CF Paramedic Program Lab Skills Book · 2019-04-18 · ICS and MCI: (MCI training day) _____ Demonstrated Competence e. Behavioral: i ... Student directs assistant to maintain manual

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CF Paramedic Program Lab Skills Book

Third Semester

Name: _______________________________ © 2014, McGinnes, Ramsey, Bledsoe, Gesner, Leinas, Reyes, Graves, Watts

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If found please call 352-291-4440 or return to College of Central Florida, Emergency Medical Services Program 3001 SW College Rd. Ocala, FL 34474 Thank You

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Table of Contents:

Skill PageAssess & Manage - Spinal Immob: Prone - Adult, Child, Infant 8 Assess & Manage - Spinal Immob: Semi-Prone - Adult, Child, Infant 9 Assess & Manage - Spinal Immob: Sitting (KED) 10 Assess & Manage - Spinal Immob: Standing - Adult, Pediatric 11 Assess & Manage - Spinal Immob: Supine - Adult, Pediatric 12 Assess & Manage - Traction Splint - Adult, Pediatric 13 Assess and Mgmt - Radiation Burns - Adult, Child and Infant 14 Assess and Mgmt - Thermal Burn - Adult, Child, Infant 15 Assess and Mgmt - Electrical Burn Injury - Adult, Child, Infant 16 Assess and Mgmt - Chemical Burn Injury - Adult, Child, Infant 17 Assess and Mgmt - Inhalation Burn Injury - Adult, Child, Infant 18 Helmet Removal Techniques 19 Donning and Properly Adjusting a Personal Flotation Device (PFD) 20 In-Water Spinal Immobilization Technique - Adult, Child, Infant 21 Assess and Mgmt - Thoracic Trauma - Adult, Child, Infant 22 Assess and Mgmt - Spinal Injury - Adult, Child, Infant 23 Assess and Mgmt - Altered Mental Status 24 Assess and Mgmt - Anaphylaxis 25 Assess and Mgmt - Communicable Disease 26 Assess and Mgmt - Diabetic Emergencies 27 Assess and Mgmt - GI Bleed 28 Assess and Mgmt - Abdominal Pain 29 Assess and Mgmt - Heat Emergencies 30 Assess and Mgmt - Neurological Status 31 Assess and Mgmt - Hematologic Disorders (Sickle Cell) 32 Assess and Mgmt - Seizures 33 Assess and Mgmt - HHNK 34 Assess and Mgmt - Snakebite (Envenomation) 35 Assess and Mgmt - Suspected Stroke 36 Assess and Mgmt - Syncope / Weakness 37 Head Injuries - Child, Infant 38 Chest Injuries - Child, Infant 40 Abdominal Injuries - Child, Infant 41 Extremitiy Injuries - Child, Infant 42 Contrived Experience Lab 44 Airway Management Log 88

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Third Semester Lab Objective Completion List

StudentName:____________________________________ Term:_____________________ (PLEASE PRINT)

Please submit your final lab notebook organized in the following order. Include a title page with tab for each unit. 1. Report Cover, with your name and course number on outside 2. Third Semester objective completion checklist (this sheet) 3. Third Semester Lab Skills Sheets (You MUST demonstrate competence in ALL skills and scenarios listed to receive a passing grade)

a. Trauma: i. Radiation Burn Injury _______ Demonstrated Competence

ii. Thermal Burn Injury _______ Demonstrated Competence iii. Electrical Burn Injury _______ Demonstrated Competence iv. Inhalation Burn Injury _______ Demonstrated Competence v. Chemical Burn Injury _______ Demonstrated Competence

vi. Stabalization of Helmet _______ Demonstrated Competence vii. Helmet Removal Techinques _______ Demonstrated Competence

viii. Spinal Immobilization, Supine _______ Demonstrated Competence ix. Spinal Immobilization, Sitting _______ Demonstrated Competence x. Spinal Immobilization, Semi-Prone _______ Demonstrated Competence

xi. Spinal Immobilization, Prone _______ Demonstrated Competence xii. Spinal Immobilization, Standing _______ Demonstrated Competence

xiii. Fixation, Soft and Traction Splints _______Demonstrated Competence xiv. In-Water Spinal Immobilization Techniques _______ Demonstrated Competence xv. Thoracic Trauma _______ Demonstrated Competence

xvi. Musculoskeletal Trauma _______ Demonstrated Competence xvii. Shock _______ Demonstrated Competence

xviii. Spinal Injuries, Traumatic & Nontraumatic _______ Demonstrated Competence xix. Head Injury, Pediatric _______ Demonstrated Competence xx. Chest Injury, Pediatric _______ Demonstrated Competence

xxi. Abdominal Injury, Pediatric _______ Demonstrated Competence xxii. Extremity injury, Pediatric _______ Demonstrated Competence

b. Medical: i. Asst and Mgmt of Altered Menal Status _______ Demonstrated Competence

ii. Asst and Mgmt of Anaphalaxis _______ Demonstrated Competence iii. Asst and Mgmt of Appendicitis _______ Demonstrated Competence iv. Asst and Mgmt of Communicable Disease _______ Demonstrated Competence v. Asst and Mgmt of Gastrointestinal Bleed _______ Demonstrated Competence

vi. Asst and Mgmt of Heat Emergencies _______ Demonstrated Competence vii. Asst and Mgmt of Hematologic Disorders _______ Demonstrated Competence

viii. Asst and Mgmt of HHNK _______ Demonstrated Competence ix. Asst and Mgmt of Insulin Shock _______ Demonstrated Competence x. Asst and Mgmt of Seizures _______ Demonstrated Competence

xi. Asst and Mgmt of Snakebite _______ Demonstrated Competence xii. Asst and Mgmt of Stroke _______ Demonstrated Competence

