National EMS Education Standards Transition Template
National EMS Education StandardsTransition TemplateA Comparison of EMS Knowledge and Skills to Assist the Transition and Implementation of the National EMSEducation Standards for theEMT Intermediate 99 to ParamedicJune 2011National Association of State EMS OfficialsFalls Church, VATransition Template for the EMT Intermediate 99 to ParamedicPage 1
Background:In 1996, the National Highway Traffic Safety Administration (NHTSA) and the Health Resources and Services Administration (HRSA) published the national consensus documenttitled EMS Agenda for the Future (Agenda.) The intent of the Agenda is to create a common vision for the future of EMS and is designed for use by government and privateorganizations at the national, state and local levels to help guide EMS planning, decision making, and policy. In 2000, the Agenda was followed by the EMS Education Agendafor the Future: A Systems Approach (Education Agenda). Since the release of the Agenda, the National EMS Core Content (Core Content), National EMS Scope of PracticeModel (Scope of Practice Model), and the National EMS Education Standards (Education Standards) have been completed and published along with Instructional Guidelinesgeared to each practitioner level. States license EMS personnel and EMS agencies as a means of ensuring public health and safety. Because of this common and importantfunction, the National Association of State EMS Officials (NASEMSO) has taken the lead in coordinating implementation of the Education Agenda. Because states may need torevise or develop processes to facilitate a smooth transition from the U.S. Department of Transportation National Standard Curricula (NSC) to the new Education Standards, theNational Association of State EMS Officials (NASEMSO) collaborated with a panel of experts and several national stakeholder groups to establish a Gap Analysis Template in2009. States were encouraged to consider several important factors to implement of the Education Standards: Individual states are encouraged to use the National EMS Scope of Practice Model as a foundation to establish state EMS practitioner levels.Individual states are encouraged to use the Gap Analysis Template to help define system processes that support the transition of EMS practitioners to the state-adoptedscope of practice.The Education Standards promotes increased flexibility, encourages creativity within each EMS education program and encourages alternative delivery methods. TheEducation Standards do not represent a prescriptive sequence or content grouping for a class presentation. States and/or educational programs will need to determinethe sequence for teaching the materials.Course outcome evaluations should be based on student competency, not the time to course completion, as this may vary. Time estimates may be provided to guide theplanning for presentation of course materials.States and/or education programs should re-evaluate student qualifications, co-requisites, or pre-requisites for all EMS practitioner levels.States and/or programs should consider co-requisites or pre-requisites for transition courses to help establish the depth and breadth of new content.Individuals transitioning within a level (i.e. EMT-P to Paramedic) are responsible for the knowledge and skills that are implicit to all previous levels.States retain the authority to credential individual practitioners in a way that best meets the needs of the state. Some states have already identified state-based learningobjectives and educational priorities that exist both above and below the Education Standards making it difficult to establish a “national curriculum” for transition. Because atransition course per se would have a limited shelf life as the Education Standards are implemented, available resources have been focused on developing materials that willsupport implementation of the new practitioner levels and pre-packaged educational materials geared specifically to the changes are generally unavailable. To assist this effort,NASEMSO has utilized the Gap Analysis Template to help identify the generic “Gap Content” that can be used to enhance the knowledge and skills of existing practitioners thatdesire certification/licensure at the level of the Education Standards. Proper learning objectives should be developed by end users and accompany an identification of methods(i.e. medical literature, publisher materials, in-service programs, and Learning Management Systems) that can be used to achieve educational goals. Page guides have beenTransition Template for the EMT Intermediate 99 to ParamedicPage 2
