Professional Documents
Culture Documents
OBJECTIVES
Cognitive:
1. Define Emergency Medical Services (EMS) systems.
2. Differentiate the roles and responsibilities of the EMT-Basic from other prehospital care providers.
3. Discuss the roles and responsibilities of the EMT-Basic towards the safety of
self, the crew, the patient, and bystanders.
4. Define quality improvement and discuss the EMT-Basics role in the process.
5. Define medical direction and discuss the EMT-Basics role in the process
6. State the specific statutes and regulations in your place regarding the EMS
system.
Affective:
7. Assess areas of personal attitude and conduct of the EMT-Basic
8. Characterize the various methods used to access the EMS system in your
community.
Page 1
CONTENT
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Elapsed
. INTRODUCTION
Cognitive Objectives
1. Define Emergency Medical Services (EMS) systems.
2. Differentiate the roles and responsibilities of the EMTBasic from other pre-hospital care providers.
3. Discuss the roles and responsibilities of the EMT-B
towards personal safety, safety of the crew, the patient
and bystanders.
4. Define quality improvement and discuss the EMTBasic's role in the process.
II. DEVELOPMENT
The student will use this information throughout the course to enhance his
understanding and provide direction for the EMT-Basic's relationship to the
individual components of the EMS system. The lesson will provide the student with a
road map for learning the skill and knowledge domains of the EMT-Basic. This will
likewise set the foundation for the remaining teaching/learning process.
The students will be entering an exciting field of EMS. A positive, helpful
attitude presented by the instructor is essential to assuring a positive attitude
from the student.
<Ask the participants for their own definition of an EMS system then give book
definition>
Page 2
CONTENT
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Elapsed
3. History of EMS
History of Emergency Medical
Services (1 of 3)
Emergency care developed during warfare at the
beginning of the 20th century.
By the 1960s, domestic emergency care lagged
behind.
Staffed emergency departments were often limited to
large urban areas.
<Inform the participants that this is just a brief overview, refer to page 7 AAOS
EMERGENCY Care and Transportation of the Sick and Injured>
Accidental Death and Disability: The Neglected Disease of Modern Society (1966)
Recommended:
Development of training
Highway Safety Act and the Emergency Medical Act created funding
DOT developed the first National Standard Curriculum for training EMTs in
the early 1970s
4. Levels of Training
Levels of Training
First Responder
EMT-Basic
EMT-Intermediate
EMT-Paramedic
< Remind students that our reference material is AAOS 9th Ed and try to
compare with country practice)
<With increased awareness of the need for immediate emergency care,
laypeople are trained in BLS/CPR, simple first aid, for them to give aid before
the EMT-Basics or the ambulance arrive> AAOS page 8
a. First Responder individuals trained to initiate immediate care and
assist the EMT on their arrival. (Law enforcement officers, fire
fighters, park rangers or organized rescuers who often arrive at the
scene before the ambulance).
Page 3
CONTENT
Time
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skills in specific aspects of ALS to individuals who have been trained and
have experience in providing emergency care as EMT-Bs.
Additional skills include IV therapy, interpretation of cardiac rhythm
ACCESS
HOSPITAL
STAFF
ADMINIS
TRATION
& POLICY
SPECIALTY
CENTERS
MEDICAL
DIRECTION
& CONTROL
EMS
AMBULANCE
QUALITY
CONTROL &
IMPROVEMENT
EQUIPMENT
REGULATION
OTHER
PHYSICIAN
OUTPUT
10
< In the Philippines emergency units can be reached by dialing 117. Emphasize
the need to know the emergency number in their localities>
Page 4
CONTENT
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Elapsed
10
11
Documentation
Run reviews and audits
Gathering feedback from patients and hospital staff
Conducting preventative maintenance
Continuing education
Skill maintenance
12
< As an EMT-B, you are part of the professional continuum of care provided
to patients who often have life-threatening conditions>
Page 5
CONTENT
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(5) Other Physician Output Besides the supervision that the medical
director and direct online medical control physicians provide, yoyr
training and practices are based on input from many specialty
professional associations (American Academy of Orthopedic
Surgeons-AAOS, American College of Emergency Physician ACEP)
(6) Regulation trainings, protocols and practices must conform with the
EMT legislation, rules, regulations and guidelines.
< In the Philippines, once the EMS law is enacted this will be done by the
National Pre-Hospital Care Council>
(7) Equipment As an EMT-B you will use wide range of different
emergency equipment.
(8) Ambulance - EMT-Bs must be familiar with the ambulance and its
functions because as an EMT-B you may be called to drive the
ambulance. Check all equipment, supplies, communication
equipment and fuel.
(9) Specialty centers aside from hospital emergency departments,
many EMS systems include specialty centers which focus on specific
types of care such as trauma, burns, poison or psychiatric conditions,
or specific types of patients such as children or the elderly.
(10) Inter-facility Transports may include transferring patient to and
from hospitals, skilled nursing facilities, board and care homes or
even their home residence.
(11)Working with Hospital Staff As an EMT-B you will interact with
hospital staff.
(12) Working with Public Safety Agencies Effective scene and patient
management will result if you work together and recognize that each
person has special talent and job to do. Remember that the best,
most efficient patient care is achieved through cooperation among
agencies.
