First Responder EMS Curriculum for Training Centers in Eurasia

discussing the different methods of controlling bleeding, emphasize that in almost all situationsexternal bleeding can be controlled with simple at-hand methods, i.e., direct pressure. This isanother chapter where demonstrations are important to show the students the correct techniquesbefore actual practical sessions.Chapter 11 – Injuries to Muscles and BonesInjuries to muscles and bones are common injuries, and while often dramatic are usually notfatal. This chapter builds on concepts taught in the chapters on patient assessment and the humanbody. Spend part of the in-class demonstration time demonstrating how to make splints out ofcommon, at-hand devices so students don’t rely on commercial splints. Stress that studentsshould not get so overly involved with a splinting procedure that they neglect the patient’scardiopulmonary status. A human skeleton is a good teaching tool to have on hand.Chapter 12 – ChildbirthThe role of the First Responder is to deal with unexpected birth emergencies. Many males areuncomfortable with the subject, and you should be sensitive about these issues. Stress that in thisemergency, First Responders will normally start out with one patient and end up with two. It ishelpful to use a video from either a nursing or medical program as an instructional aid.Chapter 13 – Infants and ChildrenInfants and children often present a special challenge to First Responders, especially those whodo not have children of their own. Spend time discussing with the students how to feelcomfortable with these young patients.Chapter 14 – EMS OperationsThis chapter puts it all together for students. You should have intimate knowledge of the localEMS system and be able to describe how local First Responders fit into the system. If timepermits, schedule visits to other components of the EMS system, such as fire or policedepartments or the local hospital emergency department. Although First Responders usually dolittle heavy-duty rescue, they should have an understanding of how to use the tools at hand toeffect such a rescue.Chapter 15 – Documentation and Quality ManagementFirst Responders are frequently not held accountable for documentation of their patient careactivities and therefore may not see the need for it. Emphasize that proper documentation on thepart of the First Responder can in fact improve the overall care the patient receives from thepatient care team. Stress that good record keeping enables research into new methods andpractices.First Responder EMS Curriculum/AIHA, July 2002xxvii