North Carolina ems education Standards: emt curriculum Map



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Patient Assessment

  • Scene Size-Up


  • Summary:Applies scene information and patient assessment findings (scene size up, primary and secondary assessment, patient history, and reassessment) to guide emergency management.



  • TARGET SKILLS:Scene safety and scene management to include:

      • Impact of the environment on patient care

      • Addressing hazards

      • Violence

      • Need for additional or specialized resources

      • Standard precautions

      • Multiple patient situations



    • Key Terminology:



    • Blunt-force trauma

    • Danger zone

    • Index of suspicion

    • Mechanism of injury

    • Nature of illness

    • Penetrating trauma

    • Scene size-up



    • Objectives:

      • DOT Objectives

      • EMS Education Standards

      • Recognize hazards/potential hazards.

      • Describe common hazards found at the scene of a trauma and a medical patient.

      • Determine if the scene is safe to enter.

      • Discuss common mechanisms of injury/nature of illness.

      • Discuss the reason for identifying the total number of patients at the scene.

      • Explain the reason for identifying the need for additional help or assistance.

      • Explain the rationale for crew members to evaluate scene safety prior to entering.

      • Serve as a model for others explaining how patient situations affect your evaluation of mechanism of injury or illness.

      • Observe various scenarios and identify potential hazards.











    • Activities/Resources: Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the topic of instruction.

    • Using 911 or simulated recording, allow students to discuss topics such as scene safety and general impression of the scene prior to arrival.

    • Assessments:Scenario based training pertinent to topic of instruction, quiz, and exam (didactic and skills).




    • Primary Assessment




    • Summary:Applies scene information and patient assessment findings (scene size up, primary and secondary assessment, patient history, and reassessment) to guide emergency management.

    • TARGET SKILLS:Primary assessment for all patient situations to include:

    • Begin interventions needed to preserve life

    • Integration of treatment/procedures needed to preserve life.



    • Key Terminology:

    • ABCs

    • AVPU

    • General impression

    • Mental status

    • Primary assessment

    • Priority





    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Summarize the reasons for forming a general impression of thepatient.

      • Discuss methods of assessing altered mental status.

      • Differentiate between assessing the altered mental status in the adult,child, and infant patient.

      • Discuss methods of assessing the airway in the adult, child, and infant patient.

      • State reasons for management of the cervical spine once the patient has been determined to be a trauma patient.

      • Describe methods used for assessing if a patient is breathing.

      • State what care should be provided to the adult, child, and infant patient with adequate breathing.

      • State what care should be provided to the adult, child, and infant patient without adequate breathing.

      • Differentiate between a patient with adequate and inadequate breathing.

      • Distinguish between methods of assessing breathing in the adult, child, and infant patient.

      • Compare the methods of providing airway care to the adult, child, and infant patient.

      • Describe the methods used to obtain a pulse.

      • Differentiate between obtaining a pulse in an adult, child, and infant patient.

      • Discuss the need for assessing the patient for external bleeding.

      • Describe normal and abnormal findings when assessing skin color, skin temperature, and skin condition.

      • Describe normal and abnormal findings when assessing skin capillary refill in the infant and child patient.

      • Explain the reason for prioritizing a patient for care and transport.

      • Explain the importance of forming a general impression of the patient.

      • Explain the value of performing an initial assessment.

      • Demonstrate the techniques for assessing mental status.

      • Demonstrate the techniques for assessing the airway.

      • Demonstrate the techniques for assessing if the patient is breathing.

      • Demonstrate the techniques for assessing if the patient has a pulse.

      • Demonstrate the techniques for assessing the patient for external bleeding.

      • Demonstrate the techniques for assessing the patient’s skin color, temperature, condition and capillary refill (infants and children only).

      • Demonstrate the ability to prioritize patients.



      • Primary survey and primary assessment

      • Integration of treatment /procedures needed to preserve life

      • Evaluating priority of patient care and transport





    • Activities/Resources:Use of auditory, visual, and kinesthetic aids to facilitate the student learning environment for the topic of instruction.

    • Using simulation, allow students to see patient with different types of injuries or conditions through assessment of the patient.



    • Assessments:Scenario based training pertinent to topic of instruction, quiz, and exam (didactic and skills).




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