Assessment Plan For

Paramedical Technology Associate of Applied Science Program

Academic Assessment Plan

1. 2. 3. 4. 5.

Adopted by

The Paramedical Technology faculty: 3/31/13

Submitted via http://anc-tbquimby01.uaa.alaska.edu/10assessfile/

to the Office of Academic Affairs: 4/1/13 for review by The Academic Assessment Committee of the Faculty Senate

Paramedical Technology Academic Assessment Plan Page 1 of 25 6. TABLE OF CONTENTS

Paramedical Technology Academic Assessment Plan Page 2 of 25 MISSION STATEMENT

The mission of the Paramedical Technology program is to educate and graduate an EMS professional who is a competent entry level practitioner and to develop and promote conceptual, technical, contextual, integrative, and adaptive competence so that graduates are well rounded in all phases of professional behavior. Graduates will be prepared to enter the healthcare profession, and be eligible for Paramedic licensure.

PROGRAM INTRODUCTION

The Paramedical Technology program is designed to provide students with the interdisciplinary skill set needed to succeed in advanced pre-hospital emergency care at the level of Paramedic. Paramedics will learn the skills to react quickly and provide competent care in such emergencies as automobile accidents, heart attacks, drowning, childbirth and gunshot wounds. Further, Paramedics will have the skill to provide vital attention as they care for and transport the sick or injured to a medical facility.

Students completing this course of study will be eligible to take the National Registry of EMTs (NREMT) Paramedic written and practical exams. Upon successfully receiving their National Registry Paramedic licensure, students may then apply to the State of Alaska’s Medical Board for licensure as a Mobile Intensive Care Paramedic (MICP).

This program is designed in accordance with the current Department of Transportation (DOT) 1999 Paramedic Curriculum, with peer review from a National Review team from EMS organizations across the country and from the National Association of State EMS Directors and the National Council of State EMS Training Coordinators.

The paramedical program is conducted in three phases.

Phase I -- Didactic (in the classroom) covers DOT curriculum (all 8 outcomes) -- focuses on trauma. Students take written exams for each chapter. A score of less than 80% is a fail. Students receive remediation assignments, then retake on a second exam (not identical). A double-fail is dismissal from the program. Alaska EMT skill sheets are used as well. Students must pass every skill sheet at every level. MSC students have maintained a 96% average score on these skill sheets.

Phase II -- Mastering Clinical Sites, a continuum of core studies plus clinical experience in medical settings. Clinical experiences include cardiology, pediatrics, cath labs, psychology, OB- GYN, primarily in ER settings. Clinical rotations are held in both the local hospital (Central Peninsula General Hospital) and the Anchorage hospitals (Providence Alaska Medical Center, Regional, and the Alaska Native Medical Center).

Phase III -- Field Internship with a minimum of 40 calls and 480 hours. The state requires 480 actual hours in an ambulance which must include 10 calls cardiac, 10 calls trauma, 10 calls general medicine, and 10 calls respiratory. The 480 hour required internship is a “ride-a-long” experience in high call volume advanced life support (ALS) ambulance services and fire departments as approved by the Paramedic Coordinator. Students must go out of state for this advanced life support ambulance internship.

The “Alphabet” Cards Paramedical Technology Academic Assessment Plan Page 3 of 25 The paramedic program is designed to prepare a student for National and State Licensure. In order to be a “licensed paramedic” you must have the following “alphabet” cards in addition to your “Course Completion” certificate. These cards are issued when the students take the specific written and practical exams that go with each card. After they are working paramedics they will repeat these classes every other year as part of their refresher classes as well.

BLS – (CPR). ACLS – Advanced Cardiac Life Support (must be completed before students go to the ICU or Cardiac Cath Lab hospital clinicals.) PALS – Pediatric Advanced Life Support (must be completed before students go to the hospital Maternity, Labor & Delivery, or the PEDS critical care units). PEPP- Pediatric Emergencies for Prehospital Providers (must be completed before students go to the hospital Maternity, Labor & Delivery, or the PEDS critical care units).

Students are eligible to sit for the NREMT Paramedic Exam after successful completion of 1600 hours of class, clinical placement, and a 480-hour field internship.

The MSC Paramedical Program is required to file a new application packet every year with the state of Alaska. The application includes advisory board minutes, memoranda of agreements, and clinical rotation analysis and recommendations. The MSC Paramedical Program must receive Department of Health and Social Services approval each year in order to continue to offer this program.

