2016 – 2017
 Florida Department of Education
Curriculum Framework 

Program Title:	Emergency Medical Technician (New)
Program Type:	Career Preparatory
Career Cluster:	Health Science

PSAV	
Program Number	W170213 (This number can be used by district grandfathered in programs only.)	
CIP Number	0351090414	
Grade Level	30.31	
Standard Length	300 hours	
Teacher Certification	PARAMEDIC @7 7G 
#EMR MED TE @7
# EMT 7G 
# REG NURSE 7 G 
# PRAC NURSE @7  %7%G *(Must be a Registered Nurse)	
CTSO	HOSA: Future Health Professionals	
SOC Codes (all applicable) 	 29-2041 Emergency Medical Technicians and Paramedics  	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml 	
Basic Skills Level	N/A	
# These certifications can only be used for adjunct faculty. Please refer to 64J-1.201 F.A.C. for the EMS instructor qualifications. 

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of Health Science career cluster. 

This is an instructional program that prepares students for employment as emergency medical technicians SOC Code 29-2041(Emergency Medical Technicians and Paramedics) to function at the basic pre-hospital emergency medical technician level and treat various medical/trauma conditions using appropriate equipment and materials.  

The content includes but is not limited to : patient assessment, airway management, cardiac arrest, external and internal bleeding and shock, traumatic injuries, fractures, dislocations, sprains, poisoning, heart attack, stroke, diabetes, acute abdomen, communicable diseases, patients with abnormal behavior, alcohol and drug abuse, the unconscious state, emergency childbirth, burns, environmental hazards, communications, reporting, extrication and transportation of patient.  The student must be proficient in patient assessment and evaluation, the use of suctioning devices, oral and nasal airways, resuscitation devices, oxygen equipment, sphygmomanometer and stethoscope, splints of all types, pneumatic anti-shock garments, extrication tools, dressings and bandages, stretchers and patient carrying devices.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of 1 occupational completion point.

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44(3)(b), F.S.

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	
A	EMS0110             	Emergency Medical Technician (EMT)	300 hours	29-2041	

Regulated Programs

The program prepares students for certification as EMT's in accordance with Chapter 64J of the Florida Administrative Code.  The program must be approved by the Department of Health, Office of Emergency Medical Services, and the curriculum must adhere to the US Department of Transportation (DOT), National EMS Education Standards for EMT. This is the initial level for a career in emergency medical services and the primary prerequisite for paramedic training and certification.

This program meets the Department of Health trauma score card methodologies and SUIDS training education requirements. Upon completion of this program, the instructor will provide a certificate to the student verifying that these requirements have been met. Programs may also teach domestic violence and prevention of medical errors education and may choose to provide a certificate to the student verifying that this education has been completed.

Please refer to chapter 401 F.S. for more information on disqualification for the EMT license through the Office of Emergency Medical Services, Department of Health. 

An EMT program must be taught by an instructor meeting the qualifications as set forth in 64J-1.0201 FAC.

An American Heart Association or Red Cross certification or equivalent in "professional" BLS is required of all candidates for entrance into an EMT program.  

The Student Performance Standards for Emergency Medical Technician were adapted from the US Department of Transportation (DOT) National EMS Educational Standards for EMT.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstration of a simple depth and foundational breadth of EMS systems.
02.0	Demonstration of a simple depth, simple breadth of research and evidence-based decision making. 
03.0	Demonstration of a fundamental depth, foundational breadth of workforce safety and wellness.
04.0	Demonstration of a fundamental depth, foundational breadth of the principles of medical documentation and report writing.
05.0	Demonstration of a simple depth, simple breadth of the EMS communication system, communication with other health care professionals, and team communication.
06.0	Demonstration of a simple depth and simple breadth of the principles of therapeutic communication.
07.0	Demonstration of a fundamental depth, foundational breadth of medical legality and ethics.
08.0	Demonstrate the application of fundamental knowledge of the anatomy and function of all human systems to the practice of EMS.
09.0	Demonstrate the application of fundamental knowledge in the use of medical terminology and medical terms.
10.0	Demonstrate the application of a fundamental knowledge of the causes, pathophysiology and management of shock and the components of resuscitation.  
11.0	Demonstrate the application of fundamental knowledge of life span development to patient assessment and management.
12.0	Demonstrate the use of simple knowledge of the principles of illness and injury prevention in emergency care.
13.0	Demonstrate a simple depth, simple breadth for medication safety and kinds of medications used during an emergency.
14.0	Demonstrate a fundamental depth and foundational breadth of medication administration within the scope of practice of the EMT.
15.0	Demonstrate a fundamental depth and simple breadth of emergency medications within the scope of practice of the EMT.
16.0	Demonstrate a foundational depth, foundational breadth of airway management within the scope of practice of the EMT.
17.0	Demonstrate a fundamental depth, foundational breadth of respiration.
18.0	Demonstrate a fundamental depth, foundational breadth of assessment and management utilizing artificial ventilation.
19.0	Demonstrate a fundamental depth, foundational breadth of scene management and multiple patient situations.
20.0	Demonstrate a fundamental depth, simple breadth of the primary assessment for all patient situations.
21.0	Demonstrate a fundamental depth, foundational breadth of the components of history taking.
22.0	Demonstrate a fundamental depth, foundational breadth of techniques used for a secondary assessment.
23.0	Demonstrate a simple depth, simple breath of monitoring devices within the scope of practice of the EMT.
24.0	Demonstrate a fundamental depth, foundational breadth of how and when to perform a reassessment for all patient situations.  
25.0	Demonstrate a simple depth, foundation breadth of pathophysiology, assessment and management of medical complaints.
26.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of neurologic disorders/emergencies for all age groups.
27.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of abdominal and gastrointestinal disorders/emergencies for all age groups.  
28.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of immunology disorders/emergencies for all age groups.
29.0	Demonstrate a simple depth, simple breadth of the assessment and management of a patient who may have an infectious disease for all age groups.
30.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of endocrine disorders/emergencies for all age groups.
31.0	Demonstrate a fundamental depth, foundational breadth regarding the assessment and management of psychiatric emergencies for all age groups.
32.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of cardiovascular emergencies for all age groups.
33.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of toxicological (poisoning and overdose) emergencies for all age groups.
34.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of respiratory disorders/emergencies for all age groups.
35.0	Demonstrate a simple depth, simple breadth of the assessment, and management of hematology disorders for all age groups.
36.0	Demonstrate a simple depth, simple breath of the assessment and management of genitourinary/ renal emergency for all age groups.
37.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of gynecologic emergencies for all age groups.
38.0	Demonstrate a fundamental depth, foundational breadth of the assessment and management of non-traumatic fractures for all age groups.  
39.0	Demonstrate a simple depth, simple breadth in recognition and management of nose bleed for all age groups.
40.0	Demonstrate the application of fundamental knowledge of the causes, pathophysiology, and management of shock and respiratory failure.
41.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of the trauma patient for all age groups.
42.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of bleeding for all age groups.
43.0	Demonstrate a fundamental depth, simple breadth of pathophysiology, assessment and management of chest trauma for all age groups.
44.0	Demonstrate a fundamental depth, simple breadth of pathophysiology, assessment and management of abdominal and genitourinary trauma for all age groups.
45.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of orthopedic trauma for all age groups.
46.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of soft tissue trauma for all age groups.  
47.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of head, facial, neck and spine trauma for all age groups.  
48.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of nervous system trauma for all age groups.
49.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of trauma patients with special considerations for all age groups.
50.0	Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of environmental emergencies for all age groups.
51.0	Demonstrate a fundamental depth, foundational breadth of the pathophysiology, assessment, and management of multi-system trauma and blast injuries.  
52.0	Demonstrate a fundamental depth, foundational breadth of management of the obstetric patient within the scope of practice of the EMT.   
53.0	Demonstrate a fundamental depth, foundational breadth of management of the newborn and neonatal patient within the scope of practice of the EMT.
54.0	Demonstrate a fundamental depth, fundamental breath of management of the pediatric patient within the scope of practice of the EMT. 
55.0	Demonstrate a fundamental depth, foundational breadth of management of the geriatric patient within the scope of practice of the EMT.
56.0	Demonstrate a simple depth, simple breadth of management of the patient with special challenges.
57.0	Demonstrate a simple depth, foundational breadth of risks and responsibilities of transport.
58.0	Demonstrate a fundamental depth, fundamental breadth of establishing and working within the incident management system.
59.0	Demonstrate a simple depth, foundational breadth of responding to an emergency during a multiple casualty incident.
60.0	Demonstrate a simple depth, simple breadth of safe air medical operations and criteria for utilizing air medical response.
61.0	Demonstrate a simple depth, simple breadth for safe vehicle extrication and use of simple hand tools.
62.0	Demonstrate a simple depth, simple breadth of risks and responsibilities of operating in a cold zone at a hazardous material or other special incident.
63.0	Demonstrate a simple depth, simple breadth of risks and responsibilities of operating on the scene of a natural or man-made disaster.

