Lackawanna College EMS Academy
Paramedic Program Student Handbook
Revised January 2014
TABLE OF CONTENTS Introduction…………………………..……………...………………………………………………………...4 Credentialing…………………………………………………………………………………………………………...4 Continuing Education Personnel Contact Information………………………………………………………..4 Paramedic Program Personnel Contact Information……...…………………………………………………...4 Program Philosophy………………..………………...………………………………………………………..5 Program Goal.…………………..…………………...………………………………………………………...5 Course Information and Requirements……………...………………………………………………………...5 Program Pre-requisites……………………………...………………………………………………………....6 Program Co-requisites…………………………………………………………………………………………6 Financial Information………………….…………...……………………………………………………..…...7 Fees & Tuition……………………………………...…………………………………………..……………...7 Uniform Costs………………………………………………………………………………………………….8 Financial Aid Information…………………………...…………………………………..…………………….8 Business Office Information………………………...………………………….…….………………………..8 Billing of Tuition…………………………………...…………………………….….………………………...8 Student Refund Policy……………………………...………………………….…….………………………...8 Admissions to Paramedic Program……………………………………………………………………………9 EMT-Basic Entrance Exam…………………………………………………………………………………………....9 Attendance Policy…………………………………...……………………….……….………………………10 Tardiness……………………………………………………………………………………………………………...10 Absences……………………………………………………………………………………………………………...10 Clinical (Hospital & MICU) & Field Internship……………………………………………………………………...10 Penalties…………………………………………………………………………………………………...... 10 Academic requirements……………………………...……………….………………….…………………...11 Incomplete Grades…………………………………...…….………………………….……………………...11 Grade Point Averages………….……………………...…………………………………………….………..12 Grading…………………………….…………………...…………………………………………………….12 Didactic Grades……………………………………………………………………………………………………….12 Clinical Grades………………………………………………………………………………………………………..13 Affective Domain Evaluations………………………………………………………………………………………..13 Exams…………………………………………………………………………………………………………14 ‘Written’ Exams………………………………………………………………………………………………………14 Practical Exams…………………………………………………………………………………………...... 14 Computer Adaptive Testing (CAT)…………………………………………………………………………………..15 Academic Integrity Policy……………………………………………………………………………………15 Course Requirements……………..……….…………...……………………………………………………..17 Completion of Program…………..…………………...……………………………………………………...18 Causes for Dismissal from the Program………..……...……………………………………………………..18 Student Counseling Policy……….……………..……..……………………………………………………...19 Sexual Discrimination Policy………………………………………………………………………………...19 Harassment Policy…………………………………………………………………………………………....19 Discrimination or Sexual Harassment…...……..…………………………………………………………….19 Classroom / Clinical Appearance………………...……..…………………………………………………....19 Clinical Objectives……………………………….…………………………………………………………..20 Clinical Rotations…………………….……..…...…………………………………………………………...20 Clinical Experiences………………….…..……...…………………………………………………………...20 Clinical Paperwork………………………………..………………………………………………………….21 FISDAP……………………………..….………...…………………………………………………………..22 Student Rights, Responsibilities, & Expectations...………..……….………………………………………..22 Student Appeals Process…………..……………………………….………………………………………....23 Class Cancellation……………………………………………………………………………………………24 Student Code of Conduct…………………………………………………………………………………….25
2 Student Counseling Report-Section I offenses……………………………………………………………...27 Student Counseling Report-Section II offenses……………………………………………………………...28 Classroom Behavior…………………………………………………………………………………………..30 Daily Class & Laboratory Conduct…………………………………………………………………………………...30 Daily Hospital Clinical Conduct……………………………………………………………………………………...31 Daily Field Experience & Internship Conduct………………………………………………………………………..31 Clinical Experience Requirements...………..……………………..………………………………………….33 Minimum Hours by Rotation/Department………………………………………………………………...... 33 Total Hours…………………………………………………………………………………………………………...33 Additional Clinical Rotation Assignments…………………………………………………………………………...33 Assessment & Age Ranges…………………………………………………………………………………………...33 Complaints………………………………………………………………………………………………...... 34 Impressions…………………………………………………………………………………………………………...34 Skills…………………………………………………………………………………………………………………..34 Field Internship Requirements………………………………………………………………………………..35 Clinical Sites………………………………………………………………………………………………….36 MICU.…………………..…………………………………………………………………………………………….36 ED…………………………………..……………….……………………………………………………...... 38 ICU………………….……………….…………………………………………………………...... ………………..40 OR………………..…………………………………………………………………………………………………...41 Pre / Post Anesthesia Care Unit – PACU…………………………………………………………………………….42 Cardiac Cath Lab…………………..…………………….…………………………………………………………...43 Labor & Delivery………………………..…………………………………………………………………...... 44 PEDS……………………………….……………………..…………………………………………………...... 45 NICU…………………………………………………………………………………………….………...... 46 Telemetry………….…………………….……………………………………………………….…………………...47 Psychiatric………………………………………………………………………………………….…..…...... 48 Same Day Surgery…………………………………………………………………………………..………………..49 Communications………………………………………………………………………………………....…………...50 Morgue...... ………………………………………………………………………………....………………………51 Capstone Field Internship…………………………………………………………………………………….52 Internship Completion Requirements………………………………………………………………………………...52 Prerequisites…………………………………………………………………………………………………………..52 Overview……………………………………………………………………………………………………………...52 MICU Experience – what Internship is not…………………………………………………………………………..52 Clinical Educators & Mentors………………………………………………………………………………………...52 Capstone Field Internship…………………………………………………………………………………………….53 Prohibited EMS Activities…………………………………………………………………………………...54 Signing for Narcotics……………………………………………………………………………………...... 54 EMS Documentation………………………………………………………………………………………………….54 EMS Protocols requiring 2 Paramedics…………………………………………………………………...... 55 National Registry…...……..………………………………………………………………………….….…..56 Paramedic Overview.……………………………………………………………………………..………….57 Facilities……………………………………………………………………………………………………...58 CHS Affiliate Moses Taylor Hospital………………………………………………………………………………..58 Forms Dismissal due to attendance letter………61 Affective Domain Evaluation Forms……………...74 Physical Risk Assessment………………62 Clinical & Field Evaluation……………...... 74 Declaration of Understanding…………..63 Classroom Evaluation………………………...78 Statement of Employer Awareness……..64 Laboratory Evaluation…………………...... 82 Academic Warning Form……………….65 Hospital/Field/Internship Patient Care Report……84 Consent for Invasive Procedures………..66 Functional Position Description for the ALS PA State ALS Medication List………….67 Provider……………………………………………87 DoH Criminal History Reporting Form…71 Clinical Educator / Student Agreement Form…….90 HIPPA Compliance……………………………….92
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Lackawanna College Paramedic Program – Student Handbook
This document contains information on the EMS Academy’s Paramedic Program, accredited by the Department of Health and sponsored by Lackawanna College and its Clinical Affiliates.
Lackawanna College’s Paramedic Program encompasses 1604 hours. The program has established clinical internships with several area hospitals and Mobile Intensive Care Units (MICU’s). This program is offered in a post-secondary educational setting with clinical time accrued in participating community hospital settings and on authorized MICU services throughout the region. The program includes a 200 Capstone Field Internship with participating MICU services.
Didactic 628 LAB 204 Micu Exp. 324 Hospital 248 Field Internship 200 Total Hrs. 1604
Student performance is measured and evaluated by quizzes, exams, laboratory instructions / performances, practical examinations, clinical evaluations, research, reports, papers, oral presentations, willingness to participate and demonstration of mature, responsible behavior. Students who graduate the program are eligible for National Registry examination (National Registry of EMT’s Paramedic Certification Exam). Registration fees for National Registry examination are not included in program tuition. Students are responsible for registration fees due to National Registry.
Credentialing
Paramedic Graduates seek specific ‘card courses’ that will grant them the necessary credentialing certificates for Medical Command Authorization by an EMS organizations’ Medical Command Physician and subsequent employment. Lackawanna College’s Paramedic Program’s 628 Didactic hours includes the following credentialing or ‘card courses’:
American Heart Association Basic Life Support (BLS) or (CPR) American Heart Association Advanced Cardiac Life Support (ACLS) American Heart Association Pediatric Life Support (PALS) International Trauma Life Support (ITLS)
Continuing Education Personnel Contact Information
Dean of Continuing Education Anita Cola 570.961.7815 [email protected] Special Programs Manager Bridget Duggan 570.961.7883 [email protected]
Paramedic Training Personnel Contact Information
Academy Director/ Clinical Coordinator Paramedic Program: Brent S. Parry, B.S., NRP, EMT-P Phone: 570.504.7928 e-mail: [email protected]
Paramedic Program Director: Cheryl Sweet, B.S., RN, CEN, CPEN, SANE Phone: 570-561-6595 e-mail: [email protected]
4 Medical Director: Louis M. Kareha D.O.570.561.6595
Clinical Data Specialist: F. Brian Romans Phone: 570-504-7908 e-mail: [email protected]
Primary Instructors: Phone: 570-504-7908 Jeffery M. Thomas, BS, RN, CEN, CCRN, NRP, EMT-P, PHRN [email protected] Jad T. Walther, NRP, EMT-P [email protected]
Program Philosophy
The Paramedic Program prepares the student to take the National Registry of EMT’s Paramedic Level certificate examination. Classroom education is combined with intensive clinical and field internships to enhance the foundation of EMS and the healthcare provided in the field.
Program Goal
To prepare competent entry-level Emergency Medical Technician Paramedics in the cognitive (knowledge), psychomotor (skills) and affective (behavioral) learning domains.
Course Information and Requirements
Lackawanna College has been certified by the Department of Health, as an accredited Paramedic Training Institute. Under the provisions of the Emergency Medical Services Act, Lackawanna College offers comprehensive training for pre-hospital personnel involving paramedic and other emergency medical service education. The program prepares participants for the National Registry of EMT’s Paramedic level examination. The paramedic program is a 1604 hours program that combines classroom education with intensive clinical and field experiences.
To participate, a students must first be certified as an Emergency Medical Technician of the Basic or Advanced EMT levels. Students will be taught to provide basic and advanced pre-hospital care to ill and injured patients, to master skills essential to coordination and management of EMS Systems and to interact efficaciously with healthcare professionals, patients, and family members.
First Semester Second Semester EMS 105 Introduction to EMS (3cr.) EMS 210 Trauma (3cr.) EMS 120 Assessment (1cr.) EMS 215 Medical Emergencies I (3cr.) EMS 112 General Pharmacology (1cr.) EMS 225 Medical Emergencies II (3cr.) EMS 125 Respiratory (3cr.) EMS 235 Advanced Clinical (5.cr) EMS 130 Cardiology (6cr.) COL 201 Capstone Seminar (1cr. Degree students only) EMS 205 Clinical EMS (3cr.) EMS 200 Capstone Field Internship (3cr.) Semester Total: (17cr.) Semester Total (certificate): (17cr.) Semester Total (EMS Degree): (18cr.)
5 Program Prerequisites Admission into the EMS Academy’s Paramedic Training Program requires completion of the following procedures:
Submit a College Admission Application with the required $115 registration fee. Submit a copy of your driver’s license. Submit a copy of your current PA EMT-B Certificate (or AEMT if applicable). o Must show proof of meeting CE requirements if certification expires within school year. Submit a copy of your medical insurance. Complete personal health history form including immunizations record. Submit proof of a recent physical examination completed by physician and/or PA-C or CRNP: . Must include a two step TB test. . Date of examination must within 3 months prior to intended entrance into program and state that student is in good health, free from communicable diseases and has no physical restrictions (must be able to lift at least 50 lbs.) Submit proof of the following background checks: PA State Police Background check, FBI Fingerprint record, PA Child Abuse Clearance Submit a copy of High School Diploma (or official transcripts) or GED Certificate. Submit proof of having taken the college assessment test: . Showing strengths in writing, reading comprehension and arithmetic. Successfully pass the Program’s EMT-Basic entrance exam. Complete the Program’s Learner Assessment Evaluations Complete face-to-face interview the Academy faculty. Submit to Urine Drug Screening in first week of class. Degree students hoping to enter the Paramedic program must maintain a 2.0 GPA and have no disciplinary actions on or off campus during his/her time at Lackawanna College.
NOTE: Due to the intense nature of this program, students are expected to have a strong command of writing and reading comprehension, in English, as well as the ability to perform arithmetic computations. Students should have the ability to perform mathematical computations including but not limited to, the use of: Addition, Subtraction, Division, Multiplication, fractions, decimals, ratios, and Basic Algebra. Students who do not possess strong reading, writing and mathematical abilities will be advised to seek remedial education to increase strength in those areas. Students who do not possess strong reading, writing and mathematical abilities may have difficulty completing this program.
Financial Information
In addition to previous program prerequisites, students must fill out appropriate financial aid applications. An appointment can be made by calling the Lackawanna College Financial Aid Office at 570-961-7859.
Registration Fee $115.00 (Fee is non-refundable and must be submitted with the application. Pre-enrollment testing will not be scheduled until the fee is paid. Registration fee is for Lackawanna College registration not for National Registry Examination purposes.)
Books and clinical software $1690.00 (Fee is non-refundable and due upon acceptance into the program. Purchase of *Fisdap account includes Fisdap Skills Tracker & Scheduler. Books (Brady) for the paramedic course itself and credentialing courses may be retained or kept by the student after completion of the program.
Credentialing Courses Software Books Drug Testing ACLS - $200 FISDAP-$80 Brady Paramedic Text - $850 UDS - $40 PALS-$200 EMS Testing-$50 ITLS-$220 CPR-$50 6 ______Subtotal: $670 Subtotal : $130 Subtotal: $850 Subtotal: $40
All fees, including registration, books, and tuition must be paid in full before the semester begins. Students who have not paid fees for second semester will not be allowed to continue until fees are paid in full.
Tuition: First Semester $6000.00 Second Semester $6000.00
Total Costs for the program $13,805.00 (Costs for supplemental courses, if offered, in conjunction with the paramedic program such as CPR, ACLS, PALS etc. are included in books and clinical software fees only for students enrolled in the paramedic program in the same year as such supplemental programs are offered.)
Students who qualify may receive funding through Financial Aid to cover the full costs of tuition. Registration fees for National Registry examination are not included in program tuition. Student is responsible for registration fees due to National Registry.
Uniform Costs Uniform shirts are required by the Paramedic program; however the Program does not collect fees for Uniforms. The student is required to make arrangements for the purchase of Uniform shirts prior to the first day of class. Students are required to have sufficient quantity of Uniform shirts to meet the needs of their participation within the Program.
The Uniform shirt will be a Dark Navy Blue Golf Shirt with the ‘Lackawanna College Paramedic Training Institute Logo’ embroidered on the left Breast and ‘Student’ embroidered on the right breast. Uniform shirts and designated embroidery is available at the following vendors:
Starr Uniform Med Plus Uniforms 207 Center street 233 Scranton Carbondale Highway Scranton PA, 18503 Scranton, PA 18508 570.344.6831 570.341.7445
Financial Aid Information Lackawanna College makes every effort to help students meet the educational expenses. All students are encouraged to complete a Free Application for Federal Student Aid (FAFSA), which are available in the Financial Aid Office. The Federal Pell Grant and several loan programs may be available to eligible paramedic students. Please call 570-961-7826 to schedule an appointment.
Business Office Information The College requires that all tuition be paid in full prior to classes beginning in any semester. Any and all collection expenses incurred by the College to collect any delinquent receivables are the responsibility of the student.
Billing of Tuition
Students who expect to have their tuition and/or books and/or lab fees paid for by an organization should present letters to the Lackawanna College Business Office at the time of registration. The letters must state who will pay tuition, where it will be billed and if books or any related items are to be included. 7
Student Refund Policy
The College must engage its faculty and make other costly commitments in advance on the basis of anticipated revenue from tuition. When students withdraw, they leave a financial void that cannot be filled after a semester has begun. Therefore, the following refund policy has been established for standard semesters (Fall & Spring):
If a student withdraws prior to the first week of classes, only the $115 registration fee and the $20 commitment fee will be retained. If a student withdraws during the second week of classes, the College will retain 25% of the total tuition for that semester. If a student withdraws during the third week of classes, the College will retain 75% of the total tuition for the semester. If a student withdraws during the fourth week of classes, the College will retain 100% of the tuition.
If a student’s financial aid is impacted negatively because of withdrawal or drop/add adjustments, the student remains responsible for any balance owed and any costs incurred by the College to collect the monies owed. The effective date of withdrawal is the date that written notice of withdrawal is received by the Continuing Education Office. Withdrawal forms are available from the Continuing Education Office, Registrar’s Office, and Student Services. In the event a student is requested to withdraw from the college for scholastic or disciplinary reasons the standard refund policy applies. Please note that fees are not refundable.
8 Admissions to Paramedic Program
Each student who wishes to enter the Paramedic Training Program must complete the following admission requirements prior to the registration deadline. The only exception is the Urine Drug Screening (UDS) which will be facilitated (at cost to the student), by the program, during the first week of class. Positive UDS results will result in immediate dismissal from the program.
Be at least 18 years of age at the start of the program. Be an Emergency Medical Technician, preferably, (but not required) with at least one year's experience. Submit an Admissions Application and a copy of their medical insurance, driver's license, and proof of current EMT, proof of current CPR and their high school diploma and/or high school official transcripts or GED Certificate and any college transcripts. Complete a personal health history form and submit a physical examination form completed and signed by a physician or PA-C or CRNP with immunizations dates listed verified on the health history form (page 5 of application). Complete and submit results from an FBI-fingerprint background check without disqualifying results. Complete and submit results from a Pennsylvania Child Abuse History Clearance check without disqualifying results. Complete and submit results from a Pennsylvania State Background check without disqualifying results. Have filled out the necessary Financial Aid Applications. Have submitted payment for textbooks or have made payment arrangements with the Business Office. Have paid all admission fees. Complete the college assessment test and the EMT-Basic entrance exam. Successfully complete an oral interview conducted by the EMS Academy faculty. Complete student assessments. Have acquired the Paramedic program Uniform. Submit to Urine Drug Screening (first week of class) and provide proof of negative or ‘clean’ results.
EMT-Basic Entrance Exam Each prospective student will be required to take and achieve a score of 75% or better on the EMT-Basic pre-admission exam prior to being accepted into the program. If a prospective student fails to achieve a minimum score of 75% on the EMT-Basic pre-admission exam they can schedule a second attempt of the exam with any EMS Academy faculty member. EMS Degree students are not exempt from meeting this requirement. EMS Degree students who are unable to achieve a minimum score of 75% on the EMT-Basic pre-admission exam will not be permitted to enter the Paramedic Training Program.
Should the prospective student fail the second attempt at the EMT-Basic pre-admission exam the prospective student should consider the following two options: 1. Waiting for the next Paramedic Program offering and re-apply. 2. Entering the EMS Degree Program, complete Year 1 course work and re-apply.
9 Attendance Policy
Absence and tardiness are cumulative between didactic and clinical portions of the program; they are not independent of each other.
Tardiness Students entering class after roll has been taken will be listed as absent from that class unless they subsequently inform the instructor of their late arrival. Students who are late for class should knock and ask the instructor for permission to enter the class.
Absences Student absences and tardiness is tracked by hours. Students may not miss more 30 hours per semester or 60 hours cumulatively throughout the program; including Classroom, Laboratory, MICU Experience, and Hospital Clinical. Students must contact the Clinical Coordinator or designated faculty member prior to missing class, lab, clinical, MICU experience. Excess of 30 missed hours in one semester or the accumulation of greater than 60 missed hours for the duration of the Program will result in the students’ dismissal from the program. All Field internship absence time (CAPSTONE) must be reported to the Clinical Coordinator or designated faculty member. All absent time must be made up by target completion date as outline in CAPSTONE agreement.
Students must provide the Data Management Specialist with a written excuse from class by a Physician and/or PA-C or CRNP for absences due to medical reasons. The written documentation must be specifically a work/school excuse. Discharge paperwork or a bill for services is not acceptable. The student must provide written documentation, from a Physician and/or PA-C or CRNP, to the EMS Academy faculty prior to being allowed to return to class.
Attendance is required during all clinical hours. Any absent clinical time must be made up at the end of the year. The student will be charged for all clinical absence time.