(13) Training The quality of care that you will provide depends on your
ability and the quality of your training.
Page 6
CONTENT
Time
Elapsed
Providing a Coordinated
Continuum of Care
1st Phaseaccess to EMS system
2nd Phaseout of hospital care
Star of Life
1
Early detection
6
Transfer to
definitive care
Early
Reporting
5
Care in
transit
Early
Response
On
OnScene
scene
Care
care
4
16
The Star of Life The Emergency Care Symbol < article from RescueEMS Magazine, July-August 1992>
Just as pharmacists have the mortar and pestle and doctors have the
caduceus, Emergency Medical Technicians have a symbol, its use is
encouraged both by the American Medical Association and the Advisory
Council within the Department of Health, Education and Welfare. The
symbol applies to all emergency medical goods and services which are
funded under the DOT/EMS program.
Designed by Leo R. Schwartz, Chief of the EMS Branch, National
Highway Traffic Safety Administration (NHTSA), the "Star of Life" was
created after the American National Red Cross complained in 1973 that
they objected to the common use of an Omaha orange cross on a square
background of reflectorized white which clearly imitated the Red Cross
symbol. NHTSA investigated and felt the complaint was justified.
The newly designed, six-barred cross, was adapted from the Medical
Identification Symbol of the American Medical Association and was
registered as a certification mark on February 1, 1977 with the
Commissioner of Patents and Trademarks in the name of the National
Highway Traffic Safety and Administration. The trademark will remain in
effect for twenty years from this date.
Page 7
CONTENT
Time Elapsed
1.
Detection
2.
Reporting
3.
Response
4.
On Scene Care
5.
Care in Transit
6.
Page 8
CONTENT
Time Elapsed
a.
b.
c.
d.
e.
f.
g.
h.
Personal safety
Safety of crew, patient, and bystanders
Patient assessment
Patient care based on assessment findings
Personal safety
Safety of crew, patient and bystanders
Patient assessment
Patient care based on assessment findings
Lifting and moving patients safely
Transport/transfer of care
Record keeping/data collection
Patient advocacy (patient rights) - confidentiality
Professional Appearance
Professional Appearance
21
Page 9
Cognitive Objectives
CONTENT
Time Elapsed
III. REVIEW
4. Define quality improvement and discuss the EMTBasic's role in the process.
IV. EVALUATION
1) Verify that the objectives of the lesson have been met.
2) Give the participants 5 minutes to answer the lesson
evaluation
V. CLOSE
<Comments or suggestions?>
<Thank the participants and introduce the next lesson.>
Page 10
2
Poor
3
Average
Lesson Number
4
Good
5
Excellent
Date: ________________________
Lesson Name
Instructors Name
Instructor ___________
Method _________
Workbook __________
Interaction __________
Appropriate ________
Appropriate ________
Usefulness
Was this lesson useful to you?
Rate from 1 to 5
Yes _______
No ________
Thank you for your help. Your input is valuable. Please turn in this completed form to the instructor.
Page 11
Cognitive Objectives
1. Define Emergency Medical Services (EMS) systems.
2. Differentiate the roles and responsibilities of the EMTBasic from other pre-hospital care providers.
3. Discuss the roles and responsibilities of the EMT-B
towards personal safety, safety of the crew, the patient
and bystanders.
4. Define quality improvement and discuss the EMTBasic's role in the process.
Cognitive Objectives
5. Define medical direction and discuss the EMT-Basic's
role in the process.
6. State the specific statutes and regulations in your
state regarding the EMS system.
Affective Objectives
Page 12
Levels of Training
First Responder
EMT-Basic
EMT-Intermediate
EMT-Paramedic
TRAINING
ACCESS
ADMINISTRATION
& POLICY
MEDICAL
DIRECTION &
CONTROL
PUBLIC SAFETY
AGENCIES
QUALITY
CONTROL &
IMPROVEMENT
EMS
HOSPITAL STAFF
OTHER
PHYSICIAN
OUTPUT
INTER-FACILITY
TRANSPORT
REGULATION
SPECIALTY
CENTERS
AMBULANCE
EQUIPMENT
10
11
Documentation
Run reviews and audits
Gathering feedback from patients and hospital staff
Conducting preventative maintenance
Continuing education
Skill maintenance
12
Page 13
Providing a Coordinated
Continuum of Care
Star of Life
1
Early detection
6
Transfer to
definitive care
Early
Reporting
5
Care in
transit
Early
Response
On
OnScene
scene
Care
care
4
14
Personal safety
Patient assessment
Patient advocacy/confidentiality
Professional Attributes
of the EMT-B
Puts patients needs as a priority without endangering
self
Performs under pressure
Treats patients and families with understanding,
respect, and compassion
Respects patient confidentiality
Maintains up-to-date knowledge and skills (Continuing
education and Refresher Courses)
Professional Attributes
of the EMT-B
Maintains current knowledge of local, state, and
national issues affecting EMS.
Page 14
Cognitive Objectives
Professional Appearance
19
Cognitive Objectives
5. Define medical direction and discuss the EMT-Basic's
role in the process.
6. State the specific statutes and regulations in your
state regarding the EMS system.
Affective Objectives
7. Assess areas of personal attitude and conduct of the
EMT-Basic.
Page 15