2016 – 2017
Florida Department of Education
Student Performance Standards

Program Title:	Emergency Medical Technician (New)
PSAV Number:	W170213

Course Number: EMS0110
Occupational Completion Point: A
Emergency Medical Technician – 300 Hours – SOC Code 29-2041 	
01.0	EMS Systems: Demonstration of a simple depth and foundational breadth of EMS systems. –The student will be able to:	
01.01	Define Emergency Medical Services (EMS) systems.	
01.02	Discuss the historical background of the development of the EMS system.	
01.03	Identify the four levels of national EMS providers (EMR, EMT, AEMT and PM) as well as the three levels in the State of Florida.	
01.04	Discuss the specific statutes and regulations regarding the EMS system in Florida.	
01.05	Discuss vehicle and  equipment readiness	
01.06	Characterize the EMS system’s role in prevention and public education.	
01.07	Discuss the roles and responsibilities of the EMT related to personal safety of the crew, patient and by standers.  	
01.08	Discuss the roles and responsibilities of the EMT to operate emergency vehicles, provide scene leadership and perform patient assessment and administer emergency care. 	
01.09	Discuss the maintenance of certification and licensure for the EMT in the State of Florida and NREMT.	
01.10	Define quality improvement and discuss the EMT’s role in the process.	
01.11	Identify the basics of common methods of payment for healthcare services.	
01.12	Analyze attributes and attitudes of an effective leader.	
01.13	Demonstrate effective techniques for managing team conflict.	
01.14	Describe factors that influence the current delivery system of healthcare.	
01.15	Discuss the importance of continuing medical education and skills retention.	
01.16	Assess personal attitudes and demeanor that may distract from professionalism.	
01.17	Serve as a role model and exhibit professional behaviors in the following areas: 
01.17.01	integrity
01.17.02	empathy
01.17.03	self-motivation
01.17.04	appearance and personal hygiene
01.17.05	self-confidence
01.17.06	communications ( including phone, email and social media etiquette)
01.17.07	time management
01.17.08	teamwork and diplomacy
01.17.09	respect
01.17.10	patient advocacy (inclusive of those with special needs, alternate life styles and cultural diversity)
01.17.11	careful delivery of service	
02.0	Research: Demonstration of a simple depth, simple breadth of research and evidence-based decision making. –The student will be able to:	
02.01	Discuss EMS research and  evidence based decision making 
02.01.01	Conduct scientific literature searches
02.01.02	Read, interpret and extract information from journal articles relevant to a project	
02.02	Explain the importance to assess and treat patients based on evidence based decision making.	
02.03	Interpret graphs, charts and tables.	
02.04	Measure time, temperature, distance, capacity, and mass/weight.	
02.05	Convert and use traditional and metric units. 	
02.06	Make estimations, approximations and judge the reasonableness of the result. 	
02.07	Convert time from a 12 hour format  to a 24 hour format 	
02.08	Demonstrate ability to evaluate and draw conclusions.	
02.09	Calculate ratios.	
02.10	Explain the rationale for the ems system gathering data. 	
03.0	Workforce Safety and Wellness: Demonstration of a fundamental depth, foundational breadth of workforce safety and wellness. –The student will be able to:	
03.01	Explain the need to determine scene safety.	
03.02	Discuss the importance of body substance isolation (BSI).	
03.03	Describe the steps the EMT should take for personal protection from airborne and blood borne pathogens as well as communicable disease.	
03.04	List the personal protective equipment necessary to protect oneself in common emergency situations. 	
03.05	List possible emotional reactions that an individual (EMT and EMT family, Patient and Patient family) may experience when faced with trauma, illness, death and dying.	
03.06	State the steps the EMT should take when approaching a family confronted with death and dying.	
03.07	Recognize the warning signs of personal stress and discuss the strategies EMTs can apply to manage it. 	
03.08	Demonstrate good body mechanics while using a stretcher and other patient moving devices. 	
03.09	Discuss the guidelines and safety precautions that need to be followed when lifting a patient.	
03.10	Describe the guidelines and safety precautions for carrying patients and/or equipment.	
03.11	State the guidelines for reaching and their application.	
03.12	State the guidelines for pushing and pulling.	
03.13	Discuss patient positioning in common emergency situations.	
03.14	Discuss situation that may require the use of medical restraints on the patient and explain guidelines and safety consideration for their use.	
03.15	Define “infectious disease” and “communicable disease.”	
03.16	Describe the routes of transmission for infectious disease.	
03.17	Explain the mode of transmission and the steps to prevent/deal with an exposure of hepatitis, meningitis, tuberculosis and HIV.	
03.18	Explain how immunity to infectious diseases is acquired.	
03.19	Explain post exposure management of exposure to patient blood or body fluids, including completing a post exposure report.	
03.20	Describe the components of physical fitness and mental wellbeing. 	
03.21	Identify personal health practices and environmental factors which affect function of each of the major body systems. 	
03.22	Develop an awareness of complementary and alternative health practices. 	
03.23	Explain the basic concepts of positive self-image, wellness and stress. 	
03.24	Develop a wellness and stress control plan that can be used in personal and professional life. 	
03.25	Explore the importance of adequate nutrition (i.e. U.S. Department of Agriculture’s MyPlate food guide (www.choosemyplate.gov).)	
03.26	Identify personal health practices and environmental factors which affect function of each of the major body systems. 	
03.27	Demonstrate the safe use of medical equipment.	
03.28	Explain the theory of root- cause analysis.  	
03.29	Identify and describe methods in medical error reduction and prevention in the various healthcare settings.	
03.30	Identify and practice security procedures for medical supplies and equipment in the various healthcare settings. 	
03.31	Describe fire, safety, disaster and evacuation procedures in the various healthcare settings. 	
03.32	Discuss applicable accrediting and regulatory agency patient safety guidelines.	
04.0	Documentation: Demonstration of a fundamental depth, foundational breadth of the principles of medical documentation and report writing. –The student will be able to:	
04.01	Recognize applications of technology in healthcare. 	
04.02	Demonstrate basic computer skills. 	
04.03	Interpret and utilize information from electronic health records. 	
04.04	Identify methods of communication to access and distribute data such as fax, e-mail and internet. 	
04.05	Describe the use and importance of written communication and patient care documentation.	
04.06	Explain the legal implication of the patient care report.	
04.07	Identify the minimum dataset reference patient information and administrative information on the patient care report.	
04.08	Understand how to document refusal of care, including legal implications.	
04.09	Discuss the implications of the Health Insurance Portability and Accountability Act of 1996 on confidential documentation.	
04.10	Describe the special considerations concerning mass casualty incident documentation.	
04.11	Explain the relevance and importance of properly completed documentation.	
04.12	Demonstrate completion of a patient care report for a medical and trauma patient.	
04.13	Explain the rationale for patient care documentation. 	
05.0	EMS System Communication: Demonstration of a simple depth, simple breadth of the EMS communication system, communication with other health care professionals, and team communication. –The student will be able to:	
05.01	Understand the basic principles of the  various types of communications equipment used in EMS	
05.02	Describe the use of radio communication and correct radio procedures, including the proper methods of initiating and terminating the radio call/transmission. 	
05.03	Explain the rationale for providing efficient and effective radio communications and patient reports.	
05.04	Identify the essential components of the verbal report and legal aspects that need to be considered. 	
05.05	Perform an organized and concise radio transmission.	
05.06	Perform an organized, concise patient report that would be given to the staff at a receiving facility.	
05.07	Perform a brief, organized report that would be given to an ALS provider arriving at an incident scene at which the EMT was already providing care.	
06.0	Therapeutic Communication: Demonstration of a simple depth and simple breadth of the principles of therapeutic communication. –The student will be able to:	
06.01	Describe principles of therapeutic and effective communication with patients in a manner that achieves a positive relationship. 	
06.02	Develop basic speaking and active listening skills.	
06.03	Recognize the importance of patient/client educations regarding healthcare. 	
06.04	Demonstrate the adjustment of  communication strategies to effectively communicate with patients with:  
06.04.01	differing age groups
06.04.02	differing developmental stages
06.04.03	special needs 
06.04.04	Differing cultures, including language barriers.	
06.05	Demonstrate the communication techniques that should be used to interact with the patient, patient family, bystanders, and individuals from other agencies including verbal diffusion and interview techniques.	
06.06	Demonstrate the strategies for interviewing persons in special situations. 	
06.07	Distinguish between and respond to verbal and non-verbal cues.	
06.08	Analyze elements of communication using a sender-receiver/close loop model.	
06.09	Exhibit positive non-verbal behaviors.	
06.10	Establish proper patient rapport.	
07.0	Medical/Legal and Ethics: Demonstration of a fundamental depth, foundational breadth of medical legality and ethics. –The student will be able to:	
07.01	Differentiate between expressed, implied  and involuntary consent 	
07.02	Discuss the methods of obtaining consent and procedures for minors. 	
07.03	Discuss the issues of abandonment, negligence, false imprisonment and battery and their implications to the EMT.	
07.04	Discuss the implications for the EMT in patient refusal of care and/or transport.	
07.05	Explain the importance, necessity and legality of patient confidentiality.	
07.06	Discuss the importance of Do Not Resuscitate [DNR] (advance directives) and local or Florida provisions regarding EMS application.	
07.07	Discuss State of Florida and  Federal special reporting situations including:  
07.07.01	Abuse
07.07.02	sexual assault
07.07.03	gunshot and knife wounds
07.07.04	communicable disease	
07.08	Differentiate between civil tort and  criminal actions	
07.09	List the elements of negligence and defenses/protections from liability.	
07.10	Discuss the role of the EMT at crime scenes and preservation of evidence.	
07.11	Define ethics and morality and discuss their implication for the EMT.	
07.12	Differentiate between licensure and certification as they apply to EMS.	
07.13	Discuss Florida legislation such as the Baker Act, Marchman Act, and the Emergency Examination and Treatment of Incapacitated Persons Act.	
07.14	Differentiate between the scope of practice and the standard of care as applied to the EMT. 	
07.15	Discuss the legal concept of immunity, including Good Samaritan statutes and governmental immunity.	
07.16	Describe the appropriate patient management and care techniques in a refusal of care situation.	
07.17	Analyze the relationship between the law, morals and ethics in EMS and the premise that should under lie the EMTs ethical decisions. 	
07.18	Describe the criteria necessary to honor an advance directive.	
07.19	Explain the rationale for the needs, benefits and varying degrees of advance directives. 	
08.0	Anatomy and Physiology: Demonstrate the application of fundamental knowledge of the anatomy and function of all human systems to the practice of EMS. –The student will be able to:	
