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EM-18103 Special Consideration for Paramedics with Lab Arkansas Northeastern College Syllabus I Course Catalog Description: This course will use a blended learning style consisting of both online and classroom required time At the completion of this course, the Paramedic student will be provided the opportunity to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for patients experiencing medical emergencies in the pre-hospital care environment, involving, neonatal, pediatric, geriatric, diverse, and chronically ill patients II Course Overview & Rationale: Overview: The Special Considerations with Lab is a combination of classroom, online, and clinical laboratory instruction centered on important areas of the pre-hospital environment to include: Pediatrics, Geriatric Emergencies, Abuse and Assault, The challenged Patient, Acute Interventions for the Chronic Care patient, Assessment Based Management and Pals Rationale: The Special Considerations course for paramedics with lab provides introductory content and concepts necessary for building a strong foundational framework for the beginning paramedic student Satisfactory completion of this course is required to progress and complete the remaining paramedic Curriculum Course Pre- requisites: The student must have completed: a AH 16096: Essentials of A&P b EM: 18017 Preparatory for Paramedics with Lab c EM- 18047 Medical Emergency I with Lab d EM- 18054 Medical Emergency II with Lab e EM-18074 Trauma Emergencies for Paramedic with Lab III Course Objectives: “To prepare competent entry-level Paramedics in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains with or without exit points at the Advanced Emergency Medical Technician and/or Emergency Medical Technician, and/or Emergency Medical Responder levels.” This course is design to provide introductory instruction in advanced pre-hospital care in paramedic practice This includes learning objectives reflecting the cognitive, affective, and psychomotor learning domains At the conclusion of the Special Considerations for Paramedic with Lab, the student will be able to: A Cognitive Learning Domain C1 The ability to comprehend, applies, and evaluates information about the role of an entry-level Paramedic C2 Identify important antepartum factors that can affect childbirth SOL 1,2,3,4,5,6 C3 Understand and calculate the APGAR score Scale SOL 1,2,4,6 C4 Understand the initial steps in the resuscitation of a newborn SOL 1,2,3,4,5,6 C5 Discuss appropriate transport guidelines for a newborn SOL 1,2, 4,6 C6 Discuss the paramedic’s role in the reduction of infant and childhood morbidity and mortality from acute illness and injury SOL 1,2,3,4,5,6 C7 Recognize the various living environments of elderly patients SOL 1,2,3,4,5,6 C8 Understand the pharmacokinetics of an elderly patient to that of a young patient SOL 1,2,3,4,5,6 C9 Discuss the incidence of abuse and assault and understand appropriate care activities SOL 1,2,3,4,5,6 C10 Understand the legal aspects associated with abuse situations SOL 1,2,3,4,5,6 C11 Recognize special considerations related to the assessment and care of the challenged patient with physical and mental impairments SOL 1,2,3,4,5,6 C12 Describe the various etiologies and types, recognize patients with, and anticipate accommodations that may be needed to manage the challenged patient properly SOL 1,2,3,4,5,6 C13 Understand how effective assessment is critical to clinical decision-makings SOL 1,2,3,4 B Psychomotor Learning Domain P1 Technical proficiency in all of the skills necessary to fulfill the role of an entry-level Paramedic SOL 1-6 P2 Administer competent, appropriate emergency medical care, based on individualized assessment findings related to the patient’s condition SOL 1,2,3,4,5,6 P3 Demonstrate competent airway management, and ventilation SOL 1,2,4,5,6 P4 Lift, move, position, otherwise care for the patient, to minimize discomfort and prevent additional injury, and adequately fulfill the expectations of the Paramedics job description SOL 1,2,4,5,6 P5 Demonstrate and perform appropriate care of neonatal patients SOL 1,2,3,4,5,6 P6 Demonstrate and perform appropriate care of pediatric patient SOL 1,2,3,4,5,6 P7 Demonstrate and perform appropriate care of Geriatric patients experiencing medical emergencies SOL 1,2,3,4,5,6 P8 Demonstrate and perform appropriate care of the victim of abuse / assault SOL 1,2,3,4,5,6 P9 Demonstrate and perform appropriate care for patients with a variety of chronic conditions SOL 1,2,3,4,5,6 P10.The student will demonstrate the ability to perform “Assessment Based Management” SOL 1,2,3,4,5,6 P11.Successful demonstration of clinical skills validation consistent with the psychomotor domain, by the third attempt of the skills as noted in the clinical objectives SOL 1,2,3,4,5,6 C Affective Learning Domain A1 Personal behaviors are consistent with professional and employer expectations of an entry-level Paramedic A2 Demonstrate professional behavior, judgment, and attitude toward instructor, peers, and colleagues while in the classroom and clinical laboratory consistent with the affective domain behavioral objectives to include: Integrity, Empathy, Self- motivation, Appearance, Personal Hygiene, Self- Confidence, Communications, Time Management, Teamwork, Diplomacy, Respect, Patient Advocacy, and Careful Delivery of Service Refer to the Affective Domain Evaluation IV Course Credits: This is a three Credit Hour Course V Required Texts and Materials: Pollak, Andrew., Nancy Caroline’s Emergency Care in the Streets 8th Ed ISBN: 9781284137279 Must have Navigate Premeir Access Online Tools and Resources Supplementary (Optional) Texts and Materials: Raimes, Ann ”Keys For Writers ISBN: 0-618-43785-1 VI Course Policies: Grades: Exams / Quizzes Grades: Students will be expected to maintain a minimum grade of 75% or a C in the course to pass Students are also expected to meet the Critical Performance Evaluation of a 75% or higher Students whose average drops below a 75% or are not able to meet the CPE of 75% will be dismissed from the course Pediatric Advance Life Support (PALS) will be taken during this course This class is given through the American Heart Association (AHA) Each Student must meet required passing score both on the written and on the practical skill set of both courses to successful complete Special Considerations (18103) The minimal test score on the written is 84% and you must show to be proficient in the skills in Pediatric Advance Life Support in the practical skill set The AHA Faculty instructing the course will determine this Each student will have two attempts to take the written and two attempts to be successful in the practical skill set Exams / Quizzes: Exams are scheduled at the discretion of the faculty, and are usually given after completion of each unit The student must be present during the time of the exam, if a make-up exam is necessary a 10% deduction of the final grade will take place If the student is late they will be required to schedule a make-up with the instructor Quizzes that are missed will receive a zero Students are required to score a 75% or better on all exams and chapter test If a student does not meet the requirement set in place, they are required to meet with the instructor and discuss ways to improve their score and must take a makeup exam or choose to give explanation of correct answer to each question that was missed and the pathophysiology and reason for the correct answer and the reason that the answer that was chosen is not correct If this method is chosen instead of makeup exam, then all missed questions must be completed A comprehensive final exam must be taken Assignments are due at the start of class on the assigned due date The final grade will be based on unit exams, Final Exam, Attendance, and Quizzes, Homework, and online components In addition, students must successfully validate all assigned skills by the third attempt to meet clinical objectives and requirements to pass the course Assessment Chapter Exams Final Exam Daily Grades Mybrady Lab Attendance / Evaluations / Clinical Notebook Grade 30% 20% 20% 20% 10% 100% Grading Scale (%) 92 – 100- A 82-91- B 75-81- C 65-75- D – 64- F VII Grade Dissemination: Graded unit exams will be returned to the student for review of grade and questions missed The instructor will review each exam and answer any questions the student may have about the exam Mid-term grades are issued to students in the fall and spring semesters to inform them of progress in their courses The mid-term grades are temporary grades and are not recorded on the student academic record A counseling session will be held with every student to discuss mid-term grades Mid-term and final grades can be accessed using Campus Connect on myANC Please note that scores returned mid-term are unofficial grades If you need help accessing myANC, contact the ANC Helpdesk by email: ANChelp@smail.anc.edu VIII Late Work and Make-up Policy: Make-up exams and late work are allowed at the discretion of the course faculty If a make-up exam is necessary a 10% deduction of the final grade will take place and date and time will be at the discretion of the instructor with input from Director of Program If the student is late for a scheduled exam they will have to discuss a make-up exam with the instructor Late homework or other assignments will receive 10% off of the assignment and 10% each day it is late The assignment must be completed even if the final grade is a zero If the assignment is not turned in, the student will receive a written warning Three or more assignments that receive a zero the student will be removed from the course due to lack of participation and commitment to the course Extra Credit Policy: Typically no extra credit assignments are given Grades of "Incomplete": The current College policy concerning incomplete grades will be followed in this course Incomplete grades are given only in situations where unexpected emergencies prevent a student from completing the course and the remaining work can be completed the next semester Your instructor is the final authority on whether you qualify for an incomplete Incomplete work must be finished by the end of the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript The Paramedic policy does not allow for incomplete grades in this course due to prerequisite requirements The student must be able to meet the objectives of this course in order to move on in the curriculum path Final grades will be issued to all students at the end of each semester or the final summer session The final grades are permanent grades and will be recorded on the student academic records Inquiries concerning grades should be referred to the Register’s Office Group Work Policy: Everyone must take part in a group project All members of a group will receive the same score; that is, the project is assessed and everyone receives this score However, that number is only 90% of your grade for the project The final 10% in individual, and refers to your teamwork Every person in the group will provide the instructor with a suggested grade for every other member of the group, and the instructor will assign a grade that is informed by those instructions In addition, everyone must take part in the group essay (see assignments below) The grading criteria are the same as the group project Once formed, groups cannot be altered or switched, except for reasons of extended hospitalization IX Course Policies: Technology and Media Email: Arkansas Northeastern College has partnered