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c. Pediatrics: i. FBOA - Child Conscious (PALS) _______ Demonstrated Competence

ii. FBOA- Child Unconscious(PALS) _______ Demonstrated Competence iii. FBOA - Infant (PALS) _______ Demonstrated Competence iv. Asst and Mgmt of Peds Resp arrest (PALS) _______ Demonstrated Competence v. Asst and Mgmt of Peds Resp failure (PALS) _______ Demonstrated Competence

vi. Intubation of Newborns/complications (PALS) _______ Demonstrated Competence vii. Measuring Peds Vitals (PALS) _______ Demonstrated Competence

viii. Length Based resuscitation tape (PALS) _______ Demonstrated Competence ix. Asst and Mgmt of Peds Resp distress (PALS) _______ Demonstrated Competence x. Intraosseous line for infants and children (PALS) _______ Demonstrated Competence

xi. Suctioning of infants and children (PALS) _______ Demonstrated Competence xii. Vascular access for infants and Children (PALS) _______ Demonstrated Competence

d. Special Operations: i. Stokes Basket: (Stokes and Ropes) _______ Demonstrated Competence

ii. Donning a PFD: (Water rescue) _______ Demonstrated Competence iii. In-Water Immob Techniques: (Water rescue) _______ Demonstrated Competence iv. ICS and MCI: (MCI training day) _______ Demonstrated Competence

e. Behavioral: i. Behavioral Emergencies: (DTAK) _______ Demonstrated Competence

ii. Contact and Cover: (DTAK) _______ Demonstrated Competence iii. Evasive Tactics: (DTAK) _______ Demonstrated Competence

All Completed = 100. One or more not completed = 0. Skills Score: _______ This score is 24% of your grade ____/24%

f. Contrived Experience Lab: 1. Scenario: Smith Score: ___/100%

2. Scenario: Johnson Score: ___/100%

3. Scenario: Williams Score: ___/100%

4. Scenario: Jones Score: ___/100%

5. Scenario: Brown Score: ___/100%

6. Scenario: Davis Score: ___/100%

7. Scenario: Miller Score: ___/100%

8. Scenario: Wilson Score: ___/100%

9. Scenario: Moore Score: ___/100%

10. Scenario: Taylor Score: ___/100%

11. Scenario: Anderson Score: ___/100%

12. Scenario: Martin Score: ___/100%

13. Scenario: Thompson Score: ___/100%

14. Scenario: Clark Score: ___/100%

15. Scenario: Garcia Score: ___/100%

16. Scenario: Martinez Score: ___/100%

17. Scenario: Robinson Score: ___/100%

18. Scenario: Clark Score: ___/100%

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19. Scenario: Rodriguez Score: ___/100%

20. Scenario: Lewis Score: ___/100%

21. Scenario: Walker Score: ___/100%

22. Scenario: Hall Score: ___/100%

23. Scenario: Allen Score: ___/100%

Total Contrived Experience Lab Score: Average of above: ___x 0.44 = ____/44%

Final Practicals:

5. Trauma Scenario Score: Score: _____/ 100 _____ This score is 10% of your grade ____ /12%

6. Medical Scenario Score: Score: _____/ 100 = _____ This score is 10% of your grade ____ /12%

7. Professional Behavior Evaluation, Lab Coach: Score: _____/ 22 This score is 4% of your grade ____ /4%

8. Professional Behavior Evaluation, Lead Instructor: Score: _____/ 22 This score is 4% of your grade ____ /4%

9. Behavioral Counseling’s: _____ Positive Follow up: _____ ___ Score: BC - PF = _____ This score subtracts 1% from your grade per point.

10. Unexcused absences: _____ ___ Score: _____ This score subtracts 3% per unexcused absence from your grade.

(Note: Absences, excused or unexcused do NOT excuse you from completing the required competencies)

11. Late Arrivals _____ Early Departures _____ ___ Score: LA+ED=___

This score subtracts 1% per occurrence from your grade.

*Note: If you miss more than 50% of the lab, the occurrence counts as an absence, not a late arrival or early departure.

Total Score ___

Final Letter Grade ___ I DO HEREBY ATTEST THAT ALL INFORMATION CONTAINED ON THIS FORM AND IN THE DOCUMENTATION IN THIS NOTEBOOK IS TRUE AND ACCURATE. _____________________________ ______________________________ _____/_____/_____ PRINTED NAME SIGNATURE DATE

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COLLEGE OF CENTRAL FLORIDA Team Leader Record

STUDENT: TERM:

Student must demonstrate competence as a team leader in a minimum of 10 scenarios

DATE COMMENTS (Adjunct) Competent? SIGNATURE (Adjunct)

Reviewed by:

Instructor: Date:

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CF Paramedic Program Procedure: Assessment and Management of Spinal Immobilization: Prone - Adult, Pediatric Rating Scale: √: Step performed appropriately and following accepted technique

