Objectives for EMT Exam 1 Objectives Not in the Textbook Objective same order Page #s #s as the exam
Compare and contrast the scopes of practice of the following 1.
5 1-­‐5 levels of EMS providers: 1. Emergency Medical Responder (EMR)
2. Emergency Medical Technician (EMT)
3. Advanced Emergency Medical Technician (AEMT)
4. Paramedic
2.
28-­‐29
2-­‐16 Discuss the risks and preventive measures for specific infectious diseases of concern to EMTs, including: a. Hepatitis B
b. Hepatitis C
c. Tuberculosis
d. Acquired immune deficiency syndrome
e. Severe acute respiratory syndrome
f. West Nile virus
g. Infections due to multidrug-­‐resistant organisms
3.
47 3-­‐14 Given a scenario in which a patient refuses care, discuss the actions you should take. 4.
58 4-­‐2 Describe each of the following purposes served by the prehospital care report (PCR): a. Continuity of patient care
b. Administrative uses
c. Legal document
d. Education and research
e. Evaluation and continuous quality improvement
(CQI) 5.
76 5-­‐3 Describe the responsibilities of the Federal Communications Commission. 6.
95 6-­‐6; 6-­‐7 6-­‐6. Describe considerations in teamwork and communication with partners and patients when lifting and moving patients. 6-­‐7. Apply the general guidelines for lifting and moving patients that are described in the text. 7.
150 7-­‐26 List the general functions of the integumentary system. 8.
165; 179
8-­‐15 Explain the exchange of gases across the alveolar/capillary membrane and the exchange of gases between capillaries and Page 1
7/14/14 cells. Demonstrate each of the following procedures for artificial ventilation: a. Mouth-­‐to to-­‐mouth and mouth-­‐to-­‐mask ventilation
b. Delivery of positive pressure ventilations with a
bag-­‐valve-­‐mask device (one-­‐person and two-­‐person), with a flow-­‐restricted, oxygen-­‐powered ventilation device, and with an automatic transport ventilator 9.
238 10-­‐21 10.
274-­‐275
11-­‐12 11.
295
12-­‐1 12.
328-­‐330
13-­‐12 13.
234
13-­‐10 Assess oxygenation as determined by the SpO2 level in the patient who is breathing adequately.
Determine airway status in responsive patients and those with an altered mental status, demonstrate methods of establishing and maintaining an open airway, and recognize indications of partial airway occlusion. 14.
378
13-­‐32 Explain the purposes of reassessment. 15.
345
13-­‐13 Assess the circulation to include assessing the pulse, identifying and controlling major bleeding, and assessing perfusion through skin color, temperature, and condition and capillary refill, and recognize and begin treatment for shock. 16.
327
13-­‐12 17.
315; 322
13-­‐10 Assess oxygenation as determined by the SpO2 level in the
patient who is breathing adequately.
Determine airway status in responsive patients and those with an altered mental status, demonstrate methods of establishing and maintaining an open airway, and recognize indications of partial airway occlusion. 18.
375-­‐376
13-­‐17 19.
313
13-­‐2 Explain the importance of developing a systematic patient assessment routine and list the four main components of the patient assessment. 20.
324-­‐326
13-­‐11 Assess the rate and quality of breathing; determine if the patient has absent, inadequate or adequate breathing; provide positive pressure ventilation in the patient with absent or inadequate breathing; and provide oxygenation as determined by the SpO2 level in the patient who is breathing adequately. When assessing the pupils, recognize dilation, constriction, inequality, and abnormal reacitivty and associate abnormal findings with potential underlying causes. Define key terms introduced in this chapter. Summarize assessment of the vital signs during the secondary assessment. Page 2
7/14/14 21.
337; 353
13-­‐23 Discuss how to conduct a rapid secondary assessment for a trauma patient with significant mechanism of injury, altered mental status, multiple injuries, or critical finding (unstable patient). 22.
377
13-­‐32 Explain the purposes of reassessment. 23.
330
13-­‐12 24.
374-­‐375
13-­‐27 Assess oxygenation as determined by the SpO2 level in the
patient who is breathing adequately.
Explain circumstances when you should perform a complete, rather than a modified, secondary assessment on a trauma patient with no significant mechanism of injury. 25.
332; 345
13-­‐27 26.
27.
316-­‐318
301
13-­‐5 12-­‐8 28.
302
12-­‐7 Describe scenes you are likely to encounter and points to consider before entering such scenes, including crash scenes, other rescue scenes, crime scenes, and barroom scenes as well as potential hazards in approaching any vehicle and its passengers. 29.
