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FOR REQUEST APPROVAL OF A COURSE COURSENAME: HTH 62 /-/&/l/6;( PROGRAM: EMERGENCYMEDICAL TECHNICIAN IA CHALLENGE HEALTH TO BE COMPLETED DEANOF THE COLLEGE: BY Static Identifier 58-62-92 TOP Code # 125000 TRANSFER STATUS: A B C I Date: Noncredit Not-Approved COURSE CLASSIFICATION (select A-I) SUBMITTEDBY: DATE: 2/05/92 KATHY WHIPPLE New Course Revised X APPROVED CREDIT CLASSIFICATION Degree Applicable X Non-Degree Applicable CATALOG DESCRIPTION: Consists of written test to determine knowledge and proficiency tests of skills. Eligible persons are permitted to take the challenge examination only one time. Personal failing the challenge examination must complete the basic course, Health 60. Offered through community service only. No credit will be given and the course will not be on the student's transcript. UNITS: 0 Test Time HOURS: Lecture: 1-- Laboratory: .Lecture/Lab : Clinic/Field ENTRYLEVEL SKILLS, PRE-REQUISITES AND/OR CO-REQUISITES: Courses applicable to the degree must be of sufficient difficulty that if students are to succeed in the course they must enter it with certain competency. Such requisites may either be recamtended or validated as requirements. To assure open access, a way must always be provided and publicized whereby students not initially eligible for enrollment in any course because of the pre-requisites can gain the necessary competencies. Prerequisite: Consent of instructor and meets the current County EMS Agency. requirements as defined by Riverside Requested Credits Classification: (applicant) Degree Applicable Non-Degree Applicable x Noncredit Revised Page 1 of 4 ~ COURSE OUTLINE This outline (a) should contain sufficient information to: as noncredit, non-degree credit, Permit the curriculum coomittee to correctly determine whether the course should be classified degree credit under Title 5, Sections 55002 and 55805.5. or (b) Clarify the minimal obligations of the instructors of the course. (All instructors should be familiar with this outline and sbould use it in planing their courses, though their own syllabi may add objectives, goals, content, assignments and/or materials, may describe topics and objectives somewhat differently, and may place them in a different sequence.) OBJECTIVES: Limit these to the maximum number of critical objectives that can be in terms of student accomplishments concrete and specific enough that For degree-applicable courses, include objectives in the area of independently analyze, synthesize, explain, assess, anticipate and/or new situations, etc. effectively monitored and assessed. Formulate at least sane of them it can be determined to what extent they have in fact been achieved. "critical thinking" by requiring such outcanes as the ability to define problems, formulate and assess solutions, apply principles to Based on test results and knowledge, the student should: 1. Be familiar with and demonstrate professionalism and medical ethics. 2. Demonstrate primary and secondary surveys of patient with relation to the medical and traumatic emergencies and the environmental emergencies and hazards. appropriate shock, with and airway management and 3. 4. 5. Recognize respiratory oxygen therapy. Identify medical, supportive care. and demonstrate obstetric, bleeding and traumatic, provide appropriate bandaging, Demonstrate competent handling of splinting, and extrication skills. problems, appropriate 6. 7. 8. 9. 10. 11. Demonstrate familiarity with roles and responsibilities, legal aspects, radio communications records and reports procedures. Demonstrate competence in patient care in accordance with state protocols for EMT-IA 's. Demonstrate IV monitoring techniques. Demonstrate competence in use and maintenance of transporting devices, medical equipment, and supplies. Demonstrate CPR during moving and transport. Demonstrate familiarity with ambulance driver licensing requirements, and emergency ambulance driving techniques. TEXTS, OTHER READINGS AND MATERIALS: and other materials; or reference college bookstore computerized listings, etc.) (List typical or required primary sources, texts, Determining whether or not materials are "college level" is a subtle matter, often not reducible to even the best readability formula. Certainly most of the material should be certifiable as at least 10th grade, but sane well written works of merit mayhave a lower readability measure while other tests may have a high readability measure only because they are poorly written. Of probably more importance than readability per se is the complexity and breadth of the ideas presented. The value of the