with Google to host email addresses for ANC students A myANC mail account is created for each student enrolled in the current semester and were the email address your instructor will use to communicate with you Access your email account by going to http://mail.google.com/a/smail.anc.edu and using your first and last names, separated by a period for your username Your default password is the last six digits of your Student ID If you cannot access your student email, contact the MITS department at 762-1020 ext 1150 or ext 1207 or send an email to ANChelp@smail.anc.edu E-mail access is made available to all students enrolled in the course Faculty will use e-mail through myANC to contact students regarding any messages that must be disseminated when not in class or clinical Faculty will check his/her e-mail on evenings and weekends Students are also encouraged to check their e-mail for messages on a regular basis Internet: This course has a web component on myANC; students are encouraged to login to their myANC every day as assignments for this course may be posted Laptop Usage: Laptops are typically not used within this course If a student requests use of a laptop for taking notes during the lecture, the situation will be assessed on an individual basis Classroom Devices: Tape recorders or other audio and technology devices are allowed as long as they are not disturbing to other students Computer Labs: Also to general-purpose classrooms, a number of computer laboratories are provided for instructional and student use These networked laboratories are state-of-the-art and fully equipped with computers, printers, Internet connections and the latest software The labs are open to students enrolled in one or more credit hours at the College The Allied Health Building has a well-equipped computer lab that is made available to students Monday through Friday 7:00 am until 5:00 pm Technology Support: A lab assistant is present in the computer lab in B202 for assistance in using the College computers These representatives cannot help you with course assignments; specific questions regarding the technology requirements for each course should be directed to the instructor of the course Problems with myANC or College email accounts should be addressed by email to ANCHelp@smail.anc.edu X Course Policies: Student Expectations: Disability Access: Arkansas Northeastern College is committed to providing reasonable accommodations for all persons with disabilities This First Day Handout is available in alternate formats upon request Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations No accommodations will be provided until the student has met with the instructor to request accommodations Students who need accommodations must be registered with the ADA Coordinator in State house hall; Office S114, Phone 762-3180 Course Attendance Policy: Student attendance is required at all scheduled classes, including lab sessions Students may be dropped from the course for excessive absences of any kind Refer to Attendance Policy in the EMT Student Handbook If three (3) or more absences occur for any reason, the Instructor and EMS Program Director will review the status of the student for a possible recommendation for dismissal from the Program Student ID Policy Students are provided a photo ID at the point of registration All students must present a valid student ID when positive student identification is necessary ANC facilities such as the Adams/Vines Library and the Briggs/Sebaugh Wellness Center require a valid student ID for use XI Professionalism Policy: Students are expected to conduct themselves by the professional expectations for EMTs at all times Students are reminded that they are representatives of Arkansas Northeastern College whenever and wherever they are involved in course-related activities Professional conduct is essential to a successful course experience and EMS career Students are expected to attend all classes, be on time, and remain in class for the scheduled length of time Students are expected to exhibit professional behaviors in the class, clinical labs, and during clinical site rotations Mobile phones, iPods, etc must be silenced during all classes and clinical labs No mobile phones or electronic devices are permitted at clinical site locations during clinical rotations XII Academic Integrity Policy: Academic dishonesty in any form will not be tolerated If you are uncertain as to what constitutes academic dishonesty, please consult ANC’s Student Handbook (http://www.anc.edu/docs/anc_handbook.pdf) for further details Students are expected to their work Plagiarism, using the words of others without express permission or proper citation, will not be tolerated Any cheating (giving or receiving) or other dishonest activity will, at a minimum, result in a zero on that test or assignment and may be referred, at the discretion of the instructor, to the Department Chair and/or Vice President of Instruction for further action Cheating on a test or another assignment is grounds for disciplinary measures, and the student may be dismissed immediately from this course and the entire program Studying together is acceptable and encouraged because such can be helpful in learning, but each class member is expected to prepare his/her class assignments based on his/her knowledge and individual effort Examples include, but are not limited to: Cheating in any form Falsification or forgery of academic documents, applications, clinical evaluations, lab evaluations, etc Plagiarism (including copying and pasting of electronic text into assigned work) XIII Academic & Career Enrichment Advising Center: The Academic & Career Enrichment (ACE) Advising Center is located in Statehouse Hall in Room S145 The ACE Advising Center advises all new ANC students