302
12-­‐7 Describe scenes you are likely to encounter and points to consider before entering such scenes, including crash scenes, other rescue scenes, crime scenes, and barroom scenes as well as potential hazards in approaching any vehicle and its passengers. 30.
294
12-­‐4 Describe the dynamic nature of scenes and scene size-­‐up. 31.
299
12-­‐7; 12-­‐
8 Explain circumstances when you should perform a complete, rather than a modified, secondary assessment on a trauma patient with no significant mechanism of injury. Discuss measures necessary to protect the patient, protect bystanders, control the scene, and maintain situation awareness. Describe scenes you are likely to encounter and points to consider before entering such scenes, including crash scenes, other rescue scenes, crime scenes, and barroom scenes as well as potential hazards in approaching any vehicle and its passengers. Discuss measures necessary to protect the patient, protect bystanders, control the scene, and maintain situation awareness. 32.
304-­‐305
12-­‐9 Discuss factors involved in determining a mechanism of Page 3
7/14/14 injury. 33.
294
12-­‐3 Given a scenario, identify key findings in the scene size-­‐up related to: a. Taking Standard Precautions
b. Identifying possible scene hazards
c. Identifying the mechanism of injury or nature of
illness d. Determining the number of patients
e. Determining the need for additional resources
34.
300; 303
12-­‐8 Discuss measures necessary to protect the patient, protect bystanders, control the scene, and maintain situation awareness. 35.
305
12-­‐9 Discuss factors involved in determining a mechanism of injury. 36.
280
11-­‐17 Explain what pulse oximetry measures, use pulse oximetry to help determine the need for supplemental oxygen, and describe factors and limitations in interpreting pulse oximetry findings. 37.
270-­‐271
11-­‐7 38.
283
11-­‐19 Assess the pulse at various pulse points and consider the patient’s age and level of responsiveness when selecting a site to palpate the pulse. Describe the processes for controlling the scene, achieving a smooth transition of care, and reducing the patient’s anxiety. 39.
273
11-­‐10 Recognize normal and abnormal findings in the assessment of skin color, temperature, condition, capillary refill, and color of the mucous membranes and associate abnormal skin findings with potential underlying causes. 40.
279
11-­‐17 Explain what pulse oximetry measures, use pulse oximetry to help determine the need for supplemental oxygen, and describe factors and limitations in interpreting pulse oximetry findings. 41.
272-­‐273
11-­‐10 Recognize normal and abnormal findings in the assessment of skin color, temperature, condition, capillary refill, and color of the mucous membranes and associate abnormal skin findings with potential underlying causes. 42.
271
11-­‐8 Differentiate between normal and abnormal findings when assessing a patient’s pulse, to include the pulse rate, quality of the pulse, and rhythm of the pulse. Page 4
7/14/14 43.
285
11-­‐22 Use the mnemonics SAMPLE and OPQRST to ensure a complete prehospital patient history. 44.
282-­‐283
11-­‐19 Describe the processes for controlling the scene, achieving a smooth transition of care, and reducing the patient’s anxiety. 45.
245
10-­‐25 Discuss the indications, contraindications, and methods for administering continuous positive airway pressure (CPAP) or bilevel positive airway pressure (BiPAP). 46.
214
10-­‐17 Distinguish between patients with adequate and inadequate breathing by considering the following: a. Minute ventilation
b. Alveolar ventilation
c. Inspection of the chest
d. Patient’s general appearance e. Regularity of
breathing f. Flaring of the nostrils
g. Patient’s ability to speak
h. Airflow
i. Breath sounds
47.
214
10-­‐11 Demonstrate each of the following procedures necessary for airway assessment and correction: a. Opening the mouth of an unresponsive patient
b. Suctioning the mouth
c. Head-­‐tilt, chin-­‐lift maneuver
d. Jaw-­‐thrust maneuver
e. Insertion of an oropharyngeal airway
f. Insertion of a nasopharyngeal airway
g. Positioning a patient for control of the airway
48.
243
10-­‐25 Discuss the indications, contraindications, and methods for administering continuous positive airway pressure (CPAP) or bilevel positive airway pressure (BiPAP). 49.
253
10-­‐33 Discuss the administration of oxygen by nonrebreather mask, nasal cannula, simple face mask, partial rebreather mask, Venturi mask, and tracheostomy mask. 50.
250
10-­‐28 Describe the properties of oxygen. 51.
213
10-­‐9 52.
254
10-­‐33 Describe the differences between adults and children in the anatomy and physiology of the respiratory system. Discuss the administration of oxygen by nonrebreather mask, nasal cannula, simple face mask, partial rebreather mask, Venturi mask, and tracheostomy mask. Page 5
7/14/14 53.
