North Carolina ems education Standards: emt curriculum Map



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History Taking




  • 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:Determining the chief complaint to include:



    • Key Terminology:



    • Chief complaint

    • Interventions



    • Objectives:



      • DOT Objectives

      • Identify the components of the extended vital signs.

      • Describe the methods to obtain a breathing rate.

      • Identify the attributes that should be obtained when assessing breathing.

      • Differentiate between shallow, labored, and noisy breathing.

      • Describe the methods to obtain a pulse rate.

      • Identify the information obtained when assessing a patient's pulse.

      • Differentiate between a strong, weak, regular, and irregular pulse.

      • Describe the methods to assess the skin color, temperature, and condition (capillary refill in infants and children).

      • Identify the normal and abnormal skin colors.

      • Differentiate between pale, blue, red, and yellow skin color.

      • Identify the normal and abnormal skin temperature.

      • Differentiate between hot, cool, and cold skin temperature.

      • Identify normal and abnormal skin conditions.

      • Identify normal and abnormal capillary refill in infants and children.

      • Describe the methods to assess the pupils.

      • Identify normal and abnormal pupil size.

      • Differentiate between dilated and constricted pupil size.

      • Differentiate between reactive, non-reactive, equal, and unequal pupils.

      • Describe the methods to assess blood pressure.

      • Define systolic and diastolic pressure.

      • Explain the difference between auscultation and palpation for obtaining a blood pressure.

      • Identify the components of the SAMPLE history.

      • Differentiate between a sign and a symptom.

      • State the importance of accurately reporting and recording the baseline vital signs.

      • Discuss the need to search for additional medical identification.

      • Explain the value of performing the baseline vital signs.

      • Recognize and respond to the feelings patients experience during assessment.

      • Defend the need for obtaining and recording an accurate set of vital signs.

      • Explain the rationale of recording additional sets of vital signs.

      • Explain the importance of obtaining a SAMPLE history.

      • Demonstrate the skills involved in assessment of breathing.

      • Demonstrate the skills associated with obtaining a pulse.

      • Demonstrate the skills associated with assessing the skin color, temperature, condition, and capillary refill in infants and children.

      • Demonstrate the skills associated with assessing the pupils.

      • Demonstrate the skills associated with obtaining blood pressure.

      • Demonstrate the skills that should be used to obtain information from the patient, family, or bystanders at the scene.











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

    • Using simulated patients, allow students to formulate questions and produce a dialog to promote interaction with different age ranges of patients.

    • Use community members and allow students to talk to them to find out important medical information through the uses of open and closed looped questioning.



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


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