Common Planner
K–12 Standards

Emergency Medical Services

Other Arizona CTE sets

DEMONSTRATE AN UNDERSTANDING OF THE EMERGENCY MEDICAL SERVICES SYSTEM1.0

  • 1.1

    Describe key historical events that influenced the development EMS1.1

  • 1.2

    Describe the components of an EMS system and the roles of each component (e.g., agencies and organizations; highly trained professionals; communications and transportation networks; trauma systems and hospitals; an informed public that knows what to do in a medical emergency)1.2

  • 1.3

    Compare the training, roles, and responsibilities of EMRs, EMTs, AEMTs, and Paramedics1.3

  • 1.4

    Describe desirable physical and personality traits of EMTs1.4

  • 1.5

    Identify and explain specific statutes and regulations in Arizona regarding the EMS system1.5

  • 1.6

    Describe the chain of survival and how it relates to the EMS system1.6

MAINTAIN THE WELL-BEING OF THE EMERGENCY MEDICAL TECHNICIAN2.0

  • 2.1

    Describe different responses to emergency incidents (e.g., hazardous material, terrorist, rescue, violence)2.1

  • 2.2

    Describe personal protection from airborne and bloodborne pathogens2.2

  • 2.3

    Describe provisions of OSHA, CDC, and the Ryan White CARE Act as they relate to infection control2.3

  • 2.4

    Determine the appropriate personal protective equipment (PPE) to prevent exposure to infectious diseases2.4

  • 2.5

    Discuss body substance isolation (BSI) practices2.5

  • 2.6

    Describe the proper hand-washing procedure2.6

  • 2.7

    Describe health habits that promote physical and mental well-being2.7

  • 2.8

    Discuss different reactions patients and family members may have to death and dying and how to handle them2.8

Discuss the importance of critical incident stress debriefing (CISD) and critical incident stress management (CISM)2.9

  • 2.9

    Discuss the importance of critical incident stress debriefing (CISD) and critical incident stress management (CISM)2.9

EXAMINE MEDICAL, LEGAL, AND ETHICAL ISSUES3.0

  • 3.1

    Review the EMT Basic Scope of Practice as outlined by the National Highway Traffic Safety Administration (NHTSA)3.1

  • 3.2

    Explain the difference between scope of practice and standard of care3.2

  • 3.3

    Define and give examples of different types of patient consents (e.g., expressed, implied, consent for minors)3.3

  • 3.4

    Discuss different ethical issues encountered by emergency medical services and how to handle them (e.g., denying or delaying transport of patients, termination of resuscitation, restriction of EMS provider duty hours to prevent fatigue, substance abuse by EMS providers, and challenges of child maltreatment recognition and reporting)3.4

  • 3.5

    Explain advance directives, including do not resuscitate orders3.5

  • 3.6

    Explain the duty to act and legal protection provided by Good Samaritan laws3.6

  • 3.7

    Explain the importance and legality of patient confidentiality3.7

  • 3.8

    Explain the meaning of libel and slander in relationship to EMS3.8

  • 3.9

    Explain the EMT’s responsibility regarding crime incidents (e.g., notifying the authorities and preserving the crime scene)3.9

  • 3.10

    Discuss legal issues associated with required documentation3.10

DEMONSTRATE BASIC KNOWLEDGE OF GENERAL PHARMACOLOGY4.0

  • 4.1

    Identify the drugs in the EMT Basic Scope of Practice and describe each according to generic and common trade names, indications, contraindications, side effects, forms, and routes of administration4.1

  • 4.2

    Follow the Five Rights of medication administration to ensure safety and prevent complications or errors (right medication, right patient, right date, right dose, right route)4.2

  • 4.3

    Discuss the importance of having access to references in order to identify drugs and medication administration, including on-line or off-line to request medical direction4.3

  • 4.4

    Identify special considerations in medication related to the age and weight of patients4.4

  • 4.5

    Explain the importance of accurate documentation of drug administration and follow up on drug administration4.5

DEMONSTRATE KNOWLEDGE ABOUT THE ANATOMY AND THE FUNCTION OF HUMAN SYSTEMS INCLUDING CORRECT TERMINOLOGY5.0

  • 5.1

    Describe the structure and function of the musculoskeletal system and properly name and label on a diagram5.1

  • 5.2

    Describe the structure and function of the respiratory system and properly name and label on a diagram5.2

  • 5.3

    Describe the structure and function of the cardiovascular system and properly name and label on a diagram5.3

  • 5.4

    Describe the structure and function of the nervous system and properly name and label on a diagram5.4

  • 5.5

    Describe the structure and function of the reproductive system and properly name and label on a diagram5.5

  • 5.6

    Describe the structure and function of the digestive system and properly name and label on a diagram5.6

  • 5.7

    Describe the structure and function of the integumentary system and properly name and label on a diagram5.7

  • 5.8

    Describe the structure and function of the endocrine system and properly name and label on a diagram5.8

