CUDD 1110 Assignment 1: Course Learning Outcomes Assignment
Week 6
Grade /20 Weight 20%
Chart A – Elements of Outcomes
Original Course Specific
Re-Written Course Specific Learning
Learning Outcome
Outcome or rationale for no change to
outcome
1. Utilize the appropriate
Utilize patient lifting equipment using
equipment and techniques
correct body mechanics and safe transfer
necessary to lift and move
techniques.
patients.
2. Perform basic airway
Perform basic airway management
management including
appropriate to different patient
opening and maintaining a
presentations.
patent airway, oxygen
delivery and bag valve
mask ventilations.
3. Provide care to patients
Provide emergency medical care to
experiencing common
patients experiencing common cardiac
cardiac emergencies such
emergencies according to current patient
as cardiac arrest, chest pain care standards
and shock.
Chart B – Domain and Level of Outcomes
Course Specific
Domain
Level
(Cognitive,
(Foundational or
Learning Outcome
1. Utilize patient lifting
equipment using
correct body
mechanics and safe
transfer techniques
Affective, and/or
Psychomotor)
Advanced)
Psychomotor
Foundational
Performance Verb
Context
Criterion
Utilize
Patient lifting
equipment
Using correct body
mechanics and safe
transfer techniques.
Perform
Basic airway
management
Appropriate to
different patient
presentations.
Provide
Emergency medical
care to patients
experiencing
common cardiac
emergencies
According to current
patient care
standards
Rationale
What are the specific knowledge/skills/attitudes demonstrated in this outcome?
Why is it a foundational or advanced outcome?
How does this relate/contribute to other courses in the program?
When this learning outcome is achieved, it is expected that the student will
have the knowledge to select the appropriated piece of equipment for any
patient lift or move, and safely utilize that equipment to transfer the patient
minimizing the potential for injury to patient, self or partner.
This outcome is at the foundational level. Although it is used in most patient
care situations it is a basic skill that does not require previous knowledge, and
does not require higher level thinking.
1
2. Perform basic airway
management
appropriate to different
patient presentations.
Psychomotor and
Cognitive
Advanced
3. Provide emergency
medical care to
patients experiencing
common cardiac
emergencies according
to current Patient Care
Standards
Psychomotor and
Cognitive
Advanced
This skill is related to patient extrication skills (auto extrication), and
emergency drags and carries learned in the fire ground operations lab. It is a
necessary skill to have when working with allied agencies in the field.
Upon achievement of this learning outcome, it is expected the student will
have the knowledge to assess a patient’s airway in many different
presentations such as; difficulty breathing, airway obstruction, trauma and
apnea, and provide the appropriate treatment to manage the airway problem.
Management of the airway may involve utilization of manual techniques,
airway adjuncts and/or positive pressure ventilations.
This outcome is at the advanced level, as the student must be able to assess
the airway using history and information gathering and specific physical
assessment techniques. Higher order thinking is required to interpret the
findings to make an airway management treatment decision.
This learning outcome fulfills a competency requirement of the Firefighter
Education and Training Program set out by the Ontario Fire Marshall.
Upon achievement of this learning outcome, it is expected that the student will
have the knowledge to assess a patient suffering from common cardiac
emergencies such as chest pain and cardiac arrest, and provide the
appropriate treatment to that patient. Treatment may include providing
oxygen therapy, the use of an automated external defibrillator, and
cardiopulmonary resuscitation, according to current patient care standards.
This outcome is at the advanced level as the student must be able to assess
the patient using history and information gathering and specific physical
assessment techniques. Higher order thinking is required to interpret the
findings to make appropriate treatment decisions.
This learning outcome fulfills a competency requirement of the Firefighter
Education and Training Program set out by the Ontario Fire Marshall.
Chart C – Alignment with Program Learning Outcomes
Course Specific
Program Learning Outcome
Which PLO(s) align with your CLO?
Learning Outcome
Rationale
How does each outcome contribute to
or meet your Program Learning
Outcomes?
2
1. Utilize patient lifting
equipment using
correct body
mechanics and safe
transfer techniques
2. Apply generic skills reflecting the beginning competencies required of the recruit
or new volunteer in areas of content, providing the successful graduate with
knowledge and skills in the following areas: basic fire science, fire suppression
principles and practices, firefighter emergency patient care, fire prevention/public
education and specialty modules such as confined space and environmental
hazards.
5. Describe and safely use fire department apparatus, tools and equipment.
6. Demonstrate safe practices and techniques
2. Perform basic airway
management
appropriate to different
patient presentations.
