Paramedic Technology
Associate of Applied Science Program
Assessment Plan
AY13 Draft
August 26, 2012
Reviewed by Paramedic Faculty: April 30, 2013
Submitted to the Assistant Director: April 30, 2013
Submitted to The Office of Academic Affairs and AAC: April 30, 2013
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TABLE OF CONTENTS
INTRODUCTION TO ASSESSMENT OF STUDENT LEARNING ..................................................................................................... 3
THE ANNUAL KPC ASSESSMENT PROCESS .............................................................................................................................. 3
MISSION STATEMENT ............................................................................................................................................................ 7
PROGRAM INTRODUCTION .................................................................................................................................................... 7
THE “ALPHABET” COURSES .............................................................................................................................................................. 9
INTRODUCTION TO ASSESSMENT OF THE PARAMEDIC TECHNOLOGY PROGRAM ................................................................ 10
ASSESSMENT TOOLS ............................................................................................................................................................ 12
ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT ................................................................... 15
GENERAL IMPLEMENTATION STRATEGY ............................................................................................................................................. 15
METHOD OF DATA ANALYSIS AND FORMULATION OF RECOMMENDATIONS FOR PROGRAM IMPROVEMENT.................................................... 15
MODIFICATION OF THE ASSESSMENT PLAN ........................................................................................................................................ 15
APPENDIX A: CHAPTER HOMEWORK ................................................................................................................................... 16
APPENDIX B: CHAPTER EXAMS ............................................................................................................................................ 19
APPENDIX C: ALPHABET CARDS CERTIFICATION .................................................................................................................. 22
APPENDIX D: NATIONAL REGISTRY OF EMTS PRACTICAL EXAMS ........................................................................................ 23
APPENDIX E: FIELD EVALUATIONS ....................................................................................................................................... 26
APPENDIX F: CLINICAL ......................................................................................................................................................... 28
APPENDIX G: COURSE GROUPINGS ASSOCIATED WITH EACH OUTCOME ............................................................................ 31
Table 1: Program Objectives Assessment Tools and Administration ........................................... 12
Table 2: Association of Assessment Tools to Program Objectives .............................................. 12
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INTRODUCTION TO ASSESSMENT OF STUDENT LEARNING
The purpose of program assessment is improvement of learning. The Academic Assessment Committee
(AAC) of the Faculty Senate was created to provide peer leadership, support, and review of academic assessment
to ensure that it can produce its intended benefit to students. Faculty are best suited to plan, implement, and act
upon the academic assessment of student learning outcomes. Moreover, academic assessment is a mandate of
Northwest Commission on Colleges & Universities (NWCCU) and the University of Alaska Board of Regents Policy
(BOR). (AAC Handbook, page 1). The Academic Assessment Handbook provides further details on AAC and peer
leadership in program improvement at UAA and it can be on the UAA Governance webpage.
THE ANNUAL KPC ASSESSMENT PROCESS
KPC program faculty, Assessment Coordinator and Assistant Director for Academic Affairs work
together to review assessment plans. The Assessment Coordinator collects data from the faculty and
builds reports over the summer; reports are reviewed by the KPC Assistant Director for Academic Affairs
and faculty in the fall semester. This process have has been transforming student learning assessment
plans over the past six years.
In 2008, using the most current assessment plans, KPC added a single direct assessment PSLO data
collection coversheet for all KPC program faculty to use in collecting direct learning data, such as results
of projects, quizzes, exams, or assignments.
The course schedule for each semester is copied from Banner to CSV, then imported into Excel and then
into an Access. The Access database contains all of the outcomes for each program, a table of courses
linked to outcomes (from the last page of each assessment plan), queries, forms and reports that generate
the PSLO Direct Data Collection Coversheets (sample shown on the next few pages).
A separate coversheet is generated for each faculty member and each course that supports each outcome
in any KPC program. The faculty may receive a number of coversheets, depending on courses taught that
semester that provides input for any given PSLO.
Faculty choose an appropriate course assessment (project, exam, lab activity, discussion board, homework
assignment, etc.) that supports the PLSO listed on the coversheet, and submits data, samples, grades,
results, and commentary and recommendations on how that assessment supports or affects that PSLO.
A sample of the direct assessment data collection coversheet and memo to faculty is included on the next
page. This new method has resulted in more adjunct faculty participation.
The collected data is sent to or forwarded to KPC’s Assessment Coordinator who then summarizes the
data into a draft assessment report for the program faculty to review, edit and analyze.
The reports are finalized when faculty meet in the fall.
