First Responder EMS Curriculum for Training Centers in Eurasia

EMS OperationsContents1. Objectivesa. Cognitiveb. Affectivec. Psychomotor2. Preparation for the Call3. Dispatch4. Scene Operations5. Extrication6. Air Medical Transport7. Hazardous Materials8. Mass Casualty Incidents9. Application of Content Materiala. Procedural (How)b. Contextual (When, Where, Why)10. Student Activitiesa. Auditory (Hearing)b. Visual (Seeing)c. Kinesthetic (Doing)1. Objectivesa. Cognitive ObjectivesAt the completion of this lesson, the First Responder student will be able to:1. Discuss the equipment needed to respond to a call.2. List the phases of an out-of-hospital call.3. Discuss the role of the First Responder in extrication and how to gain access to thepatient.4. Describe what the First Responder should do if there is a hazard at the scene.5. Describe the role of the First Responder at a hazardous material scene.6. Describe the criteria for a multiple casualty situation.7. Summarize the components of basic triage.b. Affective ObjectivesAt the completion of this lesson, the First Responder student will be able to:1. Explain the rationale for having the unit prepared to respond.c. Psychomotor ObjectivesAt the completion of this lesson, the First Responder student will be able to:1. Perform triage, given a mass casualty scenario.2. Preparation for the CallYour responsibility is to be prepared to perform First Responder duties for any out-ofhospitalemergency call. Being prepared involves having the appropriate personnel,training, and equipment. Personnel should be adequately trained and there should beenough people available when an emergency response is necessary. You must also have thenecessary medical and non-medical supplies. Medical supplies include basic wound caresupplies, ventilation devices, suction equipment, airways, and splinting equipment. Nonmedicalequipment includes personal safety equipment, flashlights, tools, and any othersafety equipment such as flares that may be necessary at a scene.First Responder EMS Curriculum/AIHA, July 2002 225