EMT Curriculum

3.11.C.1 Patient Assessment Lab II Station: Unconscious Arrest I Instructor Guidance

Objectives:

1. Demonstrate how to use the AVPU scale to test for patient responsiveness. (p 262) 2. Demonstrate how to test pupil reaction in response to light in a patient and how to document his or her status correctly. (pp 264–265) 3. Demonstrate how to assist a patient with ventilations using the bag-mask device for one and two rescuers. (p 354)

4. Demonstrate the insertion of a nasal airway. (pp 341–342, Skill Drill 9-5) or 5. Demonstrate the insertion of an oral airway. (pp 339–340, Skill Drill 9-3)

6. Demonstrate the techniques for assessing a patient’s airway and correctly obtaining information related to respiratory rate, rhythm, quality/character of breathing, and depth of breathing. (pp 265–269) 7. Demonstrate how to assess a radial pulse in a responsive patient and an unresponsive patient. (pp 270–272) 8. Demonstrate how to assess a carotid pulse in an unresponsive patient. (pp 270–272) 9. Demonstrate how to perform a rapid scan of a patient. (pp 275–277, Skill Drill 8-1)

Setup: •

Cohort Bag

Suction REEVES

• • •

EMT Full Body Manikin

Deployment: DO NOT LECTURE – your students should be working hands-on within 5 minutes of arriving Deploy your students in one team – manikin should be patient, the rest rescuers. The patient should lie on his back. Have them transition through the scenario on the back of this sheet like any other scenario from a scenario lab day. Debriefing: Give students feedback on the application of the device after it is complete. Some points to discuss: - Did they insert an airway right away? - Did they ventilate this patient? - Did they do a head-to-to secondary assessment? It might be wise to do so since there is limited information. The pupils might not be found unless they do that. If they suspect stroke, it would be acceptable to do a focused neuro exam with pupils and pulse/motor/sensory. This is an interesting scenario because students might have a good rationale for pursuing either a medical exam or a trauma exam. - Since dispatch of “fall” is not a diagnosis, encourage the students to treat patients as medical unless they have some evidence of injury as the cause of the problem.