X: This step was omitted or not performed correctly

Steps in the Procedure or Task: Rating

Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Student establishes and maintains adequate airway, breathing, circulation Student directs assistant to place/maintain head in neutral in-line position Student directs assistant to maintain manual immobilization of the head Student performs rapid head to toe assessment/assesses motor, sensory, and distal circulation in extremities

Student applies measures and applies appropriate size c-collar Student positions the long spine board immobilization device appropriately Student directs log roll movement of the patient onto device without compromising the integrity of the spine

Student applies padding to voids between the torso and the board if necessary Student immobilizes the patient’s torso to the device using two straps Student secures the patient’s legs to the device using one strap Student ensures patients arms are secured to the device Student immobilizes the patient’s head to the device using CID Student continuously reassesses motor, sensory, and distal circulation in extremities

Final Grade First Attempt

Second Attempt

Third Attempt

Evaluator Initials

Student demonstrates competency.

Student does not demonstrate competency

Student: _________________________________________________________________

Evaluator Signature: _______________________________________ Date: _________

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CF Paramedic Program Procedure: Assessment and Management of Spinal Immobilization: Semi-Prone Adult, Pediatric Rating Scale: √: Step performed appropriately and following accepted technique







Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Spinal Immobilization: Adult Sitting (KED)

Rating Scale: √: Step performed appropriately and following accepted technique X: This step was omitted or not performed correctly



Student applies measures and applies appropriate size c-collar Student positions the KED immobilization device appropriately behind patient Student immobilizes the patient’s torso to the device (Middle, Bottom, Legs, Head, Top) Student pads behind the patient’s head as necessary Student continuously reassesses motor, sensory, and distal circulation in extremities


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Spinal Immobilization: Standing - Adult, Pediatric Rating Scale: √: Step performed appropriately and following accepted technique




Student measures and applies appropriate size c-collar Student positions the long spine board immobilization device appropriately behind patient Student and assistant to move to each side of patient while maintaining c-spine Student and assistant gently/safely lower the patient and the backboard to the ground while maintaining in line stabilization of c-spine

Student directs assistant to solely regain control of and continue to maintain in line stabilization of c-spine



Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Spinal Immobilization: Supine







Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Traction Splint Rating Scale: √: Step performed appropriately and following accepted technique



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Student establishes and maintains adequate airway, breathing, circulation Student assesses motor, sensory, and distal circulation Student applies manual stabilization of the injured extremity Student prepares/adjusts splint to the proper length Student safely places injured extremity in the splint Student applies the proximal securing strap (ischial strap) Student applies the distal securing strap (ankle hitch) Student applies mechanical traction Student positions/secures the support straps Student re-evaluates the proximal/distal securing straps Student reassesses motor, sensory, and distal circulation


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Radiation Burns: Adult, Child, Infant



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Ensures safety of the crew before approaching the patient, and secures the scene from others. Wear appropriate protective gear / stays behind a protective barrier. Evaluates the patient’s level of consciousness. Assures the airway is patent, if not, takes action to protect the airway. If airway compromised considers endotracheal intubation. Administers oxygen via appropriate oxygen delivery device. Examine body for any injuries. Approximates area of burn injury using the “Rule of Nines”. Documents the extent and type of burn. Removes all contaminated clothing / decontaminates patient. Covers burn area with sterile dressing. Places patient the ECG monitor, watching for possible dysrhythmias. Takes vitals signs every 5 - 15 minutes and prepares for rapid transport. Initiates one large bore IV’s and initiates fluid resuscitation if necessary (2 IV’s if severe injury and initiates 20ml/kg bolus).

If patient is conscious and in pain, administers appropriate pain relief medication. Administers psychological first aid. Discusses transport considerations related to extent of the injury, time, location, and hospital capabilities.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Thermal Burn: Adult, Child, Infant



Equipment and Patient Preparation: Scene size-up with BSI / recognizes scene safety. Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Move patient away from the source if all possible. Implementation and Assessment: Forms a general impression of the patient. Extinguishes any fire or removes and caustic substances. Rules out any danger of associated trauma or head and spine injury. Evaluates the patient’s level of consciousness (if altered considers toxic inhalation). Assures the airway is patent, if not takes action to protect the airway. Examines for signs of thermal or inhalation injury during airway exam. Stridor, hoarseness, coughing, and assesses tidal volume.

Examines breath sounds for possible inhalation injury. If airway compromised considers endotracheal intubation. Administers oxygen via appropriate oxygen delivery device. Examine area of burn (s), which will be to the epidermis. Approximates area of burn injury using the “Rule of Nines”. Documents the extent and type of burn. Covers area with sterile dressing. Takes vitals signs every 5 - 15 minutes and prepares for rapid transport.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Electrical Burn Injury: Adult, Child, Infant



Equipment and Patient Preparation: Scene size-up with BSI / recognizes scene safety. Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Ensures the power has been shut off before approaching the patient, and secures the scene from others.

Wear appropriate protective gear. Implementation and Assessment: Evaluates the patient’s level of consciousness. Assures the airway is patent, if not takes action to protect the airway. If airway compromised considers endotracheal intubation. Administers oxygen via appropriate oxygen delivery device. Examine area of burn (s). Approximates area of burn injury using the “Rule of Nines”. Documents the extent and type of burn. Searches for entrance and exit wounds. Covers burn area with sterile dressing. Places patient the ECG monitor, watching for possible dysrhythmias. Takes vitals signs every 5 - 15 minutes and prepares for rapid transport. Initiates one large bore IV’s and initiates fluid resuscitation if necessary (2 IV’s if severe injury and initiates 20ml/kg bolus).