Clinical (Hospital & MICU) & Field Internship
When Clinical (Hospital & MICU) and Field Internship assignments are scheduled, the student is expected to attend as scheduled. Absences are disruptive to the schedule of Clinical and Field Internship and wastes available resources which could benefit other students. The Program has implemented the following Penalties Fees for each absence of Clinical or Field Internship Hours in addition to the attendance penalty. Students are expected to pay the Penalty Fees (in the Continuing Education Office) prior to the last scheduled classroom day. Failure to do so will result in the student not be allowed to attend their make-up clinical shift or Field Internship time.
Penalties
Hospital Clinical $160.00 MICU Experience $240.00 Field Internship $480.00
10 Academic Requirements
Students are allowed to re-test a written Exam; one re-test only. Re-tests may not be carried over from semester to semester. Re-test will be scheduled at the discretion of the EMS Academy faculty within 5 scheduled academic days from initial exam.
The maximum attainable score on any re-test is 75%
The initial Exam score (written) must be greater than or equal to 75%; otherwise a re-test is required.
The student must achieve at least a 75%, re-testing any (written) Exam or the student will be dismissed from the program.
Students must successfully complete practical exams by the third attempt or be dismissed from the program. No more than three attempts will be allowed on Practical Exams.
For any section of the Program, the clinical evaluation score must be greater than or equal to 75%, otherwise the student will be dismissed from the program.
GPA for any section of the Program must be greater than or equal to 75%, otherwise the student will be dismissed from the program.
Semester GPA must be greater than or equal to 75%, otherwise the student will be dismissed from the program.
The supplemental credentialing (if offered, e.g. BCLS, ACLS, PALS, ITLS), must be successfully passed to qualify for graduation from the Paramedic Training Program. Failure to successfully complete any supplemental credentialing, at the time it is offered, will result in the student being dismissed from the program.
Incomplete Grades INCOMPLETE WORK The grade of Incomplete (I) is given to a student who, for a reason judged acceptable by the instructor, has not completed all his/her coursework by the end of the semester. The Student must petition for an incomplete grade by filling out a Petition for Incomplete Grade form, available in the Registrar’s office. If the work is not completed by the time that was agreed upon by the instructor and the student, the “I” will automatically be changed to an F# (failure-penalty grade). A student who has by examination or otherwise removed an Incomplete will receive written notice from the Registrar's Office within a week after corrective entry has been made in the student's record. Apart from exceptional or clearly extenuating circumstances, the due date for the removal of the Incomplete will be strictly observed. The removal of an Incomplete by examination or by submitting make-up work demands a change in the computerized records of the student and imposes an undue and costly burden on teachers and administrators. A fee of $20, therefore, will be charged for changing “I” grades. – LC Student Handbook pg.11.
Incomplete grades for Paramedic Program:
In order for a Paramedic Student to receive the above approval for the Incomplete grade, the Paramedic Program requires the student to obtain written approval from the Clinical Coordinator or Paramedic Program Director and the Medical Director and present them to the Dean of Continuing Education along with the following in writing: 1. a reasonable explanation regarding why assigned work was not completed on time 2. a detailed description of how the student intends to complete the incomplete work 3. a deadline for completion of work
11 If the EMS Academy administrative team and the Dean of Continuing education approve the above documentation the student may petition the Registrar’s office for an “I” incomplete grade.
Grade Point Averages
The grade point averages for the didactic, lab and hospital phases of the program are determined as follows: 93-100% A 4.0 grade points 84-92% B 3.0 grade points 75-83% C 2.0 grade points 74% and below F 0.0 grade points
Grading
Semester I grade is an average of Intro to EMS, Assessment, General Pharmacy, Respiratory, Cardiology and Clinical EMS.
Semester II grade is an average of Trauma, Medical Emergencies I, Medical Emergencies II, and Advanced Clinical.
Final grade, for successful completion of the Program is averaged between both semesters.
Students will not be ‘cleared’ or approved to perform skills in the clinical setting until they are able to demonstrate competence of the skill in the laboratory setting; as a result the clinical grade will be negatively impacted if student is unable to demonstrate competence. Skills performed in laboratory setting are included in overall clinical skills. All Laboratory practice is expected to be entered into FISDAP.
Didactic Grades
Didactic grades are derived from Exam scores, Quizzes, Laboratory performance, assignments, an Affective Evaluation scores. Other scores may include but are not limited to completed workbooks, quizzes, oral presentations, projects, research papers etc. Students will be assigned a grade for each section of the Paramedic Program as described under Course Information and Requirements.
Grading for the Paramedic Training Program consists of grading of a student’s performance in the Didactic, Laboratory and Clinical phases of the program. All grades within the designated divisions and/or course sections as outlined in the circulam.
12 Clinical Grades
Clinical grades are derived from a student’s performance in their Clinical (hospital) and MICU clinical rotation. Students are required to perform a required number of skills by the completion of Semester I and prior to beginning Capstone Field Internship in Semester II. Students are required to perform a required number of hours each semester. Completion of Clinical and MICU rotations include completion and submission of all paperwork associated with clinical rotations; Due by 0800 each Monday. In the event of school closing, the first class day of each week).
Hospital Clinical & MICU Experience Grades Semester I Semester II Minimum Hours Hospital 136 hrs. 112 (semester II) 248 hrs. Total MICU Exp. 204 hrs. 120 (semester II) 324 hrs. Total Skills Goals min. 50 assessments All skills goals Assignments All complete for semester All complete for semester Affective Evals Described below Described below
The Minimum Acceptable Performance for EMS 205 Clinical EMS and EMS 235 Advanced Clinical is that the student will complete hours, goals, assignments and demonstrate appropriate behavior. The Academy faculty will complete a single Clinical Evaluation Form that will determine the students’ grade for EMS 205 Clinical EMS and EMS 235 Advanced Clinical. This evaluation will emphasize:
Minimum Hours: Time-Mgt. Skills Goals & Assignment – Self-Motivation Tally of Affective Domain Evaluations received by Field / Hospital Clinical Educators
The Affective Domain will impact the Students’ grade as described in the next section.
Affective Domains Evaluations
Affective Domains Evaluations describe (#3) the minimally acceptable performance for entry level Paramedics. Students are expected to perform at or above this level. For each Affective Domain a student receives an evaluation equal to 2, FIVE points will be deducted from their Clinical Grades for the Semester. For each Affective Domain a student receives an evaluation equal to 1, TEN points will be deducted from their Clinical Grade.
If a student receives five Affective Domain evaluations equaling 2, within a semester or cumulatively throughout the Program, the student will be dismissed from the program. If a student receives three Affective Domain evaluations equaling 1, within a semester or cumulatively throughout the Program, the student will be dismissed from the program.
Affective Domain scores equaling a 2 are unacceptable behaviors requiring the student to make immediate improvements to correct behavior. Affective Domain scores equaling a 1 are egregious behaviors and will not be tolerated. In addition to the points assigned for scores of 2 or 1’s an overall tally throughout the program will be maintained. Negative points assessed during Semester I will not impact the ‘letter’ or ‘percentage’ grade in Semester II. However, a tally of total offenses will be maintained throughout the program.
For example: If a student receives two Affective Domain evaluations equaling a ‘1’ in the first semester the students grade will be reduced by 20 points. Assuming, this student has an average above 75% they will be allowed to continue into the next semester. If the student receives another Affective Domain evaluations score equaling ‘1’ the students Semester II grade will be reduced by only 10 points. However, this is the third time, throughout the duration of the Program, the example student has received an Affective Grade equaling ‘1’. Therefore, in the eyes of this Program, the student has demonstrated an 13 unwillingness to change their behavior and will be immediately dismissed from the Program regardless of their academic standing.
Exams
Exams are comprised of both a written and a practical examination. Students are expected to be present, in class, during the administration of exams. Make-up exams will not be given unless the student makes prior arranges with academy faculty in writing with the approval of the program director or academy director. Students absent for the administration of exams will be given a zero for the examination. Students who fail to achieve a 75% on ‘written’ exams (or are absent for the first administration of exam) will re-test within 5 academy days. Students who fail to pass the practical exam by their 2nd attempt (or are absent for the first administration of the exam) will be re-test the final attempt within 5 academy days.
Written & Practical Exams will be given for each section of the Paramedic Program. An exam will be given for each of the following: First Semester: EMS 105 Intro to EMS EMS 120 Assessment EMS 112 General Pharmacy EMS 125 Respiratory EMS 130 Cardiac Semester 1 Exam
Second Semester: EMS 210 Trauma EMS 215 Med. Emergencies I Final Exam EMS 225 Med. Emergencies II (Special Populations) EMS 225 Med. Emergencies II (Operations)
Capstone Field Internship Skills Competency Evaluation with Medical Director
Written Exams Written exams will be either computerized or in written format. The EMS Academy utilizes BRADY PARAMEDIC CARE administration of ‘written’ exams. Each examination question has been referenced by: Reading Level, Difficulty Level, Bloom’s Taxonomy of Learning, Cut Score, National Registry Best Practices, National EMS Education Standards and Textbook Objectives. Each exam has been reviewed and approved by the Program Medical Director.
Practical Exams
Practical Exams will be given throughout the course. Practical Exams mimic the National Registry Advanced Practice exams. Students will be allowed to make three attempts at the Practical Exam. Students must complete the exam free of critical fail criteria. If a student is unable to complete a Practical Exam by the third attempt the student will be dismissed from the program. The Practical Exams build up to the National Registry Advanced Practice Practical exam. This means that for each Practical Exam another skills station will be added to the exam. The student is required to complete each station of the exam successfully. Failure to successfully complete any station within the exam by the third attempt will result in failure of the exam and dismissal from the program. The Practical exam schedule will be as follows:
First Semester Section: Practical Exam Stations EMS 105 Intro to EMS Random Basic Skills (RBS) EMS 120 Assessment RBS, Assessment EMS 112 General Pharmacy RBS, Assessment, IV & Medications, Pediatric I/O EMS 125 Respiratory RBS, Assessment, IV/Meds, Peds I/O, Peds Airway, Adult Airway, Adult ALT Airway EMS 130 Cardiac RBS, Assessment, IV/Meds, Peds I/O, Peds Airway, Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology 14
Second Semester: EMS 210 Trauma RBS, Trauma Assessment, IV/Meds, Peds I/O, Peds Airway, Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology EMS 215 Med. Emergencies I RBS, Assessment, IV/Meds, Peds I/O, Peds Airway, Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology, Oral Station A
EMS 225 Med. Emergencies II (Special Populations) RBS, Assessment, IV/Meds, Peds I/O, Peds Airway, EMS 225 Med. Emergencies II (Operations) Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology, Oral Station A, Oral Station B
Final Exam (prior to beginning Internship) RBS, Assessment, IV/Meds, Peds I/O, Peds Airway, Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology, Oral Station A, Oral Station B
Skills Competency Evaluation with Medical Director RBS, Assessment, IV/Meds, Peds I/O, Peds (After Capstone Field Internship & Prior to sign off) Airway, Adult Airway, Adult ALT Airway, Static Cardiology, Dynamic Cardiology, Oral Station A, Oral Station B Computer Adaptive Testing (CAT)
Students have access to CAT through EMSTesting.com or BRADY PLATINUM. The NREMT also uses CAT for their ‘written’ examination. The CAT is provided to allow students the opportunity to become familiar with this style of testing while at the same time providing students with information regarding content areas in which they need to improve; for this reason CAT is not graded. CAT offers a Comprehensive exam covering all materials as well as the ability to selectively choose from one of the following modules: 1- Preparatory 5- Medical 2- Airway 6- Special Considerations 3- Patient Assessment 7- Assessment Based Mgt. 4- Trauma 8- Operations
Students may take a CAT module at least once a week throughout the program and a Timed Comprehensive exam is recommended throughout their Field Internship. Students are able to access the site during study time. Although at least one CAT is due each week students may feel free to take the exams as many number of times they choose. Each module is approximately 30 questions, each comprehensive exams is approximately 200 questions; students should plan their time accordingly.
ACADEMIC INTEGRITY POLICY Academic dishonesty in any form, such as plagiarism and cheating, will not be tolerated. Sanctions will include an automatic F for plagiarism, but the severity or frequency of the violation may result in dismissal from the College as well.
The following are among the forms of dishonesty for which sanctions may be applied: Using books, notes or other materials during an examination, unless expressly permitted; Using purchased essays, term papers or preparatory research for such papers; Copying others' work or engaging in unauthorized cooperation during an assignment or examination; Allowing another student to copy from an examination or other assignment intended to be performed independently; 15 Borrowing from published works, whether material is taken verbatim or with minor alterations, without proper and/or sufficient acknowledgment; Submitting as one’s own work originally done by someone else; Submitting the same written report in more than one course without prior approval from the instructor(s) involved; Stealing examinations or assignments; Supplying or selling examinations or assignments; Misrepresenting statements concerning work submitted; Falsifying or fabricating experimental data or results; Falsifying or fabricating the need for extensions on papers or make-up examinations.
The purpose of the Academic Integrity Policy is to insure that faculty oversees the application of sanctions resulting from academic dishonesty, which both students and faculty members are aware of their rights and responsibilities as they relate to academic integrity and that due process is provided to all parties. The primary responsibility for maintaining personal integrity and honor in academic activities rests with the student.
Lackawanna College’s faculty members have agreed to proceed in a uniform manner whenever they detect violations of academic integrity. Therefore, regardless of the form these violations take (see list above), and regardless of the class, location, or instructor, an offending student (or students) will incur the same penalty: permanent dismissal from the classroom and a failing grade (F) for the course. This action will be taken immediately after the violation has been reported and unless reversed through the appeal process (see below); will remain in effect no matter the consequences to one’s financial aid, athletic eligibility or overall academic standing. Repeated violations of the Academic Integrity Policy may result in dismissal of the student from the College. Under unusual circumstances, the Academic Vice President reserves the right to dismiss the student after the first infraction of the Academic Integrity Policy. Upon a second violation, consultation with appropriate faculty representative(s) will automatically occur. In all cases, notice to the student is required whenever disciplinary action is contemplated.
The student has the right to appeal the action of the faculty member and/or Vice President when accused of a violation of the Academic Integrity Policy. The typical process for doing so is outlined in the "Student Dismissal/Appeal Policy."
While discussion and general idea-sharing incident to homework assignments is allowed, the actual step-by-step completion of the assignments is the responsibility of each student. Any use of another's work is considered a serious breach of academic honesty and is treated accordingly.
Food, Drink and Tobacco Products Food, and drink are allowed in the classroom at the faculty members discretion. No energy drinks or related products are allowed in the EMS Academy. The use of tobacco products is STRICTLY prohibited at all times.
Quality of Work All written assignments should be neat, well organized, grammatically correct and word-processed.
Late Assignments and Missed Examinations Faculty members are not required to accept assignments submitted late or give make-up examinations unless prior authorization has been obtained via written request from signed both a faculty member and administrative team member.
16 Course Requirements
Vision - Students must have visual acuity sufficient to distinguish visual color discrimination in examining patients and determining by appearance diagnostic sign that require immediate detection and proper action.
Hearing - Students must have hearing acuity sufficient to receive verbal directions and instructions and to distinguish diagnostic signs.
Reading - Students must have the ability to read English sufficiently to read items such as prescription bottles.
Writing - Students must have the ability to write English sufficiently to complete patient records forms, narratives and examinations.
Physical – Students must have the ability to perform the skill objectives as outline in the National Standard Curriculum and / or Health Professional Curriculum.
All students must have aptitudes as listed above when taking the practical skills examination for state certification (now National Registry in Pennsylvania). Medical problems must be submitted to the Bureau of Emergency Medical Services, in Harrisburg Pennsylvania, in writing, no later than two weeks after the course begins.
NOTE: In accordance with the Americans Disabilities Act (ADA), any requests for accommodations must be submitted to the Bureau of Emergency Medical Service, in Harrisburg Pennsylvania, in writing, no later than two weeks prior to the beginning of course.
17 Completion of Program
Successful completion of the Paramedic Training Program entitles the graduate the ability to sit for the National Registry of EMT’s Paramedic Level examination. Completion of the course in no way assures or implies success on the National Registry Examination. A student must complete requirements for graduation to be eligible for National Registry Examination. In order to be eligible for graduation, the student must:
Have met the attendance requirements. Display competencies in all basic and advanced life support skills. Have completed all clinical and field experience requirements. Have maintained a minimum GPA of 75% o in each semester o on each Examination o in Hospital & MICU Clinical rotations Successfully completed each Practical Examination. Demonstrated proper behavior through adequate Affective Domain Evaluations Successfully completed all supplemental programs offered within the course. o BCLS, ACLS, PALS, ITLS Show proof of completing Co-Requisites prior to beginning Field Internship. Pass the Comprehensive Final Exam Demonstrate proficiency and successfully complete the practical skills review administered by the Medical Director Have met the requirements of the Clinical Coordinator Successfully completed all requirements of Capstone Field Internship Have paid all tuition and program related fees IN FULL.
Causes for Dismissal from the Program
Students will be dismissed from the program for the any of the following reasons:
Knowledge: If a student fails to maintain a 75%: within each semester, on each examination (written).
Behavior: Student fails to demonstrate assertiveness, and conscientiousness in any portion of the program. Dismissal from the program on behavioral grounds may include, but is not limited to instances of inappropriate conduct in class or clinical areas, cheating on examinations, arrival in class or clinical areas while under the influence of alcohol, drugs or illegal substances, falsification of personal and/or medical records and fighting. Failure of the student to abide by all rules set forth in Lackawanna College’s Student Handbook. Students who fail to perform within acceptable guidelines of behavior may be immediately dismissed from the program without written warning and at the discretion of the program administration. Students who fail to comply with Affective Domain Criteria as described in the Clinical Grades section will be dismissed from the program.
Psychomotor: If a student fails to demonstrate specific skills (Practical Examination) or fails to complete required volume of skills or number of clinical hours by the final date established for each clinical rotation. Inability of the student to develop and demonstrate appropriate
Attendance: See attendance policy.
Loss of Certification / Licensure: Students are required to maintain certification or licensure throughout the duration of their enrollment within the program. Loss of a student’s professional certification or licensure (i.e. CPR, BLS provider, EMT-Basic, Advanced-EMT, RN, PA etc.) will result in immediate dismissal from the program, regardless of reason for or duration of loss.
18 Student Counseling Policy
The Academy faculty will primarily be responsible for counseling of students. The primary instructor, secondary instructor, preceptors will notify the Clinical Coordinator of any student who may be in need of counseling or remediation.
Students are encouraged to contact any member of the program staff to seek assistance with any educational difficulties, skill performance, or personality conflicts.
The Academy administration shall notify and counsel students exhibiting problems with attendance, skill, or knowledge deficiencies, conduct, or other related program matters. Counseling shall include, but not limited to, the above. A counseling record will be kept for each counseling session and kept in the student’s file.
SEXUAL DISCRIMINATION POLICY
The College endorses and enforces Title IX of the Educational Amendments of 1972 that prohibits sex discrimination against any participant in an educational program or activity that receives federal funds.
HARASSMENT POLICY
Lackawanna College is committed to providing an educational and work environment that is free from discrimination in the form of harassment. In keeping with this policy, Lackawanna College will not tolerate any type of harassment related to race, color, sex, religion, national origin, age, sexual preference, or physical or mental disability. For these purposes, the term "harassment" includes, but is not necessarily limited to, slurs, jokes and other verbal, graphic or physical conduct relating to an individual’s race, color, religion, sex, national origin, age or physical or mental disability. Violation of this policy by any student, faculty or staff member shall subject that person to disciplinary action up to and including discharge or expulsion. Harassment is a form of illegal discrimination and violates The Civil Rights Act of 1964, as amended, The Civil Rights Act of 1991 and The Pennsylvania Human Relations Act. An individual copy of the Harassment Policy and Complaint Filing Procedure Brochure is provided for each student at Orientation.
DISCRIMINATION OR SEXUAL HARASSMENT
Student files allegations with the Affirmative Action Officers, Gene Baidas and/Gail Scaramuzzo. Lackawanna College is an equal employment and educational opportunity institution conforming to all applicable legislation which prohibits discrimination. The College does not discriminate on the basis of race, color, sex, religion, ancestry, national origin, age, or applicable handicap in its educational programs, activities, admissions or employment practices as required by Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and other applicable statutes. Inquiries concerning Title IX and/or 504 compliance should be referred to: Ms. Sharon Ebert, Director of Human Resources ext. 7860 and/or the Affirmative Action Officers, Gene Biadas, ext. 7825 and/or Gail Scaramuzzo. Ext. 7848.
