Health & Personal Services · course plan
⚠ Pending professional review
This course plan, its lessons and its assessments has not yet been verified by a licensed clinician in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it to make decisions about any patient or medication. Always follow your instructor, your supervising professional, and current official references and regulations.
VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.
EMT / Paramedic
9 courses · 2,700 clock hours · 3–18 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.
9courses
79lessons
2,700hours
31assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons79 of 79 lesson pages writtenPractice631 practice questionsResources119 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 79 lesson pages are open (lesson titles below are links).
HLT-EMT39-01 Universal core
Universal Core: Safety, Math, Communication & Career for EMS
148 hr · $1,185 COMPLIMENTARY
This foundational course equips EMT and Paramedic students with the safety protocols, applied mathematics, communication skills, and professional behaviors that underpin every subsequent course in the program. Students earn OSHA 10-Hour General Industry certification and current CPR/AED provider certification while developing the numeracy, documentation literacy, and career-readiness habits demanded by the EMS profession. All content is mapped to the professional and workforce competency domains assessed on the NREMT cognitive and psychomotor examinations.
Outcomes- Demonstrate OSHA 10-Hour General Industry safety standards as applied to EMS scene safety, personal protective equipment selection, and exposure control procedures.
- Perform accurate medical math calculations including unit conversion, weight-based dosing arithmetic, drip-rate computation, and percentage solutions without the use of a calculator at a passing threshold of 80%.
- Accurately read and interpret standard EMS documentation including patient care reports, medical protocols, drug reference entries, and equipment manufacturer instructions.
- Apply therapeutic communication techniques and plain-language radio/handoff reporting using the SBAR and standardized EMS radio formats with a peer and instructor-rated passing score.
- Use current digital tools relevant to EMS practice including electronic patient care report (ePCR) platforms, EMS reference applications, and learning management systems accurately and efficiently.
- Articulate a personal career pathway in EMS by identifying credentialing requirements, scope-of-practice levels, continuing education obligations, and professional conduct standards.
Course text
This foundational course equips EMT and Paramedic students with the safety protocols, applied mathematics, communication skills, and professional behaviors that underpin every subsequent course in the program. Students earn OSHA 10-Hour General Industry certification and current CPR/AED provider certification while developing the numeracy, documentation literacy, and career-readiness habits demanded by the EMS profession. All content is mapped to the professional and workforce competency domains assessed on the NREMT cognitive and psychomotor examinations.
How the course runs. 7 blocks: EMS Scene Safety and OSHA 10-Hour Foundations; CPR, AED, and First Responder Life Safety; Medical Math for EMS: Units, Conversions, and Dosage Arithmetic; Technical Reading: Protocols, Drug References, and Equipment Manuals; Therapeutic Communication and EMS Documentation; Digital Tools for EMS: ePCR, Reference Apps, and Learning Systems; EMS Career Pathways, Professionalism, and Credentialing.
What competent looks like. Demonstrate OSHA 10-Hour General Industry safety standards as applied to EMS scene safety, personal protective equipment selection, and exposure control procedures. Perform accurate medical math calculations including unit conversion, weight-based dosing arithmetic, drip-rate computation, and percentage solutions without the use of a calculator at a passing threshold of 80%. Accurately read and interpret standard EMS documentation including patient care reports, medical protocols, drug reference entries, and equipment manufacturer instructions. Apply therapeutic communication techniques and plain-language radio/handoff reporting using the SBAR and standardized EMS radio formats with a peer and instructor-rated passing score. Use current digital tools relevant to EMS practice including electronic patient care report (ePCR) platforms, EMS reference applications, and learning management systems accurately and efficiently. Articulate a personal career pathway in EMS by identifying credentialing requirements, scope-of-practice levels, continuing education obligations, and professional conduct standards.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | EMS Scene Safety and OSHA 10-Hour Foundations | 22 | theory | Students will correctly identify OSHA General Industry hazard categories relevant to EMS, select appropriate PPE for simulated scenarios, and describe the bloodborne pathogen exposure-control plan requirements. |
| OSHA 10-Hour General Industry course materials (authorized OSHA outreach trainer or online platform), OSHA Bloodborne Pathogens Standard reference sheet, assorted PPE samples (nitrile gloves in multiple sizes, N95 respirators, surgical masks, face shields, gowns), scenario card set, whiteboard | Completion of all OSHA 10-Hour modules verified by course roster; PPE scenario exercise scored on a 10-item rubric — student must score 8/10 or higher; exposure control plan reviewed by instructor for accuracy of at least 3 correct control measures. |
| 2 | CPR, AED, and First Responder Life Safety | 16 | lab | Students will successfully demonstrate adult, child, and infant CPR with AED operation according to current American Heart Association or American Red Cross BLS guidelines, achieving course certification. |
| AHA BLS Provider or ARC BLS course materials, adult/child/infant CPR manikins with feedback devices, AED trainer units with pediatric pads, one-way valve pocket masks, gloves, alcohol wipes, BLS provider skills sheets, stopwatch | Students must pass the written BLS knowledge assessment at the course-required threshold and pass all BLS psychomotor skills stations on the first or second attempt per provider course standards; BLS provider card issued upon successful completion. |
| 3 | Medical Math for EMS: Units, Conversions, and Dosage Arithmetic | 28 | practice | Students will solve weight-based drug dosage, IV drip rate, unit conversion, and percentage-solution problems at 80% accuracy without a calculator, using dimensional analysis as the primary method. |
| EMS Medical Math workbook (instructor-developed or published EMS math text), calculators (allowed for self-check only), whiteboard and markers, dimensional-analysis reference card, printed quiz sets, timer | Students must score 80% or higher on each 20-question quiz without a calculator; students below 80% after the second attempt receive an individualized remediation plan and must retest before advancing to Lesson 4. |
| 4 | Technical Reading: Protocols, Drug References, and Equipment Manuals | 20 | theory | Students will accurately extract critical information — indications, contraindications, dosing parameters, and operating steps — from EMS treatment protocols, emergency drug reference monographs, and equipment operator manuals. |
| Sample regional or state EMS treatment protocol set (publicly available), current EMS drug reference text or app, cardiac monitor/defibrillator operator manual excerpt, annotation guide handout, drug monograph data sheet, highlighters, pens | Protocol annotation reviewed by instructor — student must correctly identify at least 4 of 5 critical decision points; drug monograph data sheet scored for accuracy — 8 of 10 data fields correct; step-by-step procedure must match the manual checklist with no omissions of safety-critical steps. |
| 5 | Therapeutic Communication and EMS Documentation | 28 | demo | Students will conduct a patient interview using therapeutic communication techniques and produce a written patient care report narrative that is accurate, objective, complete, and free of unprofessional language. |
| Communication technique video clips (instructor-sourced), structured observation form, scenario card set (minimum 10 scenarios), blank PCR narrative forms, SBAR reference card, SBAR grading rubric, audio recording device or smartphone, whiteboard | PCR narrative scored on a 10-criteria rubric (chief complaint, history, vitals documentation, objective language, correct abbreviations, absence of bias, etc.) — student must score 8/10 or higher; SBAR recording evaluated against rubric — must include all four SBAR elements with accurate patient information to pass. |
| 6 | Digital Tools for EMS: ePCR, Reference Apps, and Learning Systems | 16 | lab | Students will accurately enter a complete patient encounter into an electronic patient care report platform, retrieve drug and protocol information using EMS reference applications, and navigate the program's learning management system independently. |
| Computers or tablets with internet access, ePCR training-mode platform access, EMS reference application (phone or tablet), LMS access credentials, printed scenario for ePCR entry, Broselow tape reference, LMS navigation checklist | ePCR entry reviewed against scenario answer key — must achieve 85% field accuracy with no omissions in chief complaint, vital signs, or intervention fields; rapid-lookup challenge scored on accuracy of 8 of 10 items; LMS navigation checklist completed with all five tasks demonstrated. |
| 7 | EMS Career Pathways, Professionalism, and Credentialing | 18 | theory | Students will accurately describe the EMS certification levels and scope-of-practice distinctions, NREMT credentialing requirements and recertification cycle, and professional conduct standards expected in the EMS workplace. |
| NREMT website access, state EMS office website, Credentialing Roadmap worksheet, guest speaker contact and confirmation, professionalism case study handout, NASEMSO National Model EMS Clinical Guidelines reference (for scope overview), reflection paper rubric | Credentialing Roadmap worksheet scored for accuracy — must correctly identify entry requirements, examination type, and recertification cycle for all four EMS levels; professionalism case study scored on a rubric — must correctly identify the violated standard and appropriate corrective action in all three scenarios; reflection paper must demonstrate engagement with panel content (minimum 200 words, specific references to panel discussion). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| OSHA and Safety Knowledge Exam | Written exam | 25% | 75% correct (30 of 40 questions) | A 40-question multiple-choice examination covering OSHA General Industry hazard categories, PPE selection, bloodborne pathogen exposure control, and EMS scene safety principles drawn directly from Lesson 1 content. Questions are written at the application level to mirror the format of NREMT cognitive exam items, giving students early exposure to that question style. Accuracy · Safety · Communication · Professionalism |
| EMS Medical Math Proficiency Exam | Written exam | 25% | 80% correct (16 of 20 questions), no calculator permitted | A 20-question no-calculator written examination covering metric conversions, weight-based dosage calculations, IV drip-rate problems, and percentage-solution arithmetic drawn from Lesson 3 content. Mastery of this material is prerequisite to the Pharmacology course and directly supports the medication administration content area assessed on the NREMT Paramedic cognitive examination. Accuracy · Safety · Communication · Professionalism |
| Communication and Documentation Portfolio | Project | 25% | Composite score of 80% across three portfolio components | Students submit a portfolio containing (1) one annotated EMS treatment protocol with all decision points correctly identified, (2) one complete handwritten PCR narrative written from a provided scenario scored on the 10-criteria rubric from Lesson 5, and (3) one audio-recorded SBAR handoff report scored on the SBAR rubric; the portfolio demonstrates readiness for the communication and documentation demands of NREMT-tested and field competencies. Accuracy · Safety · Communication · Professionalism |
| Career Readiness Oral Defense | Oral / panel | 25% | Pass on all three rubric domains (Professionalism Knowledge, Credentialing Accuracy, and Professional Communication), each scored 3 of 4 or higher | In a 10-minute one-on-one oral examination with the course instructor, the student is asked three to five questions drawn from Lesson 7 content including scope-of-practice distinctions between EMT and Paramedic, the NREMT recertification requirements, and how they would handle a specific professionalism scenario; responses are scored on a four-point rubric assessing factual accuracy, application of professional standards, and clarity of communication. Accuracy · Safety · Communication · Professionalism |
HLT-EMT39-02 Trade course
Trauma Assessment and Management
322 hr · $4,635 COMPLIMENTARY
This course builds the knowledge and hands-on skills required to recognize, assess, and manage traumatic injuries from the scene to the hospital, covering mechanisms of injury through definitive pre-hospital care. Students progress from individual injury management to integrated multi-system trauma care using standardized assessment frameworks. Lessons are mapped directly to NREMT EMT and NREMT Paramedic cognitive and psychomotor exam domains covering trauma.
Outcomes- Perform a systematic primary and secondary trauma assessment, identifying life threats and priority transport decisions within established time benchmarks.
- Demonstrate correct hemorrhage control techniques including direct pressure, wound packing, and tourniquet application meeting NREMT psychomotor skill standards.
- Apply appropriate spinal motion restriction, splinting, and packaging interventions based on mechanism of injury and patient presentation.
