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Syllabus

Emergency Medical Responder
EM101

YEAR:

2023-2024

CREDIT HOURS:

8.00

PREREQUISITES:

None

COREQUISITES:

None

COURSE NOTES:

None

CATALOG COURSE DESCRIPTION:

Concepts and application of emergency care to prepare an entry-level provider with knowledge, skills, abilities, and attitudes necessary to provide care at the Emergency Medical Responder (EMR) level. Information and techniques necessary for certification as an EMR with the State of Kansas and The National Registry of EMTs.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

COURSE OUTCOMES AND COMPETENCIES:

  1. Integrate comprehensive knowledge of the EMS system, safety/well-being of the EMR, and medical/legal and ethical issues, which is intended ti improve the health of EMS personnel, patients, and the community.
    1. Describe the purpose of documentation.
    2. Identify the importance of communication when providing emergency medicine.
    3. State the steps that contribute to personal health and wellness and their importance in managing the stress of being an EMR.
    4. Differentiate between laws and ethics.
    5. Describe medical ethics and laws and discuss the implications for EMR's.
    6. Describe the levels of EMS education in terms of skill sets needed for each of the following: EMR, EMT, AEMT, and Paramedic.
    7. Describe the MER's roles and responsibilities in working within an emergency medical services system.
    8. Define public health and explain the goal of the public health field.
  2. Integrate a basic understanding of the anatomy and physiology of all human systems.
    1. Identify and discuss the body systems.
    2. Identify and discuss how the body responds to different illnesses and injuries.
    3. Identify and discuss life span development and the impact that illness and injuries have on different life spans.
    4. Discuss the importance of medical terminology in emergency medicine.
  3. Integrate basic knowledge of anatomy, physiology, and pathophysiology into the patient assessment to develop and implement a treatment plan with the goal of ensuring a patent airway, adequate mechanical ventilation, and respiration for patients of all age
    1. Explain and demonstrate the basic life support airway concepts.
    2. Identify the advanced airway concepts.
    3. Explain and demonstrate the escalating airway algorithm.
  4. Formulate a treatment plan intended to mitigate emergencies and improve the overall health of the patient.
    1. Describe the pharmacokinetic and pharmacodynamic properties of medications in general as well as those routinely administered by EMR's.
    2. Describe and explain the specific medications within the formulary used by EMR's in the prehospital setting.
    3. List notable classes of medications that may be sued by patients in the prehospital setting.
    4. Discuss the circumstances surrounding the administration of medication, including patient-assisted medication and EMR-administered medication.
    5. Explain principles od drug dose calculation, including desired does, concentration on hand, volume on hand, and volume to administer.
    6. Explain and demonstrate the proper use of the MACC procedure and the Five Rights.
  5. Integrate scene and patient assessment findings with knowledge of epidemiology and pathophysiology to form a field impression.
    1. Identify and demonstrate the components of the patient assessment process and the most important determination made by the EMR-whether the patient is sick versus not sick.
    2. Describe and demonstrate the primary patient assessment.
    3. Describe and demonstrate the secondary patient assessment.
    4. Explain the unique challenges that arise with history taking concerning pediatric and geriatric patients.
    5. Explain the process for determining the priority of patient care and transport at an emergency scene, and give examples of conditions that necessitate immediate transport.
  6. Integrate assessment findings with principles of epidemiology and pathophysiology to formulate a field impression and implement a comprehensive treatment/disposition plan for a patient with a medical complaint.
    1. Demonstrate the ability to form and use differential diagnosis.
    2. Demonstrate the ability to implement a treatment plan.
    3. Explain the pathophysiology of gynecologic emergencies, including pelvic inflammatory disease, sexually transmitted diseases, ruptured ovarian cyst, ectopic pregnancy, vaginal bleeding, traumatic abdominal pain, and sexual assault.
    4. Explain the steps involved in normal delivery management.
    5. Explain the necessary care of the baby as the head appears.
    6. Explain management of postpartum complications, including uterine inversion, postpartum hemorrhage, pulmonary embolism, and postpartum depression.
    7. Demonstrate the procedure to assist in a normal cephalic delivery.
    8. Demonstrate the post-delivery care of the mother.
    9. Demonstrate and explain the use of APGAR on a newborn.
  7. Integrate assessment findings with principles of pathophysiology and knowledge of psychosocial needs to formulate a field impression and implement a comprehensive treatment/disposition plan for patients with special needs.
    1. Demonstrate the ability to form and use differential diagnosis.
    2. Demonstrate the ability to implement a treatment plan.
    3. Identify special patient populations.
    4. Describe the impact of age, disability, and pre-existing illnesses have on patients.
  8. Integrate assessment findings with principles of epidemiology and pathophysiology to formulate a field impression to form a comprehensive treatment/disposition plan for an acutely injured patient.
    1. Demonstrate the ability to form and use differential diagnosis.
    2. Demonstrate the ability to implement a treatment plan.
    3. Define the term trauma and explain its relationship to energy, kinetics, biomechanics.
    4. Define the terms mechanism of injury and index of suspicion and explain their relationship to the EMR's assessment of trauma.
    5. Describe the American College of Surgeons Committee on Trauma classification of trauma centers and how it relates to making an appropriate destination selection for a trauma patient.
  9. Integrate a working knowledge of operational roles and responsibilities to ensure patient, public, and personnel safety.
    1. Describe terrorism and disaster considerations.
    2. Describe the day-to-day operational considerations.
    3. Demonstrate knowledge of hazardous materials as it pertains to EMS personnel.
    4. Demonstrate knowledge of incident command system and national incident management system for emergency medical services personnel.
    5. Explain the procedures of vehicle extrication.
  10. Demonstrate a comprehensive patient assessment on a simulated medical patient.
    1. Demonstrate a scene size-up.
    2. Demonstrate a primary survey.
    3. Demonstrate a history taking.
    4. Demonstrate a secondary survey.
    5. Demonstrate taking vital signs.
    6. Demonstrate a reassessment.
  11. Demonstrate a comprehensive patient assessment on a simulated trauma patient.
    1. Demonstrate a scene size-up.
    2. Demonstrate a primary survey.
    3. Demonstrate a history taking.
    4. Demonstrate a secondary survey.
    5. Demonstrate taking vital signs.
    6. Demonstrate a reassessment.
  12. Demonstrate the requirements/competencies of Kansas Board of EMS practical certification examination.
    1. Perform a patient assessment on a simulated medical patient.
    2. Perform a patient assessment on a simulated trauma patient.
    3. Perform Cardiac Arrest Management with an AED.
    4. Perform Bag Mask Ventilation on a simulated apneic patient.
    5. Perform spinal and extremity immobilization.
    6. Perform oxygen administration by non-rebreather mask.

COURSE ASSESSMENT AND EVALUATION:

1. Written examinations 2. Practical examinations 3. Workbook assignments 4. Documentation manual 5. Quizzes 6.Final written and practical examination 7.Skills lab & manual 8.Simulations 9.Class discussions 10.Affective performance

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 10/18/2016