Paramedical Technology Academic Assessment Plan Page 4 of 25 STUDENT LEARNING OUTCOMES

The national DOT curriculum for paramedic training covers 14 learning outcomes and the MSC program follows that curriculum. The students and the program are assessed by an external review team (the National Registry) on each of those specific curriculum points.

National Highway Safety Traffic Association Curriculum Outcomes: 1. Preparatory - Integrates comprehensive knowledge of EMS systems, safety/well-being of the paramedic, and medical/legal and ethical issues, which is intended to improve the health of EMS personnel, patients, and the community.

2. Anatomy & Physiology -Integrates a complex depth and comprehensive breadth of knowledge of the anatomy and physiology of all human systems.

3. Medical Terminology - Integrates comprehensive anatomical and medical terminology and abbreviations into the written and oral communication with colleagues and other health care professionals.

4. Pathophysiology - Integrates comprehensive knowledge of pathophysiology of major human systems.

5. Life Span Development - Integrates comprehensive knowledge of life span development.

6. Public Health - Applies fundamental knowledge of principles of public health and epidemiology including public health emergencies, health promotion, and illness and injury prevention.

7. Pharmacology - Integrates comprehensive knowledge of pharmacology to formulate a treatment plan intended to mitigate emergencies and improve the overall health of the patient.

8. Airway Management, Respiration, and Artificial Ventilation - Integrates complex knowledge of anatomy, physiology, and pathophysiology into the assessment to develop and implement a treatment plan with the goal of assuring a patent airway, adequate mechanical ventilation, and respiration for patients of all ages.

9. Patient Assessment - Integrates scene and patient assessment findings with knowledge of epidemiology and pathophysiology to form a field impression. This includes developing a list of differential diagnoses through clinical reasoning to modify the assessment and formulate a treatment plan.

10.Medicine - Integrates assessment findings with principles of epidemiology and pathophysiology to formulate a field impression and implement a comprehensive treatment/disposition plan for a patient with a medical complaint.

11.Shock and Resuscitation - Integrates comprehensive knowledge of causes and pathophysiology into the management of cardiac arrest and peri-arrest states. Integrates a comprehensive knowledge of the causes and pathophysiology into the management of shock, respiratory failure or arrest with an emphasis on early intervention to prevent arrest.

12.Trauma - Integrates assessment findings with principles of epidemiology and pathophysiology to formulate a field impression to implement a comprehensive treatment/disposition plan for an acutely

Paramedical Technology Academic Assessment Plan Page 5 of 25 injured patient.

13.Special Patient Population - Integrates assessment findings with principles of pathophysiology and knowledge of psychosocial needs to formulate a field impression and implement a comprehensive treatment/disposition plan for patients with special needs.

14.EMS Operations - Knowledge of operational roles and responsibilities to ensure safe patient, public, and personnel safety.

Paramedical Technology Academic Assessment Plan Page 6 of 25 ASSESSMENT TOOLS A description of the tools used in the assessment of the program outcomes and their implementation are summarized in Table 2. The tools and their relationships to the program outcomes are listed in Table 1.

Table 2 and Appendices A and & B describe the factors that affect the results, and give examples of the tools and how they will be implemented.

Table 1: Association of Assessment Tools to Student Learning Outcomes

Natio nal Regi stry of National National Field EMT Exams: Exams: Eval s ACLS PARA uatio Pract PALS MED ns ical PEPP Exa ms (incla ss)

1. Preparatory - Integrates comprehensive knowledge of EMS systems, safety/well-being of the paramedic, and medical/legal and ethical issues, 1 1 1 1 which is intended to improve the health of EMS personnel, patients, and the community. 2. Anatomy & Physiology -Integrates a complex depth and comprehensive breadth of knowledge of 1 1 1 1 the anatomy and physiology of all human systems.

3. Medical Terminology - Integrates comprehensive anatomical and medical terminology and abbreviations into the written and oral 1 1 1 1 communication with colleagues and other health care professionals.

4. Pathophysiology - Integrates comprehensive knowledge of pathophysiology of major human 1 1 1 1 systems.

5. Life Span Development - Integrates comprehensive knowledge of life span development. 1 1 1 0

6. Public Health - Applies fundamental knowledge of principles of public health and epidemiology including public health emergencies, health 1 0 1 0 promotion, and illness and injury prevention.

