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The Foundation

The Foundation. The National EMS Education Standards document is based on: National EMS Core Content: The universe of EMS knowledge and skills National EMS Scope of Practice: Delineation of provider practice levels Replaces the current National Standard Curriculum . Core Content .

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The Foundation

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  1. The Foundation • The National EMS Education Standards document is based on: • National EMS Core Content: The universe of EMS knowledge and skills • National EMS Scope of Practice: Delineation of provider practice levels • Replaces the current National Standard Curriculum

  2. Core Content • Development led by NAEMSP and ACEP • This document defines the entire domain of EMS • What can be performed in the prehospital environment • Complaints, conditions, procedures and skills, and medically unacceptable skills • Visit www.ems.gov to review document

  3. National EMS Scope of Practice Model • Led by State Directors and Training Coordinators • Provides direction for Education Standards • Driven by evidence-based decisions where possible • Names and describes role at each provider level • Identifies skills for each level

  4. National EMS Scope of Practice Model • This model defines the minimum competencies for nationally recognized EMS licensure levels • States have the authority and responsibility to set the outer boundaries of what is acceptable at each level

  5. Provider Levels • Emergency Medical Responder • Emergency Medical Technician • Advanced Emergency Medical Technician • Paramedic

  6. Education Standards • Replace the National Standard Curriculum • DOT objectives no longer in use • Used by publishers to develop instructional materials • Will guide EMS educators in program design

  7. Education Standards • Goals include: • Increased program flexibility • Greater creativity • Better alternative delivery methods

  8. Instructional Guidelines • Companion documents • Elaborate on the Standards • Outline of each section of the Standards • Available at www.ems.gov

  9. Instructional Guidelines Basic Principles of Public Health A. Role of public health 1. Many definitions 2. Public health mission and functions 3. Public health differs from individual patient care 4. Review accomplishments of public health a. Widespread vaccinations b. Clean drinking water and sewage systems c. Declining infectious disease d. Fluoridated water

  10. Components of Education Standards • Competency statement • Elaboration of knowledge within competency • Clinical behaviors/judgment • Educational infrastructure

  11. Competency • Statement of the competency in that subject area • EMR example: • Uses simple knowledge of the EMS system, safety/well being of the EMR, medical/legal issues at the scene of an emergency while awaiting higher level of care

  12. Elaboration • EMR/EMS Systems example: • Simple depth, simple breadth • EMS systems • Roles/responsibilities/professionalism of EMS • Quality improvement

  13. Clinical Behaviors/Judgment • EMT/Professionalism example: • Demonstrate professional behavior including but not limited to: integrity, empathy, self-motivation, appearance, self-confidence, communications, time-management, teamwork, respect, patient advocacy, and careful delivery of care

  14. Educational Infrastructure • Defines critical components that support education • Facilities, student space, resources • Sponsorship: Type of organization • Faculty: Education level and instructor training • Hospital/clinical experience • Field experience

  15. Educational Infrastructure • Course length: Based on competency, not hours; can be delivered in multiple formats • Course design: Required components • Student assessment: Knowledge, skills, and professional behavior • Program evaluation: Instructional effectiveness

  16. Educational Infrastructure • EMT Course Design example: • Provide the following components of instruction: • Didactic instruction • Skills laboratories • Hospital/clinical experience • Field experience

  17. What Standards Are Not • The Education Standards document does NOT: • Set prerequisites • Establish class sequence • Recommend class sessions • Advise how to teach a class

  18. Competency-Based Education • Education is not based on number of hours students are in a classroom • Acceptable to make portions of the class prerequisites or co-requisites • New delivery methods • Instructors need to verify student competency

  19. What’s New? • Use of traditional assessment terminology • Primary and secondary survey • Skills have been added or changed • Expanded cognitive material • Pathophysiology, medical terminology, patients with special challenges • Patient contact is required for EMT and above

  20. What’s New? • Medical direction required for all levels • Student evaluation in all domains, all levels • At the paramedic level, the Education Infrastructure references CoAEMSP standards

  21. CoAEMSP • Accreditation process through CoAEMSP is designed to support the efforts of state offices. • Individual state laws, rules, and requirements remain the central authority for who is authorized to provide EMS education in each state. • Accreditation usually granted within 6-12 months of initial receipt of the self study • The goal is a stronger EMS profession!

  22. AAOS/J&B Materials • EMR, EMT, and AEMT in revision now • Course materials that will facilitate alternative program designs • Tentative publication dates • EMR: Winter 2009 • EMT: Winter 2009 • AEMT: Summer 2010 • Paramedic: Late 2010

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