08.01	Label the following topographic terms: 
08.01.01	Medial
08.01.02	lateral
08.01.03	proximal
08.01.04	distal
08.01.05	superior
08.01.06	inferior
08.01.07	anterior
08.01.08	posterior
08.01.09	midline
08.01.10	right and left
08.01.11	mid-clavicular
08.01.12	bilateral
08.01.13	mid-axillary	
08.02	Chart the life support chain, aerobic metabolism and anaerobic metabolism.	
08.03	Define anatomy, physiology, pathophysiology and homeostasis. 	
08.04	Identify and describe the anatomical structures and functions of the following: 
08.04.01	Skeletal system
08.04.02	Muscular system 
08.04.03	Respiratory System
08.04.04	Circulatory/ Cardiovascular system 
08.04.05	Nervous System 
08.04.06	Integumentary system
08.04.07	Digestive system
08.04.08	Endocrine system including glands and hormones
08.04.09	Renal system
08.04.10	Reproductive system
08.04.11	Lymphatic System	
08.05	Explain cellular anatomy and physiology.	
08.06	Explain cellular respiration.	
08.07	Discuss cell division. 	
08.08	Describe the different types of muscle tissues including skeletal, smooth and cardiac.	
08.09	Describe the functions and divisions of the skeletal system including the classifications of bones.	
08.10	Name and identify the location of the bones of the axial and appendicular skeleton.	
08.11	Describe the classification and types of joints. 	
08.12	Describe the function of muscles. 	
08.13	Identify major muscles of the body	
08.14	Describe the general function of the respiratory system and its structures. 	
08.15	Discuss the mechanisms of breathing including:
08.15.01	Mechanical Ventilation
08.15.02	Pulmonary volumes
08.15.03	Dead space
08.15.04	Lung compliance	
08.16	Explain the diffusion of gases in external and internal respiration. 	
08.17	Describe oxygen and carbon dioxide transport in the blood.	
08.18	Describe nervous and chemical mechanisms that regulate Respirations.	
08.19	Discuss respiration and acid-base balance.	
08.20	Describe the composition and function of blood and plasma.	
08.21	Identify and describe the anatomical structures and functions of the cardiovascular system.  	
08.22	Discuss the hemodynamics of blood pressure. 	
08.23	Discuss the role of nutrition, metabolism and body temperature on body function. 	
08.24	Describe the causes, advantages and disadvantages of a fever	
08.25	Discuss the hypothalamus functions as the thermostat in the body	
09.0	Medical Terminology: Demonstrate the application of fundamental knowledge in the use of medical terminology and medical terms. –The student will be able to:	
09.01	Identify medical terminology word parts such as: 
09.01.01	root words
09.01.02	prefixes
09.01.03	suffixes
09.01.04	combining forms	
09.02	Correctly utilize medical terminology describing each of the following: 
09.02.01	body structures
09.02.02	functions,
09.02.03	conditions and disorders
09.02.04	body regions
09.02.05	cavities
09.02.06	areas
09.02.07	landmarks	
09.03	Correctly use medical abbreviations and symbols. 	
09.04	Read and understand basic medical documentation in medical records and medical reports. 	
09.05	Communicate with healthcare professionals utilizing basic medical terminology.	
09.06	Explain the rationale for using accepted medical terminology correctly.	
10.0	Pathophysiology: Demonstrate the application of a fundamental knowledge of the causes, pathophysiology and management of shock and the components of resuscitation.  –The student will be able to:	
10.01	Discuss signs of irreversible death.	
10.02	Review the anatomy and physiology of the respiratory and cardiovascular systems. 	
10.03	Discuss and identify the pathophysiology and medical care for respiratory failure as well as respiratory and cardiac arrest.	
10.04	Explain the system components of CPR, the four links in the AHA chain of survival and   how each one relates to maximizing the survival of the patient. 	
10.05	Show Provider (AHA guidelines) certification required prior to EMT program admission as per FS 401.27.	
10.06	Understand shock, including the pathophysiology, causes, and its signs and symptoms associated with the various types of shock. 	
10.07	Discuss patient assessment and steps to the emergency care of the patient with signs and symptoms of shock.	
10.08	Based on age variations, discuss and distinguish the variations and causes between the management of patient experiencing shock.	
11.0	Life Span Development: Demonstrate the application of fundamental knowledge of life span development to patient assessment and management. –The student will be able to:	
11.01	Describe the major physiologic and  psychosocial characteristics of:
11.01.01	An infant’s life
11.01.02	A toddler and preschooler’s life
11.01.03	A school age child’s life
11.01.04	An adolescent’s life
11.01.05	An early adults life
11.01.06	A middle adult’s life
11.01.07	A late adult’s life	
12.0	Public Health: Demonstrate the use of simple knowledge of the principles of illness and injury prevention in emergency care. –The student will be able to:	
12.01	Define public health and explain the goal of the public health field.	
12.02	Identify the EMS role within the public health field.	
12.03	Recognize the three categories of public health laws.	
12.04	Discuss basic concepts of epidemiology	
12.05	Discuss ways of EMS involvement in injury prevention.	
12.06	Identify areas of need for prevention programs in the community.	
13.0	Principles of Pharmacology:  Demonstrate a simple depth, simple breadth for medication safety and kinds of medications used during an emergency. –The student will be able to:	
13.01	Explain the “six rights” of medication administration and describe how each one related to EMS.	
13.02	Discuss the forms in which the medications may be found and provide examples of each and discuss how the form of a medication dictates its route of administration.	
13.03	Describe the difference between a generic medication name and trade name, and provide an example of each.	
13.04	Discuss the components and elements of a drug profile including: 
13.04.01	Actions
13.04.02	Contraindications
13.04.03	Side effects
13.04.04	Dose
13.04.05	Route	
13.05	Describe the role of medical direction in medication administration and explain the difference between direct orders (online) and standing orders (off-line).	
14.0	Medication Administration:  Demonstrate a fundamental depth and foundational breadth of medication administration within the scope of practice of the EMT. –The student will be able to:	
14.01	Discuss the difference between administration versus assistance of patient medications. 	
14.02	Explain the rationale for the administration of medications.	
14.02.01	Assist in the administration of medications by the following routes:
14.02.02	oral
14.02.03	sublingual
14.02.04	inhalation
14.02.05	auto- injector	
15.0	Emergency Medications: Demonstrate a fundamental depth and simple breadth of emergency medications within the scope of practice of the EMT. –The student will be able to:	
15.01	State the following for each medication that can be administered by an EMT as dictated by the State of Florida and local medical direction : 
15.01.01	Generic and trade names
15.01.02	Actions
15.01.03	Indication
15.01.04	Contraindications
15.01.05	Complications
15.01.06	Routes of administration
15.01.07	Side effects
15.01.08	Interactions
15.01.09	Doses of medications	
15.02	Discuss the forms in which the medications may be found.	
15.03	Demonstrate the steps in properly inspecting each type of medication.	
16.0	Airway Management:  Demonstrate a foundational depth, foundational breadth of airway management within the scope of practice of the EMT. –The student will be able to:	
16.01	Review the structures and functions of the respiratory system.	
16.02	State what care should be provided for a patient with or without adequate breathing.	
16.03	Describe and demonstrate the steps in performing the head-tilt chin-lift and jaw thrust in all age groups.	
16.04	Relate mechanism of injury to opening the airway.	
16.05	Explain the differences between airway anatomies in all age groups.	
16.06	Describe the following for a patient with an automatic transport ventilator (ATV): 
16.06.01	Indications
16.06.02	Contraindications
16.06.03	Advantages
16.06.04	Disadvantages 
16.06.05	Complications
16.06.06	Technique for ventilating 	
16.07	Describe the following regarding supplemental oxygen delivery devices: 
16.07.01	Indications
16.07.02	Contraindications
16.07.03	Advantages
16.07.04	Disadvantages 
16.07.05	Complications 
16.07.06	Liter Flow Range
16.07.07	Concentration of Delivered Oxygen 	
16.08	Define, identify and describe the following:  
16.08.01	tracheostomy
16.08.02	laryngectomy
16.08.03	stoma
16.08.04	tracheostomy tube	
16.09	Describe the special considerations in airway management and ventilation for the pediatric patient.	
16.10	Demonstrate the techniques of suctioning in all age groups.	
16.11	Demonstrate relief of FBAO in all age groups. 	
16.12	Demonstrate how to insert an oral and nasal -airway adjunct in all age groups.	
16.13	Demonstrate how to insert both esophageal and supra-glottic airways in all age groups. 	
17.0	Respirations:  Demonstrate a fundamental depth, foundational breadth of respiration. –The student will be able to:	
17.01	Review the pulmonary ventilation process to include mechanics of ventilation and  alveolar ventilation (tidal volumes, dead space, etc)	
17.02	Describe the oxygenation process	
17.03	Explain both external and  internal respiration process	
17.04	Discuss the various pathophysiologies of the respiratory system.	
17.05	Describe assessment and management for adequate and inadequate respiration, including the use of pulse oximetry and capnography.	
17.06	State the following for oxygen delivery devices:
17.06.01	components
17.06.02	purpose
17.06.03	indications
17.06.04	contraindications
17.06.05	complications
17.06.06	procedures	
17.07	Describe and demonstrate the steps in performing the skill of assisting ventilations in the conscious and unconscious patient in respiratory distress using a bag-valve-mask (BVM), and continuous positive airway pressure (CPAP). 	
17.08	Review the anatomy and physiology of the respiratory system including:
17.08.01	control of respirations
17.08.02	mechanics of respiration
17.08.03	pulmonary ventilation
17.08.04	oxygenation
17.08.05	mechanical ventilation	
17.09	Explain the rationale for providing adequate oxygenation through high inspired oxygen concentrations to patients who, in the past, may have received low concentrations. 	
17.10	Demonstrate the correct operation of oxygen tanks and regulators.	
17.11	Demonstrate the use of high, medium, low and variable concentration oxygen delivery devices for all age groups.	
17.12	Demonstrate the use of an oxygen humidifier and the requirements needed for its use.	
17.13	Discuss the differences between negative pressure and positive pressure ventilation.	
18.0	Artificial Ventilations: Demonstrate a fundamental depth, foundational breadth of assessment and management utilizing artificial ventilation. –The student will be able to:	
18.01	Demonstrate how to artificially ventilate a patient with a pocket mask.	
18.02	Demonstrate the steps in performing the skill of artificially ventilating a patient with a BVM for one and two rescuers using oral-nasal airway adjusts, head tilt chin lift and jaw thrust.	
18.03	Demonstrate the signs of adequate and inadequate artificial ventilation using the BVM.	
18.04	Describe and demonstrate the steps in artificially ventilating a patient with a manually triggered ventilation device. 	
18.05	Demonstrate how to artificially ventilate the pediatric, adult and geriatric patient.	
18.06	Describe the steps involved in performing a comprehensive assessment of ventilations in all age groups.	
18.07	Demonstrate how to artificially ventilate a patient with a stoma. 	
18.08	Demonstrate how to artificially ventilate a patient for all age groups.	
18.09	Demonstrate the use of various devices used in the assessment of supra-glottic and esophageal airway placement. 	
19.0	Scene Size-Up: Demonstrate a fundamental depth, foundational breadth of scene management and multiple patient situations. –The student will be able to:	
19.01	Recognize and describe hazards/potential hazards at the scene.	
19.02	Discuss common mechanisms of injury/nature of illness.	