content the and quality of the presentation should always be given greater weight than readability alone. Primarily College Level Level x Primarily not College x Material Compared to/Offered at other Written for Higher Level Education Other: Non-credit challenge course. (How Determined) Colleges Page 2 of 4 . . ASSIGNMENTS: List Types: Hours Per Week (or equivalent) Class participation Describe How: and assignments require and develop critical thinking (see Objectives). Primarily College Level 2 hours of independent work done out of class per each hour of lecture or class work, or hours lab, practicmn, or the equivalent, per unit. Ratio of amount of work per unit of credit required by curriculum camdttee a non-degree credit course is met. for x Not Primarily College Level ASSESSMENT: Grades will be based on: ESSAY (includes not only "blue book" exams but any written assignment of sufficient length and ccmplexity to require students to select and organize ideas as well as to explain them. Someitems should dem:mstrate critical thinking.) ----- COMPUTATION NON-COMPUTATIONAL PROBLEM SOLVING (Critical thinking should be demonstrated by the solution of unfauLiliar problems that admits various solutions or various strategies for achieving the solution.) ----- SKILL DEMONSTRATION MULTIPLE CHOICE x ----- OTHER: (Describe) This is a challenge course and grades will be based upon no-credit status; therefore, no letter grade will be issued and the course will not be on the student's transcript. The instructor will submit a pass/fail grade to EMS for certification processing. * For,degree credit: (a) at least one of the first three boxes must be checked and (b) if "essayl' is not checked, it must be explained why essays are an inappropriate basis for at least part of the grade in the course. Page 3 of 4 .. COURSE CONTENT College level courses specific applications, should stress general principles of wide applicability. they should be generalized and students asked to apply Where such principles are presented them to novel situations. initially in terms of List Topics: I. (Test will cover Introductory same topics as in HTH 60 a summary of the EMT, Legal of which follows): 2. 3. 4 5. 6. 7 8. 9. 10. ll. 12. 13. 14. 15. 16. 17. 18. 19. 20. 2l. 22. 23. 24. 25. 26. 27. 28. 29. 30. Procedures, Orientation Responsibilities Basic Life Support, Artificial Respiration and Airway Obstruction, Cardiopulmonary Resuscitation Cardiopulmonary Resuscitation (continued) General and Topographic Anatomy, Interpretation of Diagnostic The Respiratory System, Injuries of the Chest, Oxygen Therapy Evaluation, Discussion, Clarification of Material Water Hazards Signs and Triage and Equipment The Circulatory System, Bleeding and Control of Bleeding, Shock The Skin, The Muscular System, Soft-Tissue Injuries System, Fractures, Dislocations and Sprains, General Principles The Skeletal Splinting and Bandaging Fractures and Dislocations of the Shoulder and Upper Extremity Fractures of Dislocations of the Hip, Pelvis, and Lower Extremity Fractures and Dislocations of the Spine The Nervous System, Injuries of the Skull and Brain The Eye, Injuries of the Eye, Face and Throat Evaluation, Discussion and Clarification of the Material The Abdomen and the Digestive System, Injuries of the Abdomen, The Acute Abdomen The Genitourinary System, Injuries of the Genitourinary System, Intravenous Fluid Monitoring Heart Attach, Stroke Diabetes Mellitus, Dyspnea Unconscious States, Communicable Diseases Childbirth Pediatric Emergencies, and Special Problems, Death and Dying The Disturbed and Unruly Patient, Alcohol and Drug Abuse Heat Exposure, Cold Exposure, Radiation Exposure Electrical Hazards, Poisons, Stings and Bites of the Material Evaluation, Discussion and Clarification Emergency Vehicles, Equipment and Maintenance, Control at the Accident Scene Patient Handling and Extrication Communications, Records and Reports Emergency Driving and Traffic of This application is recoomended for use in the local approval of courses. It has been designed by the State Chancellor's Office to incorporate new provisions in Title 5, adopted by the Board of Governors and written into law in 1986-87. These new regulations have resulted from the sustained cooperation and the vision of faculty and curriculum officers throughout the state. In carefully defining the characteristics of a college level course, they provide the opportunity of colleges to rethink the significance of their degrees and assure high credibility to the Associate degree earned anywhere in California. Outlnblk .12p wp 12/91 Page 4 of 4

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