North Carolina ems education Standards: emt curriculum Map



Download 0.56 Mb.
Page30/30
Date conversion14.05.2018
Size0.56 Mb.
1   ...   22   23   24   25   26   27   28   29   30

Multiple Casualty Incidents




  • Summary:Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety



  • TARGET SKILLS:Resource management and triage principles to include:

      • Performing

      • Re-triage

      • Destination decisions

      • Post traumatic and cumulative stress



    • Key Terminology:





    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Describe the criteria for a multiple-casualty situation.

      • Evaluate the role of the EMT in the multiple-casualty situation.

      • Summarize the components of basic triage.

      • Describe the different types of triage methods

      • Define the role of the EMT in a disaster operation.

      • Discuss different conditions that would define the incident as mass causality and give examples.

      • Describe the triage principals as it pertains to patients within an incident.



      • Multiple casualty incidents (MCI)—an event that places a great demand on resources, be it equipment or personnel

      • Triage principles

      • Resource management





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

    • Using cards with scenarios, allow students to set up and perform all the tasks associated with an MCI incident.



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


    • Air Medical




    • Summary:Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety



    • TARGET SKILLS:Safe air medical operations and criteria for utilizing air medical response



    • Key Terminology:



    • Air transportation

    • Landing zone



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Describe key scene safety considerations when preparing for a helicopter including:

      • Establishing a landing zone

      • Securing loose objects

      • Mitigating onsite hazards

      • Approaching the aircraft.

      • Describe the capabilities, protocols, and methods for accessing air ambulances





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

    • Contact local air medical provider for landing zone class.



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


    • Vehicle Extrication




    • Summary:Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety



    • TARGET SKILLS:Safe vehicle extrication and use of simple hand tools



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Describe the purpose of extrication.

      • Discuss the role of the EMT in extrication.

      • Identify what equipment for personal safety is required for theEMT.

      • Define the fundamental components of extrication.

      • State the steps that should be taken to protect the patient during extrication.

      • Evaluate various methods of gaining access to the patient.

      • Distinguish between simple and complex access.



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

    • Students should practice evaluating crash scenes

    • Attend rescue training with a local fire department



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


    • Hazardous Materials Awareness




    • Summary:Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety.



    • TARGET SKILLS:Operate in a cold zone at a hazardous material or other special incident.



    • Key Terminology:



    • Cold zone

    • Command

    • Decontamination

    • Disaster plan

    • Hazardous material

    • Hot zone

    • Incident command

    • Incident command system (ICS)

    • Multiple-casualty incident

    • National Incident Command System (NIMS)

    • Single incident command

    • Staging supervisor

    • Transportation supervisor

    • Treatment supervisor

    • Triage

    • Triage supervisor

    • Unified command

    • Warm zone



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Explain the EMT's role during a call involving hazardous materials.

      • Describe what the EMT should do if there is reason to believe that there is a hazard at the scene.

      • State the role the EMT should perform to protect self, crew, and bystanders until and after appropriately trained personnel arrive at the scene of a hazardous materials situation.

      • Discuss the various environmental hazards that affect EMS.

      • Explain the methods for preventing contamination of self, equipment, and facilities.

      • Given a scenario of a mass casualty incident, perform triage.

      • Define the term Hazardous Material including the classification system used by the NFPA

      • List different reference material that is used to assist those who respond to a Hazmat incident

      • Explain the role of the EMT during the Hazmat incident before, during, and after the incident team arrives including precautions required to ensure the safety of civilians and public safety personnel.

      • Explain the three control zones of a Hazmat incident including the personnel who work in each zone

      • Describe patient care at a Hazmat incident in regards to those that are decontaminated vs. those not fully decontaminated.

      • Risks and responsibilities of operating in a cold zone at a hazardous material or other special incident

      • Safely treating and caring for patients that have been exposed to a hazardous incident after decontamination





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

    • Students should review a copy of the Hazardous Material Response Guide.

    • Recognize a Hazmat incident and basic interventions that should be performed.



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


    • Mass Casualty Incidents Due to Terrorism and Disaster




    • Summary:Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety



    • TARGET SKILLS:Manage on the scene of a natural or man-made disaster(this section subject to ongoing collective and cooperative review and input from all stakeholders including the Department of Transportation, Department of Homeland Security, and the Department of Health and Human Services)



    • Key Terminology:



    • Contamination

    • Dissemination

    • Domestic terrorism

    • Exposure

    • International terrorism

    • Permeation

    • Rem

    • Routes of entry

    • Secondary devices

    • Strategies

    • Tactics

    • Terrorism

    • Weaponization

    • Weapons of mass destruction (WMD)

    • Zoonotic

    • Time, Distance, Shielding

    • B-NICE (biological, nuclear, incendiary, chemical, & explosive substances)



    • Objectives:



      • DOT Objectives

      • EMS Education Standards

      • Provide some examples of domestic and international terrorism

      • Provide examples of four different types of goals that commonly motivate terrorist groups to stage a terrorist attack.

      • Define the terms weapons of mass destruction (WMD) and weapons of mass casualty (WMC), and list weapons that may be utilized by terrorists.

      • Discuss the history of chemical agents, their four main classifications, routes of exposure, effects on the patient, and patient care.

      • Discuss three categories of biological agents, routes of exposure, effects on the patient, and patient care.

      • Describe the history of nuclear/radiologic devices, sources of radiological materials and dispersal devices, medical management of the patient, and protective measures that can be taken by personnel.

      • Describe how the Department of Homeland Security (DHS) and Homeland Security Advisory System relate to the daily activities of the EMS provider and their ability to respond to and survive a terrorist attack.

      • Describe the key observations an EMS provider must make on each call to assist in the determination of whether an incident is related to terrorism.

      • Explain the colors and threat levels that are used by the DHS daily to heighten awareness of the current terrorist threat.

      • Describe the critical response actions related to establishing and reassessing scene safety, personnel protection, notification procedures, and establishing command an EMS provider must perform at a suspected terrorist event.

      • Explain the role of EMS in relation to syndromic surveillance and points of distribution (PODS) during a biological event.

      • Describe the mechanisms of injury caused by incendiary and explosive devices, including the types of wounds and their severity.

      • Risks and responsibilities of operating on the scene of a natural or man-made disaster

      • Utilization of state triaging system

      • Working with related agencies during a disaster

      • Assessment and management of patients that have been involved in a weapons of mass destruction incident



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

    • Exercise using triage tags while performing simulated disaster plan.



    • Assessments:Scenario based assessment pertinent to topic of instruction, quiz, and exam (didactic and skills).
    1   ...   22   23   24   25   26   27   28   29   30


    The database is protected by copyright ©dentisty.org 2016
    send message

        Main page