If patient is conscious and in pain, administers appropriate pain relief medication. Request possible use of Sodium Bicarbonate. Administers psychological first aid. Discusses transport considerations related to extent of the injury, time, location, and hospital capabilities.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Chemical Burn Injury: Adult, Child, Infant



Equipment and Patient Preparation: Scene size-up with BSI / recognizes scene safety. Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Identify the chemical by seeking the MSDS. Wear appropriate gear possible an impervious (fluid proof) gown or suit to prevent further contamination from the chemical.

Implementation and Assessment: Evaluates the patient’s level of consciousness (if altered considers toxic inhalation). Assures the airway is patent, if not takes action to protect the airway. Examines for signs of thermal or inhalation injury during airway exam. Stridor, hoarseness, coughing, and assesses tidal volume.

Examines breath sounds for possible inhalation injury. If airway compromised considers endotracheal intubation. Administers oxygen via appropriate oxygen delivery device. Dry Chemicals, e.g. dry lime, should be brushed off before flushing with water. Most chemical burns can be flushed with copious amounts of water Examine area of burn (s). Approximates area of burn injury using the “Rule of Nines”. Documents the extent and type of burn. Covers area with sterile dressing. Takes vitals signs every 5 - 15 minutes and prepares for rapid transport. If hypotension ensues, administers 2 large bore IV’s and initiates fluid resuscitation. If patient is conscious and in pain, administers appropriate pain relief medication. Administers psychological first aid. Discusses transport considerations related to extent of the injury, time, location, and hospital capabilities.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Inhalation Burn Injury: Adult, Child, Infant



Equipment and Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Move patient away from the source if all possible. Forms a general impression of the patient. Extinguishes any fire or removes and caustic substances. Rules out any danger of associated trauma or head and spine injury. Evaluates the patient’s level of consciousness (if altered considers toxic inhalation). Assures the airway is patent, if airway is not patent, takes action to protect the airway. Examines for signs of thermal or inhalation injury during airway exam. Stridor, hoarseness, coughing, and assesses tidal volume.

Examines breath sounds for possible inhalation injury. If airway compromised considers endotracheal intubation. Administers oxygen via appropriate oxygen delivery device. Examine area of burn (s), which will be to the epidermis. Approximates area of burn injury using the “Rule of Nines”. Documents the extent and type of burn. Covers area with sterile dressing. Takes vitals signs every 5 - 15 minutes and prepares for rapid transport.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Helmet Removal Techniques



Equipment and Preparation: Students insures scene safety and BSI Implementation and Assessment: 1st student kneels above the patients head with palms pressed on the sides of the helmet and fingertips curled over its lower margin, he or she will immobilized the helmet in as close to a neutral in-line position as the helmet allows.

2nd student kneels alongside the patient’s torso and opens or removes the face shield. Assess the airway and undoes the chinstraps. 2nd student then places one hand on the mandible and the other hand under the neck on the occipital and takes over in-line immobilization of the head.

2nd student then releases his hold on the mandible. Then 1st rescuer will pull the sides of the helmet slightly apart, away from the sides of the head. Then carefully pulls the helmet in a straight line off the patient’s head.

Once the helmet has been removed a proper size cervical collar is placed on the patient.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Donning and Properly Adjusting a Personal Flotation Device (PFD)



Equipment and Preparation: Student selects the proper sized PFD, one that extends within 6 inches of their waist. Student attaches and adjusts each strap starting from the bottom working their way from bottom to top.

Student pulls on the waist to assure a snug fit. Student assures the PFD will not pull over their head.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: In-Water Spinal Immobilization Technique: Adult, Child, Infant



Equipment and Patient Preparation: Student insures scene safety Student prepares all equipment Student enters the water if safe, with a PFD if too deep to stand on bottom. Implementation and Assessment: Student sandwiches the patient’s torso with their arms cradling the head and rotates patient to a supine position.

Student assures that the nose, naval and toes remain in a single plane. Student moves the patient by pulling on their shoulders while the rescuer cradles the head in a neutral position with their forearms.

Additional rescuer slides a longboard under the patient. Moves patient to a secure location and immobizes patient to longboard with a cervical collar and straps.

Conserves patient’s body heat and begins patient assessment and management. Initiates immediate transport.


Second Attempt

Third Attempt

Evaluator Initials



Student: ________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Thoracic Trauma: Adult, Child, Infant



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure and confirms the patient’s understanding Implementation and Assessment: Student performs a scene size up Student performs an initial assessment Student peforms a rapid trauma assessment Student recognizes the signs and symptoms of traumatic chest injury Student applies oxygen appropriately Student recognizes the need for an initiates an IV Student recognizes and addresses the need for IV fluid bolus of LR or NS Student recognizes the need for airway management and manages the airway appropriately Student applies cardiac monitor Student properly manages the patient’s condition Student calls a trauma alert if indicated Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Spinal Injury, Traumatic and Non-traumatic: Adult, Child, Infant



