Investigation of the chief complaint (pp 606-607) Integration of treatment/procedures needed to preserve life (p 600)ĭetermining the chief complaint (pp 605, 606-607) Primary assessment for all patient situationsĪssessment of vital functions (pp 597-600)īegin interventions needed to preserve life (p 600) Multiple patient situations (pp 593, 594) Need for additional or specialized resources (pp 594-595) Impact of the environment on patient care (pp 593, 594) This includes developing a list of differentialĭiagnoses through clinical reasoning to modify the assessment and formulate a treatment plan. Pathophysiology to form a field impression. Integrate scene and patient assessment findings with knowledge of epidemiology and National EMS Education Standard Competencies Assessment Students will be able to apply clinical reasoning to develop differentialĭiagnoses, modify assessments accordingly, and formulate a treatment plan for patients. They will be able to discuss challenges to and strategies used during Students will be able to identify variousĭevices used to monitor patient condition as well as the importance of reassessment of conditionĪnd interventions applied. Used throughout the process and explain the significance of specific findings as it applies to theĭetermination of whether a patient is sick or not sick. They will be able to describe and demonstrate assessment skills Students will beĪble to explain the importance of identification and treatment of life threats as well as whether Personal protective equipment (PPE) that should be worn during an EMS event. Personal safety by identifying potential scene hazards, precautions that should be followed, and They will be able to discuss how to protect Will be able to use determination of mechanism of injury (MOI) and nature of illness (NOI) toĭifferentiate between trauma and medical patients. Of the patient assessment process and describe the essential actions or steps within each. They will be able to identify the components Upon completion of this chapter and related course assignments, students will be able to form aįield impression using scene and patient assessment findings that are integrated withĮpidemiological and pathophysiological knowledge.
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