included to cross reference content with the Education Standards and more detail regarding content can be found within the Instructional Guidelines. Time frames (roughestimates) have been provided to assist in planning and are not intended to serve as a mandate. For the purposes of the Transition Templates: “Essential Content” is content or material that has been identified by an expert panel as having significantly changed (including expanded) from the NSC with sufficientclinical relevance that review and/or instruction during the transition process is strongly recommended.“Supplemental Content” is content or material that has been highlighted by the panel as changed (including expanded) from the NSC with sufficient clinical relevancethat review and/or instruction should be considered.Content areas that do not include time frames likely contain content changes that were felt to be insufficient to warrant updating. These content areas should, at a minimum, bereviewed by the state and added to transition learning requirements if deemed appropriate. Proper learning objectives should be developed by end users and accompany anidentification of methods (i.e. medical literature, publisher materials, in-service programs, and Learning Management Systems) that can be used to achieve educational goals.Page guides have been included to cross reference content with the Education Standards and more detail regarding content can be found within the Instructional Guidelines.Declarative time frames (rough estimates) have been provided to assist planning efforts and are not intended to serve as a mandate. In addition, the Education Standardsrecognize the National Incident Management System (NIMS) and Hazardous Waste Operations and Emergency Response (HAZWOPER) standard, 29 CFR 1910.120 as pre- orco-requisite training requirements. Additional time may be needed to accommodate this content.States will need to determine which content and/or skills must be tested and/or verified to complete state-based transition processes and communicate this information tostakeholders.A list of EMS publisher materials that support the implementation of the Education Standards is maintained by NASEMSO on our web site at www.nasemso.org. EducationStandards and Instructional Guidelines listed in this document serve as an example for convenience of the reader. Official documents published by NHTSA are available atwww.ems.gov.The NASEMSO Implementation Team is available to provide technical assistance to states with Education Agenda implementation efforts. State officials that desire additionalinformation can contact NASEMSO via info@nasemso.org or call NASEMSO Program Advisor Kathy Robinson at (703) 538-1799 ext 1708.Transition Template for the EMT Intermediate 99 to ParamedicPage 3
Transition of EMT Intermediate 99 to ParamedicSection TitleEMS Education StandardPreparatoryIntegrates comprehensive knowledge of EMSsystems, the safety/well-being of the paramedic, andmedical/legal and ethical issues which is intended toimprove the health of EMS personnel, patients, andthe community.(P 11)Fundamental depth, foundational breadth History of EMSComplex depth, comprehensive breadth EMS systems Roles/ responsibilities/professionalism of EMSpersonnel Quality improvement Patient safety(P. 11)Fundamental depth, foundational breadth Research principles to interpret literature andadvocate evidence-based practice(P. 11) EMS Systems Research Workforce Safetyand Wellness Documentation EMS SystemCommunication TherapeuticCommunicationsComplex depth, comprehensive breadth Provider safety and wellbeing Standard safety precautions Personal protective equipment Stress managemento Dealing with death and dying Prevention of work related injuries Lifting and moving patients Disease transmission Wellness principles(P. 12)Complex depth, comprehensive breadth Principles of medical documentation and reportwriting(P. 13)Complex depth, comprehensive breadth EMS communication system Communication with other health care professionals Team communication and dynamics(P. 13)Complex depth, comprehensive breadthPrinciples of communicating with patients in a mannerGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesMore detailed discussion on patient safety issues,strategies