19.03	Discuss the procedures for multiple-patient situations.	
19.04	Explain why it is important for the EMT to determine the need for additional or specialized resources. 	
19.05	Discuss the importance of continuous scene assessment to ensure safety of the EMS team and the patient.	
19.06	List the minimum standard precautions that should be followed and PPE that should be worn at the emergency scene.	
19.07	Determine special considerations for dealing with a violent scene.	
19.08	Explain the rationale for crew members to evaluate scene safety prior to entering. 	
19.09	Explain how patient situations affect your evaluation of mechanism of injury or illness.	
20.0	Primary Assessment:  Demonstrate a fundamental depth, simple breadth of the primary assessment for all patient situations. –The student will be able to:	
20.01	Summarize the elements of a general impression of the patient.	
20.02	Explain the reason for performing a primary assessment.	
20.03	Discuss and demonstrate methods of assessing altered mental status using assess for level of consciousness (AVPU). 	
20.04	Discuss and demonstrate methods of assessing the airway and providing airway care.  	
20.05	Describe and  demonstrate methods used for assessing if a patient is breathing	
20.06	Differentiate between a patient with adequate and inadequate breathing.	
20.07	Distinguish between methods of assessing breathing for all age groups. 	
20.08	Describe and  demonstrate the methods used to obtain a pulse in all age groups 	
20.09	Compare the methods of providing airway care in all age groups. 	
20.10	Discuss and demonstrate the need for assessing the patient for external bleeding.	
20.11	Describe and demonstrate normal and abnormal findings when assessing skin color, temperature, moisture and capillary refill for all age groups. 	
20.12	Explain the reason for and demonstrate prioritizing a patient for care and transport.	
20.13	Describe when it is appropriate to expose the patient completely	
20.14	Differentiate between critical life-threatening, potentially life- threatening, and non life-threatening patient presentations.	
21.0	History-Taking: Demonstrate a fundamental depth, foundational breadth of the components of history taking. –The student will be able to:	
21.01	Determine the chief complaint.	
21.02	Investigate the chief complaint.	
21.03	Describe components of the patient history	
21.04	Explain the importance of obtaining a SAMPLE and OPQRST history.	
21.05	Recognize and respond to the feelings patients experience during assessment.	
21.06	Discuss the value of obtaining a family and social history.	
21.07	Describe examples of different techniques the EMT may use to obtain information from patients, family or bystanders during the history taking process.	
22.0	Secondary Assessment: Demonstrate a fundamental depth, foundational breadth of techniques used for a secondary assessment. –The student will be able to:	
22.01	Describe the unique needs and demonstrate assessing an individual with a specific chief complaint with no known prior history. 	
22.02	Discuss the components and techniques of the physical exam and skills involved.	
22.03	Differentiate between the history and physical exam that are performed for responsive patients with no known prior history, responsive patients with a known prior history and unresponsive patients.	
22.04	State the circumstances for performing a rapid assessment.	
22.05	Discuss the reason for performing a focused history and physical exam.	
22.06	Describe and demonstrate the techniques of inspection, palpation, percussion, and auscultation.	
22.07	Describe and demonstrate the importance of obtaining a baseline set of vital signs.	
22.08	List normal blood pressure ranges for all age groups. 	
22.09	Describe and demonstrate the head to toe examination. 	
22.10	Demonstrate special examination techniques of the cardiovascular examination.	
22.11	Demonstrate the examination of the nervous system	
22.12	Demonstrate a physical exam performed for a responsive patient with and without a known prior history.	
22.13	Demonstrate a physical exam performed for an unresponsive patient.	
22.14	Recognize and respond to the feelings patients experience during assessment.	
23.0	Monitoring Devices:   Demonstrate a simple depth, simple breath of monitoring devices within the scope of practice of the EMT. –The student will be able to:	
23.01	Explain and demonstrate the use and interpretation of pulse oximetry and capnography device readings.	
23.02	Demonstrate and understand the findings of a blood pressure measured by palpation, auscultation and electronic device.	
23.03	Describe and demonstrate the purpose, indications, procedure, normal findings, and limitations of the following patient monitoring technologies.
23.03.01	Pulse Oximetry
23.03.02	Glucometry
23.03.03	Capnography 	
23.04	Demonstrate the application of a cardiac monitor. 	
24.0	Reassessment:   Demonstrate a fundamental depth, foundational breadth of how and when to perform a reassessment for all patient situations.  –The student will be able to:	
24.01	Describe the components of the reassessment and demonstrate the skills involved.	
24.02	Discuss the reasons for repeating the initial assessment as part of the reassessment.	
24.03	Explain trending assessment components and its value to other health professionals who assume care of the patient.	
24.04	Demonstrate the steps for performing the reassessment of patients in  all age groups.	
24.05	Explain the rationale of recording additional sets of vital signs.	
25.0	Medical Overview: Demonstrate a simple depth, foundation breadth of pathophysiology, assessment and management of medical complaints. –The student will be able to:	
25.01	Identify the assessment factors for a patient with a medical complaint including:	
25.01.01	scene safety	
25.01.02	environmental factors	
25.01.03	chief complaint	
25.01.04	non-life threatening conditions	
25.01.05	distracting injuries	
25.01.06	tunnel vision	
25.01.07	patient cooperation	
25.01.08	rescuer attitude	
25.02	Discuss forming a field impression and utilizing available information to determine a differential diagnosis . 	
26.0	Neurology:  Demonstrate a fundamental depth, foundational breadth of the assessment and management of neurologic disorders/emergencies for all age groups. –The student will be able to:	
26.01	Review the anatomy and physiology of the nervous system. 	
26.02	Describe the pathophysiology of the following neurologic disorders:  
26.02.01	Altered Mental Status
26.02.02	Stroke
26.02.03	Transient Ischemic Attack
26.02.04	Headache
26.02.05	Seizures
26.02.06	Syncope	
26.03	Discuss and identify the causes, signs and symptoms of ischemic strokes, hemorrhagic strokes and transient ischemic attacks and their similarities and differences.	
26.04	Discuss and demonstrate how to use a stroke scoring system in the assessment of patients with suspected stroke.	
26.05	Define and differentiate generalize seizure, partial seizure and status epilepticus and list their possible causes.	
26.06	Define and differentiate migraine headache, sinus headache, tension headache and discuss how to distinguish a harmless headaches from something more serious.	
26.07	Define “altered mental status” and identify the possible causes	
26.08	Describe and demonstrate the assessment and  management of the patient with various neurological emergencies in all age groups to include:
26.08.01	strokes
26.08.02	headaches
26.08.03	seizures
26.08.04	altered mental status	
26.09	Discuss the transport of the stroke patient to the appropriate treatment center. 	
27.0	Abdominal and Gastrointestinal Disorder: Demonstrate a fundamental depth, foundational breadth of the assessment and management of abdominal and gastrointestinal disorders/emergencies for all age groups.  –The student will be able to:	
27.01	Review the basic anatomy and physiology the gastrointestinal, genital and urinary systems.	
27.02	Describe the pathophysiology of the following abdominal and gastrointestinal disorders:   
27.02.01	Abdominal Pain
27.02.02	Acute Abdomen
27.02.03	Peritonitis
27.02.04	Appendicitis
27.02.05	Pancreatitis
27.02.06	Cholecystitis
27.02.07	Gastrointestinal bleeding
27.02.08	Esophageal Varicies
27.02.09	Gastroenteritis
27.02.10	Ulcers
27.02.11	Intestinal Obstruction
27.02.12	Hernia
27.02.13	Abdominal Aortic Aneurysm	
27.03	Define the term,” acute abdomen.”	
27.04	Identify the signs and symptoms, and common causes of an acute abdomen.	
27.05	Define upper and lower gastrointestinal bleeding.	
27.06	Describe and demonstrate the assessment and management of the patient in all age groups with various gastrointestinal emergencies to include upper and lower gastrointestinal bleeding.	
27.07	Recognize the signs and symptoms related to upper and lower gastrointestinal bleeding.	
27.08	Define acute gastroenteritis.	
27.09	Differentiate between hemorrhagic and non-hemorrhagic abdominal pain.	
27.10	Discuss the signs and symptoms of peritoneal inflammation relative to acute abdominal pain.	
28.0	Immunology: Demonstrate a fundamental depth, foundational breadth of the assessment and management of immunology disorders/emergencies for all age groups. –The student will be able to:	
28.01	Define and differentiate allergic reaction and anaphylaxis	
28.02	Describe the pathophysiology of the following immunology disorders:   
28.02.01	Allergic Reaction
28.02.02	Anaphylaxis
28.02.03	Anaphylactic Shock	
28.03	Describe and demonstrate the assessment and management of the patient in all age groups experiencing an allergic or anaphylactic reaction.	
28.04	State the following for the epinephrine auto-injector: 
28.04.01	generic and trade names
28.04.02	medication forms
28.04.03	dose
28.04.04	administration
28.04.05	action
28.04.06	contraindications	
28.05	Demonstrate the use of epinephrine auto-injector	
28.06	Review the anatomy and physiology of the organs and structures related to anaphylaxis	
28.07	Describe the incidence, morbidity and mortality of anaphylaxis.	
28.08	Identify the risk factors most predisposing to anaphylaxis.	
28.09	Recognize the signs and symptoms related to anaphylaxis	
28.10	Describe the prevention of anaphylaxis and appropriate patient education.	
28.11	List common antigens most frequently associated with anaphylaxis.	
28.12	Demonstrate how to remove a stinger from a bee sting and proper management following its removal.	
29.0	Infectious Disease: Demonstrate a simple depth, simple breadth of the assessment and management of a patient who may have an infectious disease for all age groups. –The student will be able to:	
29.01	List the causes of infectious diseases	
29.02	Describe the pathophysiology of the following infectious diseases: 
29.02.01	Hepatitis B
29.02.02	Hepatitis C
29.02.03	Tuberculosis
29.02.04	Human Immunodeficiency Virus (AIDS)
29.02.05	Severe Acute Respiratory Syndrome
29.02.06	West Nile Virus
29.02.07	Multidrug-Resistant Organisms	
29.03	Describe and demonstrate the assessment and management of the patient in all age groups experiencing an infectious disease.	
29.04	Discuss mandatory notification to State or Federal agencies of various diseases.	
29.05	Identify patients with risk factors for infectious disease.	
29.06	Explain the principles and practices of infection control in prehospital care.	
29.07	Describe and discuss the rationale for the various types of PPE.	
29.08	Discuss the proper disposal of contaminated supplies (sharps, gauze sponges, tourniquets, etc.).	
29.09	Discuss decontamination of the ambulance and disinfection of patient care equipment, and areas in which care of the patient occurred.	
29.10	Describe the actions to take if the EMS provider is exposed to an infectious disease.	
29.11	Demonstrate the ability to comply with body substance isolation guidelines.	
30.0	Endocrine Disorders:  Demonstrate a fundamental depth, foundational breadth of the assessment and management of endocrine disorders/emergencies for all age groups. –The student will be able to:	
30.01	Review the anatomy and physiology of the endocrine system and its main function in the body.	
30.02	Describe the pathophysiology of the following endocrine disorders:   
30.02.01	Insulin Dependent Diabetes Mellitus
30.02.02	Non-Insulin Dependent Diabetes Mellitus
30.02.03	Hypoglycemia
