First Responder EMS Curriculum for Training Centers in Eurasia

ocky ground. Involve all students in some aspect of the demonstrations. If few specialty carryingdevices are available, teach students how to improvise, for example, by using a kitchen chair tocarry a patient or by using a door as a litter.Chapter 6 – AirwayThis is the first chapter where students are taught to save a life. Emphasize the fact that, once apatient stops breathing, only a few minutes remain in which to take action before death occurs.Students need mastery of this subject matter so that they can be decisive in the limited amount oftime they have to act. This chapter also introduces the concept of the “ABCs” and the use of asimple pneumonic to remember the steps to save a life. Spend minimal time discussing the use ofequipment the students do not have. Instead, emphasize the equipment that is readily available.Instructors may need to encourage students to overcome their resistance to the idea of doingmouth-to-mouth resuscitation.Chapter 7 – Patient AssessmentStress how important it is for First Responders to protect themselves. If possible illustrate withincidents where rescuers were hurt or killed by rushing into a scene without taking properprecautions. This is another chapter in which demonstration is important. Ask for a studentvolunteer on which you can demonstrate the proper method of the head to toe assessment.Maintaining a professional, calm attitude while doing the patient assessment will help studentslearn to overcome their embarrassment when examining a patient for the first time. Ensure thatdemonstrations are done in a well-lit, comfortable environment. If the demonstration is done onthe floor, have something for the student “victims” to lie on, such as a sheet or blanket.Chapter 8 – CirculationStudents must learn the principles of CPR so they can perform them without hesitation. Studentsalso must have a realistic understanding that CPR is not always successful and must be preparedfor an emotional letdown if the patient does not survive in spite of their efforts. When youdemonstrate CPR, your technique must be close to perfect. Students should spend time practicingsome of the tasks involved, e.g., checking for pulses on each other, finding landmarks, etc. Suchpractice will reinforce vital skills before an actual practical session. Encourage students topractice finding landmarks and taking pulses at home on family members and friends.Chapter 9 – Medical EmergenciesThis chapter starts to tie in other chapters, especially chapters 4, 7, and 8. You may need tobriefly review these chapters if students do not grasp the essential elements. Remind students thatthey will not be able to determine when there is a medical emergency unless they are able toproperly assess the patient. Additionally, remind students of their limitations. Stress that there areliterally thousands of different kinds of medical problems and that the focus of this chapter is todeal with an unknown general medical problem. Discuss items of particular importance to theregion. For example, stress the recognition and treatment of cold emergencies in regions wheresuch emergencies are common.Chapter 10 – Bleeding and Soft Tissue InjuriesBecause trauma is one of the leading causes of death, it is important to stress the importance ofbeing able to control bleeding. Traumatic injuries are also one of the most dramatic scenarios thatFirst Responders will encounter. Remind students how a calm, thoughtful approach helps to calma stressful situation. Given the numerous injuries discussed in this chapter, it is important to usephotos, drawings, and other examples where possible to illustrate the differences. Whenxxvi First Responder EMS Curriculum/AIHA, July 2002