to decrease medical errorsII. Patient SafetyA. Significant – One of the Most Urgent Health CareChallengesB. IncidenceC. High-Risk ActivitiesD. How Errors HappenE. Preventing Errors(P. 8)15 min.EssentialThe section is primarily focused on evidence baseddecisions and how to interpret research; the section onconducting research is gone.I. Research Principles to Interpret Literature andAdvocate Evidence-Based PracticeG. Relating Research to EMSH. Evidence-based decision making(P. 9)II. Standard Safety PrecautionsIII. Personal Protective EquipmentIV. Stress ManagementVI. (Selected Topics in) Lifting and Moving Patients(P.12 )5 min.EssentialSee Medical/Legal and Ethics for HIPAA overview.(P. 26)15 min.(P. 8)0I. Principles of Communicating With Patients in aManner That Achieves a Positive Relationship15 min.Emphasizes the difference between body substanceisolation and personal protective equipment; briefdiscussion on bariatric issues, neonatal isolettes andmedical restraint.DeclarativeE EssentialS SupplementalTotal forSectionE 95 min.S 25 min.10 min.EssentialContentSupplementalThe 1998 EMT-P National Standard Curriculummentioned CISM. The new standards do not use thatterm instead focusing more on stress managementissues.The Health Insurance Portability and Accountability Act(HIPAA) did not exist when the 1998 EMT-P NationalStandard Curriculum was authored.Increased depth of cultural competence issues.Transition Template for the EMT Intermediate 99 to ParamedicEssentialSupplementalPage 4
Section Title Medical/Legal EthicsEMS Education Standardthat achieves a positive relationship Factors that affect communication Interviewing techniques Dealing with difficult patients Adjusting communication strategies for age, stage ofdevelopment, patients with special needs, and differingcultures(P. 13)Complex depth, comprehensive breadth Consent/refusal of care Confidentiality Advanced directives Tort and criminal actions Statutory responsibilities Mandatory reporting Health care regulation Patient rights/advocacy End-of-life Issues Ethical principles/moral obligations Ethical tests and decision making(P. 13)Gap Analysis of NSC to Education StandardsEMT Instructional GuidelinesDeclarativeE EssentialS SupplementalE. Adjusting Communication Strategies(P. 20)Health Insurance Portability and Accountability Act(HIPAA) did not exist when the 1998 EMT-P NationalStandard Curriculum was authored; increased depth ofdiscussion regarding advance directives; the term "endof-life" was not previously used; there is an increasedemphasis on end of life issues; increased depth andbreadth on ethicsII. ConfidentialityA. Obligation to Protect Patient InformationB. Health Information Portability and Accountability Act(HIPAA)C. Responsibility Arising From Physician – PatientRelationshipD. Privileged CommunicationsE. Breach of Confidentiality60 min.EssentialIII. Advanced DirectivesA. Patient Self-Determination ActI. Consent/Refusal of CareIX. End of Life IssuesX. Ethical Principles/Moral ObligationsXI. Ethical Tests and Decision Making(P. 25)(P. 31)Anatomy and PhysiologyIntegrates a complex depth and comprehensivebreadth of knowledge of the anatomy and physiologyof all human systems(P. 14)The current recommendation calls for morecomprehensive coverage of A&P than provided in theprevious 1998 EMT-P National Standard Curriculum.Programs should evaluate their current A&P program tosee how much upgrade they need to reach acomprehensive and complex understanding, especially inthe cardiovascular, respiratory, and neurological systems.Medical TerminologyIntegrates comprehensive anatomical and medicalterminology and abbreviations into the written andoral communication with colleagues and other healthcare professionals.(P. 14)Integrates comprehensive knowledge ofpathophysiology of major human systems.(P. 14)Although not detailed, this content is new to this level.(P. 54)Total forSectionE 0 min.S – 5 min.The current recommendation calls for morecomprehensive coverage of pathophysiology thanprovided in the previous 1998 EMT-P National StandardCurriculum. Programs should evaluate their currentpathophysiology program to see how much upgrade theyneed to reach a comprehensive and complexunderstanding, especially in the cardiovascular,(P. ogyEssentialContentTransition Template for the EMT Intermediate 99 to ParamedicTotal forSectionE 60 min.S 0 min.Page 5