  • 5.9

    Describe the structure and function of the renal system and properly name and label on a diagram5.9

  • 5.10

    Describe the anatomy and physiology differences between children and adults that affect assessment and emergency care5.10

  • 5.11

    Use common prefixes, suffixes, and roots to determine the meaning of medical terms5.11

  • 5.12

    Explain acronyms and abbreviations commonly used in EMS5.12

  • 5.13

    Use anatomical and medical terms in terms of position and direction to describe the location of body structures and body positions in written and oral communication with EMS and healthcare professionals, as well as authority personnel5.13

MANAGE THE EMERGENCY SCENE AND USE SAFETY PRECAUTIONS6.0

  • 6.1

    Identify the components of scene size-up (e.g., potential dangers, body substance isolation, nature of illness or mechanism of injury, number of patients, need for additional resources)6.1

  • 6.2

    Describe potential hazards found at a scene of a medical or a trauma patient6.2

  • 6.3

    Describe when to establish a danger zone at a scene6.3

  • 6.4

    Describe indications of possible crime scenes and potential violence6.4

  • 6.5

    Describe when to use Standard Precautions to protect against disease exposure6.5

  • 6.6

    Identify potential dangers to EMS providers and others at a scene where poisoning, alcohol abuse, or substance abuse is involved.6.6

  • 6.7

    Use proper body mechanics when reaching, pushing, pulling, lifting, and moving patients and heavy objects Explain the importance of determining the number of patients and the need for additional resources 6.7

  • 6.8

    Explain the importance of determining the number of patients and the need for additional resources6.8

  • 6.9

    Describe the teamwork, timing, and transport decisions in assessing and managing patients with multisystem trauma or multiple trauma6.9

ACQUIRE BASELINE VITAL SIGNS, SAMPLE HISTORY, PRIMARY ASSESSMENT, SECONDARY ASSESSMENT, AND REASSESSMENT7.0

  • 7.1

    Assess a patient’s baseline vital signs (e.g., pulse, respirations, skin, pupils, blood pressure, oxygen saturation, blood glucose)7.1

  • 7.2

    Obtain a SAMPLE history (i.e., signs/symptoms, allergies, medications, pertinent past history, last oral intake, events leading to injury or illness)7.2

  • 7.3

    Complete a primary assessment for an infant, child, and adult (e.g., form a general impression; determine responsiveness; assess airway, breathing, and circulation; determine priorities of patient care)7.3

  • 7.4

    Explain the C-A-B approach (circulation, airway, breathing) versus the A-B-C approach (airway, breathing, circulation) to a primary assessment7.4

  • 7.5

    Complete a secondary assessment for a patient with medical and/or traumatic injuries to determine appropriate physical examination7.5

  • 7.6

    Conduct a physical examination as determined appropriate including respiratory system, cardiovascular system, neurological system, musculoskeletal system, and all anatomical regions7.6

  • 7.7

    Explain the importance of recording changes in the patient’s condition and reassessing interventions7.7

  • 7.8

    Discuss the assessment of a patient who appears to be suffering from a behavioral or psychiatric emergency7.8

  • 7.9

    Explain the steps of assessment for pediatric patients, including the scene size-up, primary assessment, secondary assessment with physical exam, and reassessment7.9

  • 7.10

    Apply fundamental knowledge of life span development to patient assessment and management7.10

  • 7.11

    Discuss situations requiring the need for advanced life support (equipment and personnel)7.11

  • 7.12

    Demonstrate effective communication with patients and family members of various ages and cultures, hospital personnel, and authority figures7.12

  • 7.13

    Discuss the importance of having organized, complete, concise verbal reports with pertinent patient information to be delivered to receiving healthcare personnel7.13

ASSESS AND MANAGE MEDICAL EMERGENCIES8.0

  • 8.1

    Recognize conditions, signs, and symptoms of respiratory emergencies (e.g., COPD, asthma, pneumonia, pulmonary embolism, epiglottitis, common cold)8.1

  • 8.2

    Provide respiratory emergency care based on medical assessment and physical examination [e.g., oxygen techniques, artificial ventilation, CPAP (continuous positive airway pressure), inhalers]8.2

  • 8.3

    Recognize signs and symptoms of cardiac emergencies (e.g., coronary artery disease, aneurysm, electrical/mechanical malfunctions of the heart, angina pectoris, acute myocardial infarction, congestive heart failure)8.3

  • 8.4

    Provide cardiac emergency care based on medical assessment and physical examination [e.g., administration of nitroglycerin or aspirin, AEDs (automated external defibrillators), chest compressions, CPR8.4

  • 8.5

    Recognize conditions, signs, and symptoms of diabetic emergencies involving hyperglycemia and hypoglycemia and develop a plan to manage patients8.5

  • 8.6

    Recognize signs, symptoms, and history consistent with cause of altered mental status, including seizures, stroke, dizziness, and syncope and develop a plan to manage patients8.6

  • 8.7

    Differentiate between the signs and symptoms of an allergic reaction and an anaphylactic reaction8.7

