Description:

MICT IV is the final of four courses in advanced out-of-hospital emergency medical care leading to the opportunity to sit for the National Registry Examination for Paramedics. During MICT IV, paramedic students have the opportunity to take the knowledge and skills gained in MICT I, II and III and apply them in an actual practice environment. MICT IV represents an intense 4-month course in which knowledge, skills and professional behaviors are synthesized and applied to victims of sudden trauma or medical emergencies under supervision of paramedic preceptors at the emergency scene and in the ambulance. Entry-level competence into the profession is demonstrated as the student demonstrates the ability to assess the scene and the patient, develop a plan for therapeutic intervention as well as scene management, and effectively lead the out-of-hospital resuscitation team's effort. Classroom and laboratory review are included. Enrollment in certain courses may require a professional liability fee of $16.00. Students will be notified via their JCCC student e-mail account if the fee is due and instructions on how to pay the fee. 4 hrs. lecture avg./ wk., 56 hrs. clinical/lab/field avg./wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

NOTE: The National Standard EMT-P curriculum was developed by the US
DOT's National Highway Traffic Safety Administration. The curriculum,
mandated for use at JCCC by the Kansas Board of Emergency Medical
Services, is a detailed, competency based curriculum containing well over
1,000 cognitive, psychomotor, and affective competencies. This course
outline rather than attempting to recreate the national standard
curriculum will provide a brief executive summary. The full curriculum
will be provided as a reference document.

Upon successful completion of this course the student should be able to:

1. (8) Safely manage the scene of an emergency.

*( ) Indicates module-lesson in national standard curriculum

Content Outline & Competencies:

I. Field Internship
   A. Perform patient assessment when given a real patient, according to
skill criteria. Patient assessment should include history, physical
examination, and vital signs.
   B. Given a variety of patients manifesting different degrees of illness
or injury, assign appropriate assessment, treatment and transportation
priorities.
   C. Given a situation where the student must perform Basic Cardiac Life
Support on a patient, performance should be consistent with established
standards.
   D. Given a patient requiring the following techniques, they should be
performed according to established skill criteria:
      1. Intravenous cannulation and parenteral medication administration
      2. Basic and advanced airway management
      3. Acquiring the 12 lead ECG and electrical therapies
      4. Mechanical CPR devices
      5. Spinal and extremity immobilization
      6. Hemorrhage control
      7. Patient handling
   E. Given a situation requiring biomedical communications, perform
according to skill criteria, with regard to patient's acuity.
   F. Identify specified ECG rhythms from written tracing or dynamic
tracing with 90% accuracy.
   G. State the dosages, indications, contraindications, side effects, and
precautions for any of the medications in the MICT Formulary.
   H. Given any medical or traumatic emergency, initiate appropriate
treatment, as per service protocols, in an assertive manner.
   I. Demonstrate the ability to communicate in a calm, professional
manner to the patient's family and/or bystanders, as determined by the
JCCC faculty or preceptor.
   J. Write patient reports in an acceptable fashion with regard to
spelling, grammar, legibility and content.
   K. Demonstrate the ability to constantly "put it all together, "
organize the call, assess the patient, assign priorities, treat
appropriately and demonstrate suitable patient rapport.

II. Cognitive and Motor Skills
   A. Demonstrate a satisfactory performance on a randomly selected
simulated emergency call within three attempts.
   B. Understand the legal issues that impact decisions made in the
out-of-hospital environment.
   C. Understand standards and guidelines that help ensure safe and
effective ground and air medical transport.
   D. Integrate the principles of general incident management and multiple
casualty incident (MCI) management techniques in order to function
effectively at major incidents.
   E. Integrate the principles of rescue awareness and operations to
safely rescue a patient from water, hazardous atmospheres, trenches,
highways, and hazardous terrain.
   F. Evaluate hazardous materials emergencies, call for appropriate
resources, and work in the cold zone.
   G. Demonstrate an awareness of the human hazard of crime and violence
and the safe operation at crime scenes and other emergencies.

III. Affective Domain
   Attitudinal Competencies - from the MICT Student Manual

   Successful completion of the JCCC MICT program shall include
demonstration of the following attitudes/behaviors.

   1. INTEGRITY - The student is honest and trustworthy.
   Examples of professional behavior include, but are not limited to,
consistent honesty, being able to be trusted with the property of others,
can be trusted with confidential information, complete and accurate
documentation of patient care and learning activities.

   2. EMPATHY - The student is respectful and compassionate.
   Examples of professional behavior include, but are not limited to,
showing compassion for others; responding appropriately to the emotional
response of patients and family members; demonstrating respect for others;
demonstrating a calm, compassionate, and helpful demeanor toward those in
need; being supportive and reassuring to others.

   3. SELF-MOTIVATION - The student demonstrates personal responsibility
to initiate, follow through and complete tasks and assignments without
supervision.
   The student receives and acts upon constructive feedback. Examples of
professional behavior include, but are not limited to, taking initiative
to complete assignments, taking initiative to improve and/or correct
behavior, taking on and following through on tasks without constant
supervision, showing enthusiasm for learning and improvement, consistently
striving for excellence in all aspects of patient care and professional
activities, accepting constructive feedback in a positive manner, taking
advantage of learning opportunities

   4. APPEARANCE AND PERSONAL HYGIENE - The student exercises good
personal hygiene and professional appearance.
   Examples of professional behavior include, but are not limited to,
clothing and uniform is appropriate, neat, clean and well maintained; good
personal hygiene and grooming.