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Student performs a scene size up Student rapidly identifies the need for and properly applies spinal motion restriction Student performs an initial assessment Student peforms a rapid trauma assessment Student performs a focused history and physical exam Student recognizes the signs and symptoms of a spinal injury Student assesses for and identifies spinal shock Student calls a trauma alert if indicated Student continually reassesses the patient Student transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management Altered Mental Status


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient confirms the patient’s understanding Implementation and Assessment: Establish and maintain an adequate airway Provides adequate oxygenation and ventilation (Confirmation with EtCO2 and SpO2) Obtains IV access; start appropriate fluid Obtains blood samples and determines blood glucose level (BGL); Treat if necessary Monitor cardiac rhythm Gives appropriate dose of Narcan, if suspected narcotic overdose Considers thiamine if alcoholic, or malnourished Protects patient during transport If patient combative, administers appropriate dose of sedative medication


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Anaphylaxis



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Determine LOC and signs of airway compromise; Checks for angioneurotic edema Checks for swelling of tongue Checks for ability to speak

Visible hives or redness Considers IM Epinephrine 1:1000; gives appropriate dose Considers necessary airway management steps Provides adequate oxygenation and ventilation Completes focused history and physical exam Finds any medic alert tags or medications

Obtains IV access Obtains blood samples and determines blood glucose level (BGL); Treat if necessary If BP < 90 Repeat Epi IM; or IV 1:10000, if IV established Benadryl IM or IV at appropriate dose Consider Albuterol via nebulizer Monitors patient for changes


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Communicable Disease



Implementation and Assessment: Student is familiar with the different types of infectious diseases Student is familiar with the different routes an infectious disease can be spread or contracted

Student understands policies and procedures regarding infection control Student is familiar with and uses proper personal protective equpiment Student practices body substance isolation procedures Student covers all open wounds with a watertight dressing Student washes hands or uses waterless hand sanitizer after every patient contact Student understands proper handling of work clothes that have been contaminated Student does not prepare or eat food in patient care areas Student understands proper disposal of needles and sharps into appropriate container(s) Student understands proper disposal of linens and supplies contaminated with bodily fluids Student avoids rubbing his/her face, noses, eyes, or mouth with gloved hands


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Diabetic Emergencies



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Establish and maintain an adequate airway Provides adequate oxygenation and ventilation Completes focused history and physical exam Finds any medic alert tags or medications

Obtains IV access Obtains blood sample and determines blood glucose level (BGL) If blood glucose < 60 mg/dl gives appropriate dose of glucose Oral glucose, if able to protect own airway IV D50, if unable to protect airway Glucagon IM, if unable to establish IV on altered mental status If patient alcoholic or malnutrious, consider thiamine

If Diabetic Ketoacidosis, or HHNK Start large bore IV of NS; administer fluid bolus per protocol

Monitor patient for changes; treat as necessary


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Gastrointestinal Bleed



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Student establishes and maintains adequate airway, breathing, circulation Student obtains focused history and physical exam Student recognizes the signs and symptoms of a GI Bleed Student initiates early IV access Student initiates fluid rescuscitation to counteract hypovolemia Student applies high flow O2 Student applies cardiac monitor Student reassesses vital signs every 5 minutes Monitors patient for changes Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Abdominal Pain

The assessment of a patient who complains of abdominal discomfort or whom you suspect of having abdominal pathology is similar to trauma assessment with an expanded history.


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Performs initial assessment: General appearance - Survey for potential evidence of problem, positioning, level of discomfort ABCs Level of consciousness

Finds and treats immediate threats to life SAMPLE history Focused OPQRST-ASPN history Any abdominal pain greater than 6 hrs duration may be a surgical emergency

Performs Physical Examination Again note positioning Vitals, repeat as necessary Perform visual inspection of abdomen, notes any findings Perform palpation to all four quadrants, notes any tenderness, rigidity, guarding, rebound Collects any necessary specimens; bowel, urine, emesis

Provides oxygenation appropriate to patient status Starts large bore IV Initiates fluid replacement for blood/fluid loss Monitor cardiac rhythms Position of comfort and transport to hospital If GI bleed; start 2 large bore IVs NS; considers bolus at 20mL/kg


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


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CF Paramedic Program Procedure: Assessment and Management of Heat Emergencies


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Determine LOC and signs of airway compromise; Recognizes predisposing factors for heat emergencies: Age, health, medications, acclimatization, length of exposure, activity, environmental factors

Recognizes signs and symptoms specific heat emergency If heat cramps; Removes patient from environment Administers appropriate oral saline solution, or sports drink

If heat exhaustion; Remove patient form environment, keep patient supine Administer oral saline solution, or sports drink. If unable to take fluid, IV NS Remove excess clothing and fan patient Treat shock if present

If heat stroke; Remove patient from environment, removes clothing Initiates appropriate cooling - wipe down with cool water, fans for evaporation If patient begins to shiver, cease cooling measures Administer O2 and initiate appropriate fluid therapy Monitor EKG Avoids vasopressors or anticholinergic meds Monitor core temperature

Monitors patient for changes Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________

Evaluator Signature: _______________________________________ Date: ________

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CF Paramedic Program Procedure: Assessment and Management of Neurologic Status


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Performs initial assessment: General appearance Speech Skin Facial Droop Posture/Gait AVPU

If patient conscious: Mood Thought Perception Judgment Memory and attention

Performs Focused History Performs Physical Examination: Airway status Respiratory pattern and status Cardiovascular status Sensorimotor status Motor system status Vital signs