  • 8.8

    Prioritize the steps in managing and reassessing patients with allergic and anaphylactic reactions (e.g., administering and assisting a patient in using an epinephrine auto-injector)8.8

  • 8.9

    Recognize the signs and symptoms of patients where poisoning (ingested, inhaled, or absorbed), alcohol abuse, or substance abuse (stimulants, depressants, narcotics, volatile chemicals, and hallucinogens) are involved and develop a management and/or treatment plan8.9

  • 8.10

    Recognize conditions that can cause unusual behavior (e.g., stress, psychiatric condition, attempted suicide) and determine a treatment plan8.10

  • 8.11

    Recognize signs and symptoms of environmental-related emergencies (e.g., hypothermia, effects of heat, water-related accidents, bites and bee stings) and develop a management and/or treatment plan8.11

ASSESS AND MANAGE TRAUMATIC INJURIES9.0

  • 9.1

    Differentiate among arterial, venous, and capillary bleeding and describe the care for external bleeding9.1

  • 9.2

    Identify the signs and symptoms of internal bleeding and describe the steps in the care for internal bleeding9.2

  • 9.3

    Distinguish between open- and closed-soft tissue wounds9.3

  • 9.4

    Describe treatment for abrasions and lacerations, puncture wounds, impaled objects, avulsions, amputations, and genital injuries, including dressing and bandaging open wounds9.4

  • 9.5

    Describe assessment and management of burns with each level of severity (e.g., thermal, chemical, electrical, radiation)9.5

  • 9.6

    Describe four types of musculoskeletal injury (fracture, dislocation, sprain, and strain), define open and closed extremity injuries, and discuss the assessment of injury and general care9.6

  • 9.7

    Describe the assessment and management of types of musculoskeletal injuries (e.g., shoulder girdle injury, pelvic injury, hip dislocation or fracture, femoral shaft fracture, knee injury, tibia or fibula injury, ankle or foot injury)9.7

  • 9.8

    Recognize signs and symptoms of injury to the head, neck, and spine and determine the management for injuries (e.g., applying a cervical collar; immobilizing a seated patient, including rapid extrication for high priority patients; applying a long backboard; rapid extrication from a child safety seat; immobilizing a standing patient, immobilizing a patient wearing a helmet)9.8

ASSESS AND MANAGE OBSTETRIC AND GYNECOLOGIC EMERGENCIES10.0

  • 10.1

    Review the anatomical and physiological changes that occur during pregnancy and describe fetal development10.1

  • 10.2

    Describe the three stages of labor10.2

  • 10.3

    Describe the steps in preparation and delivery10.3

  • 10.4

    Describe and discuss care for complications of delivery (breech presentation, limb presentation, prolapsed umbilical cord, multiple birth, premature birth, meconium)10.4

  • 10.5

    Describe and discuss care for emergencies in pregnancy (e.g., excessive pre-birth bleeding, ectopic pregnancy, seizures in pregnancy, miscarriage and abortion, stillbirths)10.5

  • 10.6

    Describe and discuss care for gynecological emergencies (e.g., vaginal bleeding, sexual assault)10.6

  • 10.7

    Explain the indications and procedures for neonatal resuscitation10.7

  • 10.8

    Describe after-delivery care for mother and baby10.8

ASSESS AND MANAGE PEDIATRIC EMERGENCIES11.0

  • 11.1

    Describe and discuss the developmental and anatomical differences in infants and children11.1

  • 11.2

    Recognize common medical and trauma situations involving pediatric patients [e.g., difficulty breathing, seizures, fever, meningitis, diarrhea and vomiting, poisoning, drowning, sudden infant death syndrome (SIDS)]11.2

  • 11.3

    Discuss the signs and symptoms of child abuse and neglect and the EMT’s ethical and legal responsibilities11.3

  • 11.4

    Demonstrate adaptations to techniques and equipment to properly manage the airway, ventilation, and oxygenation of pediatric patients11.4

  • 11.5

    Discuss special challenges for pediatric patients (e.g., tracheostomy tubes, home artificial ventilators, central intravenous lines, gastrostomy tubes)11.5

DEMONSTRATE UNDERSTANDING OF EMERGENCY MEDICAL SERVICES OPERATIONS12.0

  • 12.1

    Recognize the types of ambulances specified by the U.S. Department of Transportation12.1

  • 12.2

    Discuss safe ambulance operation while responding to the scene12.2

  • 12.3

    Describe laws that apply to ambulance operations12.3

  • 12.4

    Describe the required equipment to be carried by EMS response units12.4

  • 12.5

    Describe the roles and responsibilities of the Emergency Medical Dispatcher12.5

  • 12.6

    Describe the phases of an ambulance call12.6

  • 12.7

    Identify the phases of vehicle extrication and rescue operations12.7

  • 12.8

    12.8 Describe the EMT’s responsibilities in transferring patients to receiving healthcare personnel  12.8

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?
Arizona Department of Education

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