North Carolina ems education Standards: emt curriculum Map



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Diseases of the Eyes, Ears, Nose and Throat




  • Summary:Applies fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely ill patient.



  • TARGET SKILLS:Recognition and management of Nose bleed, eye injuries, and bleeding in the airway



  • Key Terminology:

    • Epistaxis



    • Objectives:



      • DOT Objectives

      • Demonstrate the care of the patient exhibiting signs and symptoms of a nose bleed/epistaxis

      • Nose bleed

      • Eye injuries



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

    • Cardiogenic shock

    • Compensated shock

    • Decompensated shock

    • Hemorrhagic shock

    • Hypoperfusion

    • Hypovolemic shock

    • Irreversible shock

    • Neurogenic shock

    • Perfusion

    • Shock



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Discuss the ethical issues in resuscitation

      • Explain the respiratory system in relationship to a shock patient presentation

      • List the structure and function of the circulatory system

      • Differentiate between arteriole, venous, and capillary bleeding

      • State methods of emergency medical treatment of external bleeding

      • Describe the Stage of Shock

      • List the signs and symptoms of shock

      • List the steps in the emergency medical care of the patient with signs and symptoms of shock

      • Explain the sense of urgency to transport patients with signs and symptoms of shock



      • Ethical issues in resuscitation attempts

      • Anatomy and physiology review

      • Respiratory failure

      • Respiratory arrest

      • Cardiac arrest

      • Resuscitation of the shock patient

      • Automated external defibrillator (AED) (refer to the current AHA guidelines)

      • Shock (poor perfusion)





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

    • Using simulated cases of patient presentations, discuss treatment of patient in shock.

    • Using simulation, allow students to treat the patient as it pertains to cardiac arrest and resuscitation.



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


    • Trauma

    • Trauma Overview


    • Summary:Applies fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely injured patient.



    • TARGET SKILLS:Pathophysiology, assessment, and management of the trauma patient to include:

    • Trauma scoring

    • Rapid transport and destination issues

    • Transport mode



    • Key Terminology:

    • Crepitation

    • Details physical exam

    • Disorientation

    • History of present illness

    • Jugular vein distention (JVD)

    • Paradoxical motion

    • Past medical history

    • Priapism

    • Rapid trauma assessment

    • SAMPLE

    • Stoma

    • Tracheostomy

    • Trauma patient



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Discuss the reasons for reconsideration concerning the mechanism of injury.

      • State the reasons for performing a rapid trauma assessment.

      • Recite examples and explain why patients should receive a rapid trauma assessment.

      • Describe the areas included in the rapid trauma assessment and discuss what should be evaluated.

      • Differentiate when the rapid assessment may be altered in order to provide patient care.

      • Discuss the reason for performing a focused history and physical exam.

      • Recognize and respect the feelings that patients might experience during assessment.

      • Demonstrate the rapid trauma assessment that should be used to assess a patient based on mechanism of injury.













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

    • Using simulated cases of patient presentations, allow students to review trauma assessment to determine treatment and destination criteria.





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


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