2. Apply generic skills reflecting the beginning competencies required of the recruit
or new volunteer in areas of content, providing the successful graduate with
knowledge and skills in the following areas: basic fire science, fire suppression
principles and practices, firefighter emergency patient care, fire prevention/public
education and specialty modules such as confined space and environmental
hazards.
6. Demonstrate safe practices and techniques
8. Interact appropriately in a wide variety of interpersonal situations in emergency
and non-emergency settings.
9. Demonstrate critical thinking skills
3. Provide emergency
medical care to
patients experiencing
common cardiac
emergencies according
to current Patient Care
Standards
2. Apply generic skills reflecting the beginning competencies required of the recruit
or new volunteer in areas of content, providing the successful graduate with
knowledge and skills in the following areas: basic fire science, fire suppression
principles and practices, firefighter emergency patient care, fire prevention/public
education and specialty modules such as confined space and environmental
hazards.
6. Demonstrate safe practices and techniques
8. Interact appropriately in a wide variety of interpersonal situations in emergency
and non-emergency settings.
9. Demonstrate critical thinking skills
3
Upon achievement of this CLO, the
student will have met the PLO by
demonstrating the ability to:
2. Apply generic skills in the area of
firefighter emergency patient care
with respect to lifting and moving
equipment.
5. Safely use fire department patient
lifting equipment.
6. Use safe practices and
techniques.
Upon achievement of this CLO, the
student will have met the PLO by
demonstrating the ability to:
2. Apply generic skills in the area of
firefighter emergency patient care
with respect to airway management.
6. Use safe practice and techniques
while performing airway
management.
8. Interact appropriately in
interpersonal situations in the
emergency setting with patients,
coworkers and allied agencies.
9. Use critical thinking skills in
formulating treatment decisions.
Upon achievement of this CLO, the
student will have met the PLO by
demonstrating the ability to:
2. Apply generic skills in the area of
firefighter emergency patient care.
6. Use safe practice and techniques
while treating patients experiencing
common cardiac emergencies.
8. Interact appropriately in
interpersonal situations in the
emergency setting with patients,
coworkers and allied agencies.
9. Use critical thinking skills in
formulating treatment decisions.
Grading Criteria
This assignment will be graded according to the following rubric:
Objective/Criteria
Chart A: Course
Specific Learning
Outcomes
/8%
Chart A: Elements of
Outcomes
4
3
2
1
Meets All Expectations
Meets most expectations
Approaches expectations
Does not meet expectations
Three Course Specific
Learning Outcomes are
measurable, performancebased, and represent
culminating demonstrations of
learning.
Two Course Specific Learning
Outcomes are measurable,
performance- based, and
represent culminating
demonstrations of learning.
One Course Specific Learning
Outcomes are measurable,
performance- based, and
represent culminating
demonstrations of learning.
It is unclear from the Course
Specific Learning Outcomes what
students would be the culminating
performance required in this
course.
All elements for three of the
Course Specific Learning
Outcomes are identified
Most elements are correctly
identified for Course Specific
Learning Outcomes
Several elements are incorrect
for one or more Course
Specific Learning Outcomes
The elements are not identified or
are all incorrectly identified.
The domain is accurately
identified for three Course
Specific Learning Outcomes
and the rationale includes
justification for the
classification.
The domain is accurately
identified for two Course
Specific Learning Outcomes
and the rationale includes
justification for the
classification.
The domain is accurately
identified for one Course
Specific Learning Outcome
and the rationale includes
justification for the
classification.
The domain is incorrectly
identified and the rationale does
not provide justification for the
classification.
All three of the Course Specific
Learning Outcomes align with
the Program Learning
Outcomes.
Two of the Course Specific
Learning Outcomes align with
the Program Learning
Outcomes.
One of the Course Specific
Learning Outcomes aligns with
the Program Learning
Outcomes.
There does not seem to be any
alignment between the Course
Specific Learning Outcomes and
the Program Learning Outcomes.
All three of the Course Specific
Learning Outcomes align with
the Program Learning
Outcomes and the rationale
includes rationale for the
alignment.
Two of the Course Specific
Learning Outcomes align with
the Program Learning
Outcomes and the rationale
includes rationale for the
alignment.
One of the Course Specific
Learning Outcomes aligns with
the Program Learning
Outcomes and the rationale
includes rationale for the
alignment.
There does not seem to be any
alignment between the Course
Specific Learning Outcomes and
the Program Learning Outcomes
and the rationale does provide
rationale for the alignment.
/2%
Chart B: Domain and
Rationale
/4%
Chart C: Alignment
with Program Learning
Outcomes
/2%
Chart C: Rationale for
Alignment with
Program Learning
Outcomes
/4%
Total
/20 Overall Comments:
4