Once a student is progressing through his/her program of study, the student will be assigned an advisor in the field of study Prospective students are provided test prep assistance through the computerized Skills Tutor system for Compass test placement The ACE Advising Center also houses a Virtual Career Center including career placement services, as well as academic tutoring services for enrolled students The tutoring services offered are one-on-one tutoring, group tutoring, and group labs for specific classes XIV Learning Assistance Center: The Learning Assistance Center (LAC) is a free resource for ANC students The LAC provides drop-in assistance, computer tutorials and audio/visual aids to students who need help in academic areas Learning labs offer individualized instruction in the fields of mathematics, reading, writing, vocabulary development and college study methods Tutorial services are available on an individual basis for those having difficulty with instructional materials The LAC also maintains a shelf of free materials addressing specific problems, such as procedures for writing essays and term papers, punctuation reviews, and other useful materials For more information, visit the LAC website at http://www.anc.edu/LAC or stop by room L104 in the Adams/Vines Library Complex XV Other Student Support Services: Many departments are ready to assist you reach your educational goals Be sure to check with your advisor; the Learning Assistance Center, Room L104; Student Support Services, Room S145; and Student Success, Room L101 to find the right type of support for you XVI Important Dates to Remember • • • • • • • XVII Monday, August 20 - Classes Begin Friday, August 30- Payment Deadline, No Show Rosters Due Monday, September 2- Labor Day- College Closed Monday, October 28- Spring Registration Begins Friday, November, 22 -Last Day to Withdrawal Monday, November 25- Friday, March 29 Thanksgiving Break- College Closed Refer to Course Calendar for all other scheduled assignments and exams Assessments: Exams in Special Considerations with Lab will usually at the end of each unit Exams are multiple choice, matching, listing, and fill-in-the-blank questions The faculty may have questions on the exam related to the information taught in a prior unit The assigned paper must focus on the assigned topic and point of view An entire semester calendar is provided the first week of class This calendar will indicate every class day and the material covered on each day Exams will be on the schedule so the student will know well in advance of any scheduled exam Note: The Schedule is subject to revisions at any time XVIII Disclaimer: This First Day Handout was prepared under certain limited assumptions Therefore, if the students in the class seem to "fit" the design for the course and if events occur as planned, the schedule, assignments, and assessments will be followed The instructor has the option, however, to eliminate or add assignments and assessments if he/she feels it is in the best interest of the students All dates and assignments are tentative, and can be changed at the discretion of the instructor The schedule is subject to revisions at any time XIX Unit & Instructional Objectives with Schedule Paramedic Care Principles & Practices 5th Edition: Volume 5: Special Operations Chapter 22: Gynecology is devoted to the recognition and treatment of emergencies arising from the female reproductive system The section provides an overview of female reproductive anatomy and physiology This is followed by a discussion of common gynecologic emergencies Enabling Objectives: To accomplish the terminal performance objective, you should be able to: Recall the anatomy and physiology of the female reproductive system (CO: 1, 2) Identify the normal events of the menstrual cycle (CO: 1, 2) Describe the assessment process for patients with gynecologic emergencies (CO: 1, 2) Discuss the importance of history taking when assessing a patient with a gynecologic emergency (CO: 1, 2) Describe how to treat a patient with significant vaginal bleeding (CO: 1, 2) Discuss the general management of a patient with a gynecologic emergency (CO: 1, 2) Discuss the management of a patient with gynecologic trauma (CO: 1, 2) Discuss the pathophysiology, assessment, and management of infections related to the gynecologic system (CO: 1, 2) Discuss the pathophysiology, assessment, and management of ovarian disorders (CO: 1, 2) 10 Discuss the pathophysiology, assessment, and management of uterine disorders (CO: 1, 2) 11 Discuss the pathophysiology, assessment, and management of ectopic pregnancy (CO: 1, 2) 12 Discuss special concerns, assessment, and management, when caring for a suspected sexual assault patient (CO: 1, 2) Chapter 41: Obstetrics pertains to both normal delivery of a baby in the prehospital setting and various abnormal conditions and emergencies that may occur in association with childbearing Following a review of the anatomic and physiologic changes that occur with pregnancy, the chapter addresses emergencies that may arise before, during, or after childbirth Enabling Objectives: To accomplish the terminal performance objective, you should be able to: 10 11 12 13 14 15 16 17 18 Describe the process of conception and fetal development, from ovulation to the fetal stage (CO: 1, 2, 3, 4) Discuss the various functions of the placenta Understand the normal changes that occur in the various body systems during pregnancy (CO: 1, 2, 3, 4) Be aware of special considerations involving pregnancy in different cultures and with teenage patients Describe commonly used obstetric terminology (CO: 1, 2, 3, 4) Discuss the process of assessing a patient who is experiencing an emergency related to pregnancy, or who is in labor (CO: 1, 2, 3, 4) Describe the