- Recognize and initiate emergency management of tension pneumothorax, open chest wounds, flail chest, cardiac tamponade, and major vascular injuries.
- Integrate trauma assessment findings into a structured patient care report and verbal report using standard EMS documentation conventions.
- Operate within EMT and Paramedic scope of practice for each intervention, identifying when to request ALS backup or expedite transport.
Course text
This course builds the knowledge and hands-on skills required to recognize, assess, and manage traumatic injuries from the scene to the hospital, covering mechanisms of injury through definitive pre-hospital care. Students progress from individual injury management to integrated multi-system trauma care using standardized assessment frameworks. Lessons are mapped directly to NREMT EMT and NREMT Paramedic cognitive and psychomotor exam domains covering trauma.
How the course runs. 12 blocks: Mechanisms of Injury and Kinematics; Scene Size-Up and Primary Survey for Trauma; Hemorrhage Control: External Bleeding and Wound Management; Thoracic Trauma: Recognition and Emergency Management; Head, Spine, and Nervous System Trauma; Spinal Motion Restriction and Spine Packaging Skills; Abdominal and Genitourinary Trauma; Musculoskeletal Trauma and Splinting; Burns: Assessment, Classification, and Management; Multi-System Trauma and Hemorrhagic Shock; Pediatric and Geriatric Trauma Considerations; Integrated Trauma Scenarios and Patient Care Documentation.
What competent looks like. Perform a systematic primary and secondary trauma assessment, identifying life threats and priority transport decisions within established time benchmarks. Demonstrate correct hemorrhage control techniques including direct pressure, wound packing, and tourniquet application meeting NREMT psychomotor skill standards. Apply appropriate spinal motion restriction, splinting, and packaging interventions based on mechanism of injury and patient presentation. Recognize and initiate emergency management of tension pneumothorax, open chest wounds, flail chest, cardiac tamponade, and major vascular injuries. Integrate trauma assessment findings into a structured patient care report and verbal report using standard EMS documentation conventions. Operate within EMT and Paramedic scope of practice for each intervention, identifying when to request ALS backup or expedite transport.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Mechanisms of Injury and Kinematics | 22.5 | theory | Students will explain how kinetic energy transfer, blunt, penetrating, and blast forces produce predictable injury patterns used to guide assessment priorities. |
| Current NAEMSE/Brady or Jones & Bartlett paramedic textbook, anatomical diagrams, whiteboard, kinematics video clips, scenario cards | Written quiz of 20 items; student must score 80% or higher; instructor reviews missed items individually before progression. |
| 2 | Scene Size-Up and Primary Survey for Trauma | 25 | demo | Students will demonstrate a complete trauma scene size-up and XABCDE primary survey, identifying life threats and verbally stating transport priority within 2 minutes of patient contact. |
| Manikins, moulage kit, BSI/PPE supplies, laminated NREMT-style trauma assessment checklists, stopwatch, scenario cards, gloves, eye protection | NREMT-style psychomotor checklist; student must complete all critical criteria steps and achieve 80% of total steps within the 2-minute benchmark; any critical failure requires immediate remediation and retest. |
| 3 | Hemorrhage Control: External Bleeding and Wound Management | 29 | lab | Students will correctly select and apply direct pressure, wound packing with hemostatic gauze, and tourniquet application to simulated extremity and junctional hemorrhage within the time frames specified by TECC and NREMT skill standards. |
| Hemorrhage control task trainers (e.g., bleeding simulators), CAT and SOFTT-W tourniquets, hemostatic gauze (training), wound packing trainers, gloves, stopwatch, NREMT psychomotor skill sheets, PCR forms | NREMT-style hemorrhage control psychomotor checklist; all critical steps (tourniquet placed proximal to wound, tightened until bleeding stops, time written) must be completed correctly; 80% overall checklist score; any critical step failure requires immediate remediation and retest. |
| 4 | Thoracic Trauma: Recognition and Emergency Management | 31 | lab | Students will identify clinical signs of tension pneumothorax, open pneumothorax, flail chest, hemothorax, and cardiac tamponade, and perform the corresponding scope-appropriate emergency interventions on simulation trainers. |
| Chest trauma task trainers, vented chest seals (commercial training), needle decompression trainers, BVM, stethoscope, moulage, thoracic anatomy posters, published EMS training image sets, NREMT skill sheets | Scenario checklist with 25 critical decision and skill steps; student must correctly identify all five injury patterns on written identification items (80% pass) and perform each corresponding intervention without critical errors on the skills checklist; critical errors require remediation. |
| 5 | Head, Spine, and Nervous System Trauma | 29 | theory | Students will classify traumatic brain injury by severity using the Glasgow Coma Scale, describe herniation signs, and explain current evidence-based guidelines for spinal motion restriction decision-making. |
| Paramedic textbook, GCS scoring worksheets, printed NAEMSP spinal motion restriction clinical guideline summary, whiteboard, scenario case packets | Written quiz of 20 items covering GCS calculation, herniation signs, and spinal motion restriction indications; 80% pass mark required; instructor reviews each incorrect item in a follow-up conference. |
| 6 | Spinal Motion Restriction and Spine Packaging Skills | 27 | practice | Students will apply manual cervical stabilization, rigid cervical collar sizing and placement, and appropriate patient packaging using long spine board or scoop stretcher, meeting NREMT psychomotor skill criteria. |
| Manikins, assorted rigid cervical collars (multiple sizes), long spine boards, head immobilization devices, straps, scoop stretcher, simulated vehicle seat prop, NREMT psychomotor checklists, stopwatch | NREMT-style spinal motion restriction psychomotor checklist; all critical steps must be completed correctly; 80% overall checklist score; critical failures (loss of manual stabilization before collar applied, improper securing) require immediate remediation and retest. |
| 7 | Abdominal and Genitourinary Trauma | 22.5 | theory | Students will describe the anatomical zones of the abdomen, classify solid and hollow organ injury patterns, and state pre-hospital management priorities including evisceration care and impaled object management. |
| Paramedic textbook, blank abdominal anatomy diagrams, printed case narratives, whiteboard, scope-of-practice reference cards | Written exit ticket of 10 short-answer questions on organ injury patterns, assessment findings, and correct interventions; 80% pass mark; instructor provides written feedback on all incorrect responses. |
| 8 | Musculoskeletal Trauma and Splinting | 27 | lab | Students will assess, classify, and apply appropriate rigid, traction, and improvised splints to simulated upper and lower extremity fractures, documenting neurovascular status before and after each intervention. |
| Rigid splints (SAM splints, cardboard), traction splint (Hare or Sager), pillow splints, bandaging supplies, moulage kit, manikins, PCR forms, NREMT psychomotor skill sheets, stopwatch | NREMT-style traction splint psychomotor checklist plus instructor-designed checklist for other splint types; all critical steps (neurovascular check before and after) must be completed; 80% overall checklist score across all stations; critical errors require remediation. |
| 9 | Burns: Assessment, Classification, and Management | 22.5 | demo | Students will calculate total body surface area burned using the Rule of Nines, classify burns by depth and severity, and perform correct pre-hospital burn wound care and fluid resuscitation initiation within paramedic scope. |
| Moulage kit, body surface area diagrams (Rule of Nines), Lund-Browder chart reference, sterile dressings, manikins, burn fluid formula reference card, calculators, paramedic textbook | TBSA calculation accuracy on a five-patient written worksheet (must calculate correctly within 5% margin on all five) plus burn care skills checklist on manikin (80% overall, no critical errors such as applying ice or breaking blisters). |
| 10 | Multi-System Trauma and Hemorrhagic Shock | 29 | practice | Students will recognize progressive stages of hemorrhagic shock using clinical indicators, integrate shock management into a complete trauma assessment, and state evidence-based transport and intervention priorities for multi-system trauma patients. |
| Shock comparison grid worksheets, scenario cards with progressive vital sign tables, manikins, moulage, PCR forms, NREMT-style assessment checklists, whiteboard | Instructor-scored scenario checklist during paired practice; student must correctly classify shock stage at each time segment and state correct intervention without critical errors; 80% overall checklist score; any failure to recognize Class III or IV shock requires remediation before next lesson. |
| 11 | Pediatric and Geriatric Trauma Considerations | 22.5 | theory | Students will explain how anatomical and physiological differences in pediatric and geriatric patients alter injury patterns, assessment findings, and intervention priorities in traumatic emergencies. |
| Paramedic textbook, comparison chart worksheets, case study packets, Broselow tape, pediatric manikin, pediatric vital sign reference cards | Written quiz of 15 items covering pediatric anatomy differences, geriatric risk factors, Broselow tape use, and correct age-adjusted normal values; 80% pass mark; instructor reviews incorrect items in follow-up. |
| 12 | Integrated Trauma Scenarios and Patient Care Documentation | 35 | field | Students will perform a complete, unassisted trauma assessment and management sequence on a simulated patient with multi-system injuries, then produce an accurate and complete patient care report that reflects all assessment findings and interventions. |
| Moulage kit, manikins, full trauma equipment complement (airway, hemorrhage control, splinting, PPE), scenario props, NREMT comprehensive trauma assessment checklists, PCR forms (paper and electronic EMS documentation software if available), documentation quality rubric, stopwatch | NREMT-style comprehensive trauma assessment psychomotor checklist (80% overall, all critical steps correct) plus PCR documentation rubric (complete chief complaint, mechanism, primary and secondary findings, all interventions with times, and disposition; 80% rubric score); students who fail either component receive targeted remediation and perform an additional scenario. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Trauma Knowledge Examination | Written exam | 25% | 80% or higher on a 100-item multiple-choice examination | A 100-item multiple-choice examination covering all cognitive content from the course: kinematics, primary and secondary survey, hemorrhage control, thoracic and abdominal trauma, TBI, spinal motion restriction, burns, shock classification, musculoskeletal trauma, and special populations. Items are written at the NREMT cognitive exam level and mapped to NREMT EMT and Paramedic exam content outlines; students must score 80% or higher to pass, and any student below 80% completes a directed study plan and retakes an equivalent form. Standard met · Safety · Time · Quality/finish · Documentation |
| Comprehensive Trauma Skills Demonstration | Skills demonstration | 45% | All critical criteria met and 80% or higher of total checklist steps completed without instructor prompting | Each student performs two unannounced integrated trauma scenarios selected by the instructor, acting as sole team leader; scenarios include multi-system injuries drawn from course content and are scored using NREMT-format psychomotor checklists. Any critical skill failure (failure to control major hemorrhage, failure to manage airway obstruction, failure to recognize tension pneumothorax) constitutes an automatic failure of that scenario and requires remediation and a retest before course completion. Standard met · Safety · Time · Quality/finish · Documentation |
| Trauma Skills Lab Log | Log | 15% | 100% of required skill repetitions documented and signed off by instructor; no entry with a critical error left uncorrected | Students maintain a running lab log throughout the course recording each hands-on skill performed, the date, number of repetitions, self-assessment rating, and instructor or peer sign-off; required minimums include tourniquet application, wound packing, needle decompression (paramedic), chest seal application, cervical collar and spinal packaging, traction splint, and rigid splint. The completed and signed log is submitted at the end of the course and must show all required minimums met with no outstanding critical errors, serving as the primary record of psychomotor readiness for NREMT exam eligibility documentation. Standard met · Safety · Time · Quality/finish · Documentation |
| Scene Safety and Scope-of-Practice Safety Check | Safety audit | 15% | Zero critical safety violations across all observed scenarios; any single critical violation requires remediation and re-observation | Throughout all lab and scenario sessions the instructor uses a running safety observation checklist to flag any instance of failure to don BSI before patient contact, failure to ensure scene safety before entering, performance of an intervention outside EMT or Paramedic scope of practice, or unsafe device handling (needle stick risk, unsecured sharps). A student with any unresolved critical safety violation at course end is placed on a safety improvement plan and must demonstrate safe practice in at least two consecutive observed scenarios before the course grade is finalized. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-EMT39-03 Trade course
Cardiac Emergencies: Assessment, Rhythm Interpretation, and Resuscitation
322 hr · $4,635 COMPLIMENTARY
This course develops paramedic-level competency in cardiovascular anatomy and physiology, 12-lead ECG acquisition and interpretation, dysrhythmia recognition, and the full spectrum of cardiac emergency management including ACLS-aligned resuscitation. Learners progress from foundational cardiac concepts through hands-on rhythm strip analysis and high-fidelity simulation of acute coronary syndrome, cardiac arrest, and hemodynamically unstable arrhythmias. Content maps directly to NREMT Paramedic cognitive and psychomotor exam domains covering cardiology.