Section TitleEMS Education StandardGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesDeclarativeE EssentialS SupplementalEssentialContentrespiratory, and neurological systems.Life Span DevelopmentPublic HealthPharmacology Principles ofPharmacology MedicationAdministration EmergencyMedicationsIntegrates comprehensive knowledge of life spandevelopment.(P. 14)Applies fundamental knowledge of principles ofpublic health and epidemiology including publichealth emergencies, health promotion, and illnessand injury prevention.(P. 15)Integrates comprehensive knowledge ofpharmacology to formulate a treatment plan intendedto mitigate emergencies and improve the overallhealth of the patient.(P. 15)Complex depth, comprehensive breadth) Medication safety Medication legislation Naming Classifications Schedules Pharmacokinetics Storage and security Autonomic pharmacology Metabolism and excretion Mechanism of action Phases of medication activity Medication response relationships Medication interactions Toxicity(P. 15)Complex depth, comprehensive breadth Routes of administration Within the scope of practice of the paramedic,administer medications to a patient(P. 16)Complex depth, comprehensive breadthWithin the scope of practice of the paramedic Names Actions Indications Contraindications Complications Routes of administration Side effectsNew information at this level(P. 72)0Consistent with the EMS Agenda for the Future, there is agreater emphasis on public health issuesI. Basic Principles of Public Health(P. 76)Total forSectionE 0 min.S 10 min.Total forSectionE 95 min.S 0 min.Programs should evaluate their current pharmacologyprogram to see how much upgrade they need to reach acomprehensive and complex understandingI. Medication SafetyII. Medication LegislationIII. NamingIV. ClassificationsV. SchedulesVI. Drug Storage and SecurityVII. Phases of Medication ActivityVIII. Medication InteractionsIX. ToxicityX. Drug TerminologyXI. Sources of DrugsXII. Pharmacological Concepts45 min.Essential(P. 78)Programs should evaluate their current pharmacologyprogram to see how much upgrade they need to reach acomprehensive and complex understanding(P. 85)5 min.EssentialIn the 1998 EMT-P National Standard Curriculum, therewas no list of medications; the list in the IGs representsmedications commonly used in numerous EMS systemsand is a minimum list that all paramedics should know.States and programs are encouraged to add to the list,but should not delete. This list may become dated quickly.I. Specific Medications(P. 87)45 min.EssentialTransition Template for the EMT Intermediate 99 to ParamedicPage 6
Section TitleAirway Management,Respiration, and ArtificialVentilation Anatomy andPhysiology Airway Management RespirationEMS Education Standard Interactions Dosages for the medications administered(P. 16)Integrates complex knowledge of anatomy,physiology, and pathophysiology into theassessment to develop and implement a treatmentplan with the goal of assuring a patent airway,adequate respiration for patients of all ages.(P. 17)Complex depth, comprehensive breadthWithin the scope of practice of the paramedic Airway anatomy Airway assessment Techniques of assuring a patent airway(P. 17)Gap Analysis of NSC to Education StandardsEMT Instructional GuidelinesDeclarativeE EssentialS SupplementalEssentialContentTotal forSectionE 120 min.S 0 min.Confusion exists about the differences betweenoxygenation, ventilation, and respiration. The EducationStandards were organized to attempt to highlight thedifferences between the concepts. There is a greateremphasis on ventilation and respirations and theimportance of artificial ventilation. Research suggests thatEMS can make a difference in this area.I. Airway AnatomyII. Airway Assessment(P. 89)30 min.EssentialComplex depth, comprehensive breadthWithin the scope of practice of the paramedic Airway anatomy Airway assessment Techniques of assuring a patent airway(P. 17)Confusion exists about the differences betweenoxygenation, ventilation, and respiration. The EducationStandards were organized to attempt to highlight thedifferences between the concepts. There is a greateremphasis on ventilation and respirations and theimportance of artificial ventilation. Research suggests thatEMS can make a difference in this area.III. Techniques of Assuring a Patent AirwayIV. Consider Age-Related Variations in Pediatric andGeriatric Patients(P.91)30 min.Essential(See also Anatomy and PhysiologyComplex depth, comprehensive breadth Anatomy of the respiratory system Physiology, and