries
  • Ice rescue
  • Confined space rescue
  • Farm rescue
  • Bus rescue

UNIT 21: Incident Management

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of incident management to ensure public, patient and personnel safety.

• State the responsibilities of emergency medical responders (EMRs) in incidents where hazardous materials are present.
• Describe the actions EMRs should take in hazardous materials incidents before the arrival of specifically trained personnel.  
• Discuss the different areas of a hazardous materials scene.
• Define a mass-casualty incident.  
• Describe the role of EMRs in a mass-casualty incident.
• Explain the steps in the START triage system.
• Describe the purpose of the National Incident Management System.  
• Define terrorism and weapons of mass destruction.  
• Describe potential terrorist targets and risks.  
• Explain the risks posed by explosives and incendiary devices.
• Explain the risks posed by the following chemical agents
  • Pulmonary agents  
  • Metabolic agents  
  • Insecticides  
  • Nerve agents  
  • Blister agents  
• Explain the risks posed by biologic agents.  
• Explain the risks posed by radiologic agents.  
• Describe the role of EMRs in a terrorist event.  

UNIT 22: Principles of Pharmacology and Medication Administration

Outcomes: Upon completion of this unit, the students will be able to apply simple knowledge of the medications carried by EMRs that may be administered to a patient, including routes of administration and patient safety.

• Discuss the indications, contraindications, routes, side effects, interactions and doses of medications that EMRs may administer to patients.
• Discuss important drug terminology, including intended effects, unintended effects, untoward effects, indications, and contraindications.
• Discuss the differences between generic, trade, chemical, and official medication names, and provide an example of each.
• Discuss the US laws and regulations that relate to medication manufacturing and distribution.
• List the five schedules of drugs with the highest abuse potential per the Controlled Substances Act.
• Discuss the US Food and Drug Administration (FDA) approval process.
• Describe the proper storage for drugs and security concerns.
• Describe the medication administration considerations that must be applied to special populations, including pediatric, geriatric, and pregnant patients.
• Discuss legal, moral, and ethical considerations related to drug administration.
• Explain the term mechanism of action.
• Describe the roles and functions of the sympathetic and parasympathetic nervous systems.
• Discuss the concept of receptor sites, including adrenergic receptors, and how medications may take advantage of these.
• Discuss the concepts of agonists and antagonists as they relate to medications.
• Describe the enteral and parenteral routes of medication administration and explain how they differ.
• Describe the following routes of medication administration and discuss their individual rates of absorption: oral, subcutaneous, intramuscular, intranasal, and inhalation.
• Describe the role of medical direction in medication administration, and explain the difference between direct orders (online) and standing orders (off-line).
• Explain the rights of medication administration and describe how each one relates to emergency medical services.
• Explain why determining a patient’s prescription and over-the-counter (OTC) medications is a critical aspect of patient assessment.
• Demonstrate the process an AEMT should use when following the rights of medication administration. 
• Demonstrate the Medication Administration Cross Check (MACC).
• Demonstrate how to administer oral medication to a patient.
• Demonstrate how to draw medication from an ampule.  
• Demonstrate how to draw medication from a vial.  
• Demonstrate how to administer a subcutaneous medication to a patient. 
• Demonstrate how to administer an intramuscular medication to a patient. 
• Demonstrate how to administer an intranasal medication to a patient.
• Demonstrate how to administer a medication via inhalation to a patient.  
• Demonstrate how to assist a patient with a metered-dose inhaler (MDI). 
• Demonstrate how to assist a patient with a small-volume nebulizer. 

Projects Required:

Varies, refer to syllabus.

Textbook:

Contact Bookstore for current textbook.

Materials/Equipment Required:

Contact Bookstore for current materials/equipment required.

Attendance Policy:

Students should adhere to the attendance policy outlined by the instructor in the course syllabus.

Grading Policy:

The grading policy will be outlined by the instructor in the course syllabus.

Maximum class size:

Based on classroom occupancy

Course Time Frame:

The U.S. Department of Education, Higher Learning Commission and the Kansas Board of Regents define credit hour and have specific regulations that the college must follow when developing, teaching and assessing the educational aspects of the college.  A credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally-established equivalency that reasonably approximates not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work for approximately fifteen weeks for one semester hour of credit or an equivalent amount of work over a different amount of time.  The number of semester hours of credit allowed for each distance education or blended hybrid courses shall be assigned by the college based on the amount of time needed to achieve the same course outcomes in a purely face-to-face format.

Refer to the following policies:

402.00 Academic Code of Conduct

263.00 Student Appeal of Course Grades

403.00 Student Code of Conduct

Disability Services Program:

Cowley College, in recognition of state and federal laws, will accommodate a student with a documented disability.  If a student has a disability which may impact work in this class and which requires accommodations, contact the Disability Services Coordinator.

DISCLAIMER: THIS INFORMATION IS SUBJECT TO CHANGE. FOR THE OFFICIAL COURSE PROCEDURE CONTACT ACADEMIC AFFAIRS.

Updated 10/5/23