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Memo to accompany “KPC Program Student Learning Outcome Assessment Data Collection Cover
Sheets when sent to faculty.
Dear Faculty Colleague,
The attached file contains program assessment data collection coversheets for
Fall 2012 (AY 13).
KPC offers a variety of associate degree and certificate programs. Your course (or courses) is part of one or more
programs and has been selected to be included in the Fall 2012 assessment data collection.
The outcomes listed on the attached sheets are broad program outcomes, not specific course outcomes.
You are being asked to submit an assessment for programs outcomes by choosing an assignment, activity, exam,
or other project that your students have done (or will do during this semester) that helps meet some part of the
program outcome listed on the assessment data collection coversheet.
Please read the coversheet for more details; it contains more specific guidelines for you to follow.
Each coversheet is designed in two parts.
The first part (first page) identifies your specific course(s) and provides specific guidelines for collecting
and submitting data. Copies of student samples are requested, but names should be removed.
The second part (page 2) provides you an area to list the grades for each student on your chosen
assessment tool (assignment, activity, exam, etc.), as well as space to write additional information that
you believe will be helpful, such as “Do you have any other information, observations, or analysis that you
would like to add to the results of this particular assessment tool that will help prepare the AY13
assessment report?”
If you have additional questions about filling out the forms or submitting the data, you may contact your division
chair, or Debbie Sonberg (KPC Assessment Coordinator, 262-0355) or Paula Martin (KPC Assistant Director for
Academic Affairs, 262-0292).
These forms are due by the end of this semester.
Thank you for your participation and efforts,
Debbie
Debbie Sonberg
Assistant Professor of CIOS, and
KPC Assessment Coordinator
907-262-0355
dgsonberg@kpc.alaska.edu
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MISSION STATEMENT
The mission of the Paramedic Technology program is to educate and graduate an EMS professional who
is a competent entry level practitioner and to develop and promote conceptual, technical, contextual,
integrative, and adaptive competence so that graduates are well rounded in all phases of professional
behavior. Graduates will be prepared to enter the healthcare profession, and be eligible for Paramedic
licensure and earn an A.A.S. degree.
PROGRAM INTRODUCTION
The Paramedic Technology program is designed to provide students with the interdisciplinary skill set
needed to succeed in advanced pre-hospital emergency care at the level of Paramedic. Paramedics will
learn the skills to react quickly and provide competent care in such emergencies as automobile accidents,
heart attacks, drowning, childbirth, and gunshot wounds. Further, Paramedics will have the skill to
provide vital attention as they care for and transport the sick or injured to a medical facility.
Students completing this course of study will be eligible to take the National Registry of EMTs Paramedic
computer-based testing and practical exams. Upon successfully receiving their National Registry
Paramedic licensure, students may then apply to the State of Alaska’s Medical Board for licensure as a
Mobile Intensive Care Paramedic (MICP).
The National Highway Traffic Safety Administration, a division of the Department of Transportation
implemented the National EMS Standards in 2009. These Standards define the minimal entry-level
educational competencies for each level of EMS personnel as identified in the National EMS Scope of
Practice Model. The standards further identify 14 learning outcomes that University of Alaska,
Southcentral Paramedic Program has adopted.
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The Kenai Peninsula College Paramedic Program is taught in three (3) phases. Phase I and II are taught
concurrently over three (3) semesters (Fall, Spring and Summer). Phase III is only offered as a capstone
once all other PMED and Gen-Ed courses are successfully completed. The course is taught in an
“Academy” format meaning that if the student withdrawals from the program, or is dismissed then they
must begin from the beginning.
Phase I – Didactic Lectures & Skills Labs
Faculty, staff, and expert subject matter guests present didactic materials and coordinate skills labs that
cover the 14 NHTSA EMS Standards. Students take written exams and/or online validated exams after
each chapter and after each unit are completed. Students receiving a score of less than 80% on any exam
are given a failing grade for that exam, and receive a remediation assignment. A second exam, not
identical to the first, is given after remediation is offered. A double-fail is grounds for dismissal from the
program.
Paramedic students participate in scenario driven skill labs bi-weekly where both the NREMT and Alaska
EMT Skill Sheets are utilized. Students must successfully complete each skill sheet a total of five times
by having it peer reviewed before having it signed off by program faculty.
Phase II – Hospital and Fire Department Clinical Sites
KPC Paramedic students will spend approximately 500 hours in different departments within three (3)
different regional hospitals (PAMC, ANMC, AK Regional), and Central Peninsula Hospital in Soldotna.
The majority of their hospital rotations are in the Emergency Departments, Adult and Pediatric Critical
Care Units, Labor and Delivery, respiratory therapy, and the Operating Room. Students perform basic
and advanced skills under the direct supervision of a trained preceptor or mentor when in the hospital.
Students further participate in fire department ride-a-longs in Anchorage, Nikiski, Kenai, and Soldotna,
all who allow paramedic students to perform ALS skills while under direct supervision of a licensed
paramedic on the ambulance.
Daily shift evaluations are completed by the preceptor/mentor for every clinical performed and are scored
based on a 5-point technical and an eleven (11) point professional behavior conduct evaluation. Students
not meeting the minimal standards after remediation will be placed on program probation and if necessary
dismissed for non-compliance.
Phase III – Out-of-State Field Internship
The “capstone” of the KPC Paramedic Program is a six to eight week, 480-hour, out-of-state internship.
Students are placed in high volume, advanced life support ambulance services where they perform as lead
medics under direct supervision of a licensed paramedic training officer. Students are further required to
document direct patient care for 10 cardiac, 10 trauma, 10 medical, and 10 respiratory complaints. The
internship is a “hands-on” experience and students must successfully complete both the hours and provide
quality patient care to receive a passing grade. Daily evaluations are completed by the student and
training officer with quarterly evaluations completed by the officer, and submitted to the program Clinical
Coordinator.
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The KPC Paramedic Program is required to file a new application packet every year with the State of
Alaska EMS Office in Juneau. The application includes, among other things, the advisory board
members, memorandums of agreement, and the programs attendance policy. The KPC Paramedic
Program must receive Department of Health and Social Services approval each year in order to continue
to offer this program as outlined by Alaska State Statue.
The Paramedic Technology program was created at Kenai Peninsula College (Kenai River Campus) in
2005, and as of 2009 is also offered on the Matanuska-Susitna College Campus.
The Nationally Recognized “Alphabet” Courses
The KPC Paramedic Program prepares a student for National Registry testing and State Licensure. In
order to be a “licensed paramedic” student must complete other nationally recognized classes in addition
to their course completion certificate. Completion cards are issued when the students complete each of
the 16-hour courses and pass its written and practical exams. After students are working in the industry
they will be required to maintain these classes as part of their on-going continuing medical education
requirements.
ACLS – Advanced Cardiac Life Support
BLS – Basic Life Support, Healthcare Provider CPR
ITLS – International Trauma Life Support
PALS – Pediatric Advanced Life Support
PEPP – Pediatric Education for Prehospital Professional
PHTLS (Prehospital Trauma Life Support
Only after students successfully complete the 1600 hour program
(Didactic, Clinical, and Field Internship) are they eligible to sit for
the NREMT-Paramedic Exam.
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INTRODUCTION TO ASSESSMENT OF THE PARAMEDIC TECHNOLOGY PROGRAM
The NHTSA “EMS Standards” are14 learning outcomes are for paramedic training and the KPC
program follows them. The students and the program are assessed by an accreditation body Committee
on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP)
on each of these specific outcomes. Graduation students are eligible for testing by the National Registry
of Emergency Medical Technicians.
National Highway Safety Traffic Association Curriculum Outcomes:
1. Preparatory - Integrates comprehensive knowledge of EMS systems, safety/well-being of the
paramedic, and medical/legal and ethical issues, which is intended to improve the health of EMS
personnel, patients, and the community.
2. Anatomy & Physiology -Integrates a complex depth and comprehensive breadth of knowledge of the
anatomy and physiology of all human systems.
3. Medical Terminology - Integrates comprehensive anatomical and medical terminology and
abbreviations into the written and oral communication with colleagues and other health care
professionals.
4. Pathophysiology - Integrates comprehensive knowledge of pathophysiology of major human systems.
5. Life Span Development - Integrates comprehensive knowledge of life span development.
6. Public Health - Applies fundamental knowledge of principles of public health and epidemiology
including public health emergencies, health promotion, and illness and injury prevention.
7. Pharmacology - Integrates comprehensive knowledge of pharmacology to formulate a treatment plan
intended to mitigate emergencies and improve the overall health of the patient.
8. Airway Management, Respiration, and Artificial Ventilation - Integrates complex knowledge of
anatomy, physiology, and pathophysiology into the assessment to develop and implement a treatment
plan with the goal of assuring a patent airway, adequate mechanical ventilation, and respiration for
patients of all ages.