pathophysiology of respirationo Pulmonary ventilationo Oxygenationo Respiration External Internal Cellular Assessment and management of adequate andinadequate respiration Supplemental oxygen therapy(P. 18)Confusion exists about the differences betweenoxygenation, ventilation, and respiration. The EducationStandards were organized to attempt to highlight thedifferences between the concepts. There is a greateremphasis on ventilation and respirations and theimportance of artificial ventilation. Research suggests thatEMS can make a difference in this area.I. Anatomy of the Respiratory SystemII. Physiology of RespirationIII. Pathophysiology of RespirationIV. Assessment of Adequate and InadequateRespirationV. Management of Adequate and InadequateRespirationVI. Supplemental Oxygen TherapyVII. Age-Related Variations in Pediatric and GeriatricPatients(P. 93)30 min.EssentialTransition Template for the EMT Intermediate 99 to ParamedicPage 7
Section Title Artificial VentilationPatient Assessment Scene Size Up Primary Assessment History-Taking SecondaryAssessment Monitoring DevicesEMS Education StandardGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesComplex depth, comprehensive breadthAssessment and management of adequate andinadequate ventilation Artificial ventilation Minute ventilation Alveolar ventilation Effect of artificial ventilationon cardiac output(P. 18)Integrate scene and patient assessment findings withknowledge of epidemiology and pathophysiology toform a field impression. This includes developing alist of differential diagnoses through clinicalreasoning to modify the assessment and formulate atreatment plan.(P. 19)Complex depth, comprehensive breadth Scene managemento Impact of the environment on patient careo Addressing hazardso Violenceo Multiple patient situations(P. 19)Complex depth, comprehensive breadth Primary assessment for all patient situationso Initial general impressiono Level of consciousnesso ABCso Identifying life threatso Assessment of vital functions Integration of treatment/procedures needed to preservelife(P. 20)Complex depth, comprehensive breadth Components of the patient history Interviewing techniques How to integrate therapeutic communication techniquesand adapt the line of inquiry based on findings andpresentation(P. 20)Complex depth, comprehensive breadthTechniques of physical examination for all major Body systems Anatomical regions(P. 20)Fundamental depth, foundational breadthConfusion exists about the differences betweenoxygenation, ventilation, and respiration. The EducationStandards were organized to attempt to highlight thedifferences between the concepts. There is a greateremphasis on ventilation and respirations and theimportance of artificial ventilation. Research suggests thatEMS can make a difference in this area.I. Comprehensive Ventilation AssessmentII. Review of ventilation devices used by EMRs, EMTsand AEMTsIII. Assisting patient ventilationsIV. Age Related Variations in Pediatric and GeriatricPatientsDeclarativeE EssentialS Supplemental30 min.EssentialContentEssential(P.99)Total forSectionE 90 min.S 0 min.No new information here but a re-emphasis on the needfor scene safety for everyone present(P. 101)5 min.EssentialNew terminology that more closely mimics other healthcare professionals(P. 104)10 min.EssentialNew terminology that more closely mimics other healthcare professionals(P. 106)5 min.EssentialNew terminology that more closely mimics other healthcare professionals; more thorough than in the previouscurriculum(P. 117)10 min.EssentialI. Continuous ECG monitoring60 min.EssentialTransition Template for the EMT Intermediate 99 to ParamedicPage 8
Section Title ReassessmentMedicine Medical Overview NeurologyEMS Education StandardGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesWithin the scope of practice of the paramedic Obtaining and using information from patient monitoringdevices including (but not limited to):o Continuous ECG monitoringo 12 lead ECG interpretationo Carbon dioxide monitoringo Basic blood chemistry(P. 21)Includes capnography, chemistry analysis, arterial bloodgas interpretationII. 12-Lead ECG InterpretationIII. Carbon Dioxide MonitoringIV. Basic Blood ChemistryV. Other Monitoring DevicesComplex depth, comprehensive breadth How and when to perform a reassessment for all patientsituations(P. 21)Integrates assessment findings with principles ofepidemiology and pathophysiology to formulate afield impression and implement a comprehensivetreatment/disposition plan for a patient with a medicalcomplaint.