Paramedical Technology Academic Assessment Plan Page 7 of 25 7. Pharmacology - Integrates comprehensive knowledge of pharmacology to formulate a treatment plan intended to mitigate emergencies 1 1 1 1 and improve the overall health of the patient.

8. Airway Management, Respiration, and Artificial Ventilation - Integrates complex knowledge of anatomy, physiology, and pathophysiology into the assessment to develop and implement a treatment 1 1 1 1 plan with the goal of assuring a patent airway, adequate mechanical ventilation, and respiration for patients of all ages. 9. Patient Assessment - Integrates scene and patient assessment findings with knowledge of epidemiology and pathophysiology to form a field impression. This includes developing a list of 1 1 1 1 differential diagnoses through clinical reasoning to modify the assessment and formulate a treatment plan. 10.Medicine - Integrates assessment findings with principles of epidemiology and pathophysiology to formulate a field impression and implement a 1 1 1 1 comprehensive treatment/disposition plan for a patient with a medical complaint. 11.Shock and Resuscitation - Integrates comprehensive knowledge of causes and pathophysiology into the management of cardiac arrest and peri-arrest states. Integrates a 1 1 1 1 comprehensive knowledge of the causes and pathophysiology into the management of shock, respiratory failure or arrest with an emphasis on early intervention to prevent arrest. 12.Trauma - Integrates assessment findings with principles of epidemiology and pathophysiology to formulate a field impression to implement a 1 1 1 1 comprehensive treatment/disposition plan for an acutely injured patient. 13.Special Patient Population - Integrates assessment findings with principles of pathophysiology and knowledge of psychosocial needs to formulate a 1 1 1 1 field impression and implement a comprehensive treatment/disposition plan for patients with special needs. 14.EMS Operations - Knowledge of operational roles and responsibilities to ensure safe patient, public, 1 0 1 1 and personnel safety.

0 = Tool is not used to measure the associated objective. 1 = Tool is used to measure the associated objective.

Paramedical Technology Academic Assessment Plan Page 8 of 25 Table 2: Assessment Measures and Administration

Frequency Collection Administered Tool Description / Start Method by Date National A specific skills assessment sheet Each time an Pass/Fail Registry of is available for each objective. objective is statistics Faculty, (tallied by EMTs They correlate with the National taught as a collected by either faculty or Practical Registry of EMT’s exams which specific unit. faculty & given Assessment Exams students must pass to obtain their (some each to Assessment Coordinator) (in-class) EMT certification. semester) Coordinator Pass rate National State & national statistics Exams: These are copies of student organizations collected by ACLS certifications of national exams National (MSC faculty may faculty and PEPP that must be taken prior to certain schedule be qualified to given to PALS clinical and the internship. administer some of Assessment PARAMED these) Coordinator. National Registry of EMTs Program Director will maintains a database of obtain data on those who successfully pass each student National national exams. This exam is National through the Exams: NREMT schedule NREMT and PARAMED for full paramedical recognition and includes provide annual statistics to the both a written exam and a Assessment clinical skill set assessment. Coordinator. Student submits to instructor once per week. If not, then we Completed at Evals given to Preceptor’s assessment of student will use a Field the end of student at the performance (affective evaluation) different metric Evaluations each day’s beginning of field during out-of-hospital ride-alongs. as this one is ride-along. experience. too time consuming and too difficult to summarize. Evals given to Preceptor’s assessment of student At the end of Student submits Clinical student at the performance (affective evaluation) each day’s to instructor Evaluations beginning of during in-hospital clinical rotations. rotation. once per week. clinical. Developed by the State of Alaska, Pass/Fail these “testing” skill sheets includes Each time a statistics Faculty, (tallied by State of those skills which must be specific state collected by either faculty or Alaska EMT evaluated by the instructor of an objective is faculty & given Assessment Skill Sheets EMT training program before the taught. to Assessment Coordinator) student is considered to have Coordinator successfully completed the course.

Paramedical Technology Academic Assessment Plan Page 9 of 25 ASSESSMENT PROCESS

General Implementation Strategy

The Paramedical Technology Program reviews its National Highway Safety Traffic Association outcome assessments each year as they reapply with the State of Alaska.

Description of Faculty Involvement

The faculty meet at least once a year to review the data collected using the assessment tools. This meeting should result in recommendations for program changes that are designed to enhance performance relative to the program’s mission and student learning outcomes.

