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FIRE 1916

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at
Credit Hours 3
Course Title Emergency Rescue Operations
Prerequisite(s) None
Corequisite(s) None Specified
Catalog Description
This course explores the underlying basic science, recognizable conditions and symptoms, and emergency management of the sick and injured. It includes control of hemorrhage, cardiopulmonary resuscitation, fractures, burns, poisoning by drugs, chemicals, gases, snake insect bites, childbirth, and transportation of sick and injured

Expected Educational Results
Students should be able to :
1. Cite the role and legal limitation s of the EMT.
2. Identify the structures of the human body and explain the function of the major body systems.
3. Demonstrate recognition of life threatening emergencies and state the emergency care of each situation.
4. Exhibit proficiency in Basic Life Support by obtaining certification with the American Heart Association.
5. State the principles of ambulance operations, the procedures for inspection and maintenance of emergency vehicles.
6. Describe the principles of emergency care for the pediatric patient, and treatment.
7. Identify the emotionally ill patient and explain the techniques of crisis intervention.
8. Recognize environmental emergencies and cite the emergency care procedures for patient treatment.
9. State the role of the EMT during a disaster situation.
10. State principles and perform the techniques of victim extrication from a vehicle.
11. Demonstrate proficiency by performing the following skills:
a. Airway Management
b. Cardiopulmonary Resuscitation
c. Circulation Emergencies
d. Emergency childbirth
e. Patient Assessment
f. Musculoskeletal Injury
g. Spinal Immobilization
Brady Basic Trauma Life Support, Fourth Edition (or most current) John Emory Campbell, Prentiss-Hall, ISBN 0-13-084584-1

General Education Outcomes
I. This course addresses the general education outcome relating to communication through listening, reading, writing and speaking.

1. Students develop their reading comprehension skills by reading the text and handout materials. Students are required to collect and summarize articles on instructional techniques from current periodical sources.
2. Students develop their listening skills through lecture and small group problem solving. Lecture material is presented that is not included in the text or handout material and is included as part of the exams or tests.
3. Students develop their reading and writing skills through the use of problems and activities developed specifically to enhance their understanding of certain instruction principles. Students provide written or oral solutions to these problems in both individual and group format. They must also deal with short-answer type questions on course exams.

II. This course addresses the general education outcomes of mathematical concept usage and applies the scientific method as follows:

1. Students must apply mathematical concepts in the solution of problems designed to illustrate figuring square footage, travel distance and temperature conversions while teaching. Analysis of graphically presented material also test their mathematical skills as well as their ability to interpret and communicate quantitative data.
2. Students apply the scientific method in the set-up and solution of problems designed to illustrate the procedure for administering emergency care when confronted with a variety of symptoms in a simulated setting

III. This course addresses the general education outcome relating to identifying and evaluating patient assessment techniques.

Course Content
I. EMT - 1
A. Role and responsibilities
B. Emergency medical services system components
C. Laws governing the EMT
A. Medical terminology
B. Human Systems
C. Patient assessment
D. Physical examination skills
A. Body fluid composition
B. Assessment and management
C. Management skills
A. Anatomy and physiology
B. Respiratory disorders
C. Chest trauma
D. Airway management skills
A. Anatomy and physiology
B. Cardiovascular problems
C. CPR guidelines
A. Anatomy and physiology
B. Nervous system problems
C. Management skills
A. Anatomy and physiology
B. Soft Tissue injuries
C. Management
A. Anatomy and physiology
B. Musculoskeltal injuries
C. Management skills
A. Medical emergencies
B. Environmental emergencies
A. Nature of the problem, patient assessment, and complications
B. The neonate
C. Management Skills
A. Approach to patient and parents
B. Pediatric emergencies
C. Management Skills
A. Responses to illness, injury, death and dying
B. Behavior emergencies
C. Management skills
A. Phases of the rescue
B. Lifting and moving patients
C. Extrication and rescue techniques
D. Multicasualty management
E. Hazardous material incidents
F. Management skills
A. Basics of an EMS communications system
B. Communication regulations and procedures
A. Ambulance operations
B. IV monitoring
C. Management skills
D. Hospital (ER) experience
E. Ambulance experience

Assessment of Outcome Objectives
The course grade will be determined by the individual instructor (under the guidelines of the division) using a variety of methods such as quizzes, homework, group projects and exams. Graded activities are designed to measure students' abilities to use higher order thinking skills in their understanding and applying of Life Safety and Inspection concepts. A comprehensive final exam is required. This exam must count for no more than 25% of the course grade.


FIRE 1916 will be assessed every 5 years in the fall. The committee will develop a time-line to monitor the assessment process during the five-year cycle to ensure that assessment activities are occurring in order to have sufficient data to undertake a formal assessment at the end of the cycle. Assessment will consist of:

a. An attitudinal survey addressing students' career and professional goals and perceptions of the quality and usefulness of the course.
b. A set of objective test items keyed to expect learning outcomes. These items will be balanced with respect to content and level of cognitive demand.
c. A pilot administration for the objective assessment instrument. The results of the pilot assessment will be used to determine how well the test items are functioning in terms of discrimination, difficulty, and test reliability. The information obtained from item analysis will be used to eliminate or rewrite test items not functioning properly.
d. The revised assessment instrument will be administered during the assessment cycle at a time established by the committee.
The FIRE 1916 Assessment Committee will analyze the results of both the pilot testing and the formal assessment data as well as the attitudinal survey. The committee will use assessment results to determine the effectiveness of the course by seeking answers to the following questions:

a. Are students performing at a pre-determined minimal level of performance on:
1. The course as a whole
2. On individual learning outcomes
b. Which learning outcomes are students' performance acceptable or above average?
c. Which learning outcomes are students' performance below minimal level?
d. What factors are contributing to student performance on those learning outcomes below minimal level of performance?
e. What changes or modifications in course content or instructional strategies are needed to help improve student performance on learning outcomes below minimal level of performance?

Last Revised: Aug. 08, 2011
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