(P. 22)Complex depth, comprehensive breadthPathophysiology, assessment, and management ofmedical complaints to include Transport mode Destination decisions(P. 22)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of Stroke/intracranial hemorrhage/transient ischemic attack Seizure Status epilepticus HeadacheFundamental depth, foundational breadth Dementia Neoplasms Demyelinating disorders Parkinson’s disease Cranial nerve disorders Movement disorders Neurologic inflammation/infection Spinal cord compression Hydrocephalus Wernicke’s encephalopathy(P. 23)New terminology that more closely mimics other healthcare professionals; more thorough than in the previouscurriculumDeclarativeE EssentialS SupplementalEssentialContent(P. 130)(P. 132)0Total forSectionE 295 min.S 30 min.Re-use of the new assessment terminology; emphasis onpathophysiologic basis; updated destination decisions forsome medical conditions such as stroke and acutecoronary syndromeI. Assessment FactorsII. Major components of the patient assessmentIII. Forming a Field Impression(P. 134)30 min.The term "demyelinating" was not used in the 1998 EMTP National Standard Curriculum; more detailedinformation on stroke assessment and managementV. Neurological conditions(P. 137)15 min.Transition Template for the EMT Intermediate 99 to ParamedicEssentialEssentialPage 9
Section Title Abdominal andGastrointestinalDisorders Immunology Infectious DiseasesEMS Education StandardGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesComplex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of Acute and chronic gastrointestinal hemorrhage Liver disorders Peritonitis Ulcerative diseasesFundamental depth, foundational breadth Irritable bowel syndrome Inflammatory disorders Pancreatitis Bowel obstruction Hernias Infectious disorders Gall bladder and biliary tract disordersSimple depth, simple breadth Rectal abscess Rectal foreign body obstruction Mesenteric ischemia(P. 24)Anatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of common or major immune systemdisorders and/or emergenciesComplex depth, comprehensive breadth Hypersensitivity Allergic and anaphylactic reactions Anaphylactoid reactionsFundamental depth, foundational breadth Collagen vascular disease Transplant related problems(P. 25)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, reporting requirements, prognosis,and management of HIV-related disease Hepatitis Pneumonia Meningococcal meningitisFundamental depth, foundational breadth Tuberculosis Tetanus Viral diseases Sexually transmitted diseaseIn the 1998 EMT-P National Standard Curriculum, thetopic was gastroenterology; new section on mesentericischemia, rectal foreign body obstructions and rectalabscessIII. Specific Injuries/ illness: causes, assessmentfindings and management for each condition(P. 142)The term anaphylactoid is used here; that term was notused in the 1998 EMT-P National Standard Curriculum;transplant related problems and collagen vasculardisease addedIV. Anaphylactoid ReactionVI. Collagen vascular diseaseVII. Transplant-related problemsDeclarativeE EssentialS Supplemental30 min.EssentialContentEssential20 min.Essential15 min.Essential(P. 148)This section should include updated infectious diseaseinformation, for Example methicillin-resistantStaphylococcus aureus, hepatitis, and Acquired ImmuneDeficiency Syndrome update; should include a discussionon cleaning and sterilizing equipment anddecontaminating the ambulanceTransition Template for the EMT Intermediate 99 to ParamedicIII. Standard Precautions, personal protectiveequipment, and cleaning and disposing of equipmentand supplies.IV. Specific diseases and conditionsVII. Transport decisions including special infectioncontrol procedures(P. 150)Page 10