9. Patient Assessment - Integrates scene and patient assessment findings with knowledge of
epidemiology and pathophysiology to form a field impression. This includes developing a list of
differential diagnoses through clinical reasoning to modify the assessment and formulate a treatment
plan.
10. Medicine - Integrates 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.
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11. Shock and Resuscitation - Integrates comprehensive knowledge of causes and pathophysiology into
the management of cardiac arrest and peri-arrest states. Integrates a comprehensive knowledge of the
causes and pathophysiology into the management of shock, respiratory failure or arrest with an
emphasis on early intervention to prevent arrest.
12. Trauma - Integrates assessment findings with principles of epidemiology and pathophysiology to
formulate a field impression to implement a comprehensive treatment/disposition plan for an acutely
injured patient.
13. Special Patient Population - Integrates 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.
14. EMS Operations - Knowledge of operational roles and responsibilities to ensure safe patient, public,
and personnel safety.
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ASSESSMENT TOOLS
A description of the tools used in the assessment of the program outcomes and their implementation are
summarized in Table 1. The tools and their relationships to the program outcomes are listed in Table 2.
There is a separate appendix for each tool that describes the factors that affect the results and give
examples of the tools and how they will be implemented.
Table 1: Program Objectives Assessment Tools and Administration
Tool
Homework
Assignments
and Chapter
Exams
National
Registry of
EMTs
Practical
Exams
(in-class)
Frequency/ Start
Date
Collection Method
Students are given a homework
assignment for each chapter and an
exam that goes with that chapter.
Once per week or
more frequently
Students have a
binder with all their
homework
assignment provided
by the instructor at
the beginning of each
course. Exams are
handed out and
collected by the
Instructor.
Faculty
A specific skills assessment sheet
is available for each objective.
They correlate with the National
Registry of EMT’s exams which
students must pass to obtain their
EMT certification.
Each time an
objective is taught
as a specific unit.
(some each
semester)
Pass/Fail statistics
collected by faculty &
given to Assessment
Coordinator
Faculty, (tallied by
either faculty or
Assessment
Coordinator)
National schedule
Pass rate statistics
collected by faculty
and given to
Assessment
Coordinator.
State & national
organizations (KPC
faculty are qualified to
administer these
exams)
National schedule
Program Director will
obtain data on each
student through the
NREMT and provide
annual statistics to
the Assessment
Coordinator.
NREMT.
Evals given to student
at the beginning of
field experience and
are required to mail
forms as stated in
previous field.
Description
National Exams:
ACLS
PALS
PEPP
ITLS
PARAMED
These are copies of student
certifications of national exams that
must be taken prior to certain
clinical and the internship.
National
Exams:
PARAMED
National Registry of EMTs
maintains a database of those who
successfully pass national exams.
This exam is for full paramedic
recognition and includes both a
written exam and a clinical skill set
assessment.
Administered by
Field
Evaluations
Preceptor’s assessment of student
performance (affective evaluation)
during out-of-hospital ride-a-longs.
Quarterly field
evaluations by
preceptor.
Students mail to
Faculty on a regular
basis (at 120 hours,
240 hours, 360 hours
and 480 hours)..
Clinical
Evaluations
Preceptor’s assessment of student
performance (affective evaluation)
during in-hospital clinical rotations.
At the end of each
day’s rotation.
Student submits to
instructor once per
week.
Evals given to student
at the beginning of
clinical.
State of
Alaska EMT
Skill Sheets
Developed by the State of Alaska,
these “testing” skill sheets includes
those skills which must be
evaluated by the instructor of an
EMT training program before the
student is considered to have
successfully completed the course.
Each time a specific
state objective is
taught.
Pass/Fail statistics
collected by faculty &
given to Assessment
Coordinator
Faculty, summarize
results and submit to
Assessment
Coordinator)
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Preparatory - Integrates comprehensive
knowledge of EMS systems, safety/well-being
of the paramedic, and medical/legal and ethical
issues, which is intended to improve the health
of EMS personnel, patients, and the
community.
2. Anatomy & Physiology -Integrates a complex
depth and comprehensive breadth of
knowledge of the anatomy and physiology of
all human systems.
Clinical Evals
Field Evaluations
National Exams:
PARAMED
ITLS
PEPS
PALS
ACLS
National
Certifications:
National Registry
of EMTs Practical
Exams (in-class)
Homework and
Written Exams
Table 2: Association of Assessment Tools to Program Objectives
1.
3.
Medical Terminology - Integrates
comprehensive anatomical and medical
terminology and abbreviations into the written
and oral communication with colleagues and
other health care professionals.