Classroom / Clinical Appearance Requirements
The navy blue Lackawanna College paramedic shirt must be worn to class, clinical and MICU. Shirts will be tucked in and ironed. Uniforms must be free of wrinkles. o Alternant classroom attire will consist of casual business clothing with socks and dress shoes. Navy blue EMS pants must be worn. Black steel toe or safety (reinforced toes) boots must be worn. Boots must be clean and shined. Students must maintain a professional appearance at all times. Uniforms and alternant clothing are to be clean and wrinkle free. Name badges must be worn and visible at all times. They must be worn on the right collar region. Failure to wear name badge as indicated in the classroom or clinical or MICU settings will result in student dismissal for that day. Dismissal for failure to wear name badge will be counted as an absence. Geisinger “G” flu stickers must be placed on Lackawanna College ID badge. No other stickers or products are to be applied to Lackawanna College ID badges at any time. Use of hospital student ID badge may only be used during “HOSPITAL CLINICAL”. These MUST NOT be used during MICU shifts or any other time. No audio / visual equipment will be used in the classroom by the students. This includes cell phones. 19 Cell phone use is not allowed during class / lecture / lab / clinical, MICU or testing. Cell phone MUST be in a “Silent” mode at all times. Jeans are not to be worn unless “dress down” is designated academy faculty. On dress-down days, jeans and shirts are to be free of rips, tears, holes and inappropriate markings. Clean sneakers may be worn on designated dress down days. Hats are not to be worn in class, MICU or Hospital setting. (Winter time MICU, plain navy blue knit hat may be worn to provide warmth). Visible tattoos must be covered at all times.
Hospital & MICU Clinical Rotations
Many of the facilities and companies students will be utilizing as clinical sites require their employees to maintain a professional appearance. This is in part due to the professional environment of Healthcare, procedural diligence, safety and a means of reducing the spread of diseases. Also, many of the organizations the program utilizes for clinical training are prospective employers for our students. Therefore the following, regarding hygiene and appearance shall be applied:
Long hair must be pulled back and off the shoulders. o Use of a hat (cap style or knitted) is allowed at MICU rotations only (free of labels and/or markings). Nails must be short. Press on or fake nails of any kind are not allowed. The student must be clean, showered, groomed and not smell of body odor upon arrival at site. Uses of colognes or perfumes are prohibited. Facial hair must be neat and well groomed. Ear rings may not dangle from the ear. Facial piercings of any kind are prohibited. Students are encouraged to not wear necklaces, bracelets or other jewelry of sentimental or market value. Lackawanna College is not responsible for personal effects of a student that has become damaged, destroyed or stolen during participation in the Paramedic Training Program. During hospital clinical, clean, black sneakers are permitted.
Clinical Objectives
The purpose of the clinical rotation is to provide students with an opportunity for reinforcement of the skills and development of entry level behaviors taught in the classroom through practice in clinical areas of approved healthcare facilities.
Each clinical area has objectives that are based on the knowledge and skills taught in the didactic setting. Additionally, the student is tested throughout all clinical rotations. It is the responsibility of the student to follow appropriate universal blood and body substance / fluid isolation precautions.
All clinical experiences are under the supervision of a designated preceptor. The student assists the preceptor in the completion of all required evaluation forms. A sample form is enclosed. The student is responsible for adhering to all policies, procedures and guidelines of Lackawanna College and each individual clinical facility.
Clinical Rotations
The student is authorized to perform ALS skills when scheduled (on Lackawanna College time only) to be on a specific MICU or Hospital. AT NO TIME during work or volunteering is a student allowed to perform skills above his/her actual level of certification.
20 Clinical Experience
The role of students involved in clinical experience is identified in the clinical objectives for the Lackawanna College EMS Academy’s Paramedic Program. The following shall serve as general guidelines for the conduct of students in a clinical setting.
Students shall exhibit a neat, clean appearance; neat, clean and unwrinkled clothing; and appropriate student identification badges.
Students are expected to stay in their assigned clinical area for the duration of their assignment except for lunch (30 minutes maximum) or if the preceptor re-assigns the student. Under no circumstances are they allowed to visit friends, or patients, within or outside the facility. No fraternizing or social interaction of other EMS providers is permitted in the clinical areas.
Techniques and procedures may be performed differently in the various clinical facilities or departments. Students should be cognizant of the fact that differences in technique are not incorrect, and they should discuss these variations with their preceptor at an appropriate time.
Students shall observe all rules and regulations of the various clinical facilities and/or clinical sites. Students are required to obey all expected practices of HIPPA with regard to their functions within the Paramedic Training Program at all times. Students will comply with all patient care related care policies and procedures, including, patient identification policies.
Students are required to exhibit a professional attitude and refrain from criticizing Physicians, Nurses, Hospitals, EMT’s, Paramedics, Ambulance services and patients, faculty and other students. If pre-hospital personnel have any type of complaint or criticism, it should be brought to the attention of the Clinical Coordinator or Director of the Paramedic Training Program.
The clinical preceptor has the authority to dismiss any student from the clinical areas / site at his/her discretion.
Clinical Paperwork
Enclosed is a copy of the Clinical Evaluation Form and the Patient Care Report. A Clinical Evaluation Form is to be completed for every clinical / MICU shift attended by the student. It is to be signed and evaluated by the health care provider the student has shadowed (preferred) or the attending clinical preceptor. (For the purpose of this section, either entity shall be known as evaluator).
The student is to present the Clinical Evaluation Form to the evaluator and is to be completed and graded. The student is allowed to be within the evaluator’s presence while the evaluator is completing the Clinical Evaluation Form. The student should expect the evaluator (at his or her own discretion) to verbalize their opinion, critique, or observations of student performance to the student and develop an agreeable plan (assignment) for improvement. The student is expected to complete the plan (or assignment) no later than the agreed deadline. The student is expected to accept the evaluators critique as constructive criticism and not as an opportunity to rebut or defend. The student is expected to engage in questioning that will help the student improve performance of skills, improve understanding of theory, or improve critical thinking skills. Clinical Evaluation Forms that are incomplete or that are not properly filled out (i.e. missing signatures) will not be accepted; will be returned to student. Student is responsible for incomplete paperwork.
The student must fill out a Patient Care Report (PCR) for every patient contact. 21
The information from the PCR is then to be entered into the FISDAP program. The student is ultimately responsible for all of the information entered into FISDAP. The student will print out a copy of e-PCR from FISDAP and attach it (by a single staple in the upper left hand corner) to the paper PCR. Each paper PCR is to be attached to a single FISDAP Narrative printout; do not bundle. Paperwork is expected to be completed and submitted on Monday mornings, or in the event of no class on Monday, it is to be submitted on the next scheduled class day. White out is not to be used; ever.
22 Field Internship Data Acquisition Project – FISDAP
All data should be entered into FISDAP within 24 hours of shift completion. FISDAP Robot generates a daily report which is sent to academy faculty daily which indicates data that are late or incomplete. Student will be Students with late or incomplete data may not be allowed to continue attending until clinical data is up to date. This will be at the discretion of the EMS Academy faculty. Students will be penalized time missed resulting from late or incomplete data. Students are obligated to show up at scheduled times.
Students’ Rights, Responsibilities & Expectations
Student Rights - students have the right to: Express his/her assessment of their learning experience, in an anonymous manner, through the use of student program questionnaires and program resource survey; provided to the student upon program completion. Competent instruction, course counseling, and adequate facilities. Expect the highest degree of excellence possible, within the resources of the training institute. Protection from unreasonable and capricious actions by faculty and administration. Be considered for admission regardless or of student’s sex, ancestry, religious beliefs, political beliefs, or country of origin. Know the rules by which he/she is governed through the medium of a clear and precisely written exposition of the rules. Invoke the student appeal process.
Student Responsibilities-students have the responsibility to:
Devote him/her self to the serious pursuit of learning. Commit approximately 44 hours of time per week to the program. (Not including hours of study). Adjust their schedules to complete requirements for the program. Respect the rights and opinions of others, including faculty, administration and fellow students. Comply with all the rules governing students of Lackawanna College and the EMS Academy. Conduct him / her-self in accordance with the generally accepted standards of conduct as embodied in society’s laws and regulations. Conduct him / her-self in accordance with the rules and accepted standards of conduct as embodied in Paramedic Program. Observe and obey, at all times, regulations regarding the Health Insurance Portability and Accountability Act of 1996 (HIPAA). Observe and obey, at all times, regulations set forth by the Pennsylvania Department of Health and the Pennsylvania Bureau of Emergency Medical Services. Respect innovation and individual differences, and to conduct him / her self in an appropriate way not to violate the rights of other students or members of the administration and faculty. Complete assignments by established deadlines. Respect all rules and regulations of clinical sites. Arrive at Clinical and MICU site in possession of the necessary paperwork to be completed. Arrive on time, prepared to begin class. Arrive on time or early for clinical.** It is recommended that you arrive at least 10 minutes early to clinical shifts.** Arrive at class or clinical with the necessary items for the days activities: o Pen, notebook, textbooks, watch, scissors, stethoscope etc. Have Clinical and MICU evaluators complete program paperwork, including signatures prior to leaving site at the end of rotation or shift. To continually strive to improve behaviors in a manner that exceeds the expectations of entry level Paramedics as described by Affective Domain Evaluations.
23 Expectations of student performance-students are expected to:
Obey the Rules of the Program. Perform equipment check of unit prior to or at beginning of MICU shift. Assist hospital & MICU staff with routine daily duties. Ask questions, developing a better understanding of: anatomy, physiology, epidemiology, presentation of patients’ symptoms, and formulation of diagnosis, care planning and initial & definitive treatments. Ask questions regarding health care provider’s experiences, education and chosen career paths / goals. Avoid developing intimate/romantic/social relationships with Hospital, MICU, College employees and classmates for the duration of enrollment within the program. Actively engage them-selves while attending Clinical & MICU, without the need for prompting by a preceptor; actively display ‘interested’ body language. (I.e. avoid standing around with arms folded or hands in pockets; do not read the newspaper, do not use laptop, do not send, receive or check text messages). Refrain from argumentative language. Refrain from questioning a health care provider within the presence of patient or family. If the student has questions for a health care provider (a previously mentioned) the student is expected to wait until a more ‘professional’ moment arrives to begin questioning (i.e. at Nurse’s station, after return to service from a call). Contact Clinical Coordinator or designee immediately if a problem arises while at Clinical or MICU. This includes but is not limited to being dismissed from rotation, leaving rotation early, or unwillingness of an evaluator to complete necessary paperwork for the student. Make the best possible use of ‘down time’. If in the unlikely event a hospital clinical site or MICU site is idle, the student is expected to continue study of their profession. This may require creativity on the part of the student. Although studying from the books is acceptable, other forms of studying (i.e. use of training equipment, making or use of flash cards, familiarity with unit or department medications, simulated patient scenarios, oral quizzing or examination from Clinical / MICU staff, etc.) may assist student with retention and break up monotony of reading. Refrain or avoid distracters such as entertainment (television, radio), print media (newspapers, magazines), video games, phone calls (except in emergencies), Internet, e-mail, text messages, satellite radio, DVD’s, CD’s, I-pods, Pod-casts and two-way direct connects while attending Clinical & MICU rotations. NO CELL PHONES ARE ALLOWED IN CLINICAL. To find and utilize other educational aids to assist their learning such as (but not limited to): other medical books, websites, pod-casts, video, DVD, CD, professional journals, industry magazines, FISDAP, quick reference guides, study guide charts, flash cards etc. Participate in training being offered to the staff of Clinical & MICU sites. Often vendors or sites will offer training to employees when introducing a new piece of equipment or medications. Often these items become common place after their introduction. Participation of in-services is an excellent way to ‘jump ahead’ and learn how to use new technologies or become familiar with new drugs.
Student Appeal Process The student may appeal his/her dismissal before the Student Appeal Committee, which is comprised of the Dean of Continuing Education, the Director of the EMS Academy, Paramedic Program Director, Clinical Coordinator and the Medical Director. The student should appeal the dismissal within three working days of being dismissed. The student will be notified when a meeting is arranged. The Committee will notify the student of its judgment, in writing, within 10 working days. If the Committee upholds the dismissal, the student may formally withdraw from the program in accordance with Lackawanna College’s stated withdrawal policies. Students whom activate the appeal process may present statements, summon witnesses and fully participate in the appeal process. The student activating the appeal process must be present at the Student Appeal Committee Meeting. Students may not be assisted by third party representatives, (parents, friends) or legal counsel at any 24 point in the appeal process.
25 Class Cancellations
Cancellations due to inclement weather will be announced by 0600 for day classes and 1500 for evening classes. The cancellation will be announced on all major television and radio stations. The hourly requirements for this program are rigid and set by the Pennsylvania Bureau of Emergency Medical Services. Any time, classroom, pre-hospital clinical or in-hospital clinical must be made up; syllabus changes will be necessary to meet the hourly requirements for graduation. Students are not allowed to attend their clinical rotations if Lackawanna College is closed.
**Paramedic Program will send out a text message with delays and/or cancellations to each academy student.**
Student with the ability to receive text messages via cell phones are encouraged to sign up for and utilize the WENS Emergency Notification System (which can be found on the Lackawanna College student portal). Students may also find Lackawanna College class cancellations or delays on the television or radio at:
Television: WBRE 28, WYOU 22, WNEP 16
Radio: WARM 590 AM WKRZ 98.5 FM Magic 93, 92.9 FM, WEZX 106.9 FM (Rock 107) 97BHT 97.1 FM & 107.7 FM
26 STUDENT CODE OF CONDUCT The following behaviors will result in disciplinary action not excluding dismissal from the College:
1. Any action indicating a lack of respect or concern for the welfare or safety of others or conduct which may discredit the College; 2. Any violation of published College policies, rules, and regulations; 3. Violation of federal, state, or local laws on or off campus while enrolled as a student; 4. Any action intended to intimidate another person because of race, color, religious or national origin, disability, or sexual orientation; 5. Non-compliance with College policies and state and federal laws relative to drugs, alcoholic beverages, and smoking. 6. Illegal or unauthorized use, possession or distribution of firearms, explosives, or other weapons (including BB, pellet, and air guns) or chemicals of any type on College premises; 7. Obscene, lewd, or vulgar conduct, including public profanity; 8. Actions which demean a person's sexual freedom, gender, or sexual preference; 9. The display of sexually demeaning written or visual materials in any area of the College, including classrooms and labs; 10. The deliberate creation on the part of an individual student or a group of students of a hostile (or potentially hostile) environment; 11. Hateful acts or statements, expressions, or gestures that are abusive and/or intended to insult and/or stigmatize an individual; 12. Hostile conduct or behavior that might incite immediate violence; 13. Physical or verbal abuse or harassment/stalking of any person on College property, at College-sponsored functions, or between members of the College community off campus. This includes incidents of sexual assault and sexual harassment. 14. Theft, destruction, misuse or abuse of College property or property of any member of the College community; 15. Tampering with, removal of, activation of, or damage to the fire safety equipment or alarm system at the College when no apparent fire or immediate danger exists; 16. Unauthorized possession or use of keys to any College door or facility or unauthorized entry to or use of College facilities; 17. Any form of gambling on College property; 18. Intentional disruption or obstruction of teaching, administration, student appeal hearings, or other College activities; 19. Failure to comply with a request of authorized College officials (including all residence hall staff) acting in performance of their duties and/or failure to identify oneself when requested to do so; 20. Furnishing false information to the College; 21. Forgery, alteration, or misuse of College documents, records, or student identification cards; 22. Any violation of the Academic Integrity Policy; 23. Theft or other abuse of computer time, including but not limited to: Unauthorized entry into a file, to use, read, change the contents, or for any other purpose. Unauthorized transfer of a file. Unauthorized use of another individual's ID or password. Use of computing facilities to interfere with the work of another student, faculty member, or College official. Use of computing facilities to send obscene or abusive messages. Use of computing facilities to interfere with the normal operations of the College's computing systems.
24. Any verbal, physical, or mental harassment and/or intimidation of any member of the College Judicial Board or Student Appeal Committee, prior to, during and/or after an appeal hearing. 25. Any violation of the Residence Hall Regulations. 26. Any violation of the published Athletic Rules and Regulations.
27 27. Impersonating or in any way falsely representing oneself as a College official or acting on behalf of the College. 28. Failing to disclose prior or current felony or misdemeanor convictions to the appropriate college office(s). 29. Behaving in a disrespectful manner toward any College official. 30. Any violation of the Social Media policy will result in IMMEDIATE dismissal from the program. 31. The EMS Academy has a strict NO TOBACO PRODUCTS USE policy.
NOTE: The College reserves the right to alert civil authorities to problems on or off-campus. Concerns likely to be reported are those involving physical endangerment, illegal substances, or those resulting in complaints from the local community.
28 In addition to the aforementioned Code of Conduct, the following Student Counseling Report lists specific conduct that will be met with the penalty of a failing grade and permanent discharge from the Program.
Lackawanna College EMS Academy
Student Counseling Report – Section I
This counseling report will be made part of the following student’s file.
Student Name: ______Date: ______
Person Issuing Counseling: ______
Section I:
Conduct: The following action(s) has / have been noted as unacceptable while participating in the Paramedic Training Program.
Penalty: A Section I offense will be met with a failing grade in the course and permanent discharge from the program.
1) Obtaining, possessing, selling or using illicit drugs, un-prescribed narcotics or alcohol while within the confines of the program. Reporting to class, lab, clinical site, internship site under the influence of any of these substances.
2) Theft, abuse, misuse or destruction of any property or equipment of any patient, visitor, student, college employee, clinical employee, the college or clinical sites.
3) Disclosing confidential information without proper authorization, including potential, probable or possible HIPPA violation.
4) Immoral, indecent, illegal or unethical conduct.
5) Possessing, wielding or threatening to use any weapon while within the confines of the program.
6) Assault and/or battery on any patient, visitor, student or faculty.
7) Misuse or falsification of patient, student or official records.
8) Removal of patient, student or official records without prior written authorization.
9) Academic Dishonesty of any kind including but not limited to: cheating on any test, form, or official record of the program.
The following Section I offense(s) has / have occurred: # ___, ___, ___, ___ Explanation: ______
Student Signature: ______Date: ______
Administrative faculty member signature: ______Date: ______
29
In addition to the aforementioned Code of Conduct, the following Student Counseling Report lists specific conduct that will be met with the penalty of a counseling session with the Program administration (first offense), suspension from the program (second offense) and discharge and failing grade from the program (third offense).
Lackawanna College EMS Academy Student Counseling Report – Section II
This counseling report will be made part of the following student’s file.
Student Name: ______Date: ______
Person Issuing Counseling: ______
Section II:
Conduct: The following action(s) has / have been noted as unacceptable while participating in the Paramedic Training Program.
Penalty: A Section II offense; the first offense will be met with a counseling session with the Academy administration. Second offense, will be met with suspension from participation in the program; length of suspension at the administrations discretion. A first or second offense, if judged severe enough by the Academy administration (or multiple offenses), under Section II can lead to a failing grade in the course and permanent discharge from the program.
1) Receiving an assessment less than ‘3’ on any affective evaluation (except laboratory). 2) Receiving a repetitive assessment less than 3 on laboratory affective evaluation. 3) Engaging in disorderly conduct that could ultimately threaten the physical well-being of any patient, visitor, student, faculty or clinical employee. 4) Leaving class, lab, clinical, or internship area without proper authorization. 5) Sleeping during class, lab, clinical or internship. 6) Restricting or impeding clinical output. 7) Insubordination and/or refusal to obey the orders of any faculty, administrative representative of the college, clinical site employee or field internship employee. 8) Inconsiderate treatment of patients, visitors, students, faculty, clinical site or field internship employees. 9) Excessive absences or tardiness. 10) Failure to perform or to exercise reasonable care in the performance of responsibilities. 11) Violation of safety regulations or failure to use safety equipment provided. 12) Misuse of clinical, field experience or internship time. 13) Unauthorized use of equipment. 14) Smoking or use of tobacco product(s). 15) Unauthorized posting, removing, or tampering with bulletin board notices. 16) Unauthorized soliciting, vending, or distribution of written or printed materials. 17) Creating or contributing to unsafe or unsanitary conditions. 18) Threatening, intimidating, harassment or coercing other students, patients, visitors, faculty, clinical site employees or field internship employees. 19) Individual acceptance of gratuities from patients. 20) Inappropriate dress or appearance. 21) Causing or contributing to disruptions during lecture, lab or testing. 22) Violation of the academy’s social media policy.