Section Title Endocrine Disorders Psychiatric CardiovascularEMS Education Standard Gastroenteritis Fungal infections Rabies Scabies and lice Lyme disease Rocky Mountain Spotted Fever Antibiotic resistant infections(P. 26)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of Acute diabetic emergencies DiabetesFundamental depth, foundational breadth Adrenal disease Pituitary and thyroid disorders(P. 27)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of Acute psychosis Agitated deliriumFundamental depth, foundational breadth Cognitive disorders Thought disorders Mood disorders Neurotic disorders Substance-related disorders /addictive behavior Somatoform disorders Factitious disorders Personality disorders Patterns of violence/abuse/neglect Organic psychoses(P. 28)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of Acute coronary syndromeo Angina pectoriso Myocardial infarction Heart failure Non-traumatic cardiac tamponade Hypertensive emergenciesGap Analysis of NSC to Education StandardsEMT Instructional GuidelinesAdded long term effects of diabetes and how the diseaseimpacts other conditionsII. Pathophysiology, causes, Incidence, morbidity,and mortality, assessment findings, management forendocrine conditionsDeclarativeE EssentialS SupplementalEssentialContent10 min.Essential(P. 162)Includes new material on excited delirium; otherpsychiatric conditions are re-categorized with an increasein depth and breadthIV. Acute psychosisV. Agitated deliriumVI. Specific Behavioral/Psychiatric Disorders(P. 165)15 min.EssentialIncreased emphasis on anatomy, physiology andpathophysiology; acute coronary syndrome, 12-leadinterpretation; updated information on heart failureI. Anatomy of the Cardiovascular SystemII. PhysiologyIII. ElectrophysiologyIV. EpidemiologyVIII. Electrocardiographic (ECG) monitoringX. Acute coronary syndromeXII. Heart failure60 min.EssentialTransition Template for the EMT Intermediate 99 to Paramedic(P. 168)Page 11
Section Title Toxicology RespiratoryEMS Education Standard Cardiogenic shock Vascular disorderso Abdominal aortic aneurysmo Arterial occlusiono Venous thrombosis Aortic aneurysm/dissection, Thromboembolism Cardiac rhythm disturbancesFundamental depth, foundational breadth Infectious diseases of the hearto Endocarditiso Pericarditis Congenital abnormalities(P. 29)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis, andmanagement of the following toxidromes and poisonings: Cholinergics Anticholinergics Sympathomimetics Sedative/hypnotics Opiates Alcohol intoxication and withdrawal Over-the-counter and prescription medications Carbon monoxide Illegal drugs Herbal preparations(P. 30)Complex depth, comprehensive breadthAnatomy, physiology, epidemiology, pathophysiology,psychosocial impact, presentations, prognosis,management of Acute upper airway infections
NASEMSO has utilized the Gap Analysis Template to help identify the generic “Gap Content” that can be used to enhance the knowledge and skills of existing practitioners that desire certification/licensure at the level of the Education Standards. Proper learning objectives should be deve
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Ed Hill, Senior EMS Coordinator, Kern County EMS Kara Davis RN, EMS Systems Director, NorCal EMS Chris Clare RN, Data Systems Manager, Los Angeles County EMS . California EMS System Core Quality Measures 4 Table of Contents EMS System Core Quality Measures Project
County EMS Agency Field Operations Guide An operational guidance document for EMS Agency Personnel, EMS Duty Chief, EMS Commander, and EMS Director REFERENCE #817 Revised November 2008 Santa Clara County Emergency Medical Services Agency 976 Lenzen Avenue San Jose, California 95126 1. . EMS field units (EMS 2-6/Squad1),
2009 National EMS Education Standards Gap Analysis Template FINAL: Released 17 July 2009 Page 2 of 48 Introduction As a component of the EMS Education Agenda: A Systems Approach (Education Agenda), the National Highway Traffic Safety Administration (NHTSA) published the National EMS Education Standards (Education Standards) in 2009.While
- 5 - continuing through NHTSA’s Uniform Prehospital EMS Dataset (1994), the EMS Agenda for the Future (1996), the EMS Education Agenda for the Future: A Systems Approach (2000), the National EMS Research Agenda (2001), the National EMS Information System (2001), the Rural and Frontier EMS Agenda for the Future (2004), the Trauma S
right functions. For instance, the medical community led the development of this National EMS Core Content, system administrators will lead the development of the National EMS Scope of Practice Model, and EMS educators will lead the development of the National EMS Education Standards. The first three system components are sequential.
The EMS Workforce Guidelines document foundation is in both the EMS Workforce Assessment and the EMS Workforce Agenda. The primary objective of the EMS Workforce Assessment was to, “address issues relevant to the process of workforce planning.” 8 The EMS Workforce Assessment provides a listing of 12 critical policy issues