4. Pathophysiology - Integrates comprehensive
knowledge of pathophysiology of major
human systems.
5. Life Span Development - Integrates
comprehensive knowledge of life span
development.
6. Public Health - Applies fundamental
knowledge of principles of public health and
epidemiology including public health
emergencies, health promotion, and illness and
injury prevention.
7. Pharmacology - Integrates comprehensive
knowledge of pharmacology to formulate a
treatment plan intended to mitigate
emergencies and improve the overall health of
the patient.
8. Airway Management, Respiration, and
Artificial Ventilation - Integrates complex
knowledge of anatomy, physiology, and
pathophysiology into the assessment to
develop and implement a treatment plan with
the goal of assuring a patent airway, adequate
mechanical ventilation, and respiration for
patients of all ages.
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9. Patient Assessment - Integrates scene and
patient assessment findings with knowledge of
epidemiology and pathophysiology to form a
field impression. This includes developing a
list of differential diagnoses through clinical
reasoning to modify the assessment and
formulate a treatment plan.
10. Medicine - Integrates 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.
11. Shock and Resuscitation - Integrates
comprehensive knowledge of causes and
pathophysiology into the management of
cardiac arrest and peri-arrest states. Integrates
a comprehensive knowledge of the causes and
pathophysiology into the management of
shock, respiratory failure or arrest with an
emphasis on early intervention to prevent
arrest.
12. Trauma - Integrates assessment findings with
principles of epidemiology and
pathophysiology to formulate a field
impression to implement a comprehensive
treatment/disposition plan for an acutely
injured patient.
13. Special Patient Population - Integrates
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.
14. EMS Operations - Knowledge of operational
roles and responsibilities to ensure safe patient,
public, and personnel safety.
1
1
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1
0 = Tool is not used to measure the associated objective.
1 = Tool is used to measure the associated objective.
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ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
The Paramedic Technology Program reviews its National Highway Safety Traffic Association outcome
assessments each year as they reapply with the State of Alaska.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
The faculty meet at least once a year to review the data collected using the assessment tools. This
meeting should result in recommendations for program changes that are designed to enhance performance
relative to the program’s objectives and outcomes.
The proposed programmatic changes may be any action or change in policy that the faculty deems as
being necessary to improve performance relative to programs objectives and outcomes. Recommended
changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other
relevant constraints. Changes could include:
changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
changes in faculty/staff assignments
changes in advising methods and requirements
addition and/or replacement of equipment
changes to facilities
Modification of the Assessment Plan
The faculty decided to simplify the original assessment plan in AY09, as the previous plan was a large
work effort that duplicated external review requirements required by the State of Alaska and the National
Registry. The modified assessment plan was forwarded to the Director’s Office and the Office of
Academic Affairs.
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APPENDIX A: CHAPTER HOMEWORK
Tool Description:
All of the homework is given to each KPC Paramedic Student at the beginning of each semester. It
contains short quizzes, review questions, diagrams, and a textbooks test generator for every chapter. The
homework is combined into a single packet for each chapter and is presented in a binder to each student.
Students are expected to have the assigned homework completed prior to coming to class, and be prepared
to discuss and self-grade it at the completion of that chapters lecture. Students are expected to do their
own work, and then peer review it with other class members to verify accuracy. Students self-report their
own homework scores and specific question discussions are encouraged. Students have access to the
internet in class, and a “Dropbox account” is established with all the homework assignments posted for
electronic review or retrieval if needed.
Student workbooks are available for each primary paramedic textbook. Students are expected to complete
the workbook and present it for completeness on chapter exam days. A complete/not complete score is
recorded. The workbooks answers are available in the back of the book.
Factors that affect the collected data:
There are 12-14 chapters in each of the seven (7) primary paramedic textbooks. Didactic material is not
necessarily given in a specific order, or even from a single textbook. Students are expected to follow the
posted class schedule, and be prepared for class with the correct assignment completed. The class
schedule is maintained and available through the students Dropbox account. Students are expected to
have the correct textbook available for completing the homework. Textbooks are available in the KPC
Bookstore, or online via “Course-Smart”. Homework grades are posted on “Blackboard” for student
review. Homework is weighted as 20% of the students overall grade.
How to interpret the data:
Students are expected to complete their homework, and be prepared to grade it the day it is due. 20% of
their overall grade is calculated from their homework.
Tabulating and Reporting Results
Paramedic faculty collect a sampling of data along with a scoring rubric and grades list for each course.
Data will be submitted with KPC’s assessment data collection cover sheets.
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Sampling of a chapter homework assignment
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APPENDIX B: CHAPTER EXAMS
Tool Description:
Chapter exams are given the week following the lecture or presentation, and after grading of homework.
Exams are developed from online validated EMS testbank (EMStesting.com) and unit exams from
another validated testbank (FISDAP.com). Exams are also composed from the instructor’s pool of EMS
test questions, diagrams, short answers, matching, and essay questions. Exam questions are not
developed from the student’s homework, but rather chosen from specific subject criteria and the difficulty
level assessed using Bloom’s Taxonomy. An adjusted “cut-score” is recorded from the online exams, and
a raw score is recorded on any instructor developed questions. All exams are proctored, and students take
them using their program issued iPads in the classroom. Paramedic students must score a combined 80%
on ever exam, test or quiz. A score of less than 80% is considered a failing grade, and the student will be
assigned a remediation assignment from another textbook (loaned to the student). Instructor review and
counseling is offered, and a retest (similar but new questions) is given within 7 days. All retests are
valued at a maximum of 80%, and a failed retest (<80%) constitutes program dismissal. Exams make up
40% of their overall grade.
Factors that affect the collected data:
The data used is from validated question banks, and instructor developed questions that meet the above
mentioned 14 core EMS objectives. Exams are based on national standards, and accepted by professional
EMS accreditation bodies. Students must pass each exam with an 80% to continue in the program.
How to interpret the data:
Exam results are derived from a combination of raw and cut scores. Cut scores have a higher value as
increased critical thinking questions are utilized in each online exam. Explanation is offered at the end of
the online exam justifying the correct answer while dispelling the incorrect answers. Raw scores are
utilized when instructor developed questions or diagrams are used in an exam.
Tabulating and Reporting Results
Paramedic faculty will collect a sampling of data along with a scoring rubric and grades list for each
course. Data will be submitted with KPC’s assessment data collection cover sheets.
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Sampling of Chapter Exam
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APPENDIX C: NATIONALLY RECOGNIZED COURSES
Tool Description:
Several nationally recognized “short courses” are offered throughout the paramedic program include the
American Heart Association’s ACLS, BLS, and PALS courses. Each of these courses requires an 84% on
the written exam to pass and retesting is allowed. PEPP and ITLS are offered through the National
Association of EMT’s, and retesting is also allowed. These short courses and exams are given according
to the each courses developed requirements and schedules. A certification card is issued to all students
who successfully complete the courses, including both written and practical exams. Paramedic students
must pass all of these nationally viewed certifications prior to entering their field internship.
Factors that affect the collected data:
The data are based on national standards. Students must pass to continue in the program.
How to interpret the data:
The short courses show that the paramedic student has met the minimum requirements as outlined in each
courses specific objectives and goals at the time of testing.
Tabulating and Reporting Results
Paramedic faculty will collect a sampling of data along with a scoring rubric and grades list for each
course. Data will be submitted with KPC’s assessment data collection cover sheets. Copies of national
exams are not authorized, but faculty has proper credentialing to administer each exam.
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APPENDIX D: NATIONAL REGISTRY OF EMTS PRACTICAL EXAMS
Tool Description:
The National Registry Paramedic Practical Examination is offered annually and prior to the student
departing for their field internship. The student is presented with their NREMT-Paramedic Practical
Exam at the completion, or near completion of the program, and before going out-of-state. The exam is
composed of 11 skill stations, and oral boards. A student must complete the practical exam with 100%
success in order for it to count. Students are given a retest the same day of the exam, but a failed retest
requires the student to seek the exam elsewhere at another time.
The National Registry of EMTs Practical Exams will be used to measure how well the program objectives
have been met during the semester. The NREMT mission statement is: To serve as the national EMS
certification organization by providing a valid, uniform process to assess the knowledge and skills
required for competent practice required by (EMS) professionals throughout their careers and by
maintaining a registry of certification status.
The NREMT provides uniform services, standards, and procedures. The NREMT assesses the knowledge
and skills necessary for competent practice. This assessment is accomplished in a team oriented process
with the 50 state offices of emergency medical services, thousands of skill station examiners, examination
site coordinators, hundreds of NREMT representatives, thousands of EMS system medical directors and
others involved in the delivery of EMS in this nation. The NREMT has written examinations that assess
knowledge and practical examinations that assess skills. The NREMT does not assess the affective
domain of applicants.
Competent practice is an important process of the NREMT mission. The NREMT sets its competency
levels at the entry-level via committees of providers, regulators and medical directors. NREMT
examinations are tied directly to practice via data obtained from the NREMT practice analysis. Items on
all NREMT examinations are directly related to tasks within the practice analysis and areas of emphasis
on the examination are balanced to data received from practicing EMTs on the important tasks required to
deliver the knowledge and skills of the occupation.
Factors that affect the collected data:
These practical exams will be used in all of the courses at appropriate times. The logistics of the faculty
collecting an appropriate sampling of the skills-specific exams is not expected to be a factor in collecting
the data.
How to interpret the data:
The NREMT has strict standards of pass/fail. The KPC Paramedic Program will evaluate the skills
assessed by the NREMTs Practical Exams with the same standards of excellence.
Sample
Sample practical exams are provided on the following pages. The complete set of NREMTs Practical
Exams can be found at www.nremt.org/EMTServices/exam_coord_man.asp?secID=1#ASkillSheets.
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National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
BLEEDING CONTROL/SHOCK MANAGEMENT
Candidate: ________________________________ Examiner: _______________________________
Date: _____________________________________ Signature: _______________________________
Time Start:__________
Possible
Points
Points Awarded
CRITICAL CRITERIA
_____ Did not take or verbalize body substance isolation precautions
_____ Did not apply high concentration of oxygen
_____ Applied a tourniquet before attempting other methods of bleeding control
_____ Did not control hemorrhage in a timely manner
_____ Did not indicate the need for immediate transportation
You must factually document your rationale for checking any of the above critical items on the
reverse side of this form.
© 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial
purpose of educational or scientific advancement. p313/8-003k
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National Registry of Emergency Medical Technicians
Advanced Level Practical Examination
DYNAMIC CARDIOLOGY
Candidate: ________________________________ Examiner: _______________________________
Date: _____________________________________ Signature: _______________________________
SET #________________
Level of Testing: ▫ NREMT-Intermediate/99 ▫ NREMT-Paramedic
Time Start:__________
Possible
Points
Points Awarded
Takes or verbalizes infection control precautions
1
Checks level of responsiveness
1
Checks ABCs
1
Initiates CPR if appropriate [verbally]
1
Attaches ECG monitor in a timely fashion or applies paddles for “Quick Look”
1
Correctly interprets initial rhythm
1
Appropriately manages initial rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets second rhythm
1
Appropriately manages second rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets third rhythm
1
Appropriately manages third rhythm
2
Notes change in rhythm
1
Checks patient condition to include pulse and, if appropriate, BP
1
Correctly interprets fourth rhythm
1
Appropriately manages fourth rhythm
2
Orders high percentages of supplemental oxygen at proper times
1
Time End: __________
24
CRITICAL CRITERIA
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Failure to deliver first shock in a timely manner due to operator delay in machine use or providing treatments other than CPR with
simple adjuncts
Failure to deliver second or third shocks without delay other than the time required to reassess rhythm and recharge paddles
Failure to verify rhythm before delivering each shock
Failure to ensure the safety of self and others [verbalizes “All clear” and observes]
Inability to deliver DC shock [does not use machine properly]
Failure to demonstrate acceptable shock sequence
Failure to order initiation or resumption of CPR when appropriate
Failure to order correct management of airway [ET when appropriate]
Failure to order administration of appropriate oxygen at proper time
Failure to diagnose or treat 2 or more rhythms correctly
Orders administration of an inappropriate drug or lethal dosage
Failure to correctly diagnose or adequately treat v-fib, v-tach, or asystole
You must factually document your rationale for checking any of the above critical items on the reverse side of this form.
© 2000 National Registry of Emergency Medical Technicians, Inc., Columbus, OH All materials subject to this copyright may be photocopied for the non-commercial
purpose of educational or scientific advancement. p306/8-003k
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APPENDIX E: FIELD EVALUATIONS
Tool Description:
The field internship is the capstone of the paramedic program, and allows the student to integrate
knowledge from the classroom with hands-on skills developed in the clinical rotations then apply
it to actual field practice under the supervision of a licensed paramedic “field training officer”.
Daily evaluations are completed by the FTO, and the student, and quarterly evaluations (120,
240, 360, and 480 hour intervals) are also completed by the FTO on the students’ progress. Any
areas of weakness are identified, and additional training or remediation is offered. Students
failing to successfully achieve competency are offered additional internship time, or dismissed
from the program. At the end of the 6-8 week field internship students complete a site evaluation
of his or her internship experience.
Factors that affect the collected data:
Student impression will influence the initial completion of the daily patient contact forms.