30.02.04	Hyperglycemia
30.02.05	Diabetic Ketoacidosis(DKA)
30.02.06	Hyperglycemic Hyperosmolar Nonketotic Syndrome (HHNS)	
30.03	Define and differentiate diabetes (type I and II), Hypoglycemia, Hyperglycemia, insulin shock and diabetic ketoacidosis.	
30.04	Identify and demonstrate the steps in the management of the patient taking diabetic medicine with an altered mental status and a history of diabetes.	
30.05	State the following for oral glucose:  
30.05.01	Generic and trade names
30.05.02	Medication forms
30.05.03	Dose
30.05.04	Administration
30.05.05	Action
30.05.06	Contraindications	
30.06	Demonstrate the steps of using a glucometer device and administering oral glucose. 	
30.07	Describe and demonstrate the assessment and the management of the patient in all age groups experiencing an endocrinologic emergency to include hypo- and hyper-glycemia. 	
30.08	Discuss the general assessment findings associated with endocrinologic emergencies.	
30.09	Differentiate between the pathophysiology of normal glucose metabolism and diabetic glucose metabolism.	
30.10	Recognize the signs and symptoms of the patient with hypoglycemia.	
30.11	Recognize the signs and symptoms of the patient with hyperglycemia.	
30.12	Discuss the pathophysiology of diabetic ketoacidosis.	
30.13	Recognize the signs and symptoms of the patient with diabetic ketoacidosis.	
31.0	Psychiatric:  Demonstrate a fundamental depth, foundational breadth regarding the assessment and management of psychiatric emergencies for all age groups. –The student will be able to:	
31.01	Define behavior, psychiatric disorders and behavioral emergencies.	
31.02	Describe the pathophysiology of the following  psychiatric disorders:   
31.02.01	Anxiety
31.02.02	Phobias
31.02.03	Depression
31.02.04	Paranoia
31.02.05	Psychosis
31.02.06	Schizophrenia
31.02.07	Suicidal Ideations
31.02.08	Agitated Delirium
31.02.09	Violence toward Others	
31.03	Discuss the general factors that may cause an alteration in a patient's behavior. 	
31.04	Discuss the risk factors/signs or symptoms of various psychiatric emergencies to include suicide. 	
31.05	Given an scenario, apply knowledge of  the special medical/legal considerations for managing behavioral emergencies to include Florida statues:
31.05.01	Baker Act (FS 394.451)
31.05.02	Marchman Act (FS 397.601 and  FS 397.675)
31.05.03	Emergency examination and  treatment of incapacitated  (FS401.445)	
31.06	Describe and demonstrate the assessment and management of the patient in all age groups experiencing a behavioral or psychiatric emergency.	
31.07	Describe the biological, psychosocial, and sociocultural influences on psychiatric disorders.	
31.08	Describe the special considerations for the safety of the EMS provider and EMS crew, the patient and bystanders when dealing with behavioral and psychiatric disorders.	
31.09	Describe methods of restraint that may be necessary in managing the emotionally disturbed patient and the possible legal implications.	
31.10	Explain the rationale for learning how to modify your behavior toward the patient with a behavioral emergency.	
32.0	Cardiovascular: Demonstrate a fundamental depth, foundational breadth of the assessment and management of cardiovascular emergencies for all age groups. –The student will be able to:	
32.01	Review the basic anatomy and physiology of the cardiovascular system.	
32.02	Describe the pathophysiology of the following cardiovascular disorders:  
32.02.01	Acute Coronary Syndrome
32.02.02	Angina pectoris
32.02.03	Thromboembolism
32.02.04	Myocardial infarction
32.02.05	Hypertensive emergencies
32.02.06	Aortic aneurysm/dissection
32.02.07	Left and right sided Heart Failure 
32.02.08	Cardiogenic Shock
32.02.09	Hypertensive Emergencies
32.02.10	Cardiac Arrest	
32.03	Describe and demonstrate the assessment and management of the patient in all age groups experiencing a cardiac emergency. 	
32.04	List the indications and contraindications for automated external defibrillation (AED).	
32.05	Explain the impact of age and weight on defibrillation.	
32.06	Discuss the position of comfort for patients with various cardiac emergencies.	
32.07	Explain the rationale for early defibrillation. 	
32.08	Discuss the various types of automated external defibrillators.	
32.09	Differentiate between the fully automated and the semi-automated defibrillator.	
32.10	Understand the importance of maintenance and operators check list for AED’s. 	
32.11	Demonstrate the ability to use an AED according to the latest American Heart Association (AHA) guidelines. 	
32.12	Explain the role medical direction plays in the use of automated external defibrillation.	
32.13	Explain the rationale for administering nitroglycerin and ASA to a patient with chest pain or discomfort.	
32.14	Demonstrate the assessment and documentation of patient response to the automated external defibrillator.	
32.15	Demonstrate the assessment and documentation of patient response to nitroglycerin. 	
33.0	Toxicology: Demonstrate a fundamental depth, foundational breadth of the assessment and management of toxicological (poisoning and overdose) emergencies for all age groups. –The student will be able to:	
33.01	Define and differentiate toxicology, poisoning and overdose.	
33.02	Describe the pathophysiology of the following toxicological emergencies: 
33.02.01	Food Poisoning
33.02.02	Carbon Monoxide Poisoning
33.02.03	Cyanide Poisoning
33.02.04	Exposure to Acid or Alkaline Substances
33.02.05	Exposure to Hydrocarbons
33.02.06	Methanol Ingestion
33.02.07	Isopropanol Ingestion
33.02.08	Ethylene Glycol Ingestion
33.02.09	Exposure to Poisonous Plants
33.02.10	Drug Withdrawal
33.02.11	Alcoholic Syndrome
33.02.12	Withdrawal syndrome (including delirium tremens)
33.02.13	Illicit Drug Use
33.02.14	Medication Overdose	
33.03	List various ways that poisons enter the body.	
33.04	List signs/symptoms associated with poisoning.	
33.05	Discuss and demonstrate the assessment and management for the patient in all age groups with poisoning or overdose.	
33.06	Discuss the role of the Poison Control Center with the nationwide contact number 800-222-1222 in the United States.	
33.07	Explain the rationale for contacting medical direction early in the prehospital management of the poisoning or overdose patient.	
34.0	Respiratory:  Demonstrate a fundamental depth, foundational breadth of the assessment and management of respiratory disorders/emergencies for all age groups. –The student will be able to:	
34.01	Review the basic anatomy and physiology of the respiratory system.	
34.02	Describe the pathophysiology of the following respiratory disorders:   
34.02.01	Chronic Obstructive Pulmonary Disease: Emphysema, Chronic Bronchitis, and Asthma
34.02.02	Pulmonary Edema
34.02.03	Spontaneous Pneumothorax
34.02.04	Hyperventilation Syndrome
34.02.05	Epiglottitis
34.02.06	Pertussis
34.02.07	Cystic Fibrosis
34.02.08	Pulmonary Embolism
34.02.09	Pneumonia
34.02.10	Viral Respiratory Infections
34.02.11	Poisonous Exposures	
34.03	List signs of adequate air exchange.	
34.04	State the signs and symptoms of a patient with respiratory distress.	
34.05	Describe and demonstrate the assessment and management of the patient in all age groups with a respiratory emergency.	
34.06	State the following for the metered-dose inhaler:
34.06.01	generic name
34.06.02	medication forms
34.06.03	dose
34.06.04	administration
34.06.05	action
34.06.06	indications
34.06.07	contraindications	
34.07	Describe and demonstrate the steps in facilitating the use of an inhaler.	
34.08	Differentiate between upper airway obstruction and lower airway disease in the patient for all age groups.	
34.09	Discuss the measures needed to ensure personal safety while attending to the patient with a respiratory emergency or infection.	
34.10	Demonstrate proper use of airway and ventilation devices.	
34.11	Explain the rationale and demonstrate the application of a CPAP/ BiPAP unit.	
35.0	Hematology: Demonstrate a simple depth, simple breadth of the assessment, and management of hematology disorders for all age groups. –The student will be able to:	
35.01	Review the anatomy and physiology of blood.	
35.02	Describe the pathophysiology of the following hematology  disorders:   
35.02.01	Anemia
35.02.02	Sickle Cell Anemia / Sickle Cell Crisis
35.02.03	Hemophilia	
35.03	State the signs and symptoms of a patient with a Sickle Cell crisis or a clotting disorder.	
35.04	Describe and demonstrate the assessment and the management of the patient with Sickle cell crisis or a clotting disorder.	
35.05	Describe the anatomy and physiology of the hematologic system to the pathophysiology and assessment of patients with hematologic disorders such as Sickle cell.	
36.0	Genitourinary /Renal: Demonstrate a simple depth, simple breath of the assessment and management of genitourinary/ renal emergency for all age groups. –The student will be able to:	
36.01.01	Review the basic anatomy and physiology of the genitourinary and renal systems	
36.02	Describe the pathophysiology of the following  genitourinary/ renal disorders:   
36.02.01	Urinary Tract Infection
36.02.02	Kidney Stones
36.02.03	Kidney Failure	
36.03	Understand the basic principles of kidney dialysis.	
36.04	Discuss the signs and symptoms of a patient with a dialysis emergency.	
36.05	Describe and demonstrate the assessment and management of the patient with a dialysis emergency.	
37.0	Gynecology: Demonstrate a fundamental depth, foundational breadth of the assessment and management of gynecologic emergencies for all age groups. –The student will be able to:	
37.01	Review the basic anatomy and physiology of the female reproductive system.	
37.02	Describe the pathophysiology of the following gynecologic disorders and emergencies:   
37.02.01	Sexual Assault
37.02.02	Nontraumatic Vaginal Bleeding
37.02.03	Menstrual Pain
37.02.04	Ovarian Cyst
37.02.05	Endometritis
37.02.06	Endometriosis
37.02.07	Pelvic Inflammatory Disease
37.02.08	Sexually Transmitted Diseases	
37.02.09	Describe and demonstrate the assessment and management of the patient in all age groups  experiencing a gynecologic emergency to include:
37.02.10	excessive bleeding
37.02.11	abdominal pain
37.02.12	sexual assault.	
37.03	Discuss the special consideration and precautions an EMT must observe when arriving at the scene of a suspected case of sexual assault or rape.	
37.04	Describe the assessment and management of a patient who has experienced a sexual assault including the psychosocial impact and assessment findings/presentations.	
37.05	Value the importance of maintaining a patient’s modesty and privacy while still being able to obtain necessary information.	
37.06	Defend the need to provide care for a patient of sexual assault, while still preventing destruction of crime scene information.	
38.0	Non-Traumatic Musculoskeletal Disorders: Demonstrate a fundamental depth, foundational breadth of the assessment and management of non-traumatic fractures for all age groups.  –The student will be able to:	
38.01	Review the basic anatomy and physiology of the musculoskeletal system.	
38.02	Describe and demonstrate the assessment and management of the patient in all age groups with a non-traumatic musculoskeletal emergency.	
39.0	Diseases of the Eyes, Ears, Nose, and Throat: Demonstrate a simple depth, simple breadth in recognition and management of nose bleed for all age groups. –The student will be able to:	
39.01	Discuss the recognition and management of an epistaxis. 	
39.02	Describe and demonstrate the assessment and management of the patient in all age groups with abnormal conditions affecting the eyes, ears, nose and throat. 	
40.0	Shock and Resuscitation: Demonstrate the application of fundamental knowledge of the causes, pathophysiology, and management of shock and respiratory failure. –The student will be able to:	
40.01	Discuss and identify causes and pathophysiology of the categories of hemorrhage and shock.	
40.02	Discuss and identify causes and pathophysiology of respiratory failure and arrest.	
40.03	Discuss and identify causes and pathophysiology of cardiac failure or arrest.	
40.04	Discuss the various types and degrees of shock. 	
40.05	Discuss and identify post resuscitation and management.	
40.06	Explain the system components of CPR, the links in the AHA chain of survival and how each one relates to maximizing the survival of the patient.	