30
The following Section II offense(s) has / have occurred: # ___, ___, ___, ___ Explanation: ______
Student Signature: ______Date: ______
Administrative faculty member signature: ______Date: ______
31 CLASSROOM BEHAVIOR
All classes at Lackawanna College must be conducted in an atmosphere characterized by courtesy, respect, attentive interest and the decorum that prevails in well-organized professional or business meetings. Instructors are obliged to interact with their students in a manner appropriate to such settings. Therefore, profanity, crude humor, intentionally intimidating, sexist or racially offensive assertions, personally degrading remarks directed at individual students or any other violation of the Student Code of Conduct as published in the Student Handbook are strictly prohibited in or out of class. Likewise, students are expected to extend every courtesy and consideration to their instructor and classmates. They should remain seated and attentive throughout each class, should not speak unless recognized, will refrain from sleeping or using cell phones in the classroom, should bring no food or beverages to their classrooms and should refrain from raising any issue not directly relevant to the subject matter of the particular course they are studying.
Daily Class & Laboratory Conduct
Students will conform to the follow behaviors in class & Lab:
Will apply with academy dress code at all times.
Cell phones are to be in vibrate mode prior to the start of class. Cell phones may be used during break periods only.
Will not address administration, faculty, instructors or Clinical Educators, by their first name. Student enrolled in the Paramedic Training Program are expressly limited to using surnames prefaced by Mr., Ms. Mrs., Sir, Ma’am, or Dr. only.
If a student has a question about the material being covered or does not fully understand the material being presented the students may feel free to ask questions. However, if the student feels the question needs to be prefaced by a ‘story’ the student should refrain from a distracting tangent, pose the question and provide the ‘back story’ if the instructor requires more information to sufficiently answer the question and asks the student to elaborate. Otherwise the student should pose the question after class, or on break to avoid tangents that distract the class from the subject at hand.
Students will not engage in behavior that demonstrates the student is disengaged from the learning activities; this includes but is not limited to: reclining in chairs, daydreaming, engaging in ‘side’ conversations, heads on desk, texting, etc.
Students will not prepare to leave prior to dismissal. The students may leave when they are actually dismissed. Students preparing to leave prior to dismissal will be assigned detention.
Students returning from lunch will be marked tardy and have missed time deducted.
Students not returning from lunch will be marked absent and have missed time deducted.
Students are to be prepared for class. This includes having the correct books, documents, assignments, writing tools, trauma scissors, stethoscope, penlight, and a functioning watch.
32 If students wish to engage in breakfast at the College (in cafeteria) they are to do prior to the beginning of class or Lab are report to class or lab with sufficient time to be present, accounted for and ready to begin.
Students will be required to participate in all clean-up activities upon the conclusion of class as directed by faculty.
33 Daily Hospital Clinical Conduct
Students will conform to the follow behaviors during Hospital Clinical:
Be in uniform at all times (refer to specific clinical dress code policy) unless otherwise specified by Hospital Department and approved by the Academy administration.
Profanity, crude humor, intentionally intimidating, sexist or racially offensive assertions, personally degrading remarks directed at individuals or any other violation of the Student Code of Conduct as published in the Student Handbook are strictly prohibited.
Students are expected to extend every courtesy and consideration to their instructor and classmates.
No cells phone are allowed in a hospital setting.
Will not address administration, faculty, instructors or physicians by their first name.
Students will not engage in behavior that demonstrates the student is disengaged from the learning activities; this includes but is not limited to: standing with hands in pockets, avoiding patient contact, disobeying direction by clinical staff, etc. Students are to be prepared for class. This includes having the correct books, documents, assignments, writing tools, trauma scissors, stethoscope, penlight, and a functioning watch. Students may bring books & study material to the clinical site in preparation for the possibility of ‘a slow day’. Students will not pose questions in from of patients. Students are to wait for appropriate time to question Doctors or clinical staff regarding patient conditions, disease processes, and medical decision making. Students will arrive early at area designated by the Clinical Educator to whom they are reporting. If students wish to engage in breakfast (if available) at the clinical site they are to do so and are to be finished prior to the beginning of the clinical day.
Daily Field Experience & Internship Conduct
Students will conform to the follow behaviors during Field Experience and Internship:
Be in uniform at all times. Profanity, crude humor, intentionally intimidating, sexist or racially offensive assertions, personally degrading remarks directed at individuals or any other violation of the Student Code of Conduct as published in the Student Handbook are strictly prohibited. Students are expected to extend every courtesy and consideration to their instructor and classmates. Student will not display or wear any articles that are not Lackawanna College EMS Academy approved. The student will immediately report to Clinical Educator. The student will maintain contact with Mentor. The student will complete assignments given by the Clinical Educator & Mentor by the
34 established deadlines. The student will strive to meet or exceed the expectations of the Clinical Educator & Mentor. Students will not pose questions in from of patients. Students are to wait for appropriate time to question Paramedics regarding patient conditions, disease processes, and medical decision making. Students are to be prepared Field Experience and Internship. This includes having the correct books, documents, assignments, writing tools, trauma scissors, stethoscope, penlight, and a functioning watch. Students will not engage in behavior that demonstrates the student is disengaged from the learning activities; this includes but is not limited to: standing with hands in pockets, avoiding patient contact, avoiding calls, disobeying direction by EMS staff, etc. Students are responsible for securing time during Field Experience. Students are responsible for utilizing their MICU Experience in such a manner that they are prepared to demonstrate and adequately perform as an entry-level Paramedic during their Field Internship.
35 Clinical Experience Requirements
Rotation Minimal Hours
Field (MICU)…………………………………………………………….324
Emergency Department………………………………………………… 128 Intensive Care Unit……………………………………………………….24 Operating Room…………………………………………………………..24 PACU……………………………………………………………………...16 Cardiac Catheterization Laboratory………………………………….……16 Labor & Delivery…………………………………………………………16 Pediatrics………………………………………………………………….16 Neonatal Intensive Care Unit………………………………………………8
Capstone Field Internship………………………………………………..200 Total Hours……………………………………………………………....772 Hours
In addition to the above hours students may be assigned the following additional rotations to improve upon deficiencies in meeting their clinical goals. The number of hours in each additional rotation depends upon the students’ ability to meet clinical goals or demonstrate proficiency in specific skills.
Telemetry - Rhythm Interpretation proficiency Psychiatric - Psychiatric Assessment goals Same Day Surgery - Successful IV start proficiency & goals
In addition to the above hours students may be assigned the following additional rotations depending upon the availability of the Site.
Communications Center……………………………………………………4 Morgue……………………………………………………………………...4
Assessments & Age Ranges
Student will receive credit for the following Assessment & Age ranges if they perform the patient interview and the patient exam. The student must perform a comprehensive patient assessment and patient exam on at least:
Pre-hospital Emergencies 75 Adults 100 (Starts at 18 Years) Geriatrics 30 (Starts at 65 Years) Pediatrics 30 New Born.…..5 (Starts at 0) Infants……….5 (Starts at 1 Month) Toddlers……..5 (Starts at 1 Year) Preschoolers…5 (Starts at 4 Years) School Age…..5 (Starts at 6 Years) Adolescent…...5 (Starts at 12 Years)
36
Complaints
Student will receive credit for the following Complaints if they perform the patient interview and the patient exam. The student must perform a comprehensive patient assessment and patient exam on at least:
Chest Pain……………………30 Weakness……………………..10 AMS………………………….30 Pediatric Respiratory…………10 Dizziness……………………..10 Abdominal Pain………………20 Change in Responsiveness …..10 Headache, Blurred Vision……10 Breathing Problems…………..30
Impressions
Student will receive credit for the following Impressions if they perform the patient interview and the patient exam. The student must perform a comprehensive patient assessment and patient exam on at least:
Abdominal…..20 Cardiac………30 Psychiatric…..20 Medical………75 CVA…………10 Trauma……….40 Respiratory…..30 Cardiac Arrest…5 Obstetrics……10 Neurological….10
Skills
Intravenous (IV) Access (must achieve 80% success) 50
Endotracheal Intubation 20 One pre-hospital Intubation is preferred Live intubations are preferred but not required
Ventilation of un-intubated patients 20
Medication Administrations 50 At least 20 have to be administered intravenously (IV)
ECG Interpretations 75 At least 50 strips must include patient assessment documentation At least 25 accurately interpreted 12-lead EKG’s
Obstetrical Deliveries 6 May be performed (vaginal deliveries only) or observed Should include both vaginal deliveries & caesarian section
Defibrillation or Cardioversion 1 Suggested but not required for course completion
Clinical Requirements Revised 7/2012
37 Field Internship Requirements
Student will receive credit for the following Team Leads if they perform the patient interview and the patient exam while assuming the role of Team Leader. The student must demonstrate their ability to run an ALS call from start to finish (which includes completing paperwork & entering it into FISDAP in a timely manner) on at least:
Team Leads…..50 (Minimum # of Team Leads) o ALS Calls…….30 (All Team Leads must be ALS in Nature) . Transports……20 (out of 50 ALS calls, 20 are allowed to be non-emergent Transports) 200 Hours (Student must complete a minimum of 200 hours, even if the 50 Teams Leads have been accomplished prior to completing 200 hours at the discretion of the clinical coordinator).
Field Internship Requirements Revised 7/2012; 10/09/2013* *Advisory Board Commision
38 Clinical Sites
Field – Mobile Intensive Care Unit
Minimum Required Hours – 324
The Mobile Intensive Care Unit (MICU) or field experience time is intended to give the student first-hand knowledge of the profession within which he or she will be working and to prepare the student to perform during their Capstone Field Internship.
Purpose – The student will have the ability to enhance their knowledge base, improve their skills and develop critical thinking skills necessary for performance as a Paramedic. The student will have the opportunity to apply theory and lecture material from the classroom, apply knowledge gained in other clinical experiences and skills in real settings, while under the supervision of a Paramedic with Medical Command Authorization status and has completed Clinical Educator (Preceptor) Training through the Lackawanna College Paramedic Program.
Expectation – Initially, the student is expected to be able to follow direction and guidance while under the supervision of a Clinical Educator. As the student progresses through the program, developing knowledge base and skills along the way, the student is expected to develop the ability to perform independently from and without the need for a Clinical Educator’s direction. Towards the end of the program (between March & April) the student’s abilities should be such that the preceptors feel comfortable with the student’s ability to perform without immediate direction or prompting from the Clinical Educator. The student will be choose (or be assigned by clinical site) a Clinical Educator that will act as the student’s Mentor. The Mentor will provide oversight of the students’ progress and facilitate the Field experience in order for the student to continuously improve throughout the program as well as meet the previously mentioned expectations and Clinical Goals.
Although the student’s goal is to be able to perform independently of a preceptor, it is not intended that the student be allowed to perform without the supervision of a Clinical Educator. AT NO TIME is the student allowed to perform any skills without the supervision of the Clinical Educator Paramedic.
Students are expected to choose one of the designated Clinical Educators associated with the Lackawanna College EMS Academy Paramedic Program as a Mentor. Students who work in EMS are advised to choose a Mentor with the opposite work schedule of the student. The student is expected to immediately establish rapport and performance expectations for the year. The Mentor will oversee and facilitate the Field experience and act as a resource for the student and if necessary a ‘sounding board’ for any difficulty the student may require additional help or understanding. Due to scheduling difficulties the Mentor may not be the Paramedic frequently assigned to the student during this phase of the program. The student is expected to maintain communication with the Mentor; respect and obey the Mentor and in a timely manner complete any all assignments given by the Mentor or the Clinical Educator.
Upon completion of all Clinical Requirements and successful completion of Final Exams, Paramedic students will enter the Capstone Field Internship. During the Internship, the Paramedic Intern will shadow the Mentor’s schedule explicitly. (More details provided under Capstone Field Internship).
Students are responsible for obtaining a signed contract with Clinical Educator agreeing to fulfill the role as Mentor (or assigned) prior to beginning their Field Experience. The contract is an agreement between the Paramedic Student and the Clinical Educator to a professional relationship similar to that of apprenticeship. The Paramedic Student and the Mentor have expectations of one another that will be clearly defined in the contract and must be agreed upon by both parties. The contract is meant to document, for the Paramedic Training Program, the agreement to this relationship and its accompanying expectations by both parties.
39
Students who are employed by an Emergency Medical Service are not permitted to utilize their employer as a MICU clinical site. Exceptions may be allowed by the Academy administration only, if the student can provide documented evidence, at the time of their request, showing:
1. How continuing at their current Field Clinical Site will negatively impact their ability to achieve Clinical Goals and;
2. How switching Field Clinical Sites to that of their employer will greatly improve their ability to achieve Clinical Goals and;
3. The employer is an approved Field Clinical Site within the program, and;
4. Their employer is willing to accommodate the student and;
5. A Mentor available (at the employers site) and willing to accept the student and;
6. The student is able to provide ongoing written documentation that shows the student is not working while scheduled for Field Experience.
Without the above documentation, all requests will be denied.
40 Hospital Clinical (Total = 248 hours)
Emergency Department - ED
Minimum Required Hours – 128
The Emergency Department is intended to help the student develop their understanding of their roles and responsibilities, to the patient, as well as within the medical community and how their performances impact overall patient outcomes.
Purpose - The student will have the ability to enhance their knowledge base, improve their skills and develop critical thinking skills necessary to involve the student in all aspects of patient care commensurate with the student’s didactic training for performance as a Paramedic. The student will have the opportunity to apply theory and lecture material from the classroom, knowledge gained in other clinical experiences and skills in real settings under the supervision a preceptor and under the guidance and direction of ED staff. The student will have the opportunity to develop and accomplish proficiency in the following:
assessment skills familiarity with commonly used procedural skills equipment abilities to identify medical understanding of ED expectations of emergencies EMS performance ability to differentiate between rapport and communication with ED medical etiologies RN’s & MD’s,
Medication administration as per PADOH standards under supervision of R.N. or Registered Paramedic
Upon completion of this experience the student must be able to demonstrate the following:
1. Development and documentation of the following assessment and clinical skills: a. Assessment of patient’s chief complaint (c/c) b. Physical examination as it relates to c/c c. Appropriate & professional interaction with the patient & their family members d. Discussion of diseases, their epidemiology and treatment plan with the RN and/or Physician caring for patient. e. Implementation of the above stated treatment plan f. Monitoring and reassessment of a patient’s status, complaints and condition before, during and after a treatment is initiated.
2. Develop and document the following skills: a. Use of all respiratory adjuncts b. Demonstrate an understanding of the various risk factors associated with coronary artery disease. c. Identify common physical findings associated with heart disease d. Correctly interpret cardiac rhythms (including 12-lead) and identify appropriate treatment e. Observe patient/family interactions and demonstrate familiarity with the resources available to aid these patients and their families. f. Administer pharmacological agents and identify their various physiological interactions. g. If possible, perform external pacing, electrical Cardioversion, and defibrillation under the supervision of a designated preceptor. h. Actively participate in cardiopulmonary resuscitations when available.
41 Emergency Department – ED Continued
Expectation - Initially, the student is expected to be able to follow direction and guidance while under the direct supervision of a preceptor. As the student progresses through the program, developing knowledge base and skills along the way, the student is expected to develop the ability to perform independently from and without the need for a preceptor’s direction. The student is expected to be able to accept direction and criticism of performance by Emergency Department staff. The student is expected to be able to work cooperatively with the Emergency Department staff in an efficient and seamless manner. The student should be able to anticipate the needs of a patient or staff member given the situation in which the student is functioning.
42 Intensive Care Unit – ICU
Required Hours – 24
The Intensive Care Unit is intended to help the student develop proficiency with regards to management of the unstable patient in critical care. Like the Operating Room, the Intensive Care Unit is rigidly controlled and the student will not have the same functional freedom as in the ED or MICU sites. Student’s goals are very specific in this clinical site.
Purpose - The primary purpose of the Intensive Care Unit clinical experience is to assist the student in achieving proficiency in the management of the hemodynamically unstable patient. The student will have the opportunity to work directly with Intensive Care Nurses and assist with their patient’s care. The student will also learn to identify pathologies and etiologies that require more advanced medical care than that provided at the ‘emergency’ level of care and identify the resources necessary for the management of such patients.
Prior to completion of this experience the student will:
Obtain histories and perform accurate assessments on patients with the following conditions: o Acute GI-Bleeding - o Respiratory Failure upper/lower o Pancreatitis o Overdose / toxic exposure o Diabetic Ketoacidosis o Acute Abdomen o Hyperosmotic non-ketonic o Hypothermia Coma o Kidney Failure o CVA / Brain injury
Employ utilization of the appropriate precautions involved in the care of a patient with a communicable disease (i.e. hepatitis, AIDS, meningitis, etc.) Administer various medications and identify their physiological actions. Develop proficient understanding of the dosages, implications, uses and side effects of ‘drip’ medications: o Dopamine; Dobutamine; Nitroglycerin; Lidocaine, Cardizem Observe patient/family interactions and demonstrate familiarity with the resources available to aid critically ill patients and their families. Observe the care of patients with invasive hemodynamic monitoring devices. Actively participate in cardiopulmonary resuscitations when available. Correctly interpret cardiac rhythms (including 12-lead) and identify appropriate treatment.
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the Intensive Care Unit. The student is expected to investigate methods for managing the hemodynamicaly unstable patient and develop a thorough understanding of how pharmacological agents are used in management of these patients as well as how those pharmacological agents interact with each other. Students may be required to change from their school uniform into hospital scrubs while in the ICU.
43 Operating Room – OR
Required Hours – 24
The Operating Room is intended to help the student develop proficiency with regards to controlling an unstable airway, and improve the student’s understanding of human anatomy. The clinical time spent in the Operating Room will allow the student to attain a better understanding of pre-hospital management of critically ill or injured patients, the responsibilities of the paramedic with regards to the patients care, and the relationship between the paramedics performance and the patients overall outcome. The Operating Room is a rigidly controlled environment and does not allow the student the same functional freedom as the ED or MICU. Student’s goals are very specific in this clinical site.
Purpose – The primary purpose of the Operating Room clinical experience is to assist the student in achieving proficiency in airway control, most importantly being endotracheal intubation, but may also include:
Bag-Valve Mask Ventilation Sellick’s Maneuver (BVM) Suctioning Oropharyngeal Airway use (OPA) NG/OG insertion Nasopharyngeal Airway use (NPA) Rapid Sequence Intubation Laryngeal Mask Airway (LMA) Physiology of Anesthesia Combitube use Detailed knowledge of Anesthesia Glide Scope Medications
The secondary purpose of this experience is to assist the student in further understanding the anatomy and physiology of the specific case with which they are involved.
Prior to completion of this clinical experience, the student should be able to:
Demonstrate proficiency in performing endotracheal intubation on patients to the satisfaction of the designated preceptor. Assess the successful placement of each intubation attempt; to the satisfaction of the designated preceptor. Demonstrate adherence to OR protocols for infection control including the principles of ‘aseptic technique’ and ‘sterile field’ parameters. Identify the anatomical relationships of organs and the pathological basis of disease while observing surgical procedures. Attempt to observe at least one, of each of the following types of surgery: o Cardiothoracic Cranial Abdominal Orthopedic Trauma
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the Operating Room. The student is expected to arrive at the Operating Room with sufficient knowledge of Airway & Respiratory Anatomy as well as sufficient knowledge of the tools he/she will be using. The Operating Room staff will orally ‘test’ the student’s knowledge and assess the student’s competency prior to allowing the student to assist with any procedures. The student may be competing with CRNA students and Medical School students for the same intubation skills; the student should exceed the expectations of the OR staff. Students may be required to change from their school uniform into hospital scrubs while in the OR.
44 Pre / Post Anesthesia Care Unit - PACU
Required Hours – 16
The PACU is intended to help the student develop proficiency with regards to managing patients in need of surgical intervention, become familiar with medical conditions requiring surgical intervention, post Anesthesia care of a patient, and pre Anesthesia requirements and contraindications. The clinical time spent in the PACU will allow the student to attain a better understanding of pre-hospital management of critically ill or injured patients, the responsibilities of the paramedic with regards to the patients care, and the relationship between the paramedics performance and the patients overall outcome. The PACU is a rigidly controlled environment and does not allow the student the same functional freedom as the ED or MICU. Student’s goals are very specific in this clinical site.
Purpose – The primary purpose of the PACU clinical experience is to assist the student in achieving proficiency in management of pre & post-surgical patients but may also include:
Management of Pts. in need of Risks associated with surgery Surgery/Anesthesia Complications associated with Management of Pts. post- Surgery Surgery/Anesthesia Rapid Sequence Intubation Continuous reassessment & re- Physiology of Anesthesia evaluation of Pts. condition Detailed knowledge of Anesthesia Conditions requiring surgery Medications
The secondary purpose of this experience is to assist the student in further understanding the anatomy and physiology of the specific case with which they are involved.
Prior to completion of this clinical experience, the student should be able to:
Identify the needs, risks and complications associated with surgical patients given their conditions. Demonstrate the ability to provide continuous monitoring of patients. Demonstrate adherence to OR protocols for infection control including the principles of ‘aseptic technique’ and ‘sterile field’ parameters.
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the PACU. The student is expected to arrive at the PACU with sufficient knowledge of Airway & Respiratory Anatomy as well as sufficient knowledge of the tools he/she will be using. The PACU staff will orally ‘test’ the student’s knowledge and assess the student’s competency prior to allowing the student to assist with any procedures. The student may be competing with CRNA students and Medical School students for the same patients; the student should exceed the expectations of the PACU staff. Students may be required to change from their school uniform into hospital scrubs while in the PACU.
45 Cardiac Catherization Laboratory – Cardiac Cath. Lab.
Required hours – 16
Cardiac Catherization Laboratory is intended to assist the student in developing their understanding of Cardiology as it applies to Myocardial Infarction, Heart Disease, 12-Lead EKG interpretation, and pre- hospital management of these patients. The Cardiac Cath Lab is a rigidly controlled environment and does not allow the student the same functional freedom as the ED or MICU. Student’s goals are very specific in this clinical site.
Purpose – The primary purpose of the Cardiac Cath Lab is to familiarize the student with the major arteries of the heart, cardiac disease, the symptoms presented by these patients and the physiology of myocardial infarction in relation to the patient’s symptoms and 12-Lead EKG. As many EMS systems and technologies continue to develop, the Cardiac Catherization Lab is becoming a primary location for delivery of pre-hospital patients suffer Acute Myocardial Infarction; many of these patients are bypassing the ED and initial stabilization in preference for immediate definitive treatment.
Prior to completion of the experience, the student will:
Identify signs, symptoms and treatment for the following: o Acute Myocardial Infarction o Non-STEMI o STEMI o Acute Coronary Syndrome Identify Acute Myocardial Infarction (AMI) via 12-lead EKG. Identify specifically part of heart involved in AMI. Identify specifically the major arteries involved in AMI. Explain the significance of EKG changes and conduction aberrancies. Explain limitations of emergency care related to these patients. Explain the resources available to patients in the Cardiac Cath Lab which are not available pre- hospital.
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the Cardiac Catherization Lab. Although the student may not have primary contact with the patient in this setting, the student will be able to learn a great deal from the ‘control room’. The student is expected to actively seek out the information necessary from the staff in the Cardiac Catherization Lab and further develop the student’s understanding of Cardiology. The student is expected to arrive at this clinical site with a basic understanding of Rhythm Interpretation, Cardiac Anatomy, Cardiac circulation, Cardiac Electrical conduction, and the function of ‘grouped leads’.
46 Labor & Delivery – L&D
Required Hours – 16
Labor & Deliver is intended to help the student develop a proficiency in administering assistance to two patients: (1) the Mother pre-partum, during Labor, and post-partum; (2) the newborn infant immediately after delivery. Due to the nature of this particular healthcare field, students may require the consent of the patient (mother) prior to assisting or performing any skills within the patient’s room.
Purpose – The primary purpose of the Labor & Delivery clinical rotation is to familiarize the student with normal and complicated deliveries, assessments & treatments for mother and newborn.
Prior to completion of this experience, the student will: Demonstrate competency in obtaining an OB/GYN history. Demonstrate familiarity with the early sign & Symptoms of pregnancy. Identify possible causes and treatment for 1st & 3rd trimester bleeding. Explain the labor & delivery process. Develop proficient understanding of the following complications:
o Pre-eclampsia & Eclampsia o Premature delivery o Cephalopelvic disproportion o Precipitous delivery o Abnormal fetal presentation o Multiple births o Cord Prolapse o Meconium staining & aspiration o Cord Strangulation o Post Partum Hemorrhage o Placental abruption o Uterine Inversion o Placenta previa o Supine Hypotension Syndrome
Demonstrate the technique of fundal massage. Observe the use of Oxytocin in the pre & post Partum patient. Demonstrate proficient use of the APGAR scanning. Demonstrate familiarity with routine care of the newborn. Observe and/or assist infant resuscitation whenever possible. Identify possible causes of abdominal pain in women of child bearing age. See also Clinical Description for NICU.
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the Labor & Delivery Unit. The student is expected to present to this unit with enthusiasm and eagerness to learn. The student is expected to assist the nursing staff wherever and whenever possible. The student should develop questions and wait until they are not in front of the patient or family to present questions to the RN’s or Physicians. Before leaving this clinical rotation, the student is expected to have developed sufficient proficiency to be competent and capable of assisting a mother delivery a child.
47 Pediatrics – PEDS
Required hours – 16
Pediatrics is intended to assist the student in developing proficiency with regards to pediatric patients and development related to age groups from infant to pre-adolescence. The students ability to perform actual skills in this department are greatly influenced by the students assertiveness and understanding of pediatric ailments. The student may not have the same functional freedom as in the ED or MICU to perform invasive procedures.
Purpose – The primary purpose of the pediatric clinical rotation is to familiarize the student with various ages of pediatric patients, assessment of pediatric patients, differences in pediatrics based upon different stages of child development, pediatric anatomy & physiology, and identification of pediatric illnesses and etiologies.
Prior to completion of the experience, the student will:
Identify the emotional needs of the sick or injured child and his/her family and the unique skills required for management of these patients or situations.
The student should be able to identify and develop a plan for treating the following:
o Croup o Seizures o Epiglottitis o Vomiting & Diarrhea o Respiratory distress o Dehydration o Respiratory arrest o Closed Head injury o Cardiopulmonary arrest o Child abuse o Meningitis
Expectation – The student is expected to be able to follow direction and be accepting of criticism while in the Pediatric Unit. The student is expected to present to this unit with enthusiasm and eagerness to learn. The student is expected to assist the nursing staff wherever and whenever possible. Often the student’s experience in this clinical rotation is greatly influence by the student’s willingness to participate, ask questions and become involved in the patient’s care through assisting the nursing staff. The student may be competing with nursing students for the same skills and assessments.
48 Neonatal Intensive Care Unit – NICU
Required Hours – 8
NICU is intended to help the student become proficient in the management of premature infants, newborns and neonates requiring intensive care management. The NICU is a rigidly controlled environment and does not allow the student the same functional freedom as the ED or MICU.
Purpose – The primary purpose of the NICU clinical rotation is to familiarize the student with the specialized presentations, treatments, complications and needs of the Neonate.
Prior to completion of the experience, the student will:
Be able to describe intra-uterine circulation in the neonate. Describe the complications and necessary changes for extra-uterine circulation in the neonate. Identify signs, symptoms and treatment of the hypoxic neonate. Demonstrate proficient use of the APGAR scanning. Demonstrate proficient use of a length based drug calculation device. Demonstrate understanding of umbilical cannulation and possible complications. Be able to perform Intraosseous Infusion Identify the role & responsibilities of the Paramedic in the NICU Transportation Team. Identify differences in neonatal airway anatomy versus adult airway anatomy. Identify possible complications of endotracheal intubation of the neonate. Identify proper management of those previously mentioned complications.
Expectation – The student is expected to be able to follow direction and be accepting of instruction and criticism while in the Neonatal Intensive Care Unit. The student is expected to arrive at this clinical site with a basic understanding of neonatology and its application in the pre-hospital setting. The student should be able to perform assessments on the patients even if they are not allowed to perform invasive procedures. Although many babies are born in the hospital system across the country, there are many who are born in the pre-hospital setting. The student is expected to assume the understanding that they will be solely responsible for the care of the neonate in the pre-hospital setting, without the assistance of a physician, nurse, respiratory therapist or a NICU transport team. Given this understanding, the student should actively seek to be involved in patient care, assisting the nursing staff and develop a thorough understanding of medical procedures, equipment & technology, and etiology of patient illness.
49 Telemetry – TELE
Telemetry is intended to help the student develop proficiency in rhythm interpretation. The student may not have primary contact with patients during this clinical rotation however, the time spent at this clinical site will present the student with opportunity to observe, determine and evaluate cardiac rhythms, dysrhythmias and many conduction aberrancies. Students having difficulty demonstrating the ability to appropriately interpret Cardiac Rhythm strips or read a Cardiac Monitor will be assigned to this department, in addition to other clinical requirements, for the opportunity to improve their proficiency in Cardiac Rhythm Interpretation. Students will be scheduled in 4 hours or 8 hours increments until they have satisfactorily overcome the deficiency. The student will be assigned to a Telemetry Technician at Geisinger-Community Medical Center who will assist the student in developing their rhythm interpretation skill.
Purpose – The primary purpose of this clinical site is to familiarize the student with Cardiac Rhythm Interpretation and the electrical conduction system of the heart.
Prior to completion of the experience, the student will:
Be proficient in ‘mapping out’ cardiac rhythms, including: o P-Wave o P-R intervals o QRS Complex o ST Segments o Rates o T-Waves o R-intervals o Isoelectric line Be able to identify the following rhythms & conduction aberrancies: o Sinus Rhythm o 3rd Degree Atrioventricular Block o Sinus Arrhythmias o Pauses o Sinus Arrest o Premature Junctional Complexes o Wandering Atrial Pacemaker o Paroxysmal Junctional Tachycardia o Atrial Fibrillation o Premature Ventricular Complexes o Atrial Flutter o Ventricular Escape Complex & o Sinus Tachycardia Rhythm o Premature Atrial Complexes o Ventricular Tachycardia o Supraventricular Tachycardia o Torsades-de-Pointes o Multifocal Atrial Tachycardia o Ventricular Fibrillation o Sinus Bradycardia o Asystole o 1st Degree Atrioventricular Block o Artificial Pacemaker Rhythm o 2nd Degree Atrioventricular Block o Artificial Internal Cardiac Type I Defibrillators & Pacemaker (single o 2nd Degree Atrioventricular Block & dual chamber) Type II o Aberrant Ventricular Conduction
Expectation – The student is expected to be able to follow direction and be accepting of instruction and criticism while in the Telemetry Department. Although the student may not have primary contact with the patient in this setting, the student will be able to learn a great deal from the ‘monitor room’. The goal of the student is to become proficient enough with interpretation skills that he/she will be able to interpret a rhythm by sight and be able to confirm that interpretation through ‘mapping out’ a rhythm. Although being able to correctly interpret cardiac rhythms by sight is a skill developed by most healthcare professionals over a longer period of time than the program allows, correct and accurate interpretation by sight is none the less the ultimate goal the student seeks to achieve. Students will be expected to interpret by sight in the National Registry Practical Examination.
50 Psychiatric – Psych
Psychiatric is intended to help the student develop proficiency is the management of the psychiatric patient and to dispel many of the publicly accepted stereotypes or misconceptions regarding the physiology and treatment of these patients. The Emergency department usually provides ample opportunity for students to assess and become familiar with Emergency management of the psychiatric patient. However, students having difficulty acquiring Psychiatric Assessments or difficulty demonstrating management of the psychiatric patient will be assigned to this department, in addition to other clinical requirements, for the opportunity to improve their proficiency in assessing Psychiatric patients or meet their goals. Students will be scheduled in 4 hours or 8 hours increments until they have satisfactorily overcome the deficiency.
Purpose – The primary purpose of this clinical rotation is to familiarize the student with the complications, etiology and treatment of psychiatric illness and the management of psychiatric patients.
Prior to completion of the experience, the student will:
Be able to identify differences between several Mental Health diseases, Identify specific needs of & availability of resources for patients depending on their disease etiology, o Including: . Dual-diagnosis patients . Patients in crisis & impending crisis . Children . Elderly . Pre-partum, intra-partum and post-partum MH patients Develop skills to manage patients with traditionally ‘non-medical’ needs, Observe the management and therapy of MH patients. Identify resources available for MH patients, Identify the impact of substance abuse in relation to a patient with mental health disease, Identify the role & value of a ‘support system’ for MH patients, Identify disparities to care and access to care for MH patients, Identify risk factors for suicide/homicide, Demonstrate understanding of the patient committal process (i.e. treatment, legality, etc.) Demonstrate the techniques utilized to manage a patient attempting suicide/homicide. Demonstrate understanding of the MH rights of minors including treatment and dissemination of information.
Expectation – The student is expected to be able to follow direction and be accepting of instruction and criticism while in Psychiatric clinical rotation. Although the student may not have primary contact with the patient in this setting, the student will be able to learn a great deal from their observations or interactions with staff as well as patients.
Often medical professionals are challenged and greatly frustrated by the Mental Health patient. Such frustration creates stereotypes and diminishes the quality of care provided and blemishes the integrity of Emergency Medical Services. It is expected the student will become proficiently comfortable with the care of these patients to be able to overcome the previously mentioned frustration, avoid stereotypes and be able to provide exception care without prejudice to patients suffering from Mental Health diseases.
The goal of the student is to become proficient in assessing the patient with Mental Health disease, identify the patient’s needs, managing the patient’s care and identify availability of resources to meet those needs and how to assist a patient in crisis or impending crisis.
These rotations include several different sites including: D-7, Geisinger-Community Medical Center (GCMC); Senior Medical Mental Health (SMMH), Moses Taylor Hospital, and Scranton Counseling Center (SCC).
51 Same Day Surgery – SDS
Same Day Surgery is intended to help the student develop (and meet 80%) proficiency in Intravenous Access skills. Student having difficulty mastering the skills of initiating IV Access or those who are not achieving 80% proficiency will be assigned to this department, in addition to other clinical requirements, for the opportunity to improve their proficiency or meet their goals. Students will be scheduled in 4 hours or 8 hours increments until they have satisfactorily overcome the deficiency.
Purpose – The primary purpose of the Same Day Surgery clinical rotation is to familiarize the student with IV access techniques, various access points, and how to manage difficult cannulations.
Prior to completion of the experience, the student will:
Be able to perform IV Access proficiently.
Expectation – The student is expected to be able to follow direction and be accepting of instruction and criticism while in the Same Day Surgery Unit. The student is expected to arrive enthusiastic and eager to assist the staff in SDS. The time spent in SDS will influence the student’s future abilities to correctly, and quickly provide IV access to patients.
52 Communications – Comm. Center
If available – 4 hours
The Communications Center is intended to give the student a broader understanding of the paramedic’s role within the EMS chain of survival, County Communications, and the challenges presented to communication centers on a daily basis.
Purpose – The primary purpose of the Communications Center clinical rotation is to familiarize the student with the intricacies and challenges of daily communication.
Prior to the end of this experience the student will be able to identify: Proper utilization of radio communication, How information is relayed through the communications center, How to request addition resources through the communications center, Communication Center expectations of pre-hospital personnel, Additional resources available through the communications center, How resources are dispatched throughout the county, Utilization of the AVL system & vehicle tracking, How information is received by the Comm. Center and relayed to field units, Criteria dispatchers use for assignment of resources, How dispatchers interact with callers.
Expectation – The student is expected to observe the dispatchers and develop a strong understanding of the dispatch process. The student is expected to be able to follow direction and be accepting of instruction. The time spent in Communication Center will influence the student’s future abilities to interact with the Communication Center, other units, and other agencies in an effective, professional manner. The Communications Center is a locked down government agency, students may need to submit to searches of their person or searches of their belongings or possessions upon entering the facility; photo ID may be required for entry.
53 Morgue
Lackawanna College’s Paramedic Training Institute works cooperatively with The Lackawanna County Coroner’s Office to offer the learning opportunities of gross anatomy to the Paramedic student. Unfortunately, Autopsy posts are not always available at times that are convenient to Paramedic Student schedules. Due to the frequency, timing and availability of Autopsy posts, students may need to make last minute schedule changes to make them-selves available to this experience. As the Program learns of them from the Coroner’s Office, it makes the students aware of dates & times of Autopsy.
Purpose – The Morgue is intended to help the student further their understanding of the human anatomy, the placement of organs within the body and possibly relate specific disease or injury mechanisms to corresponding organs.
Prior to completion of the experience, the student will:
Identify each of the major organs within the body, Identify the location of the major organs within the body, Identify the structures adjacent to the organs within the body, Differentiate between structures of the Head, Thorax, Abdomen, Pelvis & Extremities,
Expectation – Lackawanna College’s Paramedic Training Institute students are guests of The Lackawanna County Coroner’s Office. The Paramedic Training Institute has zero tolerance for dissent or misbehavior while visiting the Morgue. Students are expected to respect and obey all direction by the County Coroner.
54 Capstone Field Internship
Minimum Required- 200 Hours
Internship Completion Requirements: Hour Requirements: 200 hours to 50 ALS calls. TEAM LEAD a minimum of 50 ALS calls Receive no scores less than ‘3’ on Affective Evaluations Complete Skills testing with Medical Director and Program administration.
Prerequisites: Completion of all Clinical/Field Experience Hours Completion of Clinical Goals Completion of ICS-100: Introduction to ICS Completion of FEMA IS-700: NIMS, An introduction Successful completion of Didactic courses Successful demonstration of Laboratory skills Successful completion of all exams
Co-Requisites: Completion of credentialing courses
Overview
The Paramedic Training Program includes a Field Internship for Paramedic students. All of the Didactic and Laboratory Training for Paramedic (as described in the National EMS Education Standards for Paramedic) is completed prior to beginning the Field Internship. This does not include ‘card courses’ such as ACLS, PALS, PHTLS or ITLS. Any Field time performed prior to completion of the Didactic & Laboratory Training is ‘experience’ and not Internship. The rationale behind this is that the Paramedic student is expected to perform all the responsibilities, and meet all the expectations of an otherwise certified Paramedic. In order to do this they must have received the training including subjects we typically think of as ‘end of year’ subjects like Operations, Hazmat, MCI etc. So, the Internship cannot begin until all that is completed.
MICU Experience
Historically, Paramedic students perform ‘ride time’ or ‘field time’ throughout the year. Although the number of hours is 324 (as a minimum requirement; the student is allowed to do more time), the students will still continue to do this time and must complete it before they will be allowed to begin their Field Internship. ‘Team Leads’ will not be emphasized or tracked until the student begins their Field Internship. In order for the student to be prepared and successful in their Field Internship, Clinical Educators will prepare students to meet this expectation. The rationale for this is the same as described above. Anything marked as ‘Team Lead’ prior to the Field Internship, will not be counted toward meeting the goals of the Field Internship.
Clinical Educators & Mentors
Any Field Paramedic receiving a student must have Clinical Educator (Preceptor) Training. Just as Medical Command Authorization is unit specific; Clinical Educator (Preceptor) Training is program specific. Therefore, any Field Paramedic receiving a LC Paramedic Student must complete the Clinical Educator (Preceptor) Training for the LC Paramedic Program, no exceptions.
55 In the first week of class the student will be given the assignment of getting one of the Preceptors at a field site to agree to be their Mentor. The Clinical Educator, who is choosing a student (or being assigned a student) may only choose (or be assigned) ONE STUDENT. The Mentor may not take on more than one student within the LC Paramedic Program. It is preferred if the Student and Preceptor agree to this relationship but it may be assigned by the Field Site; that is also acceptable. The agreement of this relationship will be documented. The role of the Mentor will be just that, as a Mentor. They will oversee the students’ clinical experience while at the Field site. The Mentor will be required to spend a minimum of 36 hours or three 12 hour shifts with the student between (September- end of April). The rest of the time between (September – end of April) the student may be assigned to any Clinical Educator that has completed the Clinical Educator Training for the LC Paramedic Program. It is recommended by the program that the Mentor and student spend their first three shifts together so the relationship can be forged and expectations clearly defined.
The Mentor is not an ‘empty seat’. Although the Mentor is not required to spend every moment with the student, the Mentor will be in constant contact with the student, whichever Clinical Educator they are with, and the Program. Through these conversations the Mentor will identify weakness in the students, cognitive understanding, behavioral performance, application of skills and theories. The Mentor must be diligent to work with the student and be willing to ‘push’ the student out of their comfort zone while at the same time encouraging them to succeed and continuously improve their skills, knowledge, understanding, critical decision making, prepare the student to perform proficiently (minimal acceptable performance is as an Entry Level Paramedic) during their Field Internship and most importantly prepare the student for National Registry Testing. The student will take the Mentor’s role seriously. If the Mentor has a ‘problem student’ there will be documentation that paints such a picture.
The student is expected to avail his / her-self to this process.