The proposed programmatic changes may be any action or change in policy that the faculty deems as being necessary to improve performance relative to the program. Recommended changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints. Changes could include:

changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc. changes in faculty/staff assignments changes in advising methods and requirements addition and/or replacement of equipment changes to facilities

Modification of the Assessment Plan

The faculty at KPC and Mat-Su College will continue to collaborate on assessment of the student learning outcomes in the Paramedic Program. This collaboration will include discussion of the adequacy of the plan and, if needed, revisions to the plan. The plan will be modified if the program student learning outcomes change.

Paramedical Technology Academic Assessment Plan Page 10 of 25 APPENDIX A: NATIONAL REGISTRY OF EMTS PRACTICAL EXAMS & SKILLS SHEETS

Tool Description:

The National Registry of EMTs Practical Exams will be used to measure how well the program objectives have been met during the semester. Students are trained and evaluated, by program faculty and staff, using National Registry provided skills sheets throughout the program. These same skills sheets later serve as the basis for the NREMT Paramedic Practical Exam at the culmination of the program. The NREMT mission statement is: To serve as the national EMS certification organization by providing a valid, uniform process to assess the knowledge and skills required for competent practice required by (EMS) professionals throughout their careers and by maintaining a registry of certification status.

The NREMT provides uniform services, standards, and procedures. The NREMT assesses the knowledge and skills necessary for competent practice. This assessment is accomplished in a team oriented process with the 50 state offices of emergency medical services, thousands of skill station examiners, examination site coordinators, hundreds of NREMT representatives, thousands of EMS system medical directors and others involved in the delivery of EMS in this nation. The NREMT has written examinations that assess knowledge and practical examinations that assess skills. The NREMT does not assess the affective domain of applicants.

Competent practice is an important process of the NREMT mission. The NREMT sets its competency levels at the entry-level via committees of providers, regulators and medical directors. NREMT examinations are tied directly to practice via data obtained from the NREMT practice analysis. Items on all NREMT examinations are directly related to tasks within the practice analysis and areas of emphasis on the examination are balanced to data received from practicing EMTs on the important tasks required to deliver the knowledge and skills of the occupation.

Factors that affect the collected data:

These practical exams will be used in all of the courses at appropriate times. The logistics of the faculty collecting an appropriate sampling of the skills-specific exams is not expected to be a factor in collecting the data.

How to interpret the data:

The NREMT has strict standards of pass/fail. The MSC Paramedical Program will evaluate the skills assessed by the NREMTs Practical Exams with the same standards of excellence.

Sample

Sample practical exams and skill sheets are provided on the following pages:  National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Bleeding Control/Shock Management (Page 12)  National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Dynamic Cardiology (Page 13)  National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Patient Assessment-Trauma (Page 14) Paramedical Technology Academic Assessment Plan Page 11 of 25  National Registry of Emergency Medical Technicians Advanced Level Practical Examination: Patient Assessment-Medical (Page 15) The complete set of NREMTs Practical Exams can be found at https://www.nremt.org/nremt/about/exam_coord_man.asp.

National Registry of Emergency Medical Technicians Advanced Level Practical Examination

PATIENT ASSESSMENT-MEDICAL

Possible Points Points Awarded

Takes or verbalizes body substance isolation precautions 1

SCENE SIZE-UP

Determines the scene/situation is safe 1

Determines the mechanism of injury/nature of illness 1

Determines the number of patients 1

Requests additional help if necessary 1

Considers stabilization of spine 1

INITIAL ASSESSMENT

Verbalizes general impression of the

Paramedical Technology Academic Assessment Plan Page 12 of 25 National Registry of Emergency Medical Technicians Advanced Level Practical Examination

BLEEDING CONTROL/SHOCK MANAGEMENT

Candidate: ______Examiner: ______Date: ______Signature: ______

Possible Points Time Start:______Points Awarded

CRITICAL CRITERIA _____ Did not take or verbalize body substance isolation precautions _____ Did not apply high concentration of oxygen _____ Applied a tourniquet before attempting other methods of bleeding control _____ Did not control hemorrhage in a timely manner _____ Did not indicate the need for immediate transportation

You must factually document your rationale for checking any of the above critical items on the reverse side of this form.