40.07	Show Provider (AHA guidelines) certification required prior to rescuer program completion.	
40.08	Discuss and distinguish the variations and causes between the management of the infant, child, adult and geriatric patient experiencing shock.	
40.09	Define and differentiate compensated and decompensated hemorrhagic shock.	
40.10	Defend the importance of teamwork, experience, and practice in preparation to manage the critical patient	
40.11	Demonstrate how to perform one and two rescuer CPR, adult, child, infant	
40.12	Demonstrate how to perform rescuer level appropriate defibrillation in an adult, child and infant patient	
40.13	Demonstrate the steps of rescuer level appropriate post resuscitative care	
40.14	Management and resuscitation of the critical patient	
40.15	Demonstrate rapid decision making based on differential field diagnosis of the critical patient with a peri-arrest condition	
40.16	Describe and demonstrate the assessment and management of the patient with hemorrhage and shock.  	
41.0	Trauma Overview: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of the trauma patient for all age groups. –The student will be able to:	
41.01	Discuss and define pathophysiology of the trauma patient	
41.02	List and describe the components of a comprehensive trauma systems and levels of trauma centers.	
41.03	Describe the criteria for different transportation modes to a trauma center.	
41.04	Explain the relationship between mechanism of injury and potential energy, kinetic energy and work in relation to trauma.
41.04.01	Define energy, force, laws of motion
41.04.02	Explain the physics of trauma	
41.05	Define the term blunt and  penetrating trauma and provide examples of the mechanism of injury (MOI) that would cause each to occur and include:
41.05.01	Effects of high, medium and  low velocity penetrating trauma
41.05.02	Primary, secondary, tertiary and miscellaneous blast injuries
41.05.03	Factors to consider of a patient injured in a fall.
41.05.04	Consider all age groups 	
41.06	Describe the kinematics of penetrating injuries.	
41.07	Discuss the role of documentation in trauma.	
41.08	Demonstrate the use of the Florida Trauma Alert Criteria, classify various types of trauma patients.	
41.09	Discuss and describe significant and non-significant Mechanism of Injury (MOI) and provide examples of each. 	
41.10	Discuss and describe State of Florida’s trauma scorecard methodologies as required in Florida Statute and Florida Administrative Code (F.A.C.) 	
41.11	Discuss the National Trauma Triage Protocol of injured Patients (http://cdc.gov/fieldtriage/ ) 	
42.0	Bleeding: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of bleeding for all age groups. –The student will be able to:	
42.01	Review the anatomy and  physiology of the circulatory system	
42.02	Review the different types of bleeding and classes of hemorrhage.	
42.03	List signs and symptoms of shock (hypo-perfusion).	
42.04	Describe the body’s physiologic response to bleeding.	
42.05	Review the pathophysiology of hemorrhagic shock.	
42.06	Explain the sense of urgency to transport patients that are bleeding and show signs of shock (hypoperfusion).	
42.07	Describe and demonstrate the assessment and management of a patient in all age groups with hemorrhagic shock.	
42.08	Demonstrate how to apply a commercial tourniquet. 	
42.09	Formulate a field impression based upon the assessment findings for a patient with hemorrhagic shock.	
43.0	Chest Trauma: Demonstrate a fundamental depth, simple breadth of pathophysiology, assessment and management of chest trauma for all age groups. –The student will be able to:	
43.01	Review the anatomy and physiology of the thoracic/chest cavity and respiratory system.	
43.02	Differentiate between a pneumothorax (open, simple and tension) and hemothorax. 	
43.03	Discuss the pathophysiology and MOI of myocardial injuries, including the following:
43.03.01	pericardial tamponade
43.03.02	myocardial contusion,
43.03.03	myocardial rupture
43.03.04	commotio cordis	
43.04	Identify the need for rapid intervention and transport of the patient with thoracic injuries.	
43.05	Discuss the pathophysiology and MOI of specific chest wall injuries, including the following:
43.05.01	rib fracture
43.05.02	flail segment
43.05.03	sternal fracture 	
43.06	Describe and demonstrate the assessment and management of injuries to the chest wall, lung and myocardial tissue.	
43.07	Identify the need for rapid intervention and transport of the patient with chest wall, lung and myocardial tissue injuries.	
43.08	Formulate a field impression based upon the assessment findings for a patient with chest trauma. 	
44.0	Abdominal and Genitourinary Trauma: Demonstrate a fundamental depth, simple breadth of pathophysiology, assessment and management of abdominal and genitourinary trauma for all age groups. –The student will be able to:	
44.01	Review the anatomy and physiology and of the abdominal cavity and genitourinary (both male and female) system.	
44.02	Describe the abdominal quadrants and the organs found within each quadrant.	
44.03	Describe the differences between hollow and solid organs.	
44.04	Discuss the pathophysiology and MOI for abdominal trauma including hallow and solid injuries.	
44.05	Describe and demonstrate the assessment and management of a patient with a suspected abdominal or genitourinary injury including:
44.05.01	Penetrating
44.05.02	Blunt
44.05.03	Open
44.05.04	Closed	
44.06	Formulate a field impression based upon the assessment findings for a patient with abdominal trauma. 	
45.0	Orthopedic Trauma:  Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of orthopedic trauma for all age groups. –The student will be able to:	
45.01	Review the anatomy and physiology of the musculo-skeletal system. 	
45.02	and  Discuss pathophysiology and MOI for orthopedic injury including: 
45.02.01	Fractures
45.02.02	Sprains
45.02.03	Strains 
45.02.04	Pelvic Injury 
45.02.05	Amputation 	
45.03	Describe the different types of orthopedic injuries including:
45.03.01	Fractures
45.03.02	Sprains
45.03.03	Strains 
45.03.04	Pelvic Injury 
45.03.05	Amputation 	
45.04	List the primary signs and symptoms of extremity trauma.	
45.05	Explain the rationale for stabilization of an open and a closed painful, swollen, deformed extremity.	
45.06	Describe and demonstrate the assessment and management of a patient with a suspected orthopedic injury including:
45.06.01	Fractures
45.06.02	Sprains
45.06.03	Strains 
45.06.04	Pelvic Injury 
45.06.05	Amputation 	
45.07	Explain the benefits and general guidelines for the following management techniques: 
45.07.01	Heat Therapy
45.07.02	Cold Therapy
45.07.03	Splinting 	
45.08	List the six “Ps” of orthopedic injury assessment.	
45.09	Discuss the need for assessment of pulses, motor, and sensation before and after splinting.	
45.10	Describe age-associated changes in the bones.	
45.11	Discuss the usefulness of the pneumatic anti-shock garment (PASG) in the management of fractures.	
45.12	Discuss the out-of-hospital management of dislocation/fractures, including splinting and realignment and sprains and strains.	
45.13	Discuss the pathophysiology of replantation. 	
45.14	Explain the rationale for splinting at the scene versus load and go.	
45.15	Demonstrate the proper use of following techniques for a patient with a suspected fracture:, ,
45.15.01	Hard
45.15.02	Improvised
45.15.03	Soft
45.15.04	Traction splints 	
45.16	Formulate a field impression based upon the assessment findings for a patient with orthopedic trauma. 	
46.0	Soft Tissue Trauma: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of soft tissue trauma for all age groups.  –The student will be able to:	
46.01	Review anatomy and physiology of the integumentary system to include the layers of the skin.	
46.02	Describe the pathophysiology and MOI of wounds, burns, crush injuries and high pressure injection injuries.	
46.03	Describe and demonstrate the assessment and management of the following types of closed soft tissue injuries: 
46.03.01	wounds
46.03.02	burns
46.03.03	high pressure injection
46.03.04	crush syndrome injuries
46.03.05	compartment syndrome injuries
46.03.06	contusion
46.03.07	hematoma	
46.04	Describe and demonstrate the assessment and management of the following types of open soft tissue injuries:
46.04.01	abrasions
46.04.02	lacerations
46.04.03	major arterial lacerations
46.04.04	avulsions,
46.04.05	bites
46.04.06	impaled objects
46.04.07	amputations
46.04.08	incisions
46.04.09	crush injuries
46.04.10	blast injuries
46.04.11	Penetrations/punctures.	
46.05	Identify types of burn injuries, including:
46.05.01	thermal burn
46.05.02	inhalation burn
46.05.03	chemical burn
46.05.04	electrical burn
46.05.05	radiation exposure	
46.06	Describe the depth classifications of burn injuries, including:
46.06.01	superficial burn
46.06.02	partial-thickness burn
46.06.03	full-thickness burn
46.06.04	Other depth classifications	
46.07	Describe methods for determining body surface area percentage of a burn injury including the “rules of nines," the "rules of palms," and other methods.	
46.08	Explain how the seriousness of a burn is related to its depth and extent (percent of body surface area (BSA) involved or rule of nines) for patients in all age groups. 	
46.09	Differentiate and demonstrate the various management techniques for hemorrhage control of open soft tissue injuries, including but not limited to:
46.09.01	direct pressure
46.09.02	pressure dressing
46.09.03	tourniquet application
46.09.04	Hemostatic agents	
46.10	Differentiate between the types of injuries requiring the use of an occlusive versus non- occlusive dressing.	
46.11	Discuss the possible complications of an improperly applied dressing, bandage, tourniquet and hemostatic agents.	
46.12	Describe and demonstrate the assessment and management of specific burn injuries including: 
46.12.01	Thermal 
46.12.02	Inhalation
46.12.03	Chemical
46.12.04	Electrical
46.12.05	Radiation 	
46.13	Formulate a field impression based upon the assessment findings for a patient with soft tissue trauma. 	
47.0	Head, Facial, Neck, and Spine Trauma: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of head, facial, neck and spine trauma for all age groups.  –The student will be able to:	
47.01	Review the anatomy and physiology and of the head, face, and neck (non-spinal).	
47.02	Describe the pathophysiology and MOI for head, face, and neck (non-spinal) hemorrhage.	
47.03	Describe and demonstrate the assessment and  management of a patient with the following injuries to the head, face and  neck (non-spinal): 
47.03.01	Penetrating Neck Trauma
47.03.02	Laryngotracheal injury
47.03.03	Skull Fracture 
47.03.04	Facial Fracture 
47.03.05	Eye Injury ( foreign body)
47.03.06	Dental Trauma 	
47.04	Recognize and manage life threats due to head, neck and spine trauma.	
47.05	Discuss and demonstrate the rationale and use of the Glasgow Coma Score.	
47.06	Formulate a field impression based upon the assessment findings for a patient with head, facial, and/ or neck (non-spinal) trauma. 	
48.0	Nervous System Trauma: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment, and management of nervous system trauma for all age groups. –The student will be able to:	
48.01	Review the anatomy and physiology and of the nervous system. 	
48.02	Discuss the pathophysiology and MOI for brain and spinal injury including:
48.02.01	Increased intracranial pressure (ICP)
48.02.02	Concussion
48.02.03	Contusion	
48.03	Describe and demonstrate the assessment and management of a patient with a brain and spinal injury including:
48.03.01	Brain Trauma 
48.03.02	Spinal Cord Trauma
48.03.03	Cervical Spine Trauma 	
48.04	Explain the rationale for motion restriction of the entire spine when a cervical spine injury is suspected.	
48.05	Explain the rationale for utilizing spinal motion restriction methods apart from the straps on the cots.	
48.06	Explain the rationale for utilizing a short spine motion restriction device when moving a patient from the sitting to the supine position.	
48.07	Given a scenario, defend whether or not to remove a helmet prior to transport of a patient. 	
48.08	Demonstrate specific management techniques for a patient with a suspected spinal cord injury.  	