This Mentor-student relationship will continue until the student enters their Field Internship.
Capstone Field Internship
The Capstone Field Internship is from May-July 1. The student is expected to demonstrate that they are able to perform as an entry-level Paramedic. A more detailed explanation of this is to say the student must demonstrate they are able to run EMS calls from start to finish with little or no prompting or assistance from their Clinical Educator. The Clinical Educator needs to evaluate all aspects of the student behavior to determine if the student has shown proficiency as an entry-level Paramedic. The Program and the Advisory Board has determined that the student will be required to TEAM LEAD at least 50 ALS calls; 15 of those calls are allowed to be Transport (described as non-emergent. Not to be confused with transporting versus rendezvous/EMS assist) in nature however, all 50 must be ALS.
An ALS call is described as follows: to receive credit for an ALS calls the student must apply the EKG and start an IV OR administer a medication other than oxygen. The student must also TEAM LEAD these calls which mean, they must perform the patient interview and patient exam.
The Program and Advisory Board have further determined that during extremely critical calls in which a certified Paramedic would reasonably call for assistance; the expectation of the student would be to call for necessary assistance and not attempt to handle the call on their own. In such cases, the Paramedic Intern should not be penalized for making an otherwise appropriate field decision to request additional resources including but certainly not limited to their most available resource, the Clinical Educator.
Class (with the exception of ACLS, PALS, and PHTLS or ITLS) is completed. Hospital Clinical is completed. Final Exams are completed. The minimum number of hours required for completion of the internship is 200 hours. The student should average 37.5 hours per week. The program will allow for the 3on – 4off, 4on- 3off scheduling typical of EMS.
56 The Paramedic Intern is required to be paired up with a specific Clinical Educator for the length of the Internship. The Paramedic Intern will ‘shadow’ the Clinical Educator’s schedule, whom, up to this point has been the Intern’s Mentor. The Intern’s schedule is very simple: when their Clinical Educator is on Duty, so is the Intern. The Paramedic Intern will be excused from their Internship to complete ACLS, PALS, and PHTLS or ITLS, if needed.
The Intern, upon entering their Internship, should already be familiar with the Field Site, their equipment, policies, and day to day functions; as a result there should be no need for an orientation. The Intern should, at this point, have a working relationship with their Mentor, who will now be evaluating their performance; the Intern should be very familiar with their Mentor’s expectations for performance. The Intern will be ‘shadowing’ the Mentor’s schedule so scheduling of student should not be convoluted as a Mentor can only be assigned or choose one student.
Upon completion of the Internship, the Paramedic Intern will then be evaluated by the Medical Director and Academy faculty to determine if the student has demonstrated proficiently, the ability to perform as an entry-level Paramedic.
Prohibited EMS Activities-Things typically expected of Paramedics.
There are several activities typically expected of Paramedics that Paramedic Students or Paramedic Interns are not allowed to do, regardless of their enrollment in a Paramedic Program, due to the fact that PA DOH BEMS still perceives them to be, at minimum, an EMT-Basic.
Signing for Narcotics – An EMT-Basic cannot sign for narcotics. Students may be required to sign for narcotics to which the student administers under supervision of a certified paramedic; co- signature of certified paramedic is required.
If the Field Site determines that signing for Narcotics is a responsibility they wish to bestow upon LC Paramedic Students/Interns, the Field Site will need to develop a policy that ensures that the Student/Intern co-signs the Narcotic Log with the Clinical Educator and that the Student/Intern’s signature must not stand alone. Also, such a policy should clearly state that this function is to facilitate the Student/Intern to take responsibility for completing pre-shift checks and paperwork as is expected of Paramedics by most EMS employers. Lastly, such a policy should also clearly state that the Certified Paramedic whose signature accompanies the student’s on the Narcotic Log, bears sole responsibility for the Narcotics.
Without such a policy on the behalf of the Field Sites, LC Paramedic Students/Interns cannot sign for Narcotics.
EMS Documentation - All LC Paramedic Program Students/Interns are provided access to FISDAP for the purpose of EMS Documentation. At no time, even if the Student/Intern is acting as Team Leader during Internship, is the Student/Intern to complete formal EMS Documentation. The Student/Intern is not, at any time, the highest trained EMS professional on the Crew. The certified Paramedic (Clinical Educator) is still responsible for the formal Documentation of the ALS EMS call (including stand-by, refusals and calls that do not result in Pt transport, or Pt contact such as cancellations, no patient found, DOA).
(The following is assuming crew is made up of 1-Medic, 1-Emt + a Paramedic Student/Intern)
In the event that the EMS call is BLS in nature and the Crew determines the patient care is to be rendered by the EMT (basic or advanced). The EMT rendering care to the patient is responsible for completing their own formal Documentation of the BLS EMS call. At no time, should the Paramedic Student/Intern complete BLS EMS documentation.
57
EMS Protocols requiring 2 Paramedics - LC Paramedic Program Student/Interns by definition of being Student/Interns are not certified Paramedics. Therefore the Paramedic Student/Intern cannot fulfill the role of a second Paramedic at any time Regional or State EMS Protocols requires two Paramedics present to provide specific treatments or carry out specific Protocols.
58 National Registry
Practical Examinations (Candidate Pre-requisites)
Must be 18 years of age Must possess a current EMT-B or EMT-I certification Successfully complete a training program approved by the Department of Health Bureau of Emergency Medical Services or previously certified to the level of the certification examination. Possess a current CPR certification (professional rescuer level). Completion of field and clinical time.
Major Examination Areas
Patient Assessment Childbirth Basic Life Support Thoracic Injuries Extremity Fractures Rhythm Interpretation Soft Tissue Injury Medical Emergencies Central Nervous System Oxygen Therapy Patient Lifting and Moving Adjunctive Equipment
Absences
Persons who do not attend scheduled practice examinations must make arrangements through the regional council to complete the practical examination at another regularly scheduled time.
Leaving Test Site
After the testing begins, any student leaving a test site prior to completion of all stations, without prior permission of the regional coordinator, or designee, will be considered having FAILED the test. Acceptable reasons for leaving the test site include, but are not limited to: personal illness, injury, or family emergencies, which must then be documented in writing to the regional council within three (3) working days.
Time Constraints
Students shall inform the regional coordinator or designee of any time constraints. Time constraints must be identified by the student prior to the start of the examination. Under normal circumstances, student will be scheduled so that they are oriented and testing within three (3) hours.
Satisfactory grades
The candidate is able to identify the problem or task presented. The candidate is able to select and prioritize appropriate treatment. The candidate is able to demonstrate appropriate treatment or skills within the established objectives.
Unsatisfactory grades
The candidate is unable to identify the problem or task presented. The candidate is unable to select and prioritize appropriate treatment. The candidate is unable to demonstrate appropriate treatment or skills within the established objectives. The student performed task(s), treatment(s), or skill(s), which adversely affects patient outcome.
59 Paramedic Overview (Roles & Responsibilities)
A Certified Paramedic is authorized to provide Advanced Life Support services including, but not limited to, rescue, triage, and the transfer and transport of both emergency and non-emergency patients in accordance with the current Department of Transportation Emergency Medical Technician National Standard Curriculum.
A Paramedic may perform all activities identified in the Roles & responsibilities of a Paramedic as defined above.
A Paramedic, following the order of a Medical Command Physician, and/or a student in an approved Paramedic Training Program, while under the supervision of an approved preceptor, may do the following:
Perform pulmonary ventilation by the insertion and/or use of a Combi-Tube. Perform pulmonary ventilation by the use of oral and/or nasal endotracheal intubation. Insert intravenous (IV) catheters, needles or other cannula and establishes IO access. Obtain venous blood samples for analysis, except samples drawn for assessing blood alcohol levels for legal purposed. Prepared and administer approved medications and solutions by intravenous, intramuscular, subcutaneous, oral, topical, inhalation, rectal and endotracheal routes. Perform defibrillation, synchronized cardio-version, and transcutaneous pacing. Perform gastric suction by nasogastric or orogastric intubation or through the Combi-Tube. Visualize the airway by use of the laryngoscope and remove foreign bodies with forceps in airway obstruction. Apply electrodes and monitor cardiac electrical activity and use mechanical cardiopulmonary resuscitation devices. Assess and manage patients in accordance with the U.S. Department of Transportation, Paramedic National Standard Curriculum for Health Professionals, in accordance with the Department of Health Training curriculum. Perform external transthoracic pacing and thoracic decompression. Perform Cricothyrotomy and pulmonary ventilation. Perform central venous (external jugular) cannulation and urinary catheterizations.
60 FACILITIES
In addition to the Paramedic Program Requirements, some clinical facilities have specific requirements and expectations of students performing clinical at their facility. These facilities have made the Program aware of their requirements as listed below. Students are expected to adhere to the rules, regulations, policies and expectations of each clinical site.
CHS Affiliate Moses Taylor Hospital
Acceptable Performance and Behaviors: 1. Respect and empathy for the dignity of every patient and co-worker regardless of religion, race, life-style or socio-economic status. 2. Respect for patient’s rights to privacy and confidentiality. 3. Recognition of the rights of patients and their families to be adequately informed about their illness, the goals of treatment, and the potential benefits, risks and complications. 4. Demonstration of effort to improve skills in communicating with patients and families. 5. Skill in communicating with and working with other members of the health care team, including peers. 6. Respect for and the ability to work harmoniously with other allied health care personnel. 7. Recognition and demonstration of the importance of constant self-assessment and independent learning. 8. Ability to respond appropriately to constructive feedback and evaluation of one’s performance. 9. Demonstration of good judgment. 10. Ability to demonstrate self confidence and decisiveness. 11. Honesty and integrity. 12. Responsibility, reliability and conscientiousness. Unacceptable Performance or Behaviors: Failure to meet the expectations as outlined by Moses Taylor Hospital will result in the student’s immediate removal from the clinical setting and possible suspension of privileges to practice as a student at Moses Taylor Hospital. 1. A breach of any of the above principles of behavior. 2. Several instances of non-performance or failure to complete required curricular assignments. 3. Failure to respect a patient’s rights and dignity. 4. Failure to respect the private, political and/or religious beliefs of the patient and of co-workers. 5. Deliberate breach of hospital policy. 6. Removal of medical records from the hospital. 7. Misrepresentation of one’s role as a student in the care of the patient. 8. Display of poor judgment, such as: a. Performance of a patient procedure without specific instructions to do so from a physician, instructor, or preceptor. 9. Deliberate breach of confidentiality or of a patient’s privacy. 10. Any conduct unbecoming to a healthcare professional. 11. Falsification of medical records. 12. Lying and dishonesty. 13. Being under the influence of drugs or alcohol.
61 14. Theft of drugs or commission of any felony. Uniform The students and instructors will wear an appropriate uniform and applicable school name tag while on duty in the hospital. Lab coats are permitted and name badges are required at all times. Students are expected to follow the dress code policy of the hospital. We do not allow the following:
Tight, sheer, or revealing clothing. Clothing that exposes the midriff or cleavage. Jeans of any color or jean material Tank tops, spaghetti straps, or strapless shirts or tops. Off the shoulder blouses, sweaters, or shirts. Tee shirts, shirts, or sweatshirts with advertisements, sayings, or logos EXCEPT the MTH logos. Shorts or skorts. Beachwear, sportswear, Sports attire; including jogging suits, sweatpants, sweatshirts, hooded sweatshirts, or lycra leggings. Hats, caps, bandanas Fishnet stockings Hospital scrubs Skirts or dresses more than three inches above the knee No excessive makeup – makeup should appear natural. For safety and infection control reasons, excessive jewelry is not allowed – i.e. no more than 2 bracelets and a watch or 2 rings. Visible Tattoos must be covered. No facial jewelry i.e. lips, tongue, eye, nose, etc showing Earrings – maximum of 3 per ear however, however dangling earrings longer than 1 ½ inches are not allowed. No ear gages. Hair must be well-groomed and clean. Hair must be worn in an acceptable manner that would not interfere with daily job duties. For direct patient care providers, hair must be secured properly. Hairstyles of any extreme are not acceptable i.e. neon colors, color stripes, laser cuts. Face must be clean shaven except for beards and mustaches which must be clean, well-trimmed, and neat. Heavily scented perfumes, colognes, after shave lotions, and tobacco odors are not acceptable.
This our Cell Phone Usage Policy The use of personal cell phones and other wireless devices, by a student is prohibited during clinical experience at MTH. During clinical, cell phones should be kept where other personal items are stored. Personal cell phones or other wireless devices should never be taken into a patient’s room or be in the student’s possession while performing any part of patient care. Personal cell phone usage or other wireless devices that uses cellular technology is limited to meal time only. The use of cell phones and/or other wireless devices in the restrooms of the hospital is prohibited for confidentiality purposes. Use of cell phones and/or other wireless devices to photograph or record video within the hospital is strictly prohibited; transmission of such photos/video via text or other media upload is strictly prohibited. Violations of this policy will result in termination of clinical experience.
62 Appendix
Dismissal due to attendance letter Physical Risk Assessment Declaration of Understanding Statement of Employer Awareness Academic Warning Form Consent for Invasive Procedures Approved Drugs for ALS Ambulance Services (PA Bulletin 6564) Department of Health Criminal History Reporting Form Affective Domain Evaluation Forms Clinical & Field Evaluation Form Classroom Evaluation Form Laboratory Evaluation Form Hospital/Field/Internship Patient Care Report Functional Position Description for the ALS Provider Clinical Educator / Student Agreement Form Certification of Eligibility HIPPA Compliance
63
Date: ______
Student Name Address City, State, Zip
______Director of EMS Academy Lackawanna College, EMS Academy 501 Vine Street Scranton PA 18509
Dear ______:
Department of Health Bureau of Emergency Medical Services policy states that you must be dropped for exceeding the maximum allowable missed hours.
Our records show you have missed the following hours of classroom / clinical time:
Date Hours ______Total Hours Missed:
Although we completely understand the scheduling challenges that face students within the program, we are obligated to obey the policies of the Department of Health Bureau of Emergency Medical Services.
We hope you choose to enroll in another course, in the future, when your schedule permits you to meet the participation criteria. Best wishes in your future endeavors.
Sincerely,
______EMS Academy Administration
cc: Emergency Medical Services of Northeastern Pennsylvania
Lackawanna College EMS Academy 570.504.7928 – 570.504.7908 / Fax 570.961.7832
64 EMS Academy
- Paramedic Training
Physical Risk Assessment
Participation in this course exposes the student to certain risks of illness, injury or infectious contact.
Interactions with clients in the healthcare system carry inherent risks to both the client and the caregiver, including but not limited to, communicable diseases. In the curriculum, students will be given information regarding known risks for various diseases and provided the information necessary to develop skills to implement precautions appropriate to these risks. All students are expected to provide appropriate care to all assigned clients in any healthcare setting as a learning experience. These assignments may include clients with diagnoses such as tuberculosis, hepatitis, AIDS, HIV, influenza, or other infectious diseases.
Students who develop a physical problem during participation, (acute, temporary, chronic or terminal) may choose to continue in the Paramedic Training Program at Lackawanna College. If a student chooses to stay enrolled in the course, he / she understands and agrees that excessive absenteeism or inability to perform necessary duties related to the learning objectives and healthcare delivery can result in the necessity for the student to discontinue the course.
It is the student’s responsibility to obtain, and provide to the Director of the EMS Academy, written permission, from a Physician, to take part in all course functions, during the duration or period the problem is present. Lackawanna College is not responsible for any exacerbation of this problem that occurs as a result of the student’s continued participation in the course. Lackawanna College will not be held responsible for any illness, injury, or results of infectious contact, which occurs throughout the student’s participation in the course.
Lackawanna College EMS Academy
570.504.7928 – 570.504.7908 / Fax 570.961.7832
65
Declaration of Understanding
Please read and complete the following information and return it to the instructor at the first class.
I, ______, verify that I have received and read Lackawanna College EMS Academy’s Paramedic Program Student Handbook, Paramedic Program Syllabus, Physical Risk Assessment and the Functional Position Description for the ALS Provider.
I declare, my signature below offers confirmation that I understand the rules by which I am governed; accept the disciplines as described, the risks and potential risks involved in participation of this course. Additionally, I comprehend what is expected of me during my enrollment in the Paramedic Training Program. I further agree to comply with all policies and guidelines set-forth by the EMS Academy.
Student Name (printed)______
Student Signature______Date ______
Witness Signature______Date ______
Lackawanna College EMS Academy 570.504.7928 – 570.504.7908 / Fax 570.961.7832
66 EMS Academy
Statement of Employer Awareness Form
To: Employers of Applicants to the Paramedic Training Program
RE: The Paramedic Training Program
______, one of your employees, has been enrolled in Paramedic Training Program which is conducted at:
Lackawanna College EMS Academy 501 Vine Street Scranton, PA 18509
Due to the intense nature of the training program and the commitment essential for its completion, it is sometimes necessary for a student to arrange and re-arrange his/her schedule according to the needs of this course. This may involve shift changes, vacation days, leaves of absence, use of PTO time etc.
Below are some requirements of the course which may necessitate schedule adjustments:
The course lectures and lab are conducted on Monday, Tuesday, Wednesday and Thursday from 8:00 a.m-3:30 p.m. for the day class, with occasional classes on evenings and weekends.
The course is 1604 hours long and will last approximately 1 year.
Clinical experiences (Hospital, usually on Friday’s and may include multiple shifts; student is responsible for scheduling their MICU time prior to internship), specialty courses, and examinations are available only at specific times; students are required to adjust their schedules to avail themselves for these experiences.
If, coincidentally, your business is a clinical site for this program; your employee cannot utilize your service as a clinical/internship site while enrolled in this program.
In the past the program has accommodated students arriving to class late as a result of ‘late calls’ or other employment responsibilities. This practice will no longer continue. A student is permitted no more than 30 absent hours during any semester or no more than 60 absent hours cumulated for the course, regardless of reason. Student will be dismissed from program if they are Tardy more than 5 times, regardless of reason.
The student must return this "Statement of Employer Awareness Form", signed by you. Thank you for your cooperation.
I have read the above, and I understand the implication of these statements, as a result of employee, ______, being enrolled in the Paramedic Training Program.
______(Place of Employment)
______(Signature of Supervisor/Manager)
______the above not applicable, unemployed at present. (Date) Lackawanna College EMS Academy 570.504.7928 – 570.504.7908 / Fax 570.961.7832
67 EMS Academy 501 Vine Street, Scranton, PA 18509
Academic Warning 1st 2nd 3rd
Student______Date:______
Dear Student:
Your academic standing in class is in jeopardy. We fear that unless you attend to this problem you may ultimately fail this course. If you are receiving financial aid, you risk losing this important resource.
The resolution of this problem begins with making a commitment to correct it. Meet with your instructor. Ask what is wrong and determine what you must do to improve the situation.
We know from past experience that even in the most difficult cases, a solution can be found that will allow you to continue in the pursuit of your goals. You need not face this problem alone. The faculty, counselors and staff members are willing to help you.
This warning is a very serious matter, and you should attend to it IMMEDIATELY. Your future is important to us, and we want you to get the most from your education at Lackawanna College.
Sincerely,
______EMS Academy Administration
Description of the problem: ______
Grade ______
Recommendations: (Circle all that apply) A. Attend makeup session with Instructor B. Seek assistance in the Math Lab C. Seek tutorial assistance in the Act 101 Office D. Meet with College Counselor E. Withdraw from this course F. Other: ______
Lackawanna College EMS Academy 570.504.7928 / Fax 570.961.7832
68 EMS Academy 501 Vine Street, Scranton, PA 18509
Paramedic Training Consent for Invasive Procedures
As a student enrolled in the Lackawanna College Paramedic Training Program, I understand that both instruction and laboratory practice regarding invasive techniques are necessary components of the Paramedic curriculum. Therefore, I hereby consent to participate in the planned laboratory experience, which provides that I perform any of the following procedures on another member of the class (and he/she in turn, on me) under the direct supervision of a member of the Paramedic Training instructional staff.
I agree that Lackawanna College shall have no liability or responsibility to me for any injury, damage, claim arising from my participation in the planned laboratory experience which is part of the Paramedic Training curriculum.
Venipuncture / Finger-stick / IV Cannulation
Student Name (printed): ______
Student Signature: ______Date: ______
Witness Signature: ______Date: ______
Lackawanna College EMS Academy 570.504.7928 / Fax 570.961.7832
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NOTICES
Approved Drugs for ALS Ambulance Services
[41 Pa.B. 2286] [Saturday, April 30, 2011]
An error occurred in the preparation of the notice that appeared at 41 Pa.B. 1974 (April 9, 2011). The correct version of the notice is as follows and contains the following corrections:
The removal of the drug ''Bretylium'' (previously listed at no. 10).