Given an appropriate scenario is able to correctly calculate the Glasgow Coma Scale If altered mental status, assesses a factors of AEIOU-TIPS If stroke symptoms present utilizes Cincinnati Prehospital Stroke Scale (CPSS), or Miami Emergency Neurological Deficit (MEND)


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


32

CF Paramedic Program Procedure: Assessment and Management of Hematologic Disorders (Sickle Cell)



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Student establishes and maintains adequate airway, breathing, circulation Student obtains focused history and physical exam Student administers High Flow O2 Student initiates an IV Student initiates fluid rescuscitation as needed to counteract dehydration Student applies cardiac monitor Student considers pain control measures Monitors patient for changes Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


33

CF Paramedic Program Procedure: Assessment and Management of Seizures



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Establish and maintain an adequate airway Provides adequate oxygenation and ventilation Completes focused history and differential diagnosis: History of seizure, recent head trauma, alcohol/drug abuse, fever/headache/stiff- neck,diabetes, heart disease, stroke, medications

Completes physical assessment Begins appropriate treatment for underling cause Obtains IV access; start IV NS TKO Obtains blood sample and determines glucose level; gives D50 if appropriate Protects patient from harm during a seizure Monitor cardiac rhythm Demonstrates ability to administer diazepam and lorazepam as indicated for seizures Monitor patient for changes; treat as necessary Recognizes and treats status epilepticus if present If eclampsia; recognizes signs and symptoms (Hyperreflexia, headache, confusion, seizure, coma) Administers Magnesium Sulfate 2 to 4 grams over 10 to 20 minuntes

Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


34

CF Paramedic Program Procedure: Assessment and Management of HHNK



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Assesses general appearance of patient as approaching patient Student establishes and maintains adequate airway, breathing, circulation Student obtains focused history and physical exam Student recognizes the signs and symptoms of HHNK Student assesses blood glucose level Student initiates an IV Student initiates fluid rescuscitation to counteract dehydration Student considers the administration of Thiamine 100mg if patient is an alcoholic or malnourished

Student applies cardiac monitor Monitors patient for changes Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


35

CF Paramedic Program Procedure: Assessment and Management of Snakebite (Envenomation)



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Do not become a victim - do not handle the snake Completes general survey Insures adequacy of ABCs Recognizes signs and symptoms of pit viper envenomation: Fang marks, pain, swelling (progressive), ecchymosis, fasciculation, nausea, vomiting, unusual taste, tachycardia, signs of shock, vesication, numbness, tingling, cardiovascular collapse

Recognizes signs and symptoms of elapidae envenomation (Signs and symptoms may be delayed 10 to 12 hours) Local paresthesias, minimal swelling, decreased mental status,generalized weakness, diplopia, ptosis, difficulty swallowing, impending respiratory failure, hypersalivation, pharyngeal spasm, trismus, fasciculation, hypotension

Identifies snake, if possible Keeps patient calm Place in supine, or semi-Fowler’s position Immobilize extremity at level of heart Remove all rings, watches, constriction devices Apply high flow O2 Initiate large bore IV NS Contact medical control with of patient severity, size, and type of snake Mark area of bite Mark limits of swelling, date and time DO NOT cut, apply ice, or apply tourniquets For elapidae bites (Coral snake), support respiratory and cardiovascular impairment Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________


36

CF Paramedic Program Procedure: Assessment and Management of Suspected Stroke


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure and confirms the patient’s understanding Implementation and Assessment: Establish and maintain an adequate airway Maintains patient in a position that protects airway If CHF is present, semi-supine position

Provides adequate oxygenation and ventilation Obtains IV access; start appropriate fluid Obtains blood sample and determines blood glucose level (BGL); treat if necessary Considers other causes of symptoms If stroke symptoms present, utilizes Cincinnati Prehospital Stroke Scale (CPSS), or Miami Emergency Neurological Deficit (MEND)

Calls stroke alert, if appropriate Protects patient during transport Transports to appropriate medical facility


Second Attempt

Third Attempt

Evaluator Initials



Student: _________________________________________________________________

Evaluator Signature: _______________________________________ Date:_________

37

CF Paramedic Program Procedure: Assessment and Management of Syncope / Weakness

Syncope is a neurological condition characterized by a sudden, temporary loss of consciousness characterized by insufficient blood flow to the brain, with recovery almost immediately upon becoming supine.



Equipment and Patient Preparation: Student insures scene safety and BSI Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the patient and confirms the patient’s understanding Implementation and Assessment: Establish and maintain an adequate airway Provides adequate oxygenation and ventilation Completes focused history and differential diagnosis: Cardiovascular conditions; dysrhythmia, mechanical problem Non-cardiovascular: i.e. metabolic, neurological, psychiatric Idiopathic or unknown cause

Begins appropriate treatment for underling cause Obtains IV access and sets appropriate flow rate Obtains blood sample and determines blood glucose level (BGL) Monitor cardiac rhythm Monitor patient for changes; treat as necessary


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Evaluator Initials



Student: _________________________________________________________________

Evaluator Signature: _______________________________________ Date:________

38

CF Paramedic Program Procedure: Head Injuries - Child, Infant


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student washes hands Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the caregiver and confirms their understanding Implementation and Assessment: Student assures the scene is safe, applies the appropriate BSI (infection control precautions) Pediatric head injuries are classified as: Mild GCS of 13 to 15 Moderate GCS of 9 to 12 Severe GCS of less than 8