48.09	Demonstrate various methods for stabilization and removal of a helmet.	
48.10	Demonstrate documentation of assessment before, during and after spinal motion restriction.	
48.11	Formulate a field impression based upon the assessment findings for a patient with brain and/or spinal trauma. 	
49.0	Special Considerations in Trauma: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of trauma patients with special considerations for all age groups. –The student will be able to:	
49.01	Review the anatomy and physiology for the following trauma patients:
49.01.01	pregnant
49.01.02	pediatric
49.01.03	geriatric
49.01.04	cognitively impaired	
49.02	Discuss the pathophysiology and MOI of trauma in the following patients: 
49.02.01	pregnant
49.02.02	pediatric
49.02.03	geriatric
49.02.04	cognitively impaired	
49.03	Discuss and  demonstrate unique assessment and  management considerations for the following trauma patients: 
49.03.01	pregnant
49.03.02	pediatric
49.03.03	geriatric
49.03.04	cognitively impaired	
49.04	Formulate a field impression based upon the assessment findings for a patient requiring special considerations. 	
50.0	Environmental Emergencies: Demonstrate a fundamental depth, foundational breadth of pathophysiology, assessment and management of environmental emergencies for all age groups. –The student will be able to:	
50.01	Define drowning and discuss its incidence, rick factors and prevention.	
50.02	Discuss the pathophysiology and MOI of the following: 
50.02.01	Drowning and water related incidents
50.02.02	temperature-related illness
50.02.03	bites and envenomation
50.02.04	dysbarism such as high-altitude edema
50.02.05	diving injuries
50.02.06	lightning (electrical) injury
50.02.07	high altitude illness	
50.03	Describes and demonstrate the assessment and management for a patient with the following:
50.03.01	Drowning and water related incidents
50.03.02	temperature-related illness
50.03.03	bites and envenomation
50.03.04	dysbarism such as high-altitude edema
50.03.05	diving injuries
50.03.06	lightning (electrical) injury
50.03.07	high altitude illness	
50.04	Discuss the physics of the gas laws including: Boyle’s, Dalton, Henry and Charles.	
50.05	Discuss scene management and provider safety considerations for a submersion, diving, or lightning incident.  	
50.06	Explain the five ways a body can lose heat	
50.07	Identify the species of insects, spiders and snakes in the US that may cause life threatening injuries.	
50.08	Formulate a field impression based upon the assessment findings for a patient with an environmental emergency. 	
51.0	Multi-Systems Trauma: Demonstrate a fundamental depth, foundational breadth of the pathophysiology, assessment, and management of multi-system trauma and blast injuries.  –The student will be able to:	
51.01	Discuss the pathophysiology and MOI of multi-system trauma and blast injuries.	
51.02	Discuss the golden principle of out-of-hospital trauma care	
51.03	Describe and demonstrate assessment and management considerations for a patient of multi system trauma and blast injuries.	
51.04	Formulate a field impression based upon the assessment findings for a patient with multi systems trauma and/ or blast injuries. 	
52.0	Obstetrics: Demonstrate a fundamental depth, foundational breadth of management of the obstetric patient within the scope of practice of the EMT.   –The student will be able to:	
52.01	Identify and describe the anatomical structures and functions of the female reproductive system and how these structures and functions change during pregnancy	
52.02	Define the stages of labor and discuss how to assess them	
52.03	Differentiate between normal delivery, abnormal delivery and complications associated with delivery.	
52.04	Differentiate the management of a patient with predelivery emergencies from a normal delivery.	
52.05	State the patient care measures for all stages of labor in a normal (cephalic) delivery for the mother and the newborn	
52.06	Describe how to care for the newborn post-delivery.	
52.07	Describe the management of the mother post-delivery.	
52.08	State the patient care measures for all stages of labor in abnormal (non-cephalic) deliveries for the mother and the newborn	
52.09	Describe the procedures for handling complications of pregnancy	
52.10	Describe special considerations when meconium is present in amniotic fluid or during delivery.	
52.11	Describe special patient care considerations of a premature baby.	
52.12	Demonstrate how to listen to fetal heart tones.	
52.13	Demonstrate the patient care measures for all stages of labor in a normal (cephalic) delivery for the mother and the newborn	
52.14	Demonstrate the patient care measures for all stages of labor in abnormal (non-cephalic) deliveries for the mother and the newborn	
52.15	Demonstrate the procedures for handling complications of pregnancy including pre-eclampsia and eclampsia	
53.0	Neonatal Care: Demonstrate a fundamental depth, foundational breadth of management of the newborn and neonatal patient within the scope of practice of the EMT. –The student will be able to:	
53.01	Discuss and demonstrate assessment and management considerations of a neonate.	
53.02	Define the term neonate.	
53.03	Identify the factors that lead to premature birth and low birth weight newborns.	
53.04	Calculate the APGAR score given various newborn situations.	
53.05	Discuss the common signs when ventilator assistance is appropriate for a neonate.	
53.06	Identify and discuss the use of oxygen/airway adjuncts in the neonate 	
53.07	Discuss the steps in resuscitation of a neonate	
53.08	Discuss the signs of hypovolemia in a newborn.	
53.09	Discuss the effects maternal narcotic usage has on the newborn	
53.10	Discuss the management/treatment plan for vomiting in the neonate.	
53.11	Discuss the assessment findings associated with common birth injuries in the neonate.	
53.12	Demonstrate assessment of APGAR scoring during a scenario	
53.13	Demonstrate appropriate assessment technique for examining a neonate.	
53.14	Demonstrate appropriate assisted ventilations for a neonate.	
53.15	Demonstrate appropriate chest compression and ventilation technique for a neonate.	
53.16	Demonstrate the initial steps in resuscitation of a neonate.	
53.17	Demonstrate blow-by oxygen delivery for a neonate.	
54.0	Pediatrics: Demonstrate a fundamental depth, fundamental breath of management of the pediatric patient within the scope of practice of the EMT. –The student will be able to:	
54.01	Review the anatomy, physiology and pathophysiology and differences of patients in the pediatric age ranges. 	
54.02	Discuss the differences in approaching and assessing patients in the pediatric age ranges.	
54.03	Discuss and demonstrate assessment and management considerations for Sudden Unexplained Infant Death Syndrome (SUIDS).	
54.04	Describe the selection of appropriate airway adjuncts and ventilation devices for infants and children.	
54.05	Discuss complications of improper utilization of airway adjuncts and ventilation devices with infants and children.	
54.06	Describe the common causes, assessment and management of respiratory distress, failure, or arrest in infants and children. 	
54.07	Discuss the common causes, assessment and management of hypoperfusion in infants and children.	
54.08	Discuss the common causes, assessment and management of cardiopulmonary arrest in infants and children.	
54.09	Describe the common causes, assessment and management of altered level of consciousness in infants and children.	
54.10	Describe the common causes, assessment and management of trauma in infants and children.	
54.11	Discuss the pathophysiology of hypo-perfusion in infants and children.	
54.12	Describe the common causes, assessment and management of hypoperfusion in infants and children.	
54.13	Describe the common causes, assessment and management of neurological emergencies in infants and children.	
54.14	Demonstrate proper technique for administering blow-by oxygen to infants and children.	
54.15	Demonstrate proper technique for suctioning of infants and children.	
54.16	Demonstrate appropriate use of airway adjuncts and ventilation devices with infants and children.	
54.17	Demonstrate age appropriate basic airway clearing maneuvers for infants and children with a completely obstructed airway.	
54.18	Demonstrate appropriate airway and breathing control maneuvers for infant and child trauma patients.	
55.0	Geriatrics: Demonstrate a fundamental depth, foundational breadth of management of the geriatric patient within the scope of practice of the EMT. –The student will be able to:	
55.01	Define and discuss the term “geriatrics.”	
55.02	Review the anatomy, physiology and pathophysiology of the Geriatric patient. 	
55.03	Discuss common emotional and psychological reactions to aging to include causes and manifestations.	
55.04	Discuss the problems with mobility in the elderly and develop strategies to prevent falls.	
55.05	Discuss factors that may complicate the assessment of the elderly patient including communication issues and methods to overcome them.	
55.06	Describe principles that should be employed when assessing and communicating with the elderly.	
55.07	Describe the common causes, assessment and management of  the elderly patient with the following complaints: 	
55.07.01	Pulmonary, including pneumonia, chronic obstructive pulmonary diseases, and pulmonary embolism.	
55.07.02	Cardiovascular, including myocardial infarction, heart failure, dysrhythmias, aneurism, and hypertension.	
55.07.03	Nervous system, including cerebral vascular disease, delirium, dementia, Alzheimer’s disease and Parkinson’s disease.	
55.07.04	Endocrine system, including diabetes and thyroid diseases.	
55.07.05	Gastrointestinal problems.	
55.07.06	Toxicological problems including alcohol/drug abuse, and polypharmacy errors.	
55.07.07	Environmental considerations.	
55.07.08	Traumatic injuries, including orthopedic injuries, burns and head injuries.	
56.0	Patients with Special Challenges: Demonstrate a simple depth, simple breadth of management of the patient with special challenges. –The student will be able to:	
56.01	Define child abuse / neglect	
56.02	Define children with special health care needs. 	
56.03	Discuss the pathophysiology of abuse and neglect in infants and children.	
56.04	Discuss the assessment and management/treatment plan for abuse and neglect in infants and children, including documentation and reporting.	
56.05	Discuss the pathophysiology of children with special health care needs including technology 	
56.06	Discuss the assessment management/treatment plan for children with special health care needs including technology assisted children.	
56.07	Discuss the incidence and categories of abuse and assault.	
56.08	Describe the characteristics associated with the profile of the typical abuser of a spouse, elder and child.	
56.09	Identify the profile of the "at-risk" spouse, elder and child.	
56.10	Discuss special considerations for the assessment and management of the abused patient.	
56.11	Discuss the legal aspects of documentation and mandatory reporting associated with abused and assaulted patient.	
56.12	Discuss considerations for approach, assessment and treatment of patients with the following impairments/disabilities: (LIST) Hearing, Vision, and Speech. 	
56.13	Describe paraplegia/quadriplegia.	
56.14	Recognize the patient with a developmental disability.	
56.15	Recognize the patient with Down’s syndrome.	
56.16	Describe the following diseases/illnesses: 
56.16.01	Cerebral palsy
56.16.02	Cystic fibrosis
56.16.03	Spina bifida
56.16.04	Patients with a previous head injury	
56.17	Identify a patient that is terminally ill.	
56.18	Differentiate between the role of EMS provider and the role of the home care provider.	
56.19	Discuss the aspects of home care that impact quality of the care for a given patient.	
56.20	List complications commonly seen in the home care patients, which result in their hospitalization.	
56.21	Define hospice care and comfort care. 	
56.22	List the stages of the grief process and relate them to an individual in hospice care.	
56.23	Describe airway maintenance devices typically found in the home care environment.	
56.24	Describe indwelling catheters, implanted central IV ports and central line monitoring.	