indications of an imminent delivery (CO: 1, 2, 3, 4) Discuss complications related to pregnancy, including substance abuse, supine hypotensive disorder, heart disease, hypertensive disorders, seizures, diabetes, respiratory disorders, hyperemesis gravidarum, renal disorders, Rh sensitization, and infections (CO: 1, 2, 3, 4) Discuss bleeding during pregnancy, including third-trimester bleeding and its potential causes and management (CO: 1, 2, 3, 4) Differentiate between the three stages of labor (CO: 1, 2, 3, 4) Explain the steps involved in normal delivery management (CO: 1, 2, 3, 4) Explain the necessary care of the baby as the head appears (CO: 1, 2, 3, 4) Describe the procedure followed to cut and tie the umbilical cord (CO: 1, 2, 3, 4) Describe delivery of the placenta (CO: 1, 2, 3, 4) Discuss management of complications of labor, including premature rupture of membranes, preterm labor, fetal distress, and uterine rupture (CO: 1, 2, 3, 4) Discuss management of high-risk pregnancy considerations, including precipitous labor and birth, postterm pregnancy, meconium staining, fetal macrosomia, multiple gestation, intrauterine fetal death, amniotic fl uid embolism, hydramnios, and cephalopelvic disproportion (CO: 1, 2, 3, 4) Discuss management of complications of delivery, including cephalic presentation, breech presentation, shoulder dystocia, nuchal cord, and prolapsed umbilical cord (CO: 1, 2, 3, 4) Discuss management of postpartum complications, including uterine inversion, postpartum hemorrhage, pulmonary embolism, and postpartum depression (CO: 1, 2, 3, 4) Discuss concerns related to trauma in the pregnant patient, including assessment and management of the woman and unborn fetus (CO: 1, 2, 3, 4) Chapter 42: Neonatology introduces the paramedic student to the specialized world of neo-nates The neonate is a child less than one month of age These patients have very different problems, and their treatment must be modified to accommodate their size, anatomy, and physiology This chapter presents a detailed discussion of neonatology with a special emphasis on neonatal resuscitation in the field setting Enabling Objectives: To accomplish the terminal performance objective, you should be able to: 19 Describe the process of conception and fetal development, from ovulation to the fetal stage (CO: 1,3 4, 5) 20 Discuss the various functions of the placenta (CO: 1,3 4, 5) 21 Understand the normal changes that occur in the various body systems during pregnancy (CO: 1,3 4, 5) 22 Be aware of special considerations involving pregnancy in different cultures and with teenage patients (CO: 1,3 4, 5) 23 Describe commonly used obstetric terminology (CO: 1,3 4, 5) 24 Discuss the process of assessing a patient who is experiencing an emergency related to pregnancy, or who is in labor (CO: 1,3 4, 5) 25 Describe the indications of an imminent delivery (CO: 1,3 4, 5) 26 Discuss complications related to pregnancy, including substance abuse, supine hypotensive disorder, heart disease, hypertensive disorders, seizures, diabetes, respiratory disorders, hyperemesis gravidarum, renal disorders, Rh sensitization, and infections (CO: 1,3 4, 5) 27 Discuss bleeding during pregnancy, including third-trimester bleeding and its potential causes and management (CO: 1,3 4, 5) 28 Differentiate between the three stages of labor (CO: 1,3 4, 5) 29 Explain the steps involved in normal delivery management (CO: 1,3 4, 5) 30 Explain the necessary care of the baby as the head appears (CO: 1,3 4, 5) 31 Describe the procedure followed to cut and tie the umbilical cord (CO: 1,3 4, 5) 32 Describe delivery of the placenta (CO: 1,3 4, 5) 33 Discuss management of complications of labor, including premature rupture of membranes, preterm labor, fetal distress, and uterine rupture (CO: 1,3 4, 5) 34 Discuss management of high-risk pregnancy considerations, including precipitous labor and birth, postterm pregnancy, meconium staining, fetal macrosomia, multiple gestation, intrauterine fetal death, amniotic fluid embolism, hydramnios, and cephalo-pelvic disproportion (CO: 1,3 4, 5) 35 Discuss management of complications of delivery, including cephalic presentation, breech presentation, shoulder dystocia, nuchal cord, and prolapsed umbilical cord (CO: 1,3 4, 5) 36 Discuss management of postpartum complications, including uterine inversion, postpartum hemorrhage, pulmonary embolism, and postpartum depression (CO: 1,3 4, 5) 37 Discuss concerns related to trauma in the pregnant patient, including assessment and management of the woman and the unborn fetus (CO: 1,3 4, 5) CHAPTER 43: Pediatrics presents a detailed discussion of pediatric emergencies Children are not “small adults” They have special needs and must be approached and treated differently from adults This chapter provides an overview of the common and uncommon pediatric emer-gencies encountered in prehospital care, with special emphasis on recognition and treatment Specialized pediatric assessment techniques and emergency procedures are presented in detail Enabling Objectives: To accomplish the terminal performance objective, you should be able to: 10 11 12 13 14 15 16 17 18 Explain some of the challenges inherent in providing emergency care to pediatric patients and why eff ective communication with both the patient and his or her family members is crucial to a successful outcome (CO: 1, 6) Describe the developmental stages of children, including examples of each stage (CO: 1, 6) Describe differences in the anatomy, physiology, and pathophysiology of the pediatric patient as compared with the adult patient and their implications for the health care provider (CO: 1, 6) Describe challenges in dealing with stressed parents or caregivers of ill and injured children (CO: 1, 6) Describe the steps in the primary survey for providing