© 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial purpose of educational or scientific advancement. p313/8-003k

Paramedical Technology Academic Assessment Plan Page 13 of 25 National Registry of Emergency Medical Technicians Advanced Level Practical Examination

DYNAMIC CARDIOLOGY

Candidate: ______Examiner: ______Date: ______Signature: ______SET #______Level of Testing: ▫ NREMT-Intermediate/99 ▫ NREMT-Paramedic Possible Points Time Start:______Points Awarded Takes or verbalizes infection control precautions 1 Checks level of responsiveness 1 Checks ABCs 1 Initiates CPR if appropriate [verbally] 1 Attaches ECG monitor in a timely fashion or applies paddles for “Quick Look” 1 Correctly interprets initial rhythm 1 Appropriately manages initial rhythm 2 Notes change in rhythm 1 Checks patient condition to include pulse and, if appropriate, BP 1 Correctly interprets second rhythm 1 Appropriately manages second rhythm 2 Notes change in rhythm 1 Checks patient condition to include pulse and, if appropriate, BP 1 Correctly interprets third rhythm 1 Appropriately manages third rhythm 2 Notes change in rhythm 1 Checks patient condition to include pulse and, if appropriate, BP 1 Correctly interprets fourth rhythm 1 Appropriately manages fourth rhythm 2 Orders high percentages of supplemental oxygen at proper times 1 Time End: ______24

CRITICAL CRITERIA _____ Failure to deliver first shock in a timely manner due to operator delay in machine use or providing treatments other than CPR with simple adjuncts _____ Failure to deliver second or third shocks without delay other than the time required to reassess rhythm and recharge paddles _____ Failure to verify rhythm before delivering each shock _____ Failure to ensure the safety of self and others [verbalizes “All clear” and observes] _____ Inability to deliver DC shock [does not use machine properly] _____ Failure to demonstrate acceptable shock sequence _____ Failure to order initiation or resumption of CPR when appropriate _____ Failure to order correct management of airway [ET when appropriate] _____ Failure to order administration of appropriate oxygen at proper time _____ Failure to diagnose or treat 2 or more rhythms correctly _____ Orders administration of an inappropriate drug or lethal dosage _____ Failure to correctly diagnose or adequately treat v-fib, v-tach, or asystole You must factually document your rationale for checking any of the above critical items on the reverse side of this form. © 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial purpose of educational or scientific advancement. p306/8-003k

Paramedical Technology Academic Assessment Plan Page 14 of 25 National Registry of Emergency Medical Technicians Advanced Level Practical Examination PATIENT ASSESSMENT-TRAUMA

NOTE: Areas denoted by “**” may be integrated within sequence of Initial Assessment Possible Points Points Awarded

Takes or verbalizes body substance isolation precautions 1 SCENE SIZE-UP Determines the scene/situation is safe 1 Determines the mechanism of injury/nature of illness 1 Determines the number of patients 1 Requests additional help if necessary 1 Considers stabilization of spine 1 INITIAL ASSESSMENT/RESUSCITATION Verbalizes general impression of the patient 1 Determines responsiveness/level of consciousness 1 Determines chief complaint/apparent life-threats 1

Airway: 2 -Opens and assesses airway (1 point) -Inserts adjunct as indicated (1 point) Breathing -Assess breathing (1 point) -Assures adequate ventilation (1 point) 4 -Initiates appropriate oxygen therapy (1 point) -Manages any injury which may compromise breathing/ventilation (1 point) Circulation -Checks pulse (1 point) -Initiates shock management (1 point) 4 -Assess skin (either skin color, temperature or condition) (1 point) -Assesses for and controls major bleeding if present (1 point) Identifies priority patients/makes transport decision 1 FOCUSED HISTORY AND PHYSICAL EXAMINATION/RAPID TRAUMA ASSESSMENT Selects appropriate assessment 1 Obtains, or directs assistant to obtain, baseline vital signs 1 Obtains SAMPLE history 1 DETAILED PHYSICAL EXAMINATION Head -Inspects mouth**, nose**, and assesses facial area (1 point) 3 -Inspects and palpates scalp and ears (1 point) -Assesses eyes for PEARRL **(1 point) Neck** -Checks position of trachea (1 point) 3 -Checks jugular veins (1 points) -Palpates cervical spine (1 point) Chest ** -Inspects chest (1 point) 3 -Palpates chest (1 point) -Auscultates chest (1 point) Abdomen/pelvis** -Inspects and palpates abdomen (1 point) 3 -Assesses pelvis (1 point) -Verbalizes assessment of genitalia/perineum as needed (1 point) Lower extremities ** 2 -Inspects, palpates, and assesses motor, sensory and circulatory functions (1 point/leg) Upper extremities 2 -Inspects, palpates, and assesses motor, sensory, and circulatory functions (1 point/arm) Posterior thorax, lumbar, and buttocks** -Inspects and palpates posterior thorax (1 point) 2 -Inspects and palpates lumbar and buttocks area (1 point) Manages secondary injuries and wounds appropriately (1 point/injury or wound) 1 Ongoing assessment (1 point) 1 TOTAL 43