   5. SELF-CONFIDENCE - The student demonstrates composed competent
leadership.
   Examples of professional behavior include, but are not limited to,
demonstrating the ability to trust personal judgment, demonstrating an
awareness of strengths and limitations, exercising good personal
judgment.

   6. COMMUNICATION - The student utilizes effective communication
strategies.
   Examples of professional behavior include, but are not limited to,
speaking clearly, writing legibly, listening actively, adjusting
communication strategies to various situations.

   7. TIME MANAGEMENT - The student makes effective use of time, thus
meeting deadlines, and is punctual.
   Examples of professional behavior include, but are not limited to,
consistent punctuality, completing tasks and assignments on time.

   8. TEAMWORK AND DIPLOMACY - The student values teamwork.
   Examples of professional behavior include, but are not limited to,
placing the success of the team above self-interest; not undermining the
team; helping and supporting other team members; showing respect for all
team members; remaining flexible and open to change; communicating with
others to resolve problems.

   9. RESPECT - The student is respectful of others.
   Examples of professional behavior include, but are not limited to,
being polite to others, not using derogatory or demeaning terms, behaving
in a manner that brings credit to the profession.

   10. PATIENT ADVOCACY - The student always keeps the patient number
one.
   Examples of professional behavior include, but are not limited to, not
allowing personal bias or feelings to interfere with patient care, placing
the needs of patients above self-interest, protecting and respecting
patient confidentiality and dignity.

   11.   CAREFUL DELIVERY OF SERVICE - The student is thorough and safe.
   Examples of professional behavior include, but are not limited to,
mastering and refreshing skills; performing complete equipment checks;
demonstrating careful and safe ambulance operations; following policies,
procedures, and protocols; following orders.

   Taken together, these values constitute professional behavior.

   The student's progression in these areas is evidenced by initially
expressing willingness to learn new attitudes and behaviors, which
progresses to active participation in discussing them. Next, the student
demonstrates acceptance and integration of these attitudes and behaviors
in interactions with others. Later, the student demonstrates preference
for these values and ultimately an internal commitment to them.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

Cognitive - competency will be verified through 6 Homework
assignments, 6 quizzes, and sectionalized course final. Quizzes and module
finals will be blueprinted. Items will represent a variety of question
types and levels of taxonomy, each of which is tied to a course
competency. Students must achieve an overall passing grade in the course
as well as passing grades on each section of the final exam.

Motor Skills - competency will be verified by faculty observation of motor
skill performance utilizing skills task analysis as the standard.

Affective - competency will be evaluated by clinical and field preceptors
utilizing clinical and field evaluation instruments. These instruments
utilize a 1-5 lickert scale with 3 defined as minimum competence.

Medical Director - synthesizing information about student's progress in
each of the three domains, the course medical director will make a final
decision about terminal competence, and thus course completion.

Grading Scale:
   Cognitive:
      94-100% = A
      86- 93% = B
      80- 85% = C - minimum passing score
      70- 80% = D
        < 70% = F

6 homework assignments @  66 points each
6 quizzes              @ 200 points each
1 course final         @ 500 points
EMS Research Project   @ 200 points
Field Case Studies     @ 100 points
Total didactic points = 2400

Motor skills: pass/fail
Affective evaluations: pass/fail

Note: Successful course completion requires passing grade in didactic work
AND successful Demonstration of skills competency, AND acceptable
evaluation of ALL affective competencies, AND completion of ALL
requirements for skills performance as specified in the Students Manual
(pg. 21)

Caveats:

1. Students will have provided proof of health conducive to being in a health care environment. In addition, drug screening and other requirements may be imposed by clinical agencies. Students are responsible for any and all costs related to their health care or other imposed requirements. Students will also need to provide their own transportation to and from scheduled clinical activities. They will also need to be dressed and prepared appropriately as outlined in the MICT Student Manual dress policy.
2. Students entering the health programs should be aware that they will be in contact with other individuals having a variety of health problems in which etiology (cause) mayor may not be known. This exposure places health program students in the "high risk" category for health problems. Programs have specific precautionary requirements based on the type of exposure and/or clinical agency policies. It is the responsibility of each student to follow the program guidelines for necessary precautions against contracting and transmitting disease. Students experiencing any injury or health risk (including blood borne or airborne exposure to disease) must report it immediately to the assigned instructor and seek necessary medical treatment
3. Transportation to and from clinical/field agencies is the responsibility of the student; thus access to a dependable automobile is a necessity. Communication from and to program faculty and field/clinical preceptors in a timely manner is essential and therefore the student must maintain a working home telephone as well as carry a pager at all times, and maintain an email account which he/she checks regularly.
4. Students are expected to comply with the JCCC Student Code of Conduct as detailed in the JCCC College Catalog. Failure to comply may result in a faculty decision regarding program promotion and constitute a reason to fail the course.
5. Students are expected to comply with the attendance and other program policies described in the MICT Student Manual.
6. At no time will the paramedic student be allowed to function as an integral part of the paramedic crew.
7. "During the course of the paramedic program (MICT I, II, III, IV) there are various fees required from year to year in addition to tuition. The fees include items such as textbooks, uniforms, specialty classes, pagers, state and national exams, and other miscellaneous costs. These fees average about $1,500 for the entire program. As the actual amounts are subject to change they are listed in the Course Syllabus for each academic year."

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.