Outcomes- Identify and correctly interpret a minimum of 20 clinically significant cardiac rhythms on rhythm strips and 12-lead ECGs, achieving at least 80% accuracy on written and practical assessments.
- Demonstrate all steps of a systematic cardiac patient assessment including history, physical exam, and 12-lead acquisition within the time standards specified by NREMT psychomotor exam criteria.
- Select and justify appropriate pharmacological and electrical interventions for common cardiac emergencies—including ACS, symptomatic bradycardia, tachyarrhythmias, and cardiac arrest—within the paramedic scope of practice.
- Perform high-quality CPR, manual defibrillation, synchronized cardioversion, and transcutaneous pacing on simulation manikins, meeting established performance benchmarks for each skill.
- Apply STEMI recognition criteria to 12-lead ECGs and initiate the correct clinical response, including notification procedures for early catheterization laboratory activation.
- Integrate cardiac assessment findings, rhythm interpretation, and treatment decisions into accurate patient care documentation using SOAP and prehospital care report formats.
Course text
This course develops paramedic-level competency in cardiovascular anatomy and physiology, 12-lead ECG acquisition and interpretation, dysrhythmia recognition, and the full spectrum of cardiac emergency management including ACLS-aligned resuscitation. Learners progress from foundational cardiac concepts through hands-on rhythm strip analysis and high-fidelity simulation of acute coronary syndrome, cardiac arrest, and hemodynamically unstable arrhythmias. Content maps directly to NREMT Paramedic cognitive and psychomotor exam domains covering cardiology.
How the course runs. 12 blocks: Cardiovascular Anatomy, Physiology, and the Cardiac Cycle; Electrocardiography Fundamentals: Leads, Waveforms, and Intervals; Dysrhythmia Recognition Part 1: Sinus, Atrial, and Junctional Rhythms; Dysrhythmia Recognition Part 2: Ventricular and Heart Block Rhythms; 12-Lead ECG Acquisition and STEMI Recognition; Acute Coronary Syndrome: Pathophysiology, Assessment, and Management; Pharmacological Interventions in Cardiac Emergencies; Electrical Therapy: Defibrillation, Cardioversion, and Transcutaneous Pacing; Cardiac Arrest Resuscitation and Post-Resuscitation Care; Special Cardiac Populations: Pediatric, Geriatric, and Pregnancy-Related Considerations; Cardiac Patient Documentation and Medical Direction Communication; Integrated Cardiac Emergency Simulation: Capstone Scenarios.
What competent looks like. Identify and correctly interpret a minimum of 20 clinically significant cardiac rhythms on rhythm strips and 12-lead ECGs, achieving at least 80% accuracy on written and practical assessments. Demonstrate all steps of a systematic cardiac patient assessment including history, physical exam, and 12-lead acquisition within the time standards specified by NREMT psychomotor exam criteria. Select and justify appropriate pharmacological and electrical interventions for common cardiac emergencies—including ACS, symptomatic bradycardia, tachyarrhythmias, and cardiac arrest—within the paramedic scope of practice. Perform high-quality CPR, manual defibrillation, synchronized cardioversion, and transcutaneous pacing on simulation manikins, meeting established performance benchmarks for each skill. Apply STEMI recognition criteria to 12-lead ECGs and initiate the correct clinical response, including notification procedures for early catheterization laboratory activation. Integrate cardiac assessment findings, rhythm interpretation, and treatment decisions into accurate patient care documentation using SOAP and prehospital care report formats.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Cardiovascular Anatomy, Physiology, and the Cardiac Cycle | 20 | theory | Learner will accurately describe the structures of the heart, coronary circulation, and the mechanical and electrical events of the cardiac cycle as the physiological basis for all subsequent cardiac care. |
| Illustrated cardiac anatomy models (3-D or poster), Thibodeau & Patton anatomy and physiology textbook, normal sinus rhythm strip samples, conduction system worksheet, whiteboard | Learner correctly labels at least 18 of 20 structures on an unassisted anatomy diagram and answers 8 of 10 short-answer cardiac cycle questions; 80% correct on both components required to pass. |
| 2 | Electrocardiography Fundamentals: Leads, Waveforms, and Intervals | 24 | theory | Learner will explain the standard 12-lead ECG lead system, correctly identify each waveform component and interval, and apply a systematic rate and rhythm analysis method to normal sinus rhythm strips. |
| ECG graph paper, calipers, printed rhythm strip sets, 12-lead ECG machine or trainer unit, electrode pads, torso manikin or standardized patient volunteer, ECG measurement reference card | Learner applies the six-step method to five strips without instructor prompting, correctly measures all intervals, and accurately interprets each rhythm; 80% accuracy (4 of 5 strips fully correct) required to pass. |
| 3 | Dysrhythmia Recognition Part 1: Sinus, Atrial, and Junctional Rhythms | 28 | lab | Learner will correctly identify sinus rhythms, common atrial dysrhythmias, and junctional rhythms on rhythm strips and correlate each with its likely clinical significance and prehospital management priority. |
| Printed rhythm strip library (minimum 30 strips), ECG calipers, rhythm reference textbook (such as Dubin's Rapid Interpretation of EKG's or equivalent), projector for group drills, index cards | Learner correctly identifies 16 of 20 rhythm strips on a timed individual quiz (60 seconds per strip maximum) and states the correct clinical priority for each; 80% identification accuracy required to pass. |
| 4 | Dysrhythmia Recognition Part 2: Ventricular and Heart Block Rhythms | 28 | lab | Learner will correctly differentiate all degrees of atrioventricular block and life-threatening ventricular rhythms on rhythm strips and identify which rhythms require immediate electrical intervention. |
| Printed strip library for ventricular and block rhythms, AHA ACLS provider manual or equivalent reference, comparison table worksheets, whiteboard for group debriefs | Learner correctly identifies 16 of 20 strips and correctly categorizes treatment priority for at least 18 of 20 strips; 80% accuracy on identification and 90% on treatment categorization required to pass. |
| 5 | 12-Lead ECG Acquisition and STEMI Recognition | 30 | lab | Learner will acquire a diagnostic-quality 12-lead ECG on a simulation manikin and correctly apply STEMI recognition criteria—including localization and reciprocal changes—to a set of 12-lead ECGs. |
| 12-lead ECG machines or high-fidelity simulator with ECG output, electrode pads, skin prep supplies (razor, dry wipe, alcohol wipes), printed 12-lead ECG case set, STEMI criteria reference card, hospital notification script template | Learner achieves a technically acceptable 12-lead (no lead reversal, no significant artifact) on at least 2 of 3 attempts and correctly interprets 8 of 10 12-lead ECG cases including correct STEMI localization; 80% accuracy required to pass. |
| 6 | Acute Coronary Syndrome: Pathophysiology, Assessment, and Management | 28 | theory | Learner will describe the pathophysiology of unstable angina, NSTEMI, and STEMI, and demonstrate a complete, systematic cardiac patient assessment and evidence-based prehospital management sequence. |
| ACS pathophysiology diagram, SAMPLE/OPQRST worksheets, simulation manikin with 12-lead capability, AHA or NAEMSP prehospital ACS reference materials, poster paper and markers | Learner completes the ACS patient assessment scenario within the allotted time, obtains all critical history elements, correctly acquires the 12-lead, and delivers an accurate radio report; instructor uses a structured 20-point scenario rubric with 80% pass threshold. |
| 7 | Pharmacological Interventions in Cardiac Emergencies | 28 | theory | Learner will identify the indications, contraindications, mechanism of action, and general dosing considerations for cardiac medications used within the paramedic scope of practice, accurately matching each drug to its clinical scenario. |
| Drug cards (blank index cards), current state or regional EMS drug formulary as reference, medication calculation worksheet, approved paramedic pharmacology textbook | Learner scores 80% or higher on a 25-question written quiz covering cardiac drug indications, contraindications, and basic calculation problems; a dosing calculation error resulting in a greater than 20% deviation from the correct answer is an automatic fail requiring remediation. |
| 8 | Electrical Therapy: Defibrillation, Cardioversion, and Transcutaneous Pacing | 30 | demo | Learner will safely and correctly perform manual defibrillation, synchronized cardioversion, and transcutaneous pacing on simulation manikins, demonstrating proper energy selection, pad placement, and safety protocols. |
| Manual defibrillator/cardioverter/pacer unit (or high-fidelity simulator with cardiac device interface), defibrillation pads, simulation manikins, pacing record forms, personal protective equipment, instructor skills checklist | Learner completes all three electrical therapy skills (defibrillation, cardioversion, pacing) using the program's psychomotor skills checklist with zero critical errors (e.g., unsafe clearance, incorrect mode selection); 100% on critical safety steps and 80% overall checklist score required to pass. |
| 9 | Cardiac Arrest Resuscitation and Post-Resuscitation Care | 32 | practice | Learner will lead and participate in team-based cardiac arrest resuscitation scenarios applying high-quality CPR, the cardiac arrest algorithm, and structured post-ROSC care according to current resuscitation science. |
| CPR-feedback manikin (with real-time rate/depth display), high-fidelity cardiac arrest simulator, defibrillator, airway management equipment, cardiac arrest algorithm reference card, stopwatch, post-ROSC care worksheet, video debriefing capability if available | Learner achieves CPR quality metrics of correct rate and adequate depth on at least 80% of compressions per manikin feedback report; no critical errors (e.g., missed shockable rhythm, ventilation rate exceeding recommended maximum) on the scenario checklist; 80% overall scenario score required to pass. |
| 10 | Special Cardiac Populations: Pediatric, Geriatric, and Pregnancy-Related Considerations | 20 | theory | Learner will adapt cardiac assessment and resuscitation approaches for pediatric patients, older adults, and pregnant patients, recognizing the physiological differences that alter presentation and management. |
| Pediatric and geriatric cardiology reference sections in the paramedic textbook, Broselow tape or weight-based dosing reference, printed case studies, comparison table worksheet | Learner submits written case management plans for all three cases; each plan is graded on a 10-point rubric assessing accuracy of assessment, age-appropriate modifications, and management rationale; minimum score of 8 out of 10 on each case required to pass. |
| 11 | Cardiac Patient Documentation and Medical Direction Communication | 20 | practice | Learner will produce accurate, complete prehospital care reports for cardiac emergencies using SOAP format and demonstrate professional medical direction communication using standardized verbal report structure. |
| PCR forms (paper or electronic simulation), SOAP documentation guide, radio or telephone for communication simulation, documentation quality checklist, three cardiac scenario data sheets | Learner's PCRs contain all critical data elements (no missing times, chief complaint, assessment findings, interventions, or response to treatment) with fewer than three documentation errors per report; 80% on documentation checklist and no critical omissions (e.g., missing medication given) required to pass. |
| 12 | Integrated Cardiac Emergency Simulation: Capstone Scenarios | 34 | field | Learner will independently manage a series of high-fidelity, unannounced cardiac emergency scenarios that integrate assessment, rhythm interpretation, pharmacology, electrical therapy, documentation, and team leadership from scene arrival through transfer of care. |