215; 217
10-­‐11 54.
171
8-­‐8 55.
172
8-­‐10 Explain the concept of minute ventilation.
56.
183-­‐184
8-­‐19 Describe the concept of systemic vascular resistance and its relationship to blood pressure and pulse pressure. 57.
184-­‐185
8-­‐19 Describe the concept of systemic vascular resistance and its relationship to blood pressure and pulse pressure. 58.
184-­‐185
8-­‐19 Describe the concept of systemic vascular resistance and its relationship to blood pressure and pulse pressure. 59.
178
8-­‐13 Explain the concept of the ventilation/perfusion (VQ) ratio. 60.
175
8-­‐12 Describe the roles of chemoreceptors, lung receptors, and the nervous system in the control of ventilation. 61.
181
8-­‐17 Explain the effects of changes in hydrostatic pressure and plasma oncotic pressure on the movement of fluid between the circulatory system and interstitial spaces. 62.
166; 172-­‐
173 8-­‐3 63.
158
7-­‐32 Apply knowledge of common prefixes, suffixes, and roots to interpret medical terms. 64.
157
7-­‐32 Apply knowledge of common prefixes, suffixes, and roots to interpret medical terms. 65.
122-­‐123
7-­‐5 Demonstrate each of the following procedures necessary for airway assessment and correction: a. Opening the mouth of an unresponsive patient
b. Suctioning the mouth
c. Head-­‐tilt, chin-­‐lift maneuver
d. Jaw-­‐thrust maneuver
e. Insertion of an oropharyngeal airway
f. Insertion of a nasopharyngeal airway
g. Positioning a patient for control of the airway
Explain how changes in compliance of the lungs and chest wall and changes in airway resistance affect ventilation. Differentiate between the processes of aerobic and anaerobic cellular metabolism, including explanations of: a. The amount of ATP produced
b. Removal of by-­‐products of metabolism
Identify each of the following anatomical terms: a. Midline
b. Sagittal plane
c. Frontal plane
Page 6
7/14/14 d. Transverse plane e. Midaxillary line f. Midclavicular line g. Anterior and posterior h. Dorsal and ventral i. Right and left j. Superior and inferior k. Medial and lateral l. Proximal and distal m. Plantar n. Palmar o. Abdominal quadrants: right upper quadrant, left upper quadrant, left lower quadrant, right lower quadrant 66. 142 7-­‐18 Discuss the anatomy and physiology of the blood, circulation, perfusion, and metabolism to convey basic comprehension of: a. Arteries and arterioles b. Capillaries c. Veins and venules d. Blood composition e. Perfusion and capillary exchange f. Cell metabolism 67. 122 7-­‐5 Identify each of the following anatomical terms: a. Midline b. Sagittal plane c. Frontal plane d. Transverse plane e. Midaxillary line f. Midclavicular line g. Anterior and posterior h. Dorsal and ventral i. Right and left j. Superior and inferior k. Medial and lateral l. Proximal and distal m. Plantar n. Palmar o. Abdominal quadrants: right upper quadrant, left upper quadrant, left lower quadrant, right lower quadrant 68. 122; 124 7-­‐2 Explain the importance of knowledge of anatomy and physiology to patient assessment and care.