CRITICAL CRITERIA ____ Failure to initiate or call for transport of the patient within 10 minute time limit ____ Failure to take or verbalize body substance isolation precautions ____ Failure to determine scene safety ____ Failure to assess for and provide spinal protection when indicated ____ Failure to voice and ultimately provide high concentration of oxygen ____ Failure to find or appropriately manage problems associated with airway, breathing, hemorrhage or shock (hypoperfusion) ____ Failure to differentiate patient’s need for immediate transportation versus continued assessment and treatment at the scene ____ Does other detailed or focused history or physical examination before assessing and treating threats to airway, breathing and circulation ____ Orders a dangerous or inappropriate intervention 7.

Paramedical Technology Educational Effectiveness Assessment Plan Page 16 of 25 8. APPENDIX B: FIELD EVALUATIONS

Tool Description:

The field internship will allow the student to integrate knowledge from the classroom with hands-on skills developed in the clinical rotations and apply them to field practice under the supervision of a paramedic preceptor.

At the end of the field rotation, student will complete an evaluation of his or her preceptorship experience.

Factors that affect the collected data:

Student impression will influence the initial completion of the daily patient contact forms. However, with an evaluation by both the preceptor and MSC instructor, this document should provide an accurate assessment of the preceptor experience and skill level demonstrated by the student.

How to interpret the data:

As stated above, this assessment should be a reliable indicator of student skill level.

Tabulating and Reporting Results

Faculty will provide a sampling of this assessment to the faculty assessment coordinator along with a final evaluation of the student preceptorship experience. The tabulating of these results will be primarily in a narrative form.

Sample Forms  UAA South Central Paramedic Program Daily Shift Evaluation (Page 17)  South Central Paramedic Program Clinical Shift Log (Page 18)  UAA South Central Paramedic Program Field Internship Evaluation (Page 19)  Professional Behavior Evaluation UAA South Central Paramedic Program (Page 20)

Paramedical Technology Educational Effectiveness Assessment Plan Page 17 of 25 Paramedical Technology Educational Effectiveness Assessment Plan Page 18 of 25 9.

Paramedical Technology Educational Effectiveness Assessment Plan Page 19 of 25 Paramedical Technology Educational Effectiveness Assessment Plan Page 20 of 25 Paramedical Technology Educational Effectiveness Assessment Plan Page 21 of 25 Paramedical Technology Educational Effectiveness Assessment Plan Page 22 of 25 Paramedical Technology Educational Effectiveness Assessment Plan Page 23 of 25 10. APPENDIX C: COURSE GROUPINGS ASSOCIATED WITH EACH OUTCOME

Outcome #1: Understand the roles and responsibilities of a Paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients.

PMED 241 – Paramedicine I PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #2: Establish and/or maintain a patent airway, oxygenate, and ventilate a patient.

PMED 241 – Paramedicine I PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #3: Take a proper history and perform a comprehensive physical on any patient, and communicate the findings to others.

PMED 241 – Paramedicine I PMED 251 – Paramedicine II PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #4: Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient.

PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 261 – Paramedicine III PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Paramedical Technology Educational Effectiveness Assessment Plan Page 24 of 25 Outcome #5: Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the medical patient.

PMED 242 – Clinical Rotation I PMED 251 – Paramedicine II PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #6: Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients, diverse patients, and chronically ill patients.

PMED 242 – Clinical Rotation I PMED 251 – Paramedicine II PMED 252 – Clinical Rotation II PMED 261 – Paramedicine III PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #7: Integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints.

PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Outcome #8: Safely manage the scene of an emergency.

PMED 242 – Clinical Rotation I PMED 252 – Clinical Rotation II PMED 262 – Clinical Rotation III PMED 295 – Paramedic Internship

Paramedical Technology Educational Effectiveness Assessment Plan Page 25 of 25