| High-fidelity cardiac simulation manikin, 12-lead ECG capability, defibrillator, full airway and IV equipment, medication administration simulation supplies, scenario rubrics, reflective log forms, portfolio folder | Learner achieves a minimum score of 80% on each of the four scenario rubrics with zero critical errors (any action that would directly harm the patient or violate scope of practice); reflective log and portfolio are complete and submitted; any critical error triggers mandatory remediation before course completion. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Cardiac Knowledge Examination | Written exam | 25% | 80% correct (minimum 64 of 80 items) | An 80-item multiple-choice and rhythm identification written examination covering cardiovascular anatomy and physiology, ECG waveform measurement, dysrhythmia recognition (sinus, atrial, junctional, ventricular, and blocks), 12-lead STEMI criteria, ACS pathophysiology and management, cardiac pharmacology indications and contraindications, and post-resuscitation care principles. Items are written at the application and analysis level to mirror the cognitive level of NREMT Paramedic certification exam questions in the cardiology domain. Standard met · Safety · Time · Quality/finish · Documentation |
| Cardiac Skills Psychomotor Demonstration | Skills demonstration | 45% | No critical errors; 80% overall score on each of three skills checklists | Learner performs three timed psychomotor skills under direct instructor observation: (1) complete 12-lead ECG acquisition and interpretation on a simulation manikin, (2) manual defibrillation of a simulated cardiac arrest, and (3) management of a simulated symptomatic tachycardia scenario requiring synchronized cardioversion. Each skill is evaluated using a standardized checklist aligned to NREMT Paramedic psychomotor examination criteria; any critical error (unsafe electrical discharge, incorrect rhythm treatment, or missed STEMI) results in automatic failure of that skill station and requires remediation. Standard met · Safety · Time · Quality/finish · Documentation |
| Cardiac Simulation Lab Log | Log | 15% | All entries present and complete; minimum average score of 80% on scenario rubrics across all logged sessions | Learner submits a compiled lab log documenting participation in all simulation and lab sessions throughout the course, including the date, scenario type, rhythm strips or 12-lead ECGs encountered, clinical decisions made, instructor feedback received, and a brief reflective note for each session. The log must include at minimum 12 distinct entries corresponding to each lesson's practical component; the portfolio of PCRs and rhythm strips generated during the course must be attached and organized chronologically. Standard met · Safety · Time · Quality/finish · Documentation |
| Cardiac Safety and Scope-of-Practice Check | Safety audit | 15% | 100% on all eight mandatory safety and scope items; no exceptions | A structured direct-observation safety evaluation in which the instructor presents the learner with four brief clinical scenarios and assesses eight non-negotiable behaviors: correct electrical therapy safety clearance before shock delivery, refusal to administer a contraindicated cardiac medication, correct identification of a patient condition outside the paramedic's prehospital scope requiring immediate medical direction contact, proper body substance isolation and scene safety adherence throughout resuscitation, and accurate verbal consent and communication with a conscious cardiac patient. Any failure on a safety or scope item requires immediate remediation and a repeat evaluation before the learner may progress in the program. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-EMT39-04 Trade course
Airway Management in Emergency Medical Services
321 hr · $4,620 COMPLIMENTARY
This course trains EMT and Paramedic students in the full continuum of airway assessment and management, from basic positioning and supplemental oxygen delivery through advanced airway adjuncts, mechanical ventilation, and pharmacologically assisted intubation. Emphasis is placed on rapid, systematic decision-making, continuous patient monitoring, and recognizing and correcting complications. All skills are mapped to NREMT cognitive and psychomotor examination content areas for both the EMT and Paramedic certification levels.
Outcomes- Perform a systematic airway assessment and select the appropriate basic or advanced airway intervention based on patient presentation and level of consciousness.
- Demonstrate correct technique for bag-valve-mask ventilation, oropharyngeal and nasopharyngeal airway insertion, and supplemental oxygen delivery across all patient age groups.
- Execute endotracheal intubation and supraglottic airway insertion using accepted technique, confirm placement by multiple methods, and document findings.
- Recognize and manage failed-airway scenarios, including cricothyrotomy indication and procedure, within the paramedic scope of practice.
- Interpret waveform capnography and pulse oximetry data to guide ventilation management and detect dislodgement or deterioration in real time.
- Apply scene safety, infection control, and standard precautions consistently throughout all airway procedures and articulate the rationale for each safety step.
Course text
This course trains EMT and Paramedic students in the full continuum of airway assessment and management, from basic positioning and supplemental oxygen delivery through advanced airway adjuncts, mechanical ventilation, and pharmacologically assisted intubation. Emphasis is placed on rapid, systematic decision-making, continuous patient monitoring, and recognizing and correcting complications. All skills are mapped to NREMT cognitive and psychomotor examination content areas for both the EMT and Paramedic certification levels.
How the course runs. 12 blocks: Airway Anatomy, Physiology, and Pathophysiology; Scene Safety, Standard Precautions, and Infection Control for Airway Procedures; Oxygen Delivery Systems and Supplemental Oxygen Therapy; Basic Airway Maneuvers and Manual Airway Adjuncts; Bag-Valve-Mask Ventilation: One- and Two-Rescuer Techniques; Suction Devices and Techniques; Supraglottic Airway Devices; Endotracheal Intubation: Indications, Equipment, and Orotracheal Technique; Pediatric and Geriatric Airway Considerations; Waveform Capnography, Pulse Oximetry, and Continuous Monitoring; Difficult and Failed Airway Management, Including Surgical Airway; Integrated Airway Management Scenarios and Competency Capstone.
What competent looks like. Perform a systematic airway assessment and select the appropriate basic or advanced airway intervention based on patient presentation and level of consciousness. Demonstrate correct technique for bag-valve-mask ventilation, oropharyngeal and nasopharyngeal airway insertion, and supplemental oxygen delivery across all patient age groups. Execute endotracheal intubation and supraglottic airway insertion using accepted technique, confirm placement by multiple methods, and document findings. Recognize and manage failed-airway scenarios, including cricothyrotomy indication and procedure, within the paramedic scope of practice. Interpret waveform capnography and pulse oximetry data to guide ventilation management and detect dislodgement or deterioration in real time. Apply scene safety, infection control, and standard precautions consistently throughout all airway procedures and articulate the rationale for each safety step.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Airway Anatomy, Physiology, and Pathophysiology | 20 | theory | Students will accurately describe the structural landmarks and physiological functions of the upper and lower airway and explain how common EMS pathologies compromise oxygenation and ventilation. |
| AAOS Emergency Care and Transportation textbook, anatomical airway models (adult, pediatric, infant), laminated landmark reference cards, whiteboard, printed diagram worksheets | 10-question written quiz on anatomical landmarks and pathophysiology concepts; pass mark is 80% correct. |
| 2 | Scene Safety, Standard Precautions, and Infection Control for Airway Procedures | 12 | theory | Students will correctly identify and apply OSHA-required personal protective equipment and infection-control measures specific to airway management procedures before any hands-on skill is attempted. |
| Gloves (various sizes), surgical and N-95 masks, face shields, isolation gowns, OSHA Bloodborne Pathogen Standard summary document, exposure-control plan handout, sharps disposal containers | Instructor observes each student complete the full PPE sequence using a 10-item checklist; all 10 items must be checked correct for pass. |
| 3 | Oxygen Delivery Systems and Supplemental Oxygen Therapy | 22 | demo | Students will select the correct oxygen delivery device and flow rate for a given patient presentation and correctly assemble, apply, and troubleshoot each device. |
| Oxygen delivery devices (full set as listed), practice oxygen regulators, D and E cylinder training props, flowmeters, manikin heads, oxygen delivery competency checklists, calculator | Instructor-evaluated skills checklist for assembly and application of non-rebreather mask and nasal cannula on a manikin; student must complete all critical steps correctly with no critical failures; pass requires zero critical errors. |
| 4 | Basic Airway Maneuvers and Manual Airway Adjuncts | 30 | lab | Students will perform head-tilt chin-lift, jaw thrust, and correct insertion of oropharyngeal and nasopharyngeal airways on manikins, selecting the appropriate technique for trauma and non-trauma patients. |
| Adult, pediatric, and infant airway manikins, OPA sets (multiple sizes), NPA sets (multiple sizes), water-soluble lubricant, tongue blades, gloves, NREMT psychomotor skill sheets, lab evaluation checklists | NREMT-format psychomotor evaluation for OPA insertion performed by instructor; student must complete all critical criteria with zero critical failures; pass requires no critical errors on the official skill sheet. |
| 5 | Bag-Valve-Mask Ventilation: One- and Two-Rescuer Techniques | 30 | lab | Students will deliver effective bag-valve-mask ventilations using correct mask seal, appropriate tidal volume, and correct rate for adult, pediatric, and infant patients in both one-rescuer and two-rescuer configurations. |
| Adult, pediatric, and infant BVM units, adult, child, and infant manikins with chest-rise feedback, ET CO2 simulation attachments where available, suctioning equipment, simulation vomit material, stopwatch, competency checklists | Timed instructor evaluation: student delivers 10 consecutive BVM ventilations on adult manikin with confirmed chest rise on every breath and no gastric distension; pass requires visible chest rise on 9 of 10 breaths with no critical technique errors. |
| 6 | Suction Devices and Techniques | 18 | practice | Students will correctly assemble and operate both portable and mounted suction units and perform oropharyngeal suctioning technique within safe time limits. |
| Portable suction units (battery-powered), wall-mounted suction unit (or portable simulation equivalent), Yankauer catheters, flexible suction catheters, simulated secretion fluid, airway manikins, stopwatch, assembly checklists | Instructor-observed demonstration of Yankauer suctioning: student completes pre-oxygenation, inserts catheter without suction active, suctions while withdrawing, completes pass within 15 seconds, and re-oxygenates; pass requires all four critical steps correct. |
| 7 | Supraglottic Airway Devices | 28 | lab | Students will insert a supraglottic airway device (including laryngeal mask airway and King LT or equivalent, per program equipment) into an adult airway manikin, confirm placement, and identify clinical situations in which a supraglottic device is preferred over endotracheal intubation. |
| Supraglottic airway devices (LMA and King LT or i-gel as available), intubation manikins, cuff inflation syringes, BVM units, stethoscopes, device comparison worksheet, manufacturer instruction guides | Instructor-evaluated insertion checklist: student inserts assigned supraglottic device in correct sequence with no critical errors (correct size selection, full cuff inflation, confirmed placement by auscultation); pass requires zero critical errors. |