69. 156; 161 7-­‐32 Apply knowledge of common prefixes, suffixes, and roots to interpret medical terms. 70. 148 7-­‐23 Explain the overall function of the endocrine system. Page 7
7/14/14 71. 146 7-­‐19 72. 97; 99 6-­‐9 Differentiate between scenarios in which emergency, urgent, and nonurgent moves are indicated. 73. 103 6-­‐12 Describe the proper use, advantages, disadvantages, and limitations of each of the following pieces of equipment used in lifting and moving patients: a. Wheeled stretcher b. Portable stretcher c. Stair chair d. Backboard e. Scoop stretcher f. Basket stretcher g. Flexible stretcher h. Devices for bariatric patients 74. 107 6-­‐13 Given a scenario involving any of the following types of patients, demonstrate proper positioning of the patient: a. Unresponsive patient b. Patient with chest pain or difficulty breathing c. Patient with known or suspected spinal injury d. Patient in shock e. Patient with nausea or vomiting f. Patient in third trimester of pregnancy g. Infant or toddler h. Elderly patient i. Patient with a physical disability Describe the basic functions of the nervous system. 75. 96 6-­‐8 Discuss the advantages, disadvantages, and steps of each of the following lifting and moving techniques and processes: a. Power lift b. Power grip c. Squat lift d. One-­‐handed equipment carrying e. Reaching f. Log roll g. Pushing and pulling 76. 83 5-­‐17 Give examples of each of the following techniques of therapeutic communication: a. Clarification b. Summary c. Explanation d. Silence e. Reflection f. Empathy g. Confrontation 77. 88 5-­‐22 Discuss considerations for each of the following situations: a. Communicating with a patient’s family b. Getting a noncommunicative patient to talk Page 8
7/14/14 c. Interviewing a hostile patient d. Cross-­‐cultural communications e. Language barriers f. Communicating with children and elderly patients 78. 76 5-­‐3 79. 86 5-­‐18 Describe the responsibilities of the Federal Communications Commission. Given a scenario, engage in an effective communication process with a patient. 80. 62 4-­‐7 81. 62-­‐65 4-­‐8 Use common abbreviations and medical terminology accurately in PCRs. 82. 62-­‐65 4-­‐8 Use common abbreviations and medical terminology accurately in PCRs. 83. 62-­‐65 4-­‐8 Use common abbreviations and medical terminology accurately in PCRs. Give examples of each of the following types of PCR narrative information: a. Chief complaint b. Pertinent history c. Subjective information d. Objective information e. Pertinent negatives 84. 66 4-­‐9 Explain each of the following legal concerns with respect to the PCR: a. Confidentiality b. Allowed distribution of the PCR or information included in it c. Documenting a patient’s refusal of treatment d. Falsification of the PCR e. Correction of errors 85. 66 4-­‐9 Explain each of the following legal concerns with respect to the PCR: a. Confidentiality b. Allowed distribution of the PCR or information included in it c. Documenting a patient’s refusal of treatment d. Falsification of the PCR e. Correction of errors 86. 62-­‐65 4-­‐8 Use common abbreviations and medical terminology accurately in PCRs. Page 9
7/14/14 87. 62 4-­‐7 Give examples of each of the following types of PCR narrative information: a. Chief complaint b. Pertinent history c. Subjective information d. Objective information e. Pertinent negatives 88. 62-­‐65 4-­‐8 Use common abbreviations and medical terminology accurately in PCRs. 89. 51-­‐52 90. 48 91. 42 3-­‐6 Explain each of the following legal protections for EMTs: a. Sovereign immunity b. Statutes of limitations c. Contributory negligence of the patient 92. 40-­‐42 3-­‐2 Differentiate between the concepts of scope of practice and standard of care. No Objective Listed No Objective Listed Give examples of ways you can avoid each of the following 3-­‐17 tort claims: a. Abandonment b. Assault c. Battery d. False imprisonment/kidnapping e. Defamation 93. 30-­‐31 2-­‐1; 2-­‐16 Define key terms introduced in this chapter. 94. 24; 30 2-­‐11; 2-­‐
16 Discuss the risks and preventive measures for specific infectious diseases of concern to EMTs, including: a. Hepatitis B b. Hepatitis C c. Tuberculosis d. Acquired immune deficiency syndrome e. Severe acute respiratory syndrome f. West Nile virus g. Infections due to multidrug-­‐resistant organisms Describe measures you can take to protect yourself from exposure to diseases caused by pathogens and accidental and work-­‐related injury. Discuss the risks and preventive measures for specific infectious diseases of concern to EMTs, including: a. Hepatitis B b. Hepatitis C Page 10
7/14/14 c. Tuberculosis d. Acquired immune deficiency syndrome e. Severe acute respiratory syndrome f. West Nile virus g. Infections due to multidrug-­‐resistant organisms 95. 26 2-­‐11 Describe measures you can take to protect yourself from exposure to diseases caused by pathogens and accidental and work-­‐related injury. 96. 24; 30 2-­‐11; 2-­‐
14 Describe measures you can take to protect yourself from exposure to diseases caused by pathogens and accidental and work-­‐related injury. Describe the personal protective equipment that may be used by EMS personnel. 97. 5 1-­‐5 Compare and contrast the scopes of practice of the following levels of EMS providers: 5. Emergency Medical Responder (EMR) 6. Emergency Medical Technician (EMT) 7. Advanced Emergency Medical Technician (AEMT) 8. Paramedic 98. 4 1-­‐4 99. 12-­‐13 1-­‐14 Discuss the differences between 911 and non-­‐911 EMS access systems, including the features and benefits of 911 systems. 100.
11 1-­‐9 Discuss the steps of evidence-­‐based decision making. Discuss the purposes of medical direction/oversight in the EMS system. Page 11
7/14/14