Administer high-flow, high-concentration oxygen for mild to moderate head injuries With severe head injury - intubate and ventilate at a normal rate with 100% oxygen Consider placing patient in a position to protect airway Maintain C-Spine immobilization until patient is secured to LBB Be prepared to turn patient and LBB as unit to facilitate airway drainage Patient with serious oral, nasal (epistaxis), or facial bleeding and no serious spinal injury is suspected, have patient lean forward to promote drainage

Patient with open neck injury with danger of air embolism, place patient on LBB in Trendelenburg position

Patient with potential brain injury, elevate head of LBB to 30o to reduce both external hemorrhage and intracranial pressure

Consider Lidocaine prior to intubation to blunt rise in intracranial pressure Consider RSI with GCS < 8 who have too much muscle tone for endotracheal intubation Consider hyperventilation if brain stem herniation is suspected Scalp Avulsion: Cover open wound and undersurface of scalp with large bulky dressing. If contaminated, rinse area with normal saline before applying dressing

Pinna Injury: Place torn pinna in as close anatomical position as possible, place dressing between head and injured ear, cover exposed ear with sterile dressing, bandage the dressed injury firmly to the head

Eye Injury: Apply soft dressing to injured eye, also cover other uninjured eye to prevent sympathetic eye movement

Dislodged Teeth: Rinse teeth in normal saline, wrap teeth in saline soaked gauze Impaled Objects: Leave in place, dress, and bandage to prevent movement. If object severely impairs airway, remove object.

Treat for shock with positioning, fluids, and maintenance of body temperature Rapid transport to pediatric trauma facility

Cont. on Page 2

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CF Paramedic Program Procedure: Head Injuries - Child, Infant: Page 2

Follow-up: Continually monitors patient for improvement Disposes of contaminated items properly Documents the procedure appropriately


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Evaluator Initials



Student: _________________________________________________________________


40

CF Paramedic Program Procedure: Chest Injuries - Child, Infant


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student washes hands Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the caregiver and confirms their understanding Implementation and Assessment: Student assures the scene is safe, applies the appropriate BSI (infection control precautions) Ensure patient is receiving adequate oxygenation, respiratory volume, and rate Suspect intrathoracic injuries due to elastic nature of ribs Open Pneumothorax: Cover wound on three sides. “Burp” dressing as needed to prevent open pneumothorax converting into tension pneumothorax

Tension Pneumothorax: Pleural decompression (pneumocentesis) 1. Position child supine 2. Raise arm above head on affected side 3. Select site: 2nd intercostal at midclavicular line or 4th intercostal at anterior axillary line 4. Prepare site with povidone iodine solution 5. Attach needle with stylet in place to syringe 6. Insert needle at 90o angle and advance until tip hits a rib 7. Advance needle over the top of the rib margin 8. Push needle tip into pleural space. Slight “pop” usually felt when needle pierces pleural membrane or parietal pleural 9. Pull back on plunger to aspirate air 10. Remove syringe and stylet, leave catheter in pleural space, anchored in chest wall 11. Monitor patient, vital signs, consider contralateral needle thoracostomy if patient does not improve.




Second Attempt

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Evaluator Initials



Student: _________________________________________________________________


41

CF Paramedic Program Procedure: Abdominal Injuries - Child, Infant


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student washes hands Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the caregiver and confirms their understanding Implementation and Assessment: Student assures the scene is safe, applies the appropriate BSI (infection control precautions) Ensure patient is receiving adequate oxygenation, respiratory volume, and rate Significant blunt trauma can result in splenic or hepatic injuries Spleen is the most commonly injured organ in children Palpate all four quadrants, one at a time, for DCAP-BTLS-IC Left upper quadrant pain suggestive of splenic injury Right upper quadrant and/or right lower thoracic pain suggestive of hepatic injury

Control external hemorrhage with direct pressure Evisceration: Exposed abdominal organs 1. Remove clothing from around wound 2. Cover wound with sterile dressing soaked with sterile normal saline 3. Cover moistened dressing with sterile occlusive dressing to prevent evaporative drying

Impaled Object: Do not remove from patient 1. Prevent from moving by padding around object with bulky trauma dressings 2. Apply direct pressure if moderate to severe hemorrhage is present




Second Attempt

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Evaluator Initials



Student: _________________________________________________________________


42

CF Paramedic Program Procedure: Extremity Injuries - Child, Infant


Steps in the Procedure or Task: Rating Equipment and Patient Preparation: Student washes hands Student gathers appropriate equipment Student identifies the patient, his or her self, and his or her student status Student explains the procedure to the caregiver and confirms their understanding Implementation and Assessment: Student assures the scene is safe, applies the appropriate BSI (infection control precautions) Ensure patient is receiving adequate oxygenation, respiratory volume, and rate Injuries usually limited to fractures and laceration General Principles: Reduce possibility of further injury and reduce discomfort 1. Protect open wounds 2. Position extremity properly 3. Immobilize the injured extremity 4. Monitor neurovascular function in distal limb (PMS = Pulse, Motor, Sensation) before and after application of all splinting procedures

Femur fracture: Apply traction splint Tibia/Fibula: Pad and splint as needed using long rigid boards positioned on either side of limb