The removal of an asterisk next to the drug ''Levalbuterol'' (currently listed at no. 33).
The addition of an asterisk next to ''Total parental nutrition'' (currently listed at no. 52).
The correction of the abbreviation ''mEg/L'' to ''mEq/L'' (in the paragraph under no. 53).
Under 28 Pa. Code § 1005.11 (relating to drug use, control and security), the following drugs are approved for use by ground advanced life support (ALS) ambulance services and may be administered by emergency medical technicians—paramedics, prehospital registered nurses and health professional physicians when use of the drugs is permitted by the applicable Department of Health (Department) approved regional medical treatment protocols:
1. Activated charcoal 2. Acetaminophen 3. Adenosine 4. Albuterol 5. Amiodarone 6. Antimicrobials—for interfacility transports only 7. Aspirin 8. Atropine sulfate 9. Benzocaine—for topical use only 10. Calcium chloride 11. Calcium gluconate 12. Captopril 13. Dexamethasone sodium phosphate 14. Diazepam 15. Dilaudid—for interfacility transports only* 16. Diltiazem 17. Diphenhydramine HCL 18. Dobutamine
70 19. Dopamine 20. Enalapril 21. Epinephrine HCL 22. Etomidate (only permitted for services approved by a regional EMS council and participating in the required QI program) 23. Fentanyl 24. Furosemide 25. Glucagon 26. Heparin by intravenous drip—for interfacility transports only* 27. Heparin lock flush 28. Hydrocortisone sodium succinate 29. Glycoprotein IIb/IIIa Inhibitors—for interfacility transports only* a. Abciximab b. Eptifibatide c. Tirofiban 30. Intravenous electrolyte solutions a. Dextrose b. Lactated Ringer's c. Sodium chloride d. Normosol e. Potassium—for interfacility transports only* 31. Ipratropium Bromide 32. Isoproterenol HCL—for interfacility transports only* 33. Levalbuterol—for interfacility transports only 34. Lidocaine HCL 35. Lorazepam 36. Magnesium sulfate 37. Methylprednisolone 38. Midazolam 39. Morphine sulfate 40. Naloxone HCL 41. Nitroglycerin (all forms/routes, but continuous intravenous infusion must be regulated by an infusion pump) 42. Nitrous oxide 43. Ondansetron 44. Oxytocin 45. Pralidoxime CL 46. Procainamide 47. Sodium bicarbonate 48. Sodium thiosulfate 49. Sterile water for injection 50. Terbutaline 51. Tetracaine—for topical use only
71 52. Total parental nutrition—for interfacility transport only* 53. Verapamil
*During interfacility transport, all medications given by continuous infusion (except intravenous electrolyte solutions with potassium concentrations of no more than 20 mEq/L) must be regulated by an infusion pump.
This list supersedes the list of approved drugs published at 38 Pa.B. 6564 (November 29, 2008).
The following changes have been made:
(1) Addition of acetaminophen
(2) Addition of antimicrobials—for interfacility transport only
(3) Addition of total parenteral nutrition—for interfacility transport only
(4) Clarification that etomidate can only be used by regionally approved services that are participating in the required QI program
(5) Removal of metaproteranol (Alupent)
(6) All forms of nitroglycerin can be administered
Ambulance services are not authorized to stock drugs designated ''for interfacility transports only.'' However, paramedics and health professionals may administer a drug so designated if the facility transferring a patient provides the drug, directs that it be administered to the patient during the transfer, and the regional transfer and medical treatment protocols permit the administration of the drug by those personnel. See 28 Pa. Code § 1005.11(a)(3) and (d).
Section 1005.11 of 28 Pa. Code permits a ground ALS ambulance service to exceed, under specified circumstances, the drugs (taken from the master list) that a region's medical treatment protocols authorize for use within the region. In addition, under 28 Pa. Code § 1001.161 (relating to research), the Department may approve an ambulance service to engage in a research project that involves use of a drug not included in a region's medical treatment protocols. Finally, under 28 Pa. Code § 1001.4 (relating to exceptions), a ground ALS ambulance service and its ALS service medical director may apply to the Department for an exception to a region's medical treatment protocols.
The list of drugs in this notice does not apply to air ambulance services. Under 28 Pa. Code § 1007.7(i)(2) (relating to licensure and general operating requirements), each air ambulance service is to develop its own medical treatment protocols which identify drugs that may be used by the air ambulance service. The air ambulance service is to then submit the protocols to the medical advisory committee of the appropriate regional emergency medical services council for the medical advisory committee's review and recommendations. Following its consideration of the recommendations, and after making further revisions if needed, the air ambulance service is to file the protocols with the Department for approval.
Persons with a disability who require an alternate format of this notice (for example, large print, audiotape, Braille) should contact Robert Cooney at the Department of Health, Bureau of Emergency Medical Services, Room 606, Health and Welfare Building, 625 Forster Street Harrisburg, PA 17120-
72 0701, (717) 787-8740. Speech or hearing impaired persons may use V/TT (717) 783-6154 or the Pennsylvania AT&T Relay Service at (800) 654-5984 (TT).
ELI N. AVILA, MD, JD, MPH, FCLM, Acting Secretary
[Pa.B. Doc. No. 11-736. Filed for public inspection April 29, 2011, 9:00 a.m.]
No part of the information on this site may be reproduced for profit or sold for profit.
This material has been drawn directly from the official Pennsylvania Bulletin full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version.
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76 EMS Academy Clinical & Field Experience Evaluation Form www.fisdap.com (570) 504-7928 office (570) 504-7978 fax www.lackawanna.edu
Student Name: Preceptor Name:
Geisinger Co-assigned Nurse Name: Please make sure all information is complete and accurate prior to entering it into FISDAP. Site: ______Department: ______Date: ______Time: ______Total Hours: ______Total Number of Patients: ______# MICU Calls functioning as Team Leader: ______
Assessments Other Skills Perf Obsv Team Lead Skill Perf. Obs. Skill Perf. Obs. Pediatric Assess: ______Oxygen Bandaging/Dressing Appl. Ventilation Adult Assess: ______OPA/NPA 12-Lead ECG Geriatric Assess: ______Suction
OB Assess: ______NG/OG Tube CPAP/Bi-PAP CPR Ventilator Trauma Assess: ______Foley Cath. Psychiatric Assess: ______Glucometer Capnography/Capnometry Radio Report Chest Pain Assess: ______Immobilize Lifting/Moving Adult Resp Distress: ______KED Splinting Ped Resp Distress: ______Phlebotomy RSI Procedure Assist ALS Skills Assist Physician with procedure Syncope: ______(specify)______Abd Complaint: ______FAST Ultrasound Blood Product Transfusion (Observ Only) (Observ Only) AMS: ______
IV/IO Access Medication Administration Attempts: _____ Success: _____ Obsv: _____ IV: ____ IM: ____ SQ: ____ Neb: ____ SL: ____ IO: ____ ETT: ____ PO: ____ Intubation/Combi-tube/King Airway Attempt: _____ Success: _____ Obsv: _____ LMA Observation Only: _____ ECG Interpretations: _____ Strips Included: _____
Electrical Therapy Defibrillation Performed: _____ Observed: _____ Synchronized Cardioversion Performed: _____ Observed: _____ Transcutaneous Pacing Performed: _____ Observed: _____
Needle Cricothyrotomy Needle Thoracentesis Performed: _____ Observed: _____ Performed: _____ Observed: _____
Student Physically Involved in Lifting Patient(s) □ Yes □ No
**SPECIFIC SKILL SETS ARE DONE IN HOSPITAL ONLY**
Student: Please comment upon today’s clinical experience (include any skills not listed above that you observed or performed): ______
Plan for Improvement / Faculty Comments: (Must be completed by evaluator/preceptor). ______
77 Evaluators/Preceptors: Please evaluate the student in the following categories at the end of their clinical shift. All scores below ‘3’ must be clarified with comments below. Please be fair but hold the student accountable for their performance. If the individual you are evaluating is performing as an entry level provider they should obtain scores of “3” in most categories.
Domain Required Attributes to obtain the recommended score. Integrity 5 Always honest, leads by example and models exemplary behaviors regarding integrity. 4 Consistently honesty assists, demonstrates professional interactions on all levels. 3 Consistently honesty, being able to be trusted with property & confidential information, complete & accurate documentation of patient care & learning activities. 2 Minor infraction of 1 area of #3 but otherwise compliant with all aspects described in #3. 1 Major infraction of 1 (or more) areas of #3 or many minor infractions in most areas of #3. Empathy 5 Seeks out opportunities to serve in the community / patients when the situation arises. Provide contact information on assistance agencies, has the ability to set troubled patients at ease and actively listens to their problems & concerns. 4 Able to show compassion & respond appropriately while maintaining professional demeanor, demonstrating a strong desire to advocate for the patient, can direct patients & their families to available community resources. 3 Showing compassion to others, responding appropriately to emotional responses by others, demonstrating respect to others, being supportive & reassuring. 2 Being uncompassionate to others, or responding inappropriately to emotional responses of patients/families. 1 Being deliberately disrespectful of others, making fun of others, being condescending or sarcastic to others, clearly uncomfortable dealing with emotions of patients/families. Self-Motivation 5 Demonstrates exceptional learning/professional behaviors. 4 Volunteering for additional duties, consistently striving for excellence in all aspects of patient care and professional activities, seeking out a mentor or faculty member to provide constructive criticism, informing faculty of learning opportunities. 3 Taking initiative to complete assignments, taking initiative to improve or correct behavior, taking on and following through on tasks without constant supervision, accepts constructive criticism in a positive manner. 2 Failing to meet 1-3 tasks as described in #3 but obviously making attempts to attain acceptable standards. 1 Consistently failing to demonstrate exceptional learning/professional behaviors. Appearance & 5 Uniform/appearance is always above average. Personal 4 Clothing and uniform are above average. Uniform is pressed. Grooming & hygiene is good or Hygiene above average. 3 Clothing and uniform is appropriate, neat, clean & well-maintained, good personal hygiene & grooming. 2 The uniform is unkempt (wrinkled), mildly soiled, or in need of minor repairs; appropriate personal hygiene is common, but occasionally the individual is unkempt or disheveled. 1 Inappropriate uniform or clothing worn. poor hygiene or grooming is noted. Self- Confidence 5 Stands by and can defend personal choices when challenged by an authority figure, actively seeks to improve on weaknesses. 4 Stand by his/her choices when challenged by an authority figure, aware of strengths & weaknesses & seeks to improve, exercises good personal judgment and often serves as a mentor. 3 Demonstrating the ability to trust personal judgment, demonstrating an awareness of strengths and limitations, exercises good personal judgment. 2 Needs encouragement before, not trusting personal judgment, is aware of strengths but does not readily recognize weaknesses, sometimes makes poor personal choices. 1 Does not trust personal judgment, is unaware of strengths or weaknesses, and frequently exercises poor personal judgment.
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Communications 5 Working on self in improving speaking and writing abilities, models and is able to demonstrate active listening techniques to others. Is comfortable utilizing a variety of communication styles these various settings. 4 Working on improving speaking & writing abilities, models active listening skills, able to modify communication strategies easily in various situations & able to effectively communicate a message in these various settings. 3 Speaking clearly, writing legibly, listening actively, and adjusting communication strategies to various situations. 2 Needs work to speak or write clearly, knows how to actively listen although sometimes is unable to model good listening skills, able to identify alternative communication strategies needed in various situations but is still developing the skill to perform alternative strategies. 1 Unable to speak or write clearly and is unable to correct their behavior despite intervention by instructors, does not actively listen (requires instructions to be repeated or appears unable to follow directions,) resistant to learning new communication strategies. Time 5 Punctual (or early) all of the time. Management 4 Seldom late to clinical sites and generally ready to begin clinical prior to the actual start time. 3 Consistent punctuality. 2 Occasionally late in arriving to clinical. 1 Often late to clinical sites, upon arrival needs additional time to be ready to begin (changing into uniform, gathering supplies, etc.). Teamwork & 5 Placing success of the team above self-interest (even if that means a negative outcome to self,) Diplomacy taking a leadership role & using good management skills while leading, involving all appropriate team members in the decision making process, suggesting & implementing changes to benefit the team, seeking ways to keep communications & dialog going. 4 Placing success of the team above self-interest, supporting & holding up the team by shouldering addition responsibilities, actively seeking to include all members of the team in the decision making process were appropriate, welcoming change & remaining flexible, helping to open the lines of communication. 3 Placing the success of the team above self-interest, not undermining the team, helping & supporting other team members, showing respect for all team members, remaining flexible & open to change, communicating with others to resolve problems. 2 Sometimes acting for personal interest at the expense of the team, acting independent of the team or appearing non-supportive, being somewhat resistant to change or occasionally unwilling to work out a solution. 1 Manipulating the team or acting with disregard to the team, being disrespectful of team members, being resistant to change or refusing to cooperate in attempts to work out solutions. Respect 5 Modeling good professional behaviors when involved in clinical activities. 4 Being polite even when a situation is not going in his/her favor, always using respectful language and modeling good professional behaviors. 3 Being polite to others, not using derogatory or demeaning terms, and behaving in a manner that brings credit to the profession. 2 Being polite when required, occasionally overheard using demeaning or derogatory language but confining it to situations other than in patient care settings, occasionally acting unprofessional on the job. 1 Disrespect of authority, being argumentative, using inappropriate words or outbursts of anger, deliberately undermining authority in words or actions or trying to provoke others, frequently unable to act in a professional manner.
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Patient 5 Models patient advocacy and able to defend the need to advocate for patients’ rights. Advocacy 4 Not allowing personal bias or feelings to interfere with patient care; actively advocating for patient rights, protecting confidentiality. 3 Not allowing personal bias or feelings to interfere with patient care, placing the needs of patients above self-interest, protecting & respecting patient confidentiality & dignity. 2 Occasionally has difficulty dealing with patients because of personal bias or feelings. 1 Constantly unable to deal with patients because of personal biases, actively demeaning or degrading patients with words or deeds, unconcerned about patient rights, feelings or considerations, frequently takes shortcuts during care of patients. Careful Delivery 5 Functions independently & able to correct mistakes by self-reflection, able to assist in the of Services development of rules, regulations, policies & procedures. 4 Can be trusted to function independently of all but minor supervision; follows of all rules, regulations, policies, protocols, and procedures. 3 Performing skills at an entry-level capacity a majority of the time, performing complete equipment & supply checks, demonstrating careful & safe ambulance operations (MICU Clinical), following policies and procedures & protocols, following orders. 2 Occasionally performing skills below the entry-level, requiring monitoring to ensure completeness and accuracy in completing tasks, occasional minor breeches in policies, procedures or protocols attributed to lack of knowledge of it but willing to learn, may follow the letter of, but always the spirit, of rules and regulations. 1 Unable to perform skills at entry level or requiring constant monitoring or reinforcement to perform skills, required to recheck tasks because of omissions or inaccuracies in performance or documentation, unwilling to learn policies, procedures or protocols, deliberate unwillingness to follow the letter or spirit of rules or regulations.
Did the student complete the previous plan for improvement by the assigned deadline? Yes_____ NO_____
Preceptor Printed Name: ______
Preceptor Signature: ______Date: ______
Contact EMS Academy administration at (570) 504-7928, with any comments or concerns.
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EMS Academy Classroom Affective Domain Evaluation Form (570) 504-7928 office (570) 504-7978 fax www.lackawanna.edu
Please make sure all information is complete and accurate prior to entering it into FISDAP.