56.25	Identify failure of GI/GU devices found in the home care setting.	
56.26	Identify failure of ventilating devices found in the home care setting.	
56.27	Identify failure of vascular access devices found in the home care setting.	
56.28	Demonstrate the ability to assess a spouse, elder or child abused patient.	
56.29	Demonstrate the ability to assess a sexually assaulted patient.	
56.30	Demonstrate the assessment of a patient with a sensory deficit or developmental disability.	
56.31	Develop a treatment and management plan of the elderly psychiatric patient, including depression and suicide.	
57.0	Principles of Safely Operating a Ground Ambulance: Demonstrate a simple depth, foundational breadth of risks and responsibilities of transport. –The student will be able to:	
57.01	Discuss the importance of performing regular vehicle and equipment inspection. 	
57.02	Demonstrate how to perform a daily inspection of an ambulance.	
57.03	Describe the general provisions of Florida laws relating to the operation of the ambulance and privileges. , 	
57.04	Identify current local and state standards which influence ambulance design. 	
57.05	Demonstrate how to place a patient in, and remove a patient from an ambulance.	
57.06	Discuss the guidelines for operating an ambulance safety during emergency and non-emergency situation/incident.	
57.07	Discuss considerations that are required for ensuring scene safety, including personal safety, patient safety, and traffic control.	
57.08	Demonstrate how to clean and disinfect the ambulance and equipment.	
58.0	Incident Management: Demonstrate a fundamental depth, fundamental breadth of establishing and working within the incident management system. –The student will be able to:	
58.01	Explain the need for the incident management system (IMS)/incident command system (ICS) in managing emergency medical services incidents.	
58.02	Define the term disaster management.	
58.03	Discuss the importance of NIMS (National Incidence Management System).	
58.04	Describe the functional components of the incident management system in terms of the following: 
58.04.01	Command
58.04.02	Finance
58.04.03	Logistics
58.04.04	Operations
58.04.05	Planning 	
58.05	Differentiate between singular and unified command and when each is most applicable.	
58.06	Describe the role of command	
58.07	Describe the need for transfer of command and procedures for transferring it.	
58.08	List and describe the functions of the following groups and leaders in ICS as it pertains to EMS incidents:
58.08.01	safety
58.08.02	logistics
58.08.03	rehabilitation
58.08.04	staging,
58.08.05	treatment
58.08.06	triage
58.08.07	transportation
58.08.08	extrication/rescue
58.08.09	morgue
58.08.10	communications	
58.09	Describe techniques used to allocate patients to hospitals and track them.	
58.10	List the physical and psychological signs of critical incident stress.	
58.11	Explain the organizational benefits for having standard operating procedures (SOPs) for using the incident management system or incident command system.	
59.0	Multiple Casualty Incidents: Demonstrate a simple depth, foundational breadth of responding to an emergency during a multiple casualty incident. –The student will be able to:	
59.01	Describe essential elements of scene size-up when arriving at a potential MCI.	
59.02	Describe the role of the rescuers and EMS systems in planning for MCIs and disasters.	
59.03	Describe the role of the physician at multiple casualty incidents.	
59.04	Define triage and describe the principles of triage.	
59.05	Describe the START (simple triage and rapid treatment) method of initial triage.	
59.06	Describe techniques used to allocate patients to hospitals and track them.	
59.07	List and describe the essential equipment to provide logistical support to MCI operations, including but not limited to:, 
59.07.01	Airway
59.07.02	respiratory and hemorrhage control
59.07.03	Burn management
59.07.04	Patient packaging/immobilization	
59.08	List the physical and psychological signs of critical incident stress.	
59.09	Describe the role of critical incident stress management sessions in MCIs.	
59.10	Explain the organizational benefits for having standard operating procedures (SOPs) for using the incident management system or incident command system.	
59.11	Demonstrate the use of local/regional triage tagging system used for primary and secondary triage.	
59.12	Given a classroom simulation of a MCI with 5-10 patients, fulfill the role of triage group leader.	
60.0	Air Medical: Demonstrate a simple depth, simple breadth of safe air medical operations and criteria for utilizing air medical response. –The student will be able to:	
60.01	Discuss safe air medical operations. 	
60.02	Describe key scene safety considerations when preparing for a helicopter medivac, including establishing a landing zone and approaching the aircraft.	
60.03	Describe the capabilities, protocols, and methods for accessing air medical transport.	
60.04	Describe the advantages and disadvantages of air medical transport.	
60.05	Identify the conditions/situations in which air medical transport should be considered.	
60.06	Assess personal practices relative to air medical operations which may affect the safety of the crew, the patient and bystanders.	
60.07	Perform setting up an air medical helicopter landing zone.	
61.0	Vehicle Extrication:  Demonstrate a simple depth, simple breadth for safe vehicle extrication and use of simple hand tools. –The student will be able to:	
61.01	Describe the role of the EMT in patient rescue and  vehicle extrication	
61.02	Describe personal and patient safety during vehicle extrication. 	
61.03	Explain the difference between simple access and complex access in vehicle extrication	
61.04	Discuss patient care consideration related to assisting with rapid extrication, providing emergency care to the trapped patient and removing and transferring a patient. 	
61.05	Discuss the use of simple hand tools used for vehicle extrication	
61.06	Describe the effects of traffic flow on the highway rescue incident including limited access superhighways and regular access highways.	
61.07	List and describe the hazards associated with the following auto/ truck components:
61.07.01	energy absorbing bumpers
61.07.02	air bag/supplemental restraint systems
61.07.03	catalytic converters and conventional fuel systems
61.07.04	stored energy
61.07.05	alternate fuel systems	
61.08	Describe methods for emergency stabilization using rope, cribbing, jacks, spare tire, and come-a-longs for vehicles. 	
61.09	Describe the electrical hazards commonly found at highway incidents (above and below ground).	
61.10	Explain the difference between tempered and safety glass, identify its locations on a vehicle and how to break it safely.	
61.11	Explain typical door anatomy and methods to access through stuck doors.	
61.12	Explain SRS or "air bag" systems and methods to neutralize them.	
61.13	Demonstrate the use of wood cribbing to stabilize a vehicle.	
61.14	Demonstrate how to gain access to a patient by using a spring- loaded center punch.	
62.0	Hazardous Materials Awareness: Demonstrate a simple depth, simple breadth of risks and responsibilities of operating in a cold zone at a hazardous material or other special incident. –The student will be able to:	
62.01	Identify resources for substance identification, decontamination and treatment information, including but not limited to the following:
62.01.01	poison control center
62.01.02	medical control
62.01.03	material safety data sheets (MSDS),
62.01.04	reference textbooks
62.01.05	computer databases
62.01.06	Computer-Aided Management of Emergency Operations (CAMEO) 
62.01.07	CHEMTREC
62.01.08	technical specialists
62.01.09	Agency for toxic substances and disease registry	
62.02	Explain primary and secondary contamination risk.	
62.03	List and describe the following routes of exposure:	
62.03.01	topical	
62.03.02	respiratory	
62.03.03	gastrointestinal	
62.03.04	parenteral	
62.04	Explain how the substance and route of contamination alters triage and decontamination methods.	
62.05	List and explain the common signs, symptoms and treatment for the following substances: 
62.05.01	corrosives (acids/alkalis)
62.05.02	pesticides (carbamates / organophosphates),
62.05.03	chemical asphyxiants (cyanide/carbon monoxide)
62.05.04	hydrocarbon solvents (xylene, methylene chloride)	
62.06	Identify local facilities and resources capable of treating patients	
62.07	Determine the appropriate level of PPE by considering the following:  
62.07.01	Types
62.07.02	Application
62.07.03	Use and Limitations
62.07.04	Use of chemical compatibility chart 	
62.08	Explain specific decontamination procedures.	
62.09	Demonstrate the donning and doffing of appropriate PPE.	
62.10	Set up and demonstrate an emergency two-step decontamination process.	
62.11	Identify DOT Labels, placards and markings that are used to designate HAZMAT materials	
62.12	Demonstrate the ability to use a variety of reference materials to identify a HAZMAT material	
63.0	Mass Casualty Incidents Due to Terrorism and Disaster: Demonstrate a simple depth, simple breadth of risks and responsibilities of operating on the scene of a natural or man-made disaster. –The student will be able to:	
63.01	Describe the role of the EMT on the scene of a natural or man-made disaster	
63.02	Define the different types of terrorism and provide examples of incidents of each.	
63.03	Describe personal and patient safety during a natural or man-made disaster.	
63.04	Describe the factors related to ensuring situational safety at the site of a disaster and the procedures required.	
63.05	Discuss the National Terrorism Advisory System	
63.06	Discuss factors to consider when responding to a terrorist situation	
63.07	Discuss important actions to take at the scene of a terrorist event such as:
63.07.01	scene safety
63.07.02	personal protection
63.07.03	notification procedures
63.07.04	available resources
63.07.05	working with in the command system	
63.08	List the main categories of weapons of mass destruction	
63.09	Discuss the different types of chemical agents and their signs and symptoms	
63.10	Discuss the treatment and management of patients exposed to various types of chemical agents and radiation.	
63.11	Define the different types of radiations and their effect on the human body.	
63.12	Demonstrate the use of a nerve agent antidote kit.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Statute 401.2701 requires that the instructor-student ratio should not exceed 1:6. Hospital activity shall include a minimum of 20 hours of supervised clinical supervision, including 10 hrs in a hospital emergency department.  Clinical activity shall include appropriate patient assessment skills, intervention and documentation relevant to each clinical rotation.

Field internship shall include a competency based program to assure appropriate pre-hospital assessment and management of medical and trauma patients, as well as associated manual skills.  The field internship activity shall include a minimum of 5 emergency runs resulting in patient care and transport appropriate for the EMT.  In addition, the patient care component should include minimum competencies in patient assessment, airway management and ventilation, trauma and medical emergencies.

Special Notes

Once the students have successfully completed the EMT Program, They may be given a certificate stating that they have met all Emergency Medical Responder requirements.

This program W170205 has a statewide articulation agreement approved by the Florida State Board of Education:

Emergency Medical Services AS (1351090402) – 11 credit hours  

Students who have completed an Emergency Medical Technician program at one of the grandfathered technical centers can enroll in a community college Emergency Medical Services-Associates Degree or PSV-C program within five years of their completion date. Students seeking credit after five years must show proof of current EMT or Paramedic licensure. Students entering the community college will receive the same credit as native PSV-C completers in these programs. Such students, however, must first meet the college’s entry, residency, and academic requirements. 

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml