The EMT-Basic: National Standard Curriculum is established by the United States Department of Transportation,
National Highway Traffic Safety Administration. The core curriculum follows national guidelines for training,
both technical content and instructional strategies. The national curriculum must be followed; however, this
template is being made available for your personal classroom notes/use.
21st Century Instructional Guide for Career Technical Education
Emergency Medical Technician – Basic (EMT-B)
Health Science Education Cluster
Medical Emergency Preparation Concentration
Title:
Emergency Medical Technician – Basic (EMT-B) (0792)
Standard Number:
HSE.S.PTCB.1
Introduction to the Emergency Medical System
Students will demonstrate basic knowledge and skills needed in the preparation for emergency
medical care (i.e. introductory aspects of emergency medical care, importance of personal safety,
medical, legal, and ethical issues pertaining to the EMT, structure and function of the human body,
measuring and recording vital signs, completing a SAMPLE history, and techniques for lifting and
moving patients).
What is the relationship between having the knowledge and skills to perform emergency medical
care and actually making the decision to perform emergency medical care?
Students will
Learning Plan & Notes to Instructor:
distinguish the roles and responsibilities of
the EMT-B.
articulate the importance of quality
improvement.
determine the importance of medical
direction for the EMT-B.
examine the role that stress management,
critical incident stress debriefing, scene
safety, body substance isolation, and
personal protective equipment play in the
EMT-B’s well-being.
determine safety precautions that must be
taken prior to performing the duties of the
Essential
Questions:
Objectives:
HSE.O.EMT.1.1
HSE.O.EMT.1.2
HSE.O.EMT.1.3
HSE.O.EMT.1.4
HSE.O.EMT.1.5
1
HSE.O.EMT.1.6
HSE.O.EMT.1.7
HSE.O.EMT.1.8
HSE.O.EMT.1.9
HSE.O.EMT.1.10
HSE.O.EMT.1.11
HSE.O.EMT.1.12
HSE.O.EMT.1.13
HSE.O.EMT.1.14
Standard Number:
HSE.S.EMT.2
Essential
Questions:
EMT-B.
relate the scope of practice for an EMT-B,
including legal and ethical responsibilities.
determine the meaning of advanced
directives, consent, consent refusals,
abandonment, negligence, duty to act, and
confidentiality as applicable to the EMT-B.
distinguish the EMT-B’s role and
responsibilities in the case of organ donors
and crime scenes.
relate the meaning of basic topographic
terms used with anatomy (i.e. medial,
lateral, and proximal).
examine the structure and functions of body
organs and systems.
demonstrate obtaining and recording
baseline vital signs.
generate and record a summary of the
SAMPLE history for a given patient.
demonstrate the proper use of body
mechanics, explaining the rationale
associated with the roles and
responsibilities within the Emergency
Medical Services.
demonstrate techniques for lifting and
moving patient, including the proper use of
equipment.
Airway Management
Students will demonstrate knowledge and skills in:
 anatomy of the airway.
 physiology and pathophysiology in respiratory function.
 techniques for maintaining or restoring normal function.
How does anatomy and physiology correlate with technique in emergency medical care?
2
Objectives:
HSE.O.EMT.2.1
HSE.O.EMT.2.2
HSE.O.EMT.2.3
HSE.O.EMT.2.4
Standard Number:
HSE.S.EMT.3
Essential
Questions:
Objectives:
HSE.O.EMT.3.1
HSE.O.EMT.3.2
HSE.O.EMT.3.3
HSE.O.EMT.3.4
HSE.O.EMT.3.5
HSE.O.EMT.3.6
HSE.O.EMT.3.7
Students will
Learning Plan & Notes to Instructor:
examine anatomy and physiology of the
respiratory system.
determine methods to maintain an open
airway including those for respiratory
resuscitation.
articulate the differences in the airway of
infants, children, and adults.
demonstrate the use of artificial airways,
suction equipment, oxygen equipment,
delivery systems, and resuscitation devices.
Patient Assessment
Students will:
 demonstrate knowledge and skills in assessments including reporting and documentation
(i.e. scene size-up, initial assessment, detailed physical exam, and on-going assessment).
 communicate effectively, both orally and in writing.
Discuss the effectiveness of oral communication in an emergency situation.
Students will
examine a scene for potential hazards,
determining the need for additional
assistance.
relate potential or likely mechanisms of
injury or natures of illnesses.
articulate the components of the initial
assessment, prioritizing patient care.
implement the focused history and physical
exam for both trauma and medical patients.
characterize the detailed physical exam.
outline the components of the on-going
assessment, explaining the importance it
plays in the delivery of quality patient care.
differentiate the anatomical differences in
infants and children as they relate to the
Learning Plan & Notes to Instructor:
3
assessment and treatment process.
HSE.O.EMT.3.8
assess the components of the typical EMS
communications system.
HSE.O.EMT.3.9
demonstrate the proper use of
communications equipment.
HSE.O.EMT.3.10
characterize the need for accurate and
confident verbal and interpersonal
communications.
HSE.O.EMT.3.11
articulate the components of a written
medical report.
HSE.O.EMT.3.12
examine implications of the legal medical
report as it relates to patient refusal and
special reporting situations.
HSE.O.EMT.3.13
relate the importance that proper
documentation plays in the improvement
and quality of patient care.
Standard Number: Medical/Behavioral Emergencies and Obstetrics and Gynecology
HSE.S.EMT.4
Students will:
 demonstrate knowledge and skills in recognition and treatment of medical, behavioral, and
Obstetrics and Gynecology emergencies.
 demonstrate knowledge and skills of pharmacological issues that may be encountered in
Emergency Medical Services.
Essential
What are the possible relationships between behavioral management and medical management in
Questions:
emergencies?
Objectives:
Students will
Learning Plan & Notes to Instructor:
HSE.O.EMT.4.1
articulate a basic knowledge of
pharmacology.
HSE.O.EMT.4.2
determine guidelines for the proper
administration of medications and/or
assisting patients with self-administration.
HSE.O.EMT.4.3
assess respiratory difficulty in patients.
HSE.O.EMT.4.4
implement treatment for respiratory
emergencies including the administration of
prescribed inhalers.
4
HSE.O.EMT.4.5
HSE.O.EMT.4.6
HSE.O.EMT.4.7
HSE.O.EMT.4.8
HSE.O.EMT.4.9
HSE.O.EMT.4.10
HSE.O.EMT.4.11
HSE.O.EMT.4.12
HSE.O.EMT.4.13
HSE.O.EMT.4.14
HSE.O.EMT.4.15
HSE.O.EMT.4.16
HSE.O.EMT.4.17
HSE.O.EMT.4.18
HSE.O.EMT.4.19
prioritize signs and symptoms of
cardiovascular disease.
determine treatment of cardiovascular
emergencies including the use of an
automated external defibrillator or the
administration of the patients’ nitroglycerin.
recognize the signs and symptoms of a
diabetic patient with an altered level of
consciousness.
determine the procedure for the
administration of oral glucose.
characterize signs and symptoms of an
allergic reaction.
initiate assistance with prescribed
epinephrine auto-injectors in applicable
cases of allergic reaction.
recognize the signs and symptoms of
poisoning and overdose.
implement a plan to administer activated
charcoal to treat poisoning.
examine the signs and symptoms of
environmental emergencies (i.e. heat and
cold exposure, aquatic emergencies, bites,
and stings).
implement treatment of environmental
emergencies given patient scenarios.
characterize behavioral emergencies.
determine methods to manage a disturbed
patient including restraint of a combative
patient.
examine the anatomical and physiological
changes occurring during pregnancy.
compare normal and abnormal deliveries.
examine signs and symptoms of common
5
HSE.O.EMT.4.20
Standard Number:
HSE.S.EMT.5
gynecological emergencies.
demonstrate neonatal resuscitation.
Trauma
Students will demonstrate knowledge and skills in the recognition and care of injuries involving
bleeding, shock, tissue damage, head, and spine and their related conditions.
Compare the severity of emotional impact with various types of trauma.
Essential
Questions:
Objective Number: Objective:
Learning Plan & Notes to Instructor:
HSE.O.EMT.5.1
differentiate internal and external bleeding
including methods of controlling both.
HSE.O.EMT.5.2
utilize data to identify and treat the signs
and symptoms of shock related to
hypoperfusion.
HSE.O.EMT.5.3
examine the anatomy of skin.
HSE.O.EMT.5.4
distinguish types and severity of soft tissue
injuries.
HSE.O.EMT.5.5
demonstrate care of soft tissue injuries.
HSE.O.EMT.5.6
determine signs and symptoms of
musculoskeletal injuries.
HSE.O.EMT.5.7
demonstrate care of musculoskeletal
injuries.
Standard Number: Infants and Children
HSE.S.EMT.6
Students will demonstrate knowledge and skills in the care of infants and children with common
medical and trauma emergencies.
Essential
Should parent be permitted to stay with their child in the event of a medical or trauma emergency?
Questions:
Objectives:
Student will
Learning Plan & Notes to Instructor:
HSE.O.EMT.6.1
differentiate developmental and anatomical
differences in infants and children.
HSE.O.EMT.6.2
examine common medical and trauma
situations specific to infants and children.
HSE.O.EMT.6.3
determine treatment of infants and children
dependent on special technology.
Standard Number: Operations
6
HSE.S.EMT.7
Essential
Questions:
Objectives:
HSE.O.EMT.7.1
HSE.O.EMT.7.2
HSE.O.EMT.7.3
HSE.O.EMT.7.4
Standard Number:
HSE.S.EMT.8
Essential
Questions:
Objectives:
HSE.O.EMT.8.1
HSE.O.EMT.8.2
HSE.O.EMT.8.3
Students will:
 demonstrate safe ambulance operations and techniques for gaining access to patients
 demonstrate knowledge of hazardous materials, incident management systems, mass
casualty situations and basic triage.
Should access to patients in emergency situations be influenced by their ability to pay or the type of
insurance coverage the patient possesses?
Student will
Learning Plan & Notes to Instructor:
prioritize phases of an ambulance call (i.e.
responding to the call, emergency vehicle
operations, and transferring patients).
differentiate emergencies requiring special
means of access to patients.
demonstrate equipment used to gain access
to patients.
demonstrate the removal of patients from
emergencies such as hazardous materials
spill or mass casualty situations.
Cardiopulmonary Resuscitation (CPR)
The student will demonstrate knowledge and skills in the cardiopulmonary resuscitation of infants,
children, and adults.
Discuss the personal decision making process that must be made to perform CPR.
Student will
Learning Plan & Notes to Instructor:
determine the importance of activating the
appropriate emergency response system,
performing CPR, using a barrier device,
providing bag-mask ventilation, providing
early defibrillation, and ensuring the arrival
of early advanced care.
demonstrate CPR according to established
standards.
examine the five major emergencies in
adults that require CPR (i.e. heart attack,
stroke, cardiac arrest, respiratory arrest, and
7
HSE.O.EMT.8.4
HSE.O.EMT.8.5
Standard Number:
HSE.S.EMT.9
Essential
Questions:
Objectives:
HSE.O.EMT.9.1
HSE.O.EMT.9.2
Standard Number:
HSE.S.EMT.10
Essential
Questions:
Objectives:
HSE.O.EMT.10.1
HSE.O.EMT.10.2
HSE.O.EMT.10.3
HSE.O.EMT.10.4
21st Century Skills
foreign body airway obstruction).
determine strategies to prevent sudden
infant death syndrome in infants.
determine strategies to prevent injuries in
children.
Information Technology Applications
Students will:
 use information technology applications.
 demonstrate use as appropriate to healthcare applications.
How has the application of information technology impacted the delivery of emergency medical
care?
Students will
Learning Plan & Notes to Instructor:
implement the use of software, hardware, and
the Internet.
utilize the Internet as a resource/research tool.
Career and Technical Student Organization
Students will participate in the local chapter of the Career and Technical Student Organization
(CTSO).
How does participation in a Career and Technical Student Organization (CTSO) impact professional
development and lifelong learning?
Students will
Learning Plan & Notes to Instructor:
See www.HOSA.org.
participate in the local chapter of the
appropriate Career and Technical Student
Organization (CTSO).
See Robert’s Rules of Order.
use parliamentary procedures in chapter
meetings.
demonstrate team membership/leadership and See HOSA Handbook.
problem solving skills.
See HOSA Handbook.
participate in local, state, and national projects
impacting healthcare and healthcare education.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of
Culminating Activity
Success
Information and
Communication
8
Skills:
Thinking and
Reasoning Skills:
Personal, and
Workplace, Skills:
Learning Skills & Technology Tools
Teaching Strategies
Culminating Activity
Evidence of
Success
Entrepreneurship
Skills:
GRASP
Culminating
Assessment:
Industry
Accreditation/
Certification
Links and Other
Resources
Culminating Assessment
You are working as an EMT-B and arrive at the scene of an accident. You will successfully assume
the role of the EMT-B, performing all duties as required of an EMT-B, within the scenario provided.
Technical Skills Performance Assessment at the completion of the core course within the
concentration.
Industry Accreditation/Certification
CPR
First Aid
EMT-B
Links and Other Resources
Related Websites:
HOSA
http://www.hosa.org
Center for Disease Control
http://www.cdc.gov
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
9
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
10
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts:
Contacts
HSE Teachers: See HSE Directory
HSE Coordinators: Rebecca Davis rdavis@accesslk12.wv.us
Cynthia Sundstrom scundstr@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
11