Student Name: Instructor Name:
Program Site: ______Program Module: ______Date: ______Time: ______Instructors: Please evaluate the student in the following categories at the end of the Program Module. All scores below ‘3’ must be clarified with comments below. Please be fair but hold the student accountable for their performance. Failure to do so will not help the student improve their performance. If the individual you are evaluating is performing as an entry level provider they should obtain scores of “3” in most categories. Domain Required Attributes to obtain the recommended score. Integrity 5 Always honest, leads by example & models exemplary behaviors regarding integrity. Consistently turns in paperwork that is complete & accurate prior to the due date. 4 Consistent honesty assists other classmates in understanding confidential issues & in developing their documentation skills. 3 Consistent honesty, being able to be trusted with property & confidential information, complete & accurate documentation of patient care & learning activities. 2 Minor infraction of 1 area of #3 but otherwise compliant with all aspects described in #3. 1 Major infraction of 1 (or more) areas of #3 or many minor infractions in most areas of #3. Recommended Evaluator/Preceptor Comments: score: >3 Empathy 5 Seeks out opportunities to serve in the community, when the situation arises can provide contact information on assistance agencies, has the ability to set troubled patients at ease and actively listens to their problems & concerns. 4 Able to show compassion & respond appropriately while maintaining professional demeanor, demonstrating a strong desire to advocate for the patient, can direct patients & their families to available community resources. 3 Showing compassion to others, responding appropriately to emotional responses by others, demonstrating respect to others, being supportive & reassuring. 2 Being uncompassionate to others, or responding inappropriately to emotional responses because you are uncomfortable with their emotional displays. Acting coolly towards patients in distress & not acting as a patient advocate. 1 Being deliberately disrespectful of others, making fun of others, being condescending or sarcastic to others, clearly uncomfortable dealing with emotions of patients. Recommended Evaluator/Preceptor Comments: score: >3 Self-Motivation 5 Never missing a deadline & often completing assignments well ahead of the scheduled deadlines, reminding other students of deadlines, supporting faculty in upholding the rules & regulations of the program, taking seriously opportunities to provide feedback to fellow students, seeking opportunities to obtain feedback, assisting faculty in arranging & coordinating activities. 4 Occasionally completing & turning in assignments before the scheduled deadline, volunteering for additional duties, consistently striving for excellence in all aspects of patient care & professional activities, seeking out a mentor or faculty member to provide constructive criticism, informing faculty of learning opportunities. 3 Taking initiative to complete assignments, taking initiative to improve or correct behavior, taking on & following through on tasks without constant supervision, showing enthusiasm for learning, & improvement, consistently striving for improvement in all aspects of patient care & professional activities, accepting constructive criticism in a positive manner, taking advantage of learning opportunities. 2 Failing to meet 1-3 tasks as described in #3 but obviously making attempts to attain acceptable standards. 1 Consistently failing to meet established deadlines, unable to demonstrate intrinsic motivating factors requiring extra extrinsic motivation from instructors, failing to improve even after corrective feedback has been provided by faculty, requiring constant supervision t complete tasks or being asked to repeat a task that is incorrectly performed. Recommended Evaluator/Preceptor Comments: score: >3
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Appearance & 5 Uniform is always above average, Non-uniform clothing is business-like. Grooming & hygiene is impeccable. Personal Hair is worn in an appropriate manner for the environment & student is free of excessive jewelry. Make-up & Hygiene perfume or cologne usage is discrete & tasteful. 4 Clothing & uniform are above average. Uniform is pressed & business casual is chosen when uniform is not worn. Grooming & hygiene is good or above average. 3 Clothing & uniform is appropriate, neat, clean & well-maintained, good personal hygiene & grooming. 2 Appropriate clothing & uniform is selected for a majority of the time, but the uniform may be unkempt (wrinkled), mildly soiled, or in need of minor repairs, appropriate personal hygiene is common, but occasionally the individual is unkempt or disheveled. 1 Inappropriate uniform or clothing worn to class or clinical settings, poor hygiene or grooming. Recommended Evaluator/Preceptor Comments: score: >3 Self- Confidence 5 Stands by & can defend personal choices when challenged by an authority figure, actively seeks to improve on weaknesses, seeks out opportunities to assist other classmates in developing their self-confidence. 4 Stand by his/her choices when challenged by an authority figure, aware of strengths & weaknesses & seeks to improve, exercises good personal judgment & often serves as a mentor for classmates. 3 Demonstrating the ability to trust personal judgment, demonstrating an awareness of strengths & limitations, exercises good personal judgment. 2 Needs encouragement before, not trusting personal judgment, is aware of strengths but does not readily recognize weaknesses, sometimes makes poor personal choices. 1 Does not trust personal judgment, is unaware of strengths or weaknesses, & frequently exercises poor personal judgment. Recommended Evaluator/Preceptor Comments: score: >3
Communications 5 Working on self & assisting classmates in improving speaking & writing abilities, models & is able to demonstrate active listening techniques to other students, is comfortable utilizing a variety of communication styles & able to effectively communicate a message in these various settings. 4 Working on improving speaking & writing abilities, models active listening skills, able to modify communication strategies easily in various situations & able to effectively communicate a message in these various settings. 3 Speaking clearly, writing legibly, listening actively, and adjusting communication strategies to various situations. 2 Needs work to speak or write clearly, knows how to actively listen although sometimes is unable to model good listening skills, able to identify alternative communication strategies needed in various situations but is still developing the skill to perform alternative strategies. 1 Unable to speak or write clearly and is unable to correct their behavior despite intervention by instructors, does not actively listen (requires instructions to be repeated or appears unable to follow directions,) resistant to learning new communication strategies. Recommended Evaluator/Preceptor Comments: score: >3 Time 5 Punctual (or early) nearly 100% of the time, completes tasks & assignments prior to the due date, seldom Management requires reminding about deadlines or due dates, may assist instructor in reminding classmates about due dates. 4 Seldom late to class or clinical sites, generally ready to begin class or clinical prior to the actual start time, completes tasks & assignments by due date (and occasionally in advance of the due date) with minimal need for reminders. 3 Consistent punctuality, completing tasks & assignments on time. 2 Occasionally late in arriving to class or clinical sites, occasionally late in turning in assignments or requires reminding about deadlines. 1 Often late to class or clinical sites, upon arrival needs additional time to be ready to begin (changing into uniform, gathering supplies, etc.) frequently late in turning in assignments, requires constant reminders about due dates and will blame others if a due date is missed. Recommended Evaluator/Preceptor Comments: score: >3
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Teamwork & 5 Placing success of the team above self-interest (even if that means a negative outcome to self,) taking a Diplomacy leadership role & using good management skills while leading, involving all appropriate team members in the decision making process, suggesting & implementing changes to benefit the team, seeking ways to keep communications & dialog going. 4 Placing success of the team above self-interest, supporting & holding up the team by shouldering addition responsibilities, actively seeking to include all members of the team in the decision making process were appropriate, welcoming change & remaining flexible, helping to open the lines of communication. 3 Placing the success of the team above self-interest, not undermining the team, helping & supporting other team members, showing respect for all team members, remaining flexible & open to change, communicating with others to resolve problems. 2 Sometimes acting for personal interest at the expense of the team, acting independent of the team or appearing non-supportive, being somewhat resistant to change or occasionally unwilling to work out a solution. 1 Manipulating the team or acting with disregard to the team, being disrespectful of team members, being resistant to change or refusing to cooperate in attempts to work out solutions. Recommended Evaluator/Preceptor Comments: score: >3 Respect 5 Serving as a ‘Peacemaker’ in volatile situations, able to take abusive language or disrespect from patients without reacting negatively towards the individual, modeling good professional behaviors even when outside of the classroom or off the job. 4 Being polite even when a situation is not going in his/her favor, always using respectful language when describing situations even when not in public areas, modeling good professional behaviors. 3 Being polite to others, not using derogatory or demeaning terms, and behaving in a manner that brings credit to the profession. 2 Being polite when required, occasionally overheard using demeaning or derogatory language but confining it to situations other than in patient care settings, occasionally acting unprofessional on the job. 1 Disrespect of authority, being argumentative, using inappropriate words or outbursts of anger, deliberately undermining authority in words or actions or trying to provoke others, frequently unable to act in a professional manner. Recommended Evaluator/Preceptor Comments: score: >3 Patient 5 Models patient advocacy & able to defend the need to advocate for patients rights, seeks out opportunities to Advocacy help fellow classmates learn the principles of patient advocacy, when the opportunity presents itself can be called upon to follow through on an advocacy issue even if it means on their time off. 4 Not allowing personal bias or feelings to interfere with patient care despite strong negative feelings or biases toward a patient or situation, actively advocating for patient rights, protecting confidentiality. 3 Not allowing personal bias or feelings to interfere with patient care, placing the needs of patients above self- interest, protecting & respecting patient confidentiality & dignity. 2 Occasionally has difficulty dealing with patients because of personal bias or feelings, not always able to place the needs of the patient first. 1 Unable to deal with patients because of personal biases, actively demeaning or degrading patients with words or deeds, unconcerned about patient rights, feelings or considerations, frequently takes shortcuts during care of patients because it is “easier” or “faster”. Recommended Evaluator/Preceptor Comments: score: >3
83 Careful Delivery 5 Functions independently & able to correct mistakes by self-reflection, able to assist in the development of of Services rules, regulations, policies & procedures, will assist in monitoring fellow students in the completion of tasks & may be able to assist fellow students identify weaknesses & strengths. 4 Can be trusted to function independently of all but minor supervision, does not need to be reminded to perform routine maintenance checks, follows the letter & spirit of all rules, regulations, policies, protocols, & procedures. 3 Performing skills at an entry-level capacity a majority of the time, performing complete equipment & supply checks, demonstrating careful & safe ambulance operations, following policies & procedures & protocols, following orders. 2 Occasionally performing skills below the entry-level, requiring monitoring to ensure completeness and accuracy in completing tasks, occasional minor breeches in policies, procedures or protocols attributed to lack of knowledge of it but willing to learn, may follow the letter of, but always the spirit, of rules & regulations. 1 Unable to perform skills at entry level or requiring constant monitoring or reinforcement to perform skills, required to recheck tasks because of omissions or inaccuracies in performance or documentation, unwilling to learn policies, procedures or protocols, deliberate unwillingness to follow the letter or spirit of rules or regulations. Recommended Evaluator/Preceptor Comments: score: >3
Additional Comments: ______
Instructor Signature: ______Date: ______
Instructor Printed Name: ______
Contact Michael J. Macedonia, Director of the EMS Academy at (570) 504-7928, ([email protected]) or Bridget Duggan, Special Programs Manager at (570) 961-7883 with any comments or concerns. If necessary to contact the program immediately, at (570) 335-6535.
84 EMS Academy Laboratory Affective Domain Evaluation Form (570) 504-7928 office (570) 504-7978 fax www.lackawanna.edu
Please make sure all information is complete and accurate.
Student Name: ______
Instructor Name (s): ______
Lab Session Skill: ______Date: ______Time: ______
Instructors: Please evaluate the student in the following categories at the end of the Laboratory Session. We are seeking to ensure all students at least meet the minimally accepted criteria for behaviors. Identified below are the entry level criteria used throughout the program on all other affective domain evaluations. In laboratory we want to know: Did the student display the minimally acceptable behaviors during Lab? All scores below ‘3’ must be clarified with comments below. Please be fair but hold the student accountable for their performances. Failure to do so will not help the student improve their performance. If the individual you are evaluating is performing as an entry level provider is expected in the laboratory, they should obtain scores of “3” in most categories.
Affective Domain Evaluation
Domain Score Required Attributes to obtain the recommended score. Integrity Consistent honesty, being able to be trusted with property & confidential information, complete & accurate documentation of patient care & learning activities. Empathy Showing compassion to others, responding appropriately to emotional responses by others, demonstrating respect to others, being supportive & reassuring. Self-Motivation Taking initiative to complete assignments, taking initiative to improve or correct behavior, taking on & following through on tasks without constant supervision, showing enthusiasm for learning, & improvement, consistently striving for improvement in all aspects of patient care & professional activities, accepting constructive criticism in a positive manner, taking advantage of learning opportunities. Clothing & uniform is appropriate, neat, clean & well-maintained, good personal hygiene & grooming. Appearance & Personal Hygiene Self- Confidence Demonstrating the ability to trust personal judgment, demonstrating an awareness of strengths & limitations, exercises good personal judgment. Communications Speaking clearly, writing legibly, listening actively, and adjusting communication strategies to various situations. Time Management Consistent punctuality, completing tasks & assignments on time. Teamwork & Placing the success of the team above self-interest, not undermining the team, helping & supporting other team Diplomacy members, showing respect for all team members, remaining flexible & open to change, communicating with others to resolve problems. Respect Being polite to others, not using derogatory or demeaning terms, and behaving in a manner that brings credit to the profession. Patient Advocacy Not allowing personal bias or feelings to interfere with patient care, placing the needs of patients above self- interest, protecting & respecting patient confidentiality & dignity. Careful Delivery of Performing skills at an entry-level capacity a majority of the time, performing complete equipment & supply Services checks, demonstrating careful & safe ambulance operations, following policies & procedures & protocols, following orders.
Additional Comments / Improvement recommendations: ______
Instructor Signature: ______Date: ______
Instructor Printed Name: ______
Contact EMS Academy administration at (570) 504-7928, with any comments or concerns.
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Clinical Educator / Student Agreement
STUDENT
Today’s Date: ______Paramedic Student Clinical Educator Name: ______Name: ______Cell#:______Cell#: ______Email: ______Email: ______
I, ______, am enrolled in the Paramedic Training Program at Lackawanna College’s EMS Academy. I am required to find an active Paramedic Clinical Educator with our program who is willing to accept me as their student. The Paramedic Clinical Educator needs to be willing to accept the responsibility and privilege of overseeing my clinical education and act as my Mentor throughout the year. When I qualify for the Paramedic Internship, it is understood that I will be assigned to you, and you will evaluate me as I demonstrate to you that I have acquired the necessary knowledge, skills, and behaviors to begin working as a Paramedic. As a Paramedic Student / Intern I have the following expectations of you:
Provide me with orientation to the clinical site, vehicle, daily operating procedures for the clinical site and equipment, including its uses & location. Act as my Mentor, Treat me with respect. Emulate, implement, and execute the qualities you expect of me, Provide guidance, understanding and explanation to me regarding: All aspects of EMS operations, PA State Protocols, All aspects of Patient Care. Be encouraging, be optimistic, and inspire me. Make honest, fair assessment of me, Clearly express your expectations, and be sure I understood you correctly, If I am not meeting your expectation or am doing something incorrectly, correct me, Tell me what I can do to improve or meet your expectation, Give me the opportunity to meet your expectation. Motivate me, in a positive manner, to continuously improve and strive for excellence. Be certain I understand the basics, Make me do things the long way, before you confuse me with the short-cuts. Teach me what I ought to do, steer me away from bad habits. Do not allow my mind or body to sit idle and simply endure. Remember I am here to gain experience; do not forget me in the ‘heat of the moment’. Contact me at least once a week. Discuss my performance with clinical preceptor if it is not you. Identify weaknesses in my performance and provide constructive, useful feedback, Give me assignments that specifically address weaknesses in my performance. Develop within me the skills, knowledge & behaviors necessary to pass the NREMT exams. I want to be the best Paramedic I can be.
Lackawanna College EMS Academy
90 570.504.7928 / Fax 570.504.7978 MENTOR
I, ______, am a Trained Paramedic Clinical Educator at Lackawanna College’s EMS Academy. I accept the responsibility and privilege to have you as my student. I will act as your Mentor and coordinate with you, your preceptor (if it is not me) and the EMS Academy to ensure you receive the most out of your Field Experience. When you qualify for the Paramedic Internship, it is understood that you will be assigned to me, and I will evaluate you to determine if you demonstrate the necessary knowledge, skills, and behaviors to begin working as a Paramedic. As your Mentor / Clinical Educator I have the following expectations of you:
Arrive on time or early, in a neat, clean and professional uniform, prepared to begin your shift. Conform to appropriate behaviors as listed the Affective Domain Evaluations. Act as my Student, o Treat me with respect. o Follow my instructions and guidance, o Accept my criticism of your performance, Ask questions o Express yourself clearly; I am not a mind reader. o Even after you become certified, you do not know it all, so get a head start now. o There are no ‘stupid’ questions; except the one you didn’t ask. o Do not try to get ahead of where you are in class; you will only confuse yourself. If you are unable to successfully perform a task I assign you; tell me immediately. If there are complications with a task I assign you; tell me immediately. If you do not understand my direction; tell me immediately. My expectations of your performance are high; I will not lower them for you. It is your responsibility to make the necessary changes to meet my expectations. Assignments will be given to direct your attention to specific deficiencies I have observed, o You will complete assignments by the initial deadline we establish; no extensions. Demonstrate respect to everyone we meet; especially my partner, you will need him / her very soon. You will be assertive; you will move swiftly, with determination and purpose. You will be familiar with equipment, o Demonstrate you know how to use equipment properly before I allow you to perform on a Patient, o Know medications, like I know medications, or you will not give them. Making good decisions is paramount for a Paramedic, o You will need to express clearly why you chose a particular course of action, o You will accept my input and not offer excuses for why you were correct. Until your Internship begins, you may be with a Preceptor that is not me, o You will extend the same courtesy to him / her that you extend to me, o You will be held to my expectations even when not in my presence. o If there is conflicting information or directions; follow your preceptors’ direction, . Contact me after the call and we will discuss it, together.
I will accept, ______, as my student. ______Student Name Printed Mentor Signature Date
I will accept, ______, as my Mentor. ______Mentor Name Printer Student Signature Date
This agreement will serve as a clearly stated, written expectation of the EMS experience and the Paramedic Internship. Below, the expectations of the Paramedic Student and the Mentor/Clinical Educator are stated. Signatures of both parties represent that each has read this document, agree to its terms, and are responsibly bound to one another for the duration of the students’ participation in the Paramedic Training Program at Lackawanna College. Violation of the agreement on the students’ behalf may result in failure or dismissal from the program. Violation of the agreement on the Mentor/Clinical Educators’ behalf may result in dismissal from continued participation as a Clinical Educator for this program. This agreement should not be taken lightly and should only be made with strong consideration by both parties. A copy of this agreement will be kept with the student’s records at Lackawanna College. Both parties are encouraged to make a copy for their own records.
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92 EMS Academy Paramedic Program Student Confidentiality Agreement Form
The Following Facility or Organization, (referred to herein as Clinical Site) has agreed, through clinical contract, to allow Lackawanna College Paramedic Program students, access to their site and patients:
Clinical Site Name: ______
The Paramedic Program has developed this Confidentiality Agreement in order to assist the Clinical Site which has agreed to participate as clinical/internship site, in maintaining HIPPA Compliance and confidential information. The Student Confidentiality Agreement is an agreement between Lackawanna College, the Paramedic Student and the Clinical Site at which a student within the Paramedic Program may be completing Clinical or Internship requirements. This agreement applies to all Paramedic program functions in which a student may be participating. This agreement also includes any organizations providing electronic resources to the Paramedic Program or student.
Due to the confidential nature of information, to which I may be exposed, I______understand and agree to the following: PRINT STUDENT NAME
1. Confidential information includes but is not limited to, patient health information, Facility or organizational financial information, other matters of a business or proprietary nature such as information about business operations, prospects, business plans or affairs, financial or otherwise, costs, profits, pricing policies, marketing, sales, suppliers, patients, customers, product plans, marketing plans, strategies, or other information related in any other manner to the operations of such Facilities or organizations (“Confidential Information”).
2. I understand that as a student/intern of the Lackawanna College Paramedic Program, I may come in contact with, have access to, and be responsible for Confidential Information. I agree to keep all information in strict confidence and will not at any time, during my enrollment period, disclose or disseminate any confidential information that I may be exposed to as a result of my association with any patient, facility or organization. I understand I am obligated to maintain patient confidentiality at all times.
3. I agree not to disclose any Confidential Information related to my participation in the Lackawanna College Paramedic Program to unauthorized people or use such information for personal gain.
4. I understand that all the medical information/records regarding a patient are Confidential Medical Information. This information will not be given to other individuals, unless proper authorization is obtained. I understand that it is not appropriate to discuss a patient’s care and treatment in public places (e.g. hallways, elevators, cafeteria, etc.) or with people that are not involved in the case or have no reason to know the information and I agree that I will not do so.
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5. I have no need to collect, record, or provide to Lackawanna College any information (name, address, telephone number, cell phone number, social security number, e-mail, and social networking contact or avatar) that may be used to identify a specific individual for the purpose of completing Clinical/Internship requirements or documentation (i.e. patient charting, FISDAP data Entry, etc.).
6. I agree not to disclose any confidential information as described in this agreement. If for any reason I receive a court order or subpoena requiring me to release such information, I will first provide immediate notice to Lackawanna College and the specific Facility or Organization and give Lackawanna College and the specific Facility or Organization a reasonable time in which to respond.
7. I will use Confidential Medical Information only as needed by me to perform legitimate duties, as a student, on behalf of the Clinical Site with which I am assigned. I will not access Confidential Medical Information which I have no legitimate need to know. I will only access the minimum amount of Confidential Information necessary for me to perform services, as a student, on behalf of the Clinical Site with which I am assigned. I will not in any way divulge, copy, release, sell, loan, revise, alter, or destroy any Confidential Medical Information except as properly authorized within the scope of my services as a student/intern. I will not misuse or carelessly handle or fail to safeguard Confidential Medical Information.
8. I understand this agreement is solely for the purpose of compliance with regulations and with the policies of the Clinical Sites for the Paramedic Program. I understand this agreement is not a contract for employment and does not create any employment relationship.
9. Any violation of confidentiality, intentional or unintentional may result in termination of my professional relationship with Clinical Site. Violation of confidentiality may result in disciplinary action including termination from the Paramedic Training Program without the possibility of re-enrollment.
10. I understand that violations of confidentiality and privacy laws may result in legal actions against Lackawanna College, Clinical site and myself and may further result in criminal and/or civil liability or fines.
11. As a student of Lackawanna College’s Paramedic Program, I agree to maintain all confidential information.
12. The above confidentiality considerations have been explained to me and I was afforded the opportunity to ask questions. I have read and agree to all of the above conditions to my status as a student/intern. I understand the importance of privacy and confidentiality of patient and facility and organization related data. My signature below certifies my understanding and agreement of the above requirements and verifies receipt of a copy of this agreement.
Date: ______Paramedic Student Signature: ______
Lackawanna College EMS Academy 570.504.7928 / Fax 570.961.7832
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EMS Academy
Hospital / Field / Internship Patient Care Report www.fisdap.net
570.504.7928office 570.961.7832 Fax www.lackawanna.edu Student Name: Date: Site Dept./Unit Time of Patient Evaluation: FISDAP Assessment/Run #:
BACKGROUND INFORMATION (COMPLETE FOR FIELD ONLY) EMS System Description (including urban/rural setting) Vehicle type/response capabilities Proximity to/level and type of facility Consideration of additional resources DISPATCH INFORMATION (COMPLETE FOR FIELD ONLY) Dispatch Time (24-hour clock) Dispatch Team Size and Type Call Type ALS Primary Transport Unit ALS Intercept (BLS Unit #______) BLS Only Nature of call as dispatched Nature of call if different from dispatch Location (not address) Weather Conditions Personnel on scene (includes family, Police, Fire, etc.) SCENE SURVEY INFORMATION Scene Considerations Patient Location Patient’s visual appearance (doorway impression) Age, Gender, Weight Immediate Surroundings (description of environment: include bystanders, family, caregivers) Patient technology assisted devices (e.g., home ventilator, CPAP, etc.) PATIENT ASSESSMENT (PRIMARY SURVEY) Chief Complaint History of Present Illness Patient responses, symptoms and pertinent negatives PAST MEDICAL HISTORY Past Medical History Medication Allergies Other Allergies (food, environmental, etc.) Social/Family Concerns (e.g., psychiatric concerns)
95 EXAMINATION FINDINGS (SECOND SURVEY) Initial Vital Signs BP: Resp: Pulse: SpO2: GCS Etco2: Cardiac Rythym: Respiratory ( include lung sounds) Cardiovascular ( include heart sounds) Gastrointestinal (include bowel sounds for GI case) Musculoskeletal Neurological Integumentary Hematological Immunological Endocrine Psychiatric PATIENT MANAGEMENT Initial Stabilization Treatments Monitoring (Check if strip is attached with this report) Additional Resources Patient response to interventions TRANSPORT DECISION Lifting and moving patient (stair chair, Reeves, etc.) Mode / Facility Mode: Emergent Non-emergent
Facility: ______
CONCLUSION Field Impression and Differential Diagnosis Rational for field impression/differential diagnosis Related Pathology Radio Report Medical Command Physician/Orders (if applicable) Transfer of Care / Verbal Report given to (First name of R.N. and/or M.D.) NOTES / ADDITIONAL PERTINENT INFORMATION
EMS ACADEMY FACULTY COMMENTS
EMS ACADEMY QUALITY CONTROL CHECK
Initial QC: Initials: ______Date: ______
Revisions required by student? Yes No If Yes:
Date Returned to student: ______Date Returned to CDS: ______
Secondary QC: Initials: ______Date: ______
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