However, with an evaluation by both the FTO and KPC instructors, these documents should
provide an accurate assessment of the preceptored experience and skill level demonstrated by the
student.
How to interpret the data:
As stated above, this assessment should be a reliable indicator of student skill level.
Tabulating and Reporting Results
Faculty will provide a sampling of this assessment to the assessment coordinator along with a
final evaluation of the student preceptorship experience. The tabulating of these results will be
primarily in a narrative form.
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APPENDIX F: CLINICAL
Tool Description:
The clinical component allows the student to integrate knowledge from the classroom and lab
sessions into a clinical environment. While under direct supervision the student begins
practicing patient assessments including both invasive and non-invasive skills in the hospital or
during fire department ambulance ride-a-longs. All assessments and skills are performed under
the direct supervision of mentors (non-UAA hospital employees) or paid preceptors (Paramedic
Program employees). Students are evaluated after every 12-hour shift by the mentor/preceptor
for both technical skills, and professional behavior on program approved evaluation tools. These
forms must be turned into the Clinical Coordinator within 1 week by the student for attendance
accountability, and reviewed by the Program Coordinator for competency. Students will
participate in approximately 500 hours of hospital and fire department clinical rotations.
Factors that affect the collected data:
Clinical rotation cases vary from within the hospital and on the ambulance. Actual patient
contact may be limited at times due to limited number of patient presentations. Skills are limited
to patient need. Throughout the program patient contact encounters are far above national
average.
How to interpret the data:
As stated above, this assessment should be a reliable indicator of student skill level.
Tabulating and Reporting Results
Faculty will provide a sampling of this assessment to the assessment coordinator along with a
final evaluation of the student preceptorship experience. The tabulating of these results will be
primarily in a narrative form.
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APPENDIX G: COURSE GROUPINGS ASSOCIATED WITH EACH OUTCOME
Outcome 1: Preparatory - Integrates comprehensive knowledge of EMS systems, safety/wellbeing of the paramedic, and medical/legal and ethical issues, which is intended to improve the
health of EMS personnel, patients, and the community.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 2: Anatomy & Physiology -Integrates a complex depth and comprehensive breadth of
knowledge of the anatomy and physiology of all human systems.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 3: Medical Terminology - Integrates comprehensive anatomical and medical
terminology and abbreviations into the written and oral communication with colleagues and
other health care professionals.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 4: Pathophysiology - Integrates comprehensive knowledge of pathophysiology of
major human systems.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
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Outcome 5: Life Span Development - Integrates comprehensive knowledge of life span
development.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 6: Public Health - Applies fundamental knowledge of principles of public health and
epidemiology including public health emergencies, health promotion, and illness and injury
prevention.
PMED A241 – Paramedicine I
PMED A251 – Paramedicine II
PMED A261 – Paramedicine II
Outcome 7: Pharmacology - Integrates comprehensive knowledge of pharmacology to formulate
a treatment plan intended to mitigate emergencies and improve the overall health of the patient.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 8: Airway Management, Respiration, and Artificial Ventilation - Integrates complex
knowledge of anatomy, physiology, and pathophysiology into the assessment to develop and
implement a treatment plan with the goal of assuring a patent airway, adequate mechanical
ventilation, and respiration for patients of all ages.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 9: Patient Assessment - Integrates scene and patient assessment findings with
knowledge of epidemiology and pathophysiology to form a field impression. This includes
developing a list of differential diagnoses through clinical reasoning to modify the assessment
and formulate a treatment plan.
PMED A241 – Paramedicine I
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
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Outcome 10: Medicine - Integrates 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.
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 11: Shock and Resuscitation - Integrates comprehensive knowledge of causes and
pathophysiology into the management of cardiac arrest and peri-arrest states. Integrates a
comprehensive knowledge of the causes and pathophysiology into the management of shock,
respiratory failure or arrest with an emphasis on early intervention to prevent arrest.
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 12: Trauma - Integrates assessment findings with principles of epidemiology and
pathophysiology to formulate a field impression to implement a comprehensive
treatment/disposition plan for an acutely injured patient.
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 13: Special Patient Population - Integrates 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.
PMED A242 – Clinical Rotation I
PMED A251 – Paramedicine II
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
Outcome 14: EMS Operations - Knowledge of operational roles and responsibilities to ensure
safe patient, public, and personnel safety.
PMED A242 – Clinical Rotation I
PMED A252 – Clinical Rotation II
PMED A261 – Paramedicine II
PMED A262 – Clinical Rotation III
PMED A295 – Paramedic Internship
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