Clavicle: Most frequently broken bone in body. Immobilize by using sling and swath or by wrapping figure eight bandage around shoulders, drawing shoulders back

Humerus: Apply sling and swath to immobilize limb against chest Radius/Ulna: Secure hand in position of function, splint with short, padded rigid splint affixed to forearm and hand

Knee: Immobilize in position found unless distal circulation, sensation, or motor function are impaired

Ankle/Foot: splint sprains or nondisplaced fractures with air splint, pillow splint, or with long rigid boards positioned on either side of limb

Shoulder - Immobilize in position found using sling and swath Elbow: Splint using single padded rigid board, providing cross-strapping as necessary, or use ladder splint conformed to contour/angle of elbow, keep wrist slightly elevated above elbow, secure to chest using sling and swath

Wrist/Hand: Secure hand in position of function, secure to padded rigid board or inflate air splint, keep wrist slightly elevated above elbow, secure to chest using sling and swath

Finger: Splint using tongue blades, small, malleable splints, or taped to adjoining fingers to limit additional movement. Place hand in position of function and further immobilize


Cont. on Page 2

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CF Paramedic Program Procedure: Extremity Injuries - Child, Infant: Page 2


Final Grade First

AttemptSecond Attempt

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Evaluator Initials



Student: _________________________________________________________________ Evaluator Signature: _______________________________________ Date: _________

44

CF Paramedic Program Contrived Experience Lab

Scenario Evaluation Sheet: Smith

Implementation and assessment: Possible points

Points earned

Did the student approach the patient safely and in proper PPE? No: Critical Failure Yes: 1 Point

Did the student treat the patient, bystanders and co-workers with dignity and respect? No: 0 Points Yes: 1 Point

Did the student address immediate life threats in a timely manner? Not Applicable: No possible points, and no points earned No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student obtain an accurate and complete history on the patient? Not obtainable: No possible points, and no points earned No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student do an appropriate assessment (vital signs, ekg, blood glucose, correct physical assessment, etc)? No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student develop a complete and accurate field diagnosis of the patient’s condition? No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student treat the patient’s condition in accordance with the current standard of care? No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

45

Contrived Experience Lab: Page 2 Possible points

Points earned

Did the student perform the necessary procedures (IV insertion, Intubation, etc) safely, correctly and in a timely manner? No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student identify and promptly call any alerts specific to the patient’s condition (Cardiac alert, trauma alert, etc)? No: 0 Points Yes: 5 Points

Did the student properly address the patient’s comfort (Position, pain management, etc)? No: 0 Points Yes: 5 Points

Did the student choose an appropriate transportation destination? No: 0 Points Yes: 5 Points

Did the student begin transport in a timely manner? No: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student adequately reevaluate the patient after treatment? No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Did the student address changes in patient’s condition in accordance with the current standard of care? Not applicable: No possible points, and no points earned No: Critical Failure Yes, with errors that would likely have endangered the patient’s life: Critical Failure Yes, but with errors that could adversely affect the patient’s outcome: 1 Point Yes, but with errors that would not adversely affect patient’s outcome: 6 Points Yes, with no errors: 10 Points

Was the student’s documentation of the incident complete and accurate? No: 0 Points Yes: 5 Point

Comments:


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Evaluator Initials

Score: Points earned / Possible points x 100 =

Student: _________________________________________________________________

Evaluator Printed Name________________ Evaluator Signature: ________________ Date: _________

46


Scenario Evaluation Sheet: Johnson


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47


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Scenario Evaluation Sheet: Williams


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Points earned









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50


Scenario Evaluation Sheet: Jones


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51


Points earned









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Scenario Evaluation Sheet: Brown


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53


Points earned









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Scenario Evaluation Sheet: Davis


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Points earned









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Scenario Evaluation Sheet: Miller


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Points earned









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Scenario Evaluation Sheet: Wilson


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Points earned









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Scenario Evaluation Sheet: Moore


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62


Scenario Evaluation Sheet: Taylor


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63


Points earned



Did the student properly address the patient’s comfort (Position, pain management, etc?) No: 0 Points Yes: 5 Points






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Scenario Evaluation Sheet: Anderson


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65


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Scenario Evaluation Sheet: Martin


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Scenario Evaluation Sheet: Thompson


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69


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Scenario Evaluation Sheet: Clark


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Points earned









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Scenario Evaluation Sheet: Garcia


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Points earned









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Scenario Evaluation Sheet: Martinez


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Points earned









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Scenario Evaluation Sheet: Robinson


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77


Points earned









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Scenario Evaluation Sheet: Rodriguez


Points earned








79


Points earned









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80


Scenario Evaluation Sheet: Lewis


Points earned








81


Points earned









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Scenario Evaluation Sheet: Walker


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83


Points earned









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Scenario Evaluation Sheet: Hall


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85


Points earned









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Scenario Evaluation Sheet: Allen


Points earned








87


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88

Airway Management Log Student Name: Lead Instructor:

Date: Instructor: Scenario Name?: Successful?

Place: (Circle) Airway Type (Circle one) OPA NPA Oral ET Nasal ET Digital ET Supraglotic Surgical Needle Yes

OR ED LAB AMBU Distractions (Circle one) Noise Lighting Position Obstruction Age (Circle one) Adult Child Infant No

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