emergency care to a pediatric patient, including the elements of the Pediatric Assessment Triangle, hands-on ABCDEs, and transport decision considerations (CO: 1, 6) Describe the steps in the secondary assessment, including the systematic assessment, which may include a full-body examination or a focused assessment on the body part or body system specifically involved (CO: 1, 6) Describe the different causes of pediatric respiratory emergencies; the signs and symptoms of increased work of breathing; the differences among respiratory distress, respiratory failure, and respiratory arrest; and the emergency medical care strategies used in the management of each (CO: 1, 6) Explain upper airway emergencies in a pediatric patient, including anaphylaxis, croup, epiglottitis, and bacterial tracheitis; their possible causes, signs, and symptoms; and steps in the management of a child who is experiencing these conditions (CO: 1, 6) List the steps in the management of foreign body airway obstruction of an infant and a child (CO: 1, 6) Explain lower airway emergencies in a pediatric patient, including asthma, infection with RSV, bronchiolitis, pneumonia, and pertussis; their possible causes, signs, and symptoms; and steps in the management of a child who is experiencing these conditions (CO: 1, 6) Discuss other respiratory conditions, including cystic fibrosis and bronchopulmonary dysplasia; their possible causes, signs, and symptoms; and steps in the management of a child who is experiencing these conditions (CO: 1, 6) Discuss the most common causes of shock (hypoperfusion) in a pediatric patient, its signs and symptoms, and emergency medical management in the field (CO: 1, 6) Describe the procedure for establishing intravenous access in the pediatric patient (CO: 1, 6) List the steps to establish an intraosseous infusion in pediatric patients (CO: 1, 6) Describe common pediatric heart rhythm disturbances and management of each dysrhythmia (CO: 1, 6) Discuss the most common causes of altered mental status in a pediatric patient, its signs and symptoms, and emergency medical management in the field (CO: 1, 6) List the common causes of seizures in a pediatric patient, the different types of seizures, and their emergency medical management in the field (CO: 1, 6) List the common causes of meningitis, patient groups who are at the highest risk for contracting this infection, its signs and symptoms, special precautions, and emergency medical management in the field 19 Discuss the types of gastrointestinal emergencies that might affect pediatric patients, including biliary atresia, viral gastroenteritis, appendicitis, ingestion of foreign bodies, gastrointestinal bleeding, intussusception, Meckel diverticulum, pyloric stenosis, and malrotation with volvulus (CO: 1, 6) 20 Discuss the pathophysiology, assessment, and management of endocrine emergencies, including hyperglycemia, hypoglycemia, and congenital adrenal hyperplasia (CO: 1, 6) 21 Describe conditions in which the pituitary produces inadequate amounts of some or all of its hormones 22 Describe special considerations in patients with childhood immunodeficiencies (CO: 1, 6) 23 Discuss hematologic disorders, including sickle cell disease, thrombocytopenia, hemophilia, von Willebrand disease, and leukemia and lymphoma; signs and symptoms; special precautions; and emergency medical management in the field (CO: 1, 6) 24 Discuss toxicologic emergencies in pediatric patients, including common sources, assessment fi ndings, and techniques for emergency medical management, including decontamination and antidotes (CO: 1, 6) 25 Describe special considerations during the management of a pediatric behavioral or psychiatric emergency, including safety precautions and assessment and management techniques (CO: 1, 6) 26 Discuss the common causes of a fever emergency in a pediatric patient and management techniques 27 Describe child abuse and neglect and its possible indicators, and discuss the medical and legal responsibilities when caring for a pediatric patient who is a possible victim of child abuse (CO: 1, 6, 10) 28 Discuss SIDS, including its risk factors, patient assessment, and special management considerations related to the death of an infant patient (CO: 1, 6) 29 Discuss the common causes of pediatric trauma emergencies and the differences in injury patterns in adults, infants, and children (CO: 1, 6) 30 Describe the procedure for performing needle decompression in the pediatric patient 31 List the steps to immobilize both an infant and a child (CO: 1, 6) 32 Describe the indications for fluid and pain management for a pediatric trauma patient (CO: 1, 6) 33 Discuss the significance of burns in pediatric patients, common causes, and general assessment and management techniques (CO: 1, 6) 34 Describe the needs of technology-assisted children, including the various types of medical technology used (CO: 1, 6) 35 Describe injury patterns and the potential areas for intervention and prevention (CO: 1, 6) CHAPTER 44: Geriatrics is a detailed presentation of emergencies involving elderly patients The elderly are the fastestgrowing group in our society A significant number of EMS calls involve elderly patients This chapter reviews the anatomy and physiology of aging It then presents a detailed discussion of the assessment and treatment of emergencies commonly seen in the elderly Enabling Objectives: To accomplish the terminal performance objective, you should be able to: Define key terms introduced in this chapter (CO: 1, 7, 8) Discuss the epidemiology and demographics of aging (CO: 1, 7, 8) Explain the complex interactions between the effects of aging on the body systems and multiple disease processes in elderly patients (CO: 1, 7, 8) Discuss the pathophysiology of aging on the major body systems of the elderly (CO: 1, 7, 8) Identify how to adapt the scene size-up, primary assessment, patient history, secondary assessment, vital sign values, and use of monitoring technology to guide clinical reasoning in the elderly (CO: 1, 7, 8) Identify and delineate between the common medical and traumatic emergencies in the elderly population, and how the paramedic should assess and manage these emergencies (CO: 1, 7, 8) Identify common medications taken by the elderly population that can cause toxicological emergencies, and how these should be managed by the paramedic (CO: 1, 7, 8) Describe special considerations in the elderly that necessitate maintaining a high index of suspicion for behavioral and psychiatric problems, including risk of suicide (CO: 1, 7, 8) Given various geriatric scenarios, discuss how to the paramedic should integrate assessment and management for these emergencies in the prehospital environment (CO: 1, 7, 8) CHAPTER 45 Patients with Special Challenges addresses patients with special physical, mental, or cultural needs Paramedics must be familiar with techniques for successful assessment and treatment of these patients Because a medical emergency can be an extremely frightening event for the challenged patient, the paramedic must be skilled in strategies that reduce stress for these special patients Enabling Objectives: To accomplish the terminal performance objective, you should be able to: Define key terms introduced in this chapter (CO: 1, 11, 12) Identify and discuss the types of physical, mental, emotional, cognitive, and developmental challenges seen in patients that EMS may encounter in the prehospital environment (CO: 1, 11, 12) Describe the various types of accommodations EMS providers may have to make for patients with physical, mental, emotional, cognitive and developmental challenges (CO: 1, 11, 12) Discuss how the EMS response to assessment and management is altered relative to culturally diverse, terminally ill, financially challenged, and communicable disease patients (CO: 1, 11, 12) Given various scenarios, discuss how to the paramedic should integrate assessment and management for emergencies related patients with special challenges (CO: 1, 11, 12) Emergency Medical Services Paramedic Program Performance-Affective Domain Evaluation “PADE” 18103 Student: _ Date: Classroom Lab Clinical Instructor: Affective Domain & Skills Performance Scoring Rubric Behavioral Objectives: Affective Score INTEGRITY Appropriate Examples of professional behavior include, but are not limited to consistent honesty; being able to be Needed guidance trusted with the property of others; can be trusted with confidential information; complete and accurate documentation of patient care and Needed remediation learning activities EMPATHY Appropriate Examples of professional behavior include, but are not limited to: Showing compassion for others; Needed guidance responding appropriately to the emotional response of patients and family members; demonstrating respect for others; demonstrating a calm, compassionate, and helpful demeanor Needed remediation toward those in need; being supportive and reassuring to others SELF - MOTIVATION Appropriate Examples of professional behavior include, but are not limited to: Taking initiative to complete Needed guidance assignments; taking initiative to improve and/or correct behavior; taking on and following through on tasks without constant supervision; showing enthusiasm for learning and improvement; consistently striving for excellence in all aspects of Needed remediation patient care and professional activities; accepting constructive feedback in a positive manner; taking advantage of learning opportunities APPEARANCE /PERSONAL HYGIENE Examples of professional behavior include, but are not limited to: Clothing and uniform is appropriate, neat, clean and well maintained; good personal hygiene and grooming SELF - CONFIDENCE Examples of professional behavior include, but are not limited to: Demonstrating the ability to trust personal judgment; demonstrating an awareness of strengths and limitations; exercises good personal judgment COMMUNICATIONS Examples of professional behavior include, but are not limited to: Speaking clearly; Appropriate Performance Score Appropriate Needed guidance Needed remediation Appropriate Needed guidance Needed remediation Appropriate Needed guidance Needed remediation Appropriate 3 3 Needed guidance Needed guidance Needed remediation Needed remediation Appropriate Appropriate Needed guidance Needed guidance Needed remediation Needed remediation Appropriate Needed guidance Appropriate Needed guidance Behavioral Objectives: writing legibly; listening actively; adjusting communication strategies to various situations TIME MANAGEMENT Examples of professional behavior include, but are not limited to: Consistent punctuality; completing tasks and assignments on time TEAMWORK AND DIPLOMACY Examples of professional behavior include, but are not limited to: Placing the success of the team above self-interest; not undermining the team; helping and supporting other team members; showing respect for all team members; remaining flexible and open to change; communicating with others to resolve problems RESPECT Examples of professional behavior include, but are not limited to: Being polite to others; not using derogatory or demeaning terms; behaving in a manner that brings credit to the profession Affective Score Needed remediation Appropriate Performance Score Needed guidance Needed remediation Appropriate Needed remediation Appropriate Needed guidance Needed remediation Appropriate Needed guidance Needed guidance Needed remediation Needed remediation Appropriate Needed guidance Needed remediation 10 PATIENT ADVOCACY Appropriate Examples of professional behavior include, but are not limited to: Not allowing personal bias to or Needed guidance feelings to interfere with patient care; placing the needs of patients above self-interest; protecting Needed remediation and respecting patient confidentiality and dignity 11 CAREFUL DELIVERY OF SERVICE Appropriate Examples of professional behavior include, but are not limited to: Mastering and refreshing skills; Needed guidance performing complete equipment checks; demonstrating careful and safe ambulance Needed remediation operations; following policies, procedures, and protocols; following orders Content Permission from EMS Department, Weber State University, SLS, Utah, Appropriate Needed guidance Needed remediation Appropriate Needed guidance Needed remediation Appropriate 3 Needed guidance Needed remediation ARKANSAS NORTHEASTERN COLLEGE ACADEMIC INTEGRITY POLICY Integrity: firm adherence to a code http://www.merriam-webster.com/dictionary/integrity Arkansas Northeastern College promotes academic integrity as the only fair and ethical way to achieve your educational goals Cheating, plagiarism, collusion, giving or receiving test questions, use of annotated texts or teacher’s editions are all violations of this code Ultimately, you are held responsible for all college work that you - inside and outside of class To help you keep to the level of integrity ANC requires, the College provides the following definitions: Cheating: to practice fraud or trickery: to violate rules dishonestly http://www.merriam-webster.com/dictionary/cheat Examples: giving or receiving test questions/answers; copying computer files from another student; submitting another’s work as your own; using any method to retrieve information in violation of the instructor’s guidelines Plagiarism: to steal and pass off (the ideas or words of another) as one's own: use (another's production) without crediting the source : to commit literary theft : present as new and original an idea or product derived from an existing source http://www.merriam-webster.com/dictionary/plagiarize Examples: using the exact wording of another without the proper use of quotation marks and citations; paraphrasing another’s ideas without giving credit to the producers or writers of the source Collusion: secret agreement or cooperation especially for an illegal or deceitful purpose http://www.merriam-webster.com/dictionary/collusion Examples: assisting another in an act of academic dishonesty; providing/accepting papers, projects, computer files or test answers to/from another student; allowing another student to copy one’s work, including, but not limited to, essays, term papers, homework assignments, math problems, lab exercises and science lab manuals; working together on an assignment or take-home exam when instructed not to so; removing tests or answer sheets from a test site; copying test questions, in any form, from the computer screen in an Internet course; allowing another student to view test/quiz items in an Internet course, whether purposefully or negligently (not logging out of myANC in a public area) Academic dishonesty is a serious offense and will not be tolerated at ANC The following consequences are in effect for all ANC courses: 1st Offense: The instructor will determine the consequences of the academic dishonesty based on his/her policy in the First Day Handout for that course The student’s name and documentation of the offense will be submitted to the office of the Dean/Chair of that Division 2nd Offense: The student will be required to meet with the Division Dean/Chair and/or Vice President of Instruction At that time, the Dean/Chair and/or VP of Instruction will decide the appropriate consequences of the academic dishonesty, possibly including a failing grade in the course If the first and second offenses occurred in internet courses, then that student will be banned from enrolling in future internet courses at ANC Second offense does not have to occur in the same class or same division as the first offense; this policy is in effect for all ANC courses Instructors have additional policies in effect for their particular courses, and these are clearly stated in the First Day Handout Consult with your instructor if you have any doubt as to what constitutes violations of academic integrity in his/her particular course Arkansas Northeastern College Emergency Medical Services Programs First Day Handout & Acknowledgment of Academic Integrity Policy I have read the above policy about academic integrity, and I understand that if I cheat in any class at ANC, I will face the consequences outlined above It is my responsibility to read the above policy and ask my instructor if I not understand any aspect of it I have done this, and I supply my signature and the date below, indicating that I have been informed of and accept responsibility for abiding by this policy Course Number: Term: Course Name: _ Student’s Name (PLEASE Print) Signature Date _ This is to certify that I , (please print) have read the entire First Day Handout for this class I understand the policies of this class and agree to adhere to them Signature: Date _ ... how to the paramedic should integrate assessment and management for emergencies related patients with special challenges (CO: 1, 11, 12) Emergency Medical Services Paramedic Program Performance-Affective... procedure for performing needle decompression in the pediatric patient 31 List the steps to immobilize both an infant and a child (CO: 1, 6) 32 Describe the indications for fluid and pain management for. .. how these should be managed by the paramedic (CO: 1, 7, 8) Describe special considerations in the elderly that necessitate maintaining a high index of suspicion for behavioral and psychiatric problems,
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