| 8 | Endotracheal Intubation: Indications, Equipment, and Orotracheal Technique | 48 | lab | Students will perform direct laryngoscopy and orotracheal intubation on an adult intubation manikin within 30 seconds of laryngoscope blade insertion, correctly verifying tube placement by at least three methods. |
| Intubation manikins (adult), laryngoscope handles, Macintosh and Miller blades (multiple sizes), ET tubes (multiple sizes), malleable stylets, 10 mL syringes, commercial tube holders and tape, colorimetric CO2 detectors, capnography training device or simulation, stethoscopes, stopwatch, patient care report forms | Instructor-timed NREMT-format intubation psychomotor evaluation: student completes all critical steps, tube placed in trachea (not esophagus), confirmed by three methods, within 30 seconds of blade insertion; pass requires zero critical failures per NREMT skill sheet criteria. |
| 9 | Pediatric and Geriatric Airway Considerations | 22 | practice | Students will adapt airway assessment and management techniques appropriately for the anatomical and physiological differences of pediatric patients and older adults, selecting correct equipment sizes and ventilation parameters. |
| Pediatric and infant manikins, Broselow pediatric emergency tape, pediatric and infant airway adjunct sets, pediatric BVM units, adult manikin with cervical collar to simulate limited mobility, sizing worksheets, anatomy comparison models | Written sizing worksheet reviewed by instructor: all equipment selections for all three pediatric scenarios correct per Broselow tape guidance; pass requires 100% correct selections on critical sizing items (tube size, blade size). |
| 10 | Waveform Capnography, Pulse Oximetry, and Continuous Monitoring | 28 | demo | Students will interpret waveform capnography tracings and pulse oximetry readings to confirm correct airway placement, guide ventilation rate and volume, and recognize early signs of tube dislodgement or patient deterioration. |
| Capnography training device or simulation monitor, printed waveform strip set, simulation manikin, pulse oximetry probes, monitoring competency worksheets, reference guide for waveform interpretation | Students correctly identify all 12 waveform strips and state the correct clinical action for each; pass mark is 10 of 12 correct with no errors on esophageal intubation or cardiac arrest strips. |
| 11 | Difficult and Failed Airway Management, Including Surgical Airway | 36 | lab | Students will apply a systematic failed-airway algorithm, demonstrate rescue airway techniques including video laryngoscopy where available, and perform a needle or surgical cricothyrotomy on a training model within scope of practice for the paramedic level. |
| Video laryngoscope (instructor or program equipment), intubation manikins, failed-airway algorithm decision guides, commercial surgical airway trainers, cricothyrotomy kits (needle and surgical), scalpels (training), BVM with PEEP valve, procedural checklists, glottis visualization grading scale cards | Instructor-evaluated cricothyrotomy procedure on training model: student completes all critical steps in correct sequence within the allotted time without skipping landmark identification; pass requires all critical steps correct with zero critical failures. |
| 12 | Integrated Airway Management Scenarios and Competency Capstone | 27 | field | Students will manage a complete simulated patient encounter requiring progressive airway interventions from basic maneuvers through advanced airway placement, continuous monitoring, and documentation, demonstrating integration of all course skills. |
| High-fidelity simulation manikin (adult and pediatric if available), full airway supply kit, capnography monitor, simulation patient care report forms, course competency checklists, video recording equipment for debriefing if available | Instructor-scored integrated scenario evaluation using the full course competency checklist across all skill domains; student must achieve a passing score of 80% overall with zero critical failures on patient safety items (correct tube placement confirmation, no unrecognized esophageal intubation, PPE compliance). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Airway Knowledge Examination | Written exam | 25% | Minimum score of 80% correct | A 100-question multiple-choice written examination covering airway anatomy and physiology, pathophysiology of respiratory compromise, oxygen delivery device selection, pharmacology of rapid-sequence intubation adjuncts relevant to paramedic scope, waveform capnography interpretation, and failed-airway decision making, mapped to NREMT cognitive exam content areas for both EMT and Paramedic levels. Standard met · Safety · Time · Quality/finish · Documentation |
| Psychomotor Skills Demonstration | Skills demonstration | 45% | Zero critical failures on each of three evaluated skills using NREMT-format skill sheets | Each student is evaluated by a qualified instructor on three discrete skills selected from the NREMT Paramedic psychomotor examination inventory: orotracheal intubation with multi-method confirmation, supraglottic airway insertion, and BVM ventilation including OPA insertion; the student must meet all critical criteria on each skill sheet with no critical failures, consistent with National Registry standards. Standard met · Safety · Time · Quality/finish · Documentation |
| Clinical Skills Lab Log | Log | 15% | All required entries completed, each signed by a supervising instructor, with a minimum of 80% of entries rated competent or above | Students maintain a sequential lab log documenting every hands-on airway skill practiced across the course, including the date, skill name, number of repetitions performed, self-assessment rating, and supervising instructor signature; the log is reviewed at midpoint and at course end to confirm that minimum repetition requirements for each skill have been met. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety and Infection Control Compliance Check | Safety audit | 15% | 100% compliance on all critical safety behaviors; any single critical failure results in immediate remediation before the student may continue clinical skills activities | The instructor conducts an unannounced observation during a lab session in the second half of the course, evaluating the student on a 15-item safety checklist that includes correct PPE selection and donning, sharps handling, suction catheter management within time limits, confirmation of tube placement before ventilation, and correct response to a simulated equipment failure; this check reflects OSHA standard precautions and patient safety requirements directly tied to competency standards for both the NREMT EMT and Paramedic credentials. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-EMT39-05 Trade course
Pharmacology for Emergency Medical Services
321 hr · $4,620 COMPLIMENTARY
This course develops paramedic-level competency in pharmacology as applied to prehospital emergency care, covering drug classifications, mechanisms of action, routes of administration, dosage calculation, and patient monitoring. Students master the cognitive and psychomotor skills required to safely administer emergency medications within the paramedic scope of practice. Lesson content is mapped to the NREMT Paramedic cognitive exam blueprint and the NREMT Paramedic psychomotor exam stations.
Outcomes- Calculate accurate medication doses using weight-based and concentration-based formulas with 100% accuracy on a written dosage exam.
- Demonstrate safe preparation and administration of medications via IV, IO, IM, SQ, SL, IN, ET, and oral routes on task trainers, meeting all steps of NREMT psychomotor skill sheets.
- Classify emergency medications by pharmacological category, receptor mechanism, indication, contraindication, and adverse effect without reference aids.
- Apply a systematic drug-error-prevention process—including the six rights and two patient identifiers—before every simulated medication administration.
- Interpret patient assessment findings and vital sign trends to titrate, withhold, or request authorization for medication orders in simulated scenarios.
- Document medication administration completely and accurately in an electronic patient care report consistent with local EMS agency standards.
Course text
This course develops paramedic-level competency in pharmacology as applied to prehospital emergency care, covering drug classifications, mechanisms of action, routes of administration, dosage calculation, and patient monitoring. Students master the cognitive and psychomotor skills required to safely administer emergency medications within the paramedic scope of practice. Lesson content is mapped to the NREMT Paramedic cognitive exam blueprint and the NREMT Paramedic psychomotor exam stations.
How the course runs. 12 blocks: Foundations of Pharmacology: Terminology, Drug Sources, and Legal Framework; Pharmacokinetics and Pharmacodynamics: How Drugs Move and Work; Routes of Administration: Anatomy, Technique, and Drug Delivery Principles; Dosage Calculation: Math Skills for Safe Medication Administration; The Six Rights and Medication Error Prevention; Cardiovascular and Antidysrhythmic Pharmacology; Respiratory, Neurological, and Analgesic/Sedation Pharmacology; Medication Preparation and Aseptic Technique; IV and IO Access and Medication Administration: Psychomotor Skills; Alternative Routes: IM, SQ, SL, IN, and Oral Medication Administration; Pharmacology in Integrated Patient Scenarios; Pediatric and Special Population Pharmacology.
What competent looks like. Calculate accurate medication doses using weight-based and concentration-based formulas with 100% accuracy on a written dosage exam. Demonstrate safe preparation and administration of medications via IV, IO, IM, SQ, SL, IN, ET, and oral routes on task trainers, meeting all steps of NREMT psychomotor skill sheets. Classify emergency medications by pharmacological category, receptor mechanism, indication, contraindication, and adverse effect without reference aids. Apply a systematic drug-error-prevention process—including the six rights and two patient identifiers—before every simulated medication administration. Interpret patient assessment findings and vital sign trends to titrate, withhold, or request authorization for medication orders in simulated scenarios. Document medication administration completely and accurately in an electronic patient care report consistent with local EMS agency standards.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Foundations of Pharmacology: Terminology, Drug Sources, and Legal Framework | 20 | theory | Students will define core pharmacological terms and identify federal drug scheduling, EMS scope-of-practice law, and medical-direction requirements that govern prehospital medication administration. |
| EMS pharmacology reference textbook (current edition), sample state EMS formulary handout, DEA drug schedule chart, whiteboard, vocabulary flashcard sets | 10-question written quiz on terminology, scheduling, and legal framework; pass mark 80%. Instructor reviews each incorrect answer individually before advancing. |
| 2 | Pharmacokinetics and Pharmacodynamics: How Drugs Move and Work | 24 | theory | Students will explain how drug absorption, distribution, metabolism, and excretion affect onset, peak, and duration of action, and predict how patient factors such as age, weight, liver function, and renal function alter drug response. |
| EMS pharmacology reference textbook, graph paper, pharmacokinetics worksheet, case-study handout, whiteboard | Written scenario response: given a patient profile (age, weight, comorbidities), student predicts altered drug response and justifies reasoning; graded on a 4-point rubric, minimum score 3/4 on each of five scenario prompts. |
| 3 | Routes of Administration: Anatomy, Technique, and Drug Delivery Principles | 22 | demo | Students will identify the anatomical landmarks, advantages, disadvantages, and absorption characteristics of each medication route used in prehospital EMS, including IV, IO, IM, SQ, SL, IN, ET, and oral routes. |
| IV/IO task trainers, anatomical diagrams, body-diagram worksheet, observation checklist, video recording, needle/catheter samples (capped, for demonstration), EMS pharmacology textbook | Oral question-and-answer: instructor presents five patient scenarios; student must correctly identify the appropriate route and rationale for each. Pass mark: correct route with full justification on 4 of 5 scenarios. |
| 4 | Dosage Calculation: Math Skills for Safe Medication Administration | 30 | lab | Students will calculate medication doses, infusion rates, and weight-based doses accurately using ratio-proportion, desired-over-have, and dimensional analysis methods, achieving 100% accuracy on all final calculations. |
| Dosage calculation workbook, scientific calculators, IV pump trainers, drug concentration cards, conversion factor reference card, whiteboard | Proctored 30-problem dosage calculation exam; students must achieve 100% correct answers (errors require remediation and retest before advancing). Any arithmetic safety error triggers mandatory one-on-one instructor review. |
| 5 | The Six Rights and Medication Error Prevention | 16 | theory | Students will apply the six rights of medication administration and a systematic error-prevention process to identify and correct potential medication errors before administration in simulated scenarios. |
| Sample medication order forms, laminating pouches, medication packaging samples, de-identified EMS error reports, six-rights checklist worksheet | Scenario observation: student verbally runs through all six rights and two patient identifiers before a simulated medication administration observed by instructor. Pass: zero rights skipped, error identified if planted. Any missed right = mandatory repeat. |
| 6 | Cardiovascular and Antidysrhythmic Pharmacology | 30 | theory | Students will describe the mechanism of action, indications, contraindications, dosing range, and adverse effects of the primary cardiovascular and antidysrhythmic agents used in prehospital advanced cardiac life support. |
| EMS pharmacology textbook, ACLS algorithm reference cards, blank drug card templates, printed ECG rhythm strips, tabletop scenario scripts, whiteboard | Written unit exam (30 multiple-choice questions) covering cardiovascular pharmacology; pass mark 80%. Students scoring below 80% complete targeted remediation and a 15-question alternate-form retest before the next lesson. |
| 7 | Respiratory, Neurological, and Analgesic/Sedation Pharmacology | 28 | theory | Students will explain the indications, contraindications, mechanism of action, and monitoring requirements for bronchodilators, neuromuscular blocking agents, analgesics, sedatives, and anticonvulsants used in prehospital care. |
| EMS pharmacology textbook, completed drug card templates, case-study handouts, assigned reading on RSI evidence, whiteboard | Written unit exam (30 multiple-choice questions) covering respiratory, neurological, and analgesic/sedation pharmacology; pass mark 80%. Failed exam requires remediation and alternate-form retest. |
| 8 | Medication Preparation and Aseptic Technique | 22 | lab | Students will prepare injectable and non-injectable medications using aseptic technique, including withdrawing from vials and ampules, reconstituting powdered drugs, and priming IV tubing, without contamination of any sterile field. |
| Task trainers, practice vials, ampules, syringes, needles, IV tubing sets, NS bags, flow-rate trainers, alcohol wipes, sharps containers, medication labels, stopwatches | Instructor skill check using a structured aseptic-technique checklist (20 critical steps); pass requires completion of all critical safety steps without contamination of sterile field. Any contamination event = automatic retest after retraining. |
| 9 | IV and IO Access and Medication Administration: Psychomotor Skills | 35 | practice | Students will establish peripheral IV access and IO access on task trainers and administer simulated medications via IV push, IV drip, and IO routes, meeting all steps of NREMT paramedic psychomotor skill sheets. |
| IV arm trainers, IO leg trainers, IV catheters, IO needles (practice), tourniquets, IV tubing, NS bags, IV pumps, tape, alcohol wipes, sharps containers, NREMT psychomotor skill sheets, stopwatches | Formal psychomotor evaluation using NREMT IV/IO skill sheets; student must pass all critical criteria with no critical fails. Students with one or more critical fails repeat the skill with remediation before reassessment. |
| 10 | Alternative Routes: IM, SQ, SL, IN, and Oral Medication Administration | 22 | practice | Students will correctly administer medications via intramuscular, subcutaneous, sublingual, intranasal, and oral routes on task trainers and standardized patient volunteers, using correct site selection, technique, and documentation. |
| Injection pad trainers, IM needles and syringes, mucosal atomization devices, simulated medications (NS), task trainer head, sublingual tablet placebo, oral liquid simulation, sample PCR forms | Instructor observation checklist for each route (IM, SQ, SL, IN, oral); pass requires correct site, angle, volume, and documentation for each route. Any incorrect site or volume error requires immediate correction and repeat. |
| 11 | Pharmacology in Integrated Patient Scenarios | 48 | lab | Students will integrate patient assessment findings with pharmacological knowledge to select, prepare, dose-calculate, administer, and monitor medications across high-fidelity simulation scenarios encompassing cardiac arrest, respiratory failure, anaphylaxis, seizure, and toxicological emergencies. |
| High-fidelity simulation manikins, simulation medication kits (labeled practice vials), IV/IO trainers, defibrillator/monitor trainer, electronic PCR software, video recording system, debriefing guide, NREMT exam blueprint | Simulation performance evaluated on a scenario rubric (medication decision, dose accuracy, route, timing, monitoring, documentation); pass mark 80% on rubric total. Medication dose errors exceeding 10% of correct dose are automatic critical fail requiring remediation. |
| 12 | Pediatric and Special Population Pharmacology | 24 | theory | Students will adapt drug selection, dosing, and route decisions for pediatric patients, geriatric patients, pregnant patients, and patients with renal or hepatic impairment, using weight-based and length-based estimation tools. |
| Pediatric simulation manikin, Broselow tape, EMS pharmacology textbook, case-study handouts, presentation materials, whiteboard | Written quiz (20 questions covering pediatric dosing and special population modifications); pass mark 80%. Students below 80% complete targeted remediation before the final course assessment block. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Pharmacology Knowledge Exam | Written exam | 25% | 80% correct (72 of 90 questions); students scoring below 80% receive mandatory remediation and may sit one alternate-form retest | A 90-question multiple-choice examination covering all course content areas including pharmacokinetics, pharmacodynamics, drug classifications, cardiovascular and respiratory pharmacology, neurological and analgesic agents, pediatric and special population dosing, and error prevention. Items are written to match the cognitive level and content categories of the NREMT Paramedic cognitive exam blueprint. Standard met · Safety · Time · Quality/finish · Documentation |
| Medication Administration Skills Demonstration | Skills demonstration | 45% | Zero critical criteria failures on each of three required routes (IV, IO, and one alternate route); any critical fail requires remediation and full repeat of that skill before a passing record is issued | Students perform three complete medication administration sequences—peripheral IV with IV-push medication, IO access with medication administration, and one alternate route selected by the instructor—evaluated by faculty using NREMT Paramedic psychomotor skill sheets. The evaluation includes aseptic technique, dose preparation, six-rights verification, administration, patient monitoring, and PCR documentation. Standard met · Safety · Time · Quality/finish · Documentation |
| Simulation Lab Log | Log | 15% | Submission of complete logs for all five required scenario types; each log must score at least 80% on the documentation rubric and demonstrate zero uncorrected dose calculation errors | Students compile a structured lab log documenting their participation in each high-fidelity simulation scenario from Lesson 11, including the patient presentation, pharmacological interventions chosen, dose calculations with work shown, route selected, patient response, and self-evaluation notes from debriefing. The log demonstrates reflective practice and serves as evidence of integrated pharmacological decision-making across multiple emergency categories. Standard met · Safety · Time · Quality/finish · Documentation |
| Medication Safety Observed Practice Check | Safety audit | 15% | 100% completion of all six rights and two patient identifiers with zero skipped steps on three consecutive observed administrations; any skipped right or missed identifier results in immediate remediation and restart of the three-trial sequence | A final safety verification in which each student performs three sequential simulated medication administrations—one IV, one IM, and one intranasal—while an instructor uses a binary checklist to confirm that the student verbally and physically verifies every element of the six rights and confirms patient identity before each administration. This check mirrors the safety expectations of actual prehospital practice and NREMT exam critical criteria. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-EMT39-06 Trade course
Field Clinicals: Prehospital Patient Care in the Field
321 hr · $4,620 COMPLIMENTARY
Students apply EMT and paramedic-level skills in supervised field environments, integrating patient assessment, treatment, and transport decisions across real or simulated emergency scenes. Lessons progress from scene size-up and triage through advanced interventions, documentation, and professional conduct, directly mapping to NREMT cognitive and psychomotor exam domains.
Outcomes- Perform a systematic scene size-up, primary and secondary survey, and patient hand-off report that meet NREMT assessment standards for both EMT and paramedic levels.
- Execute airway management, hemorrhage control, spinal motion restriction, and IV/IO access skills with 80% or higher accuracy on standardized NREMT psychomotor checklists.
- Triage a simulated multi-casualty incident using START or JumpSTART triage, correctly categorizing at least 80% of patients within the allotted time.
- Document patient care using standard prehospital care report (PCR) formats, including accurate chief complaint, vital signs, interventions, and patient responses.
- Demonstrate professional communication with patients, families, bystanders, medical direction, and receiving hospital staff in accordance with NREMT and HIPAA expectations.
- Identify and correct unsafe field conditions, hazmat indicators, and scope-of-practice violations during simulated and actual field encounters.
Course text
Students apply EMT and paramedic-level skills in supervised field environments, integrating patient assessment, treatment, and transport decisions across real or simulated emergency scenes. Lessons progress from scene size-up and triage through advanced interventions, documentation, and professional conduct, directly mapping to NREMT cognitive and psychomotor exam domains.
How the course runs. 12 blocks: Scene Size-Up and Safety: Hazards, BSI, and Scene Control; Primary Survey: Life Threats and Rapid Intervention; Secondary Survey: Head-to-Toe Assessment and Vital Signs; Patient History: SAMPLE, OPQRST, and Special Populations; Multi-Casualty Incident Triage: START and JumpSTART; Trauma Management: Hemorrhage Control, Splinting, and Spinal Motion Restriction; Airway Management in the Field Setting; Vascular Access and Medication Administration in the Field; Medical Emergencies: Cardiac, Respiratory, Neurological, and Endocrine; Prehospital Care Report (PCR) Documentation and HIPAA Compliance; Professional Communication: Radio, Hand-Off Reports, and Difficult Conversations; Integrated Field Simulation: Full-Scenario Patient Care from Dispatch to Transfer.
What competent looks like. Perform a systematic scene size-up, primary and secondary survey, and patient hand-off report that meet NREMT assessment standards for both EMT and paramedic levels. Execute airway management, hemorrhage control, spinal motion restriction, and IV/IO access skills with 80% or higher accuracy on standardized NREMT psychomotor checklists. Triage a simulated multi-casualty incident using START or JumpSTART triage, correctly categorizing at least 80% of patients within the allotted time. Document patient care using standard prehospital care report (PCR) formats, including accurate chief complaint, vital signs, interventions, and patient responses. Demonstrate professional communication with patients, families, bystanders, medical direction, and receiving hospital staff in accordance with NREMT and HIPAA expectations. Identify and correct unsafe field conditions, hazmat indicators, and scope-of-practice violations during simulated and actual field encounters.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Scene Size-Up and Safety: Hazards, BSI, and Scene Control | 22.5 | theory | Students will identify and verbalize scene hazards, apply appropriate BSI precautions, and determine scene safety before patient contact on at least five scenario types. |
| PPE kit (gloves, goggles, N95, gown), OSHA Bloodborne Pathogen Standard summary, EMS scene size-up checklist, dispatch scenario cards, whiteboard | Student correctly identifies all critical hazards and selects appropriate BSI on at least 4 of 5 scenario cards; instructor marks pass at 80% on the checklist. |
| 2 | Primary Survey: Life Threats and Rapid Intervention | 25.5 | demo | Students will perform a complete primary survey (XABCDE sequence) on a manikin or standardized patient, identifying and initiating intervention for life threats within two minutes. |
| Adult manikins, BVM, non-rebreather masks, tourniquet (CAT or SOFTT-W), gloves, stopwatch, NREMT Primary Survey skill checklist, scenario cards | Student completes all critical steps of the primary survey checklist in correct sequence within two minutes on two of two scenarios; pass requires zero critical criteria failures per NREMT psychomotor standards. |
| 3 | Secondary Survey: Head-to-Toe Assessment and Vital Signs | 25.5 | practice | Students will perform a complete head-to-toe secondary survey and obtain a full set of baseline vital signs, accurately documenting findings within five minutes on a standardized patient. |
| Sphygmomanometer, stethoscope, pulse oximeter, capnography device, penlight, trauma manikin, standardized patient volunteer, DCAP-BTLS reference card, blank PCR forms | Student identifies at least 80% of embedded abnormal findings and all vital signs are within clinically acceptable range of instructor reference values; PCR documentation is complete and legible. |
| 4 | Patient History: SAMPLE, OPQRST, and Special Populations | 22.5 | practice | Students will elicit a complete SAMPLE and OPQRST history from a standardized patient portraying at least three different chief complaints, adapting communication technique for pediatric, geriatric, and non-English-speaking patients. |
| Standardized patient scripts, SAMPLE/OPQRST reference cards, pediatric assessment triangle poster, medication sample bottles (props), translation app on tablet, history-taking rubric | Student obtains all SAMPLE elements and relevant OPQRST data for each chief complaint; rubric score of 80% or higher required; no critical omissions (allergies, current medications) on any encounter. |
| 5 | Multi-Casualty Incident Triage: START and JumpSTART | 25.5 | lab | Students will correctly triage a simulated multi-casualty incident of at least eight patients using START (adult) and JumpSTART (pediatric) algorithms, achieving 80% correct categorization. |
| START and JumpSTART algorithm laminated cards, triage tags (color-coded START set), moulage kit, student MCI scenario script, observer scoring sheet, clipboard, radio or radio simulator | Student correctly categorizes at least 80% of assigned patients (minimum 7 of 8 on the field simulation) and assigns appropriate triage tag color; pass also requires no 'expectant' tag applied to a salvageable patient. |
| 6 | Trauma Management: Hemorrhage Control, Splinting, and Spinal Motion Restriction | 26.5 | lab | Students will apply a tourniquet, wound packing, and pressure dressing for simulated extremity hemorrhage, splint a long-bone fracture, and apply spinal motion restriction to a standing and supine patient, meeting NREMT psychomotor criteria. |
| Commercial tourniquets (CAT), hemostatic gauze trainer, wound packing trainers, pressure bandages, traction splint, SAM splints, cervical collars (assorted sizes), long backboard with straps, KED device, NREMT trauma skill checklists | Each skill scored on NREMT psychomotor checklist; student must achieve zero critical criteria failures and complete all steps on at least two of three repetitions per skill; instructor signs off each checklist. |
| 7 | Airway Management in the Field Setting | 26.5 | lab | Students will select and perform appropriate airway interventions (positioning, BVM ventilation, supraglottic airway, endotracheal intubation at paramedic level) for simulated patients with inadequate airway or breathing, meeting NREMT standards. |
| Adult and infant airway manikins, BVM (adult and pediatric sizes), OPA and NPA assortment, King LT or LMA, laryngoscope with blades, ET tubes (various sizes), stylet, 10 mL syringe, capnography monitor, SpO2 monitor, tape/commercial tube holder, NREMT airway skill checklists | BVM ventilation: correct rate, volume, and mask seal on first attempt on two consecutive trials. ETI (paramedic): successful placement confirmed by waveform capnography within two attempts, no esophageal intubation allowed; zero critical failures on NREMT checklist. |
| 8 | Vascular Access and Medication Administration in the Field | 25.5 | lab | Students will establish peripheral IV access and IO access on training devices, and demonstrate correct medication administration technique (IV push, IV drip, IO, IM, intranasal) following simulated medical direction orders without error. |
| IV arm trainers, catheters (various gauges), tourniquet, alcohol swabs, IV tubing, normal saline bags, IO drill device, tibia bone trainer, syringes (various sizes), needles, medication vials (saline for injection as proxy), nasal atomizer, gloves, sharps container, PCR forms | IV insertion: five successful insertions with no contamination of sterile field; IO: correct placement and confirmation sequence. Medication administration: zero errors on six-rights check; dose calculation within acceptable rounding on at least three of three orders; instructor signs competency form. |
| 9 | Medical Emergencies: Cardiac, Respiratory, Neurological, and Endocrine | 25.5 | practice | Students will formulate and verbalize a correct field impression and treatment plan for simulated patients presenting with STEMI, stroke, status asthmaticus, anaphylaxis, diabetic emergency, and seizure, applying NREMT medical assessment standards. |
| High-fidelity manikin simulator or standardized patient with moulage, 12-lead ECG monitor/simulator, printed 12-lead strips, medication props (epinephrine auto-injector trainer, oral glucose tube, dextrose vial prop), NREMT medical patient assessment checklist, case vignette handouts | Students identify correct field impression and list all priority interventions for at least five of six vignettes; simulation scenario scored on NREMT medical assessment checklist with zero critical criteria failures; 12-lead drill: 80% correct on ten-strip set. |
| 10 | Prehospital Care Report (PCR) Documentation and HIPAA Compliance | 22.5 | theory | Students will complete accurate, legally defensible PCR documentation for five simulated patient encounters, applying correct medical terminology, abbreviations, and HIPAA privacy standards. |
| Blank paper PCR forms (or ePCR training module on tablets), sample PCR packets with intentional errors, PCR audit rubric, HIPAA summary for EMS handout, medical abbreviation reference sheet | Student's completed PCR on the documentation drill contains all required elements, no blank required fields, and a narrative that is objective and accurately reflects the simulated encounter; PCR audit rubric score of 80% or higher required. |
| 11 | Professional Communication: Radio, Hand-Off Reports, and Difficult Conversations | 25.5 | practice | Students will deliver a structured radio patch to medical direction and a verbal SBAR hand-off report to a receiving nurse for two simulated patients, rated proficient or better on a communication rubric. |
| Two-way radio or radio simulator, SBAR reference card, communication rubric, scenario cards for radio and hand-off, room setup for simulated ED bay, standardized patient scripts for family notification | Radio report: contains all required elements in correct order with no unprofessional language; rated proficient (3 of 4) or higher on rubric. SBAR hand-off: rated proficient on all four SBAR components. Difficult conversation: demonstrates at least three of five therapeutic communication principles scored on rubric. |
| 12 | Integrated Field Simulation: Full-Scenario Patient Care from Dispatch to Transfer | 47.5 | field | Students will manage four complete prehospital emergency scenarios (trauma, cardiac arrest, medical emergency, pediatric emergency) from dispatch receipt through patient transfer, demonstrating integrated use of all skills learned in the course. |
| Simulated ambulance or response vehicle, full PPE, all equipment from prior lessons (monitor, airway kit, trauma bag, medications props, IV/IO kit), moulage kit, dispatch audio recordings, PCR forms, scenario scoring rubrics tied to NREMT domains, reflective journal template | Each scenario scored on an integrated NREMT-mapped performance checklist; student must achieve zero critical failures across all four scenarios and a composite score of 80% or higher; PCR for each scenario must pass the documentation audit rubric; reflective journal submitted and reviewed. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Field Clinicals Written Knowledge Examination | Written exam | 25% | 80% correct (40 of 50 questions) | A 50-question multiple-choice examination covering scene size-up, primary and secondary survey, triage algorithms, medical and trauma emergencies, documentation standards, and professional communication, mapped to NREMT cognitive exam blueprint categories. Questions require application and analysis, not simple recall, reflecting the format and difficulty of the NREMT cognitive exam. Standard met · Safety · Time · Quality/finish · Documentation |
| NREMT-Mapped Psychomotor Skills Demonstration | Skills demonstration | 45% | Zero critical criteria failures on each of four required skills; all steps completed in correct sequence | Students are evaluated individually by the instructor on four randomly selected psychomotor skills from the course (primary survey, hemorrhage control or splinting, airway management, and vascular access or medication administration), scored on NREMT-format psychomotor checklists. Any critical failure requires a single remediation and retest before the student may proceed to the clinical practicum. Standard met · Safety · Time · Quality/finish · Documentation |
| Field Clinical Skills Lab Log | Log | 15% | All required entries complete, legible, and verified by instructor signature; minimum 80% audit score on PCR documentation rubric across all entries | Students maintain a structured lab log documenting each practical skill performed during the course, including date, skill name, patient type (adult, pediatric, manikin), number of attempts, outcome, and a one-sentence self-assessment. The log also includes all PCR forms completed during simulation exercises, which are audited for accuracy and completeness at the end of the course. Standard met · Safety · Time · Quality/finish · Documentation |
| Scene Safety and Scope-of-Practice Safety Check | Safety audit | 15% | No unsafe actions performed; all critical safety steps completed; any unsafe act results in immediate scenario stop and automatic remediation requirement | During the integrated field simulation lesson, the instructor conducts a dedicated safety observation for each student, watching for failure to use BSI, failure to identify scene hazards before entering, performing interventions outside of EMT or paramedic scope of practice, unsafe needle or sharps handling, and failure to obtain simulated medical direction for required orders. Students must demonstrate safe practice on all four scenarios with no critical safety violations to pass this assessment. Standard met · Safety · Time · Quality/finish · Documentation |
HLT-EMT39-07 Capstone
Capstone Project: Integrated EMS Case Management and Professional Defense
324 hr · $3,240 COMPLIMENTARY
Students synthesize knowledge and skills from all prior coursework by building a comprehensive, documented EMS case portfolio centered on a complex, multi-system patient scenario that spans trauma, cardiac, airway, and pharmacology competencies. Each student conducts a simulated patient care event, produces a complete patient care report package, and defends clinical decision-making before a panel of EMS professionals. This capstone is mapped to NREMT EMT and NREMT Paramedic cognitive and psychomotor exam domains to ensure readiness for national certification.
Outcomes- Integrate trauma, cardiac, airway, and pharmacology protocols into a single, documented patient care plan for a complex, multi-system simulated patient.
- Produce a legally and clinically accurate Patient Care Report (PCR) that meets NEMSIS data standards and reflects the complete assessment-to-disposition patient encounter.
- Demonstrate safe, protocol-adherent paramedic-level interventions—including airway management, IV/IO access, cardiac monitoring, and medication administration—during a graded full-scenario simulation.
- Identify and articulate the rationale for clinical decisions, including differential diagnoses and treatment prioritization, in a formal oral defense before a panel of credentialed EMS professionals.
- Apply quality improvement principles by conducting a self-critique of a recorded simulation, identifying at least two clinical or communication errors and proposing evidence-based corrections.
- Compile a professional portfolio demonstrating competency across all NREMT Paramedic exam content areas, suitable for employer or state licensing submission.
Course text
Students synthesize knowledge and skills from all prior coursework by building a comprehensive, documented EMS case portfolio centered on a complex, multi-system patient scenario that spans trauma, cardiac, airway, and pharmacology competencies. Each student conducts a simulated patient care event, produces a complete patient care report package, and defends clinical decision-making before a panel of EMS professionals. This capstone is mapped to NREMT EMT and NREMT Paramedic cognitive and psychomotor exam domains to ensure readiness for national certification.
How the course runs. 4 blocks: Case Design and Protocol Mapping: Building a Complex Multi-System Scenario; Full-Scenario Simulation: Patient Assessment and Paramedic Interventions; Patient Care Report and Portfolio Compilation; Oral Defense: Clinical Decision-Making Before a Professional Panel.
What competent looks like. Integrate trauma, cardiac, airway, and pharmacology protocols into a single, documented patient care plan for a complex, multi-system simulated patient. Produce a legally and clinically accurate Patient Care Report (PCR) that meets NEMSIS data standards and reflects the complete assessment-to-disposition patient encounter. Demonstrate safe, protocol-adherent paramedic-level interventions—including airway management, IV/IO access, cardiac monitoring, and medication administration—during a graded full-scenario simulation. Identify and articulate the rationale for clinical decisions, including differential diagnoses and treatment prioritization, in a formal oral defense before a panel of credentialed EMS professionals. Apply quality improvement principles by conducting a self-critique of a recorded simulation, identifying at least two clinical or communication errors and proposing evidence-based corrections. Compile a professional portfolio demonstrating competency across all NREMT Paramedic exam content areas, suitable for employer or state licensing submission.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Case Design and Protocol Mapping: Building a Complex Multi-System Scenario | 80 | theory | Students will construct a detailed, medically accurate multi-system patient scenario and map each patient problem to the corresponding NREMT Paramedic exam content area and local EMS protocol. |
| Current edition of Nancy Caroline's Emergency Care in the Streets (Paramedic); NREMT Paramedic Psychomotor Exam skill sheets; local/regional EMS protocols; NEMSIS v3 data dictionary reference; scenario design worksheet (instructor-provided); Microsoft Word or Google Docs | Instructor reviews completed scenario narrative and protocol cross-reference table; scenario is approved only when all patient problems are medically plausible, at least six distinct NREMT content areas are represented, and every planned intervention maps to a cited protocol—90% of cross-reference cells must be complete and accurate to proceed. |
| 2 | Full-Scenario Simulation: Patient Assessment and Paramedic Interventions | 100 | lab | Students will execute their designed scenario on a high-fidelity patient simulator, performing a systematic assessment and all indicated paramedic-level interventions in the correct sequence, without critical errors, while being video-recorded for subsequent self-critique. |
| High-fidelity simulation manikin (e.g., Laerdal SimMan 3G or equivalent) with airway trainer, IV arm, and cardiac monitor capability; BVM, supraglottic and endotracheal airway equipment; IV/IO supplies; medication vials (simulation); cardiac monitor/defibrillator (training unit); video recording device; NREMT Paramedic psychomotor skill sheets; self-debrief and QI critique forms | Instructor scores simulation using NREMT Paramedic psychomotor skill sheets; no critical-fail steps (defined as any action that would cause patient death or serious harm in a real encounter) may occur; a minimum score of 80% of non-critical steps must be performed correctly; written QI critique must identify at least two errors with protocol-cited corrections to earn credit. |
| 3 | Patient Care Report and Portfolio Compilation | 80 | practice | Students will produce a complete, NEMSIS-aligned Patient Care Report for their simulated encounter and assemble a professional portfolio documenting competency across all major NREMT Paramedic exam content areas. |
| ePCR software (program-provided) or standardized paper PCR forms; NEMSIS v3 required data elements reference; portfolio rubric (instructor-provided); physical binders with tabs or digital portfolio platform (e.g., Google Sites, Canva, or PDF portfolio); Course 1–6 student artifacts; NREMT Paramedic content outline (available from NREMT website) | PCR is evaluated against a 20-item NEMSIS alignment checklist; a minimum of 18 of 20 required data elements must be present and accurate to pass; portfolio is scored on a rubric with sections for completeness (all required artifacts present), professional presentation, reflective quality, and NREMT content area coverage—a minimum score of 80% overall with no section below 70% is required to proceed to oral defense. |
| 4 | Oral Defense: Clinical Decision-Making Before a Professional Panel | 64 | field | Students will formally present and verbally defend the clinical decisions made during their capstone simulation to a panel of at least two credentialed EMS professionals, demonstrating the ability to articulate pathophysiology, protocol rationale, and ethical reasoning under professional questioning. |
| Student PCR and portfolio (completed in prior lesson); presentation rubric and oral defense scoring rubric (instructor-provided); panel score sheets; NREMT Paramedic content outline; student professional development plan template | Panel scores each student on a rubric with four domains: clinical accuracy of presentation, depth of pathophysiology and pharmacology explanation, professionalism and communication, and response to panel questions—each domain scored 1–4; a minimum total score of 11 of 16 points with no domain scoring below 2 is required to pass; a score below this threshold requires remediation and a second defense within two weeks. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Capstone Simulation Project | Project | 60% | No critical-fail steps during simulation; minimum 80% on psychomotor skill sheet scoring; PCR meets minimum 18 of 20 NEMSIS required data elements; QI critique identifies at least two errors with protocol-cited corrections | The core project assessment evaluates the student's ability to design a medically accurate multi-system EMS scenario, execute it safely and competently on a high-fidelity simulator, and produce a complete, legally defensible Patient Care Report. Scoring combines real-time instructor evaluation using NREMT Paramedic psychomotor skill sheets with written PCR and QI critique review, ensuring both hands-on performance and documentation accuracy are demonstrated. Meets specification · Within estimate · Workmanship · Safety · Documentation |
| Capstone Portfolio | Portfolio | 20% | Minimum overall score of 80% on the portfolio rubric with no individual section below 70%; all required artifacts from Courses 1–6 present; reflective statements address at least one NREMT content area per artifact | The portfolio is a curated collection of artifacts from across the program, organized and annotated to demonstrate cumulative competency in all major NREMT Paramedic exam content areas, from trauma and cardiac care through pharmacology and airway management. It is evaluated by a peer reviewer and the instructor using a standardized rubric assessing completeness, professional presentation, reflective depth, and breadth of NREMT content coverage. Completeness · Organization · Evidence quality |
| Oral Defense | Oral / panel | 20% | Minimum total panel score of 11 out of 16 points (four domains scored 1–4) with no single domain below 2; failure requires remediation and one re-defense attempt within two weeks | The oral defense is a formal professional evaluation in which the student presents and answers expert questions about every clinical decision made during their capstone simulation, demonstrating the ability to connect hands-on care to pathophysiology, protocol, and professional ethics. The panel of at least two credentialed EMS professionals scores the defense on clinical accuracy, depth of explanation, professionalism, and quality of responses, mirroring the professional accountability expected in the field. Explains decisions · Answers technical questions · Professional communication |
HLT-EMT39-08 Externship / clinical
Clinical Practicum: Supervised Field and Hospital Experience
486 hr · $1,945 COMPLIMENTARY
Students complete 486 supervised hours across hospital emergency departments, intensive care units, and operating rooms alongside EMS field ride-along shifts, applying all prior didactic and lab learning to real patients under licensed preceptor oversight. Learners demonstrate entry-level competency across the full NREMT EMT and Paramedic certification domains including patient assessment, airway management, cardiac care, trauma, pharmacology, and medical emergencies. Performance is evaluated continuously by clinical preceptors using standardized checklists aligned to National Registry cognitive and psychomotor competency areas.
Outcomes- Perform a complete patient assessment and formulate an appropriate treatment plan for at least 10 distinct patient presentations under preceptor supervision with a pass rate of 80% or higher on the clinical evaluation rubric
- Demonstrate safe and correct execution of ALS and BLS skills—including IV/IO access, airway adjuncts, cardiac monitoring, and medication administration—on actual patients within legal scope of practice and with preceptor sign-off on each skill
- Document all patient encounters using an electronic patient care report (ePCR) that meets the minimum data set requirements and contains no critical errors as judged by the preceptor
- Recognize and communicate deteriorating patient status to the supervising clinician or receiving facility using a structured verbal handoff report such as SBAR or radio report format
- Operate professionally and ethically in clinical and field environments, adhering to HIPAA, infection control standards, and EMS agency protocols throughout all practicum shifts
- Accumulate the minimum required patient contact hours and skill completions across required clinical rotation sites as specified by program and state EMS office requirements
Course text
Students complete 486 supervised hours across hospital emergency departments, intensive care units, and operating rooms alongside EMS field ride-along shifts, applying all prior didactic and lab learning to real patients under licensed preceptor oversight. Learners demonstrate entry-level competency across the full NREMT EMT and Paramedic certification domains including patient assessment, airway management, cardiac care, trauma, pharmacology, and medical emergencies. Performance is evaluated continuously by clinical preceptors using standardized checklists aligned to National Registry cognitive and psychomotor competency areas.
How the course runs. 4 blocks: Practicum Orientation: Roles, Expectations, Documentation, and Site Protocols; Hospital Clinical Rotations: Emergency Department, ICU, and Operating Room; EMS Field Ride-Along: ALS and BLS Response Shifts; End-of-Practicum Preceptor Review and Clinical Portfolio Submission.
What competent looks like. Perform a complete patient assessment and formulate an appropriate treatment plan for at least 10 distinct patient presentations under preceptor supervision with a pass rate of 80% or higher on the clinical evaluation rubric. Demonstrate safe and correct execution of ALS and BLS skills—including IV/IO access, airway adjuncts, cardiac monitoring, and medication administration—on actual patients within legal scope of practice and with preceptor sign-off on each skill. Document all patient encounters using an electronic patient care report (ePCR) that meets the minimum data set requirements and contains no critical errors as judged by the preceptor. Recognize and communicate deteriorating patient status to the supervising clinician or receiving facility using a structured verbal handoff report such as SBAR or radio report format. Operate professionally and ethically in clinical and field environments, adhering to HIPAA, infection control standards, and EMS agency protocols throughout all practicum shifts. Accumulate the minimum required patient contact hours and skill completions across required clinical rotation sites as specified by program and state EMS office requirements.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Practicum Orientation: Roles, Expectations, Documentation, and Site Protocols | 30 | theory | Students will identify preceptor expectations, clinical site rules, HIPAA requirements, infection control procedures, and ePCR documentation standards before beginning unsupervised patient contact. |
| Program clinical handbook, ePCR software (agency-specific), HIPAA acknowledgment forms, preceptor evaluation rubric, infection control PPE (gloves, mask, eye protection), SBAR reference card | Student correctly completes a sample ePCR with zero critical documentation errors and scores at least 80% on a written orientation quiz covering HIPAA, infection control, and site conduct policies; both must be passed before the first clinical shift is approved |
| 2 | Hospital Clinical Rotations: Emergency Department, ICU, and Operating Room | 162 | field | Students will perform supervised patient assessments, assist with airway management, IV placement, cardiac monitoring, and medication administration across ED, ICU, and OR settings, meeting the minimum patient contact and skill counts required by the program. |
| Clinical skill completion log (paper and digital backup), hospital-issued ID badge, BLS and ALS equipment at each unit, ePCR or clinical log software, stethoscope, penlight, watch with second hand, program preceptor evaluation forms | Preceptor signs off each skill attempt noting pass or needs remediation; student must achieve a passing rating (meets competency) on at least 80% of evaluated skill attempts and complete the minimum patient contact numbers specified in the program clinical handbook before this rotation is marked complete |
| 3 | EMS Field Ride-Along: ALS and BLS Response Shifts | 264 | field | Students will function as an active team member on ALS and BLS ambulance responses, performing patient assessment, treatment, and transport documentation on a minimum number of calls as specified by the program, with each encounter evaluated by the field preceptor. |
| ALS ambulance equipment (cardiac monitor/defibrillator, ventilation devices, IV supplies, medication kit), agency ePCR system, field preceptor evaluation forms, cumulative skill completion log, BLS and ALS clinical guidelines/protocols for the field agency | Field preceptor completes a structured evaluation form for each call; student must receive a passing rating on at least 80% of evaluated calls and must complete the minimum call volume and required skill counts (IV access, medication administration, airway, 12-lead, assessment) listed in the program clinical handbook; any critical safety failure results in immediate remediation before additional shifts are approved |
| 4 | End-of-Practicum Preceptor Review and Clinical Portfolio Submission | 30 | practice | Students will compile and submit a complete clinical portfolio—including all skill logs, preceptor evaluations, and ePCR summaries—and participate in a formal end-of-practicum debriefing with their clinical coordinator to identify remaining competency gaps before certification examination. |
| Completed clinical skill logs (hospital and field), preceptor evaluation forms, de-identified ePCR printouts or screenshots, program competency rubric, self-assessment template, clinical coordinator scoring sheet | Portfolio is accepted only when all required minimum hours, patient contacts, and skill completions are documented with valid preceptor signatures; the exit interview must be scored at 80% or higher on the competency rubric; the self-assessment must be completed and accepted as substantive before the student is cleared to advance to the Certification Exam Preparation course |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Cumulative Preceptor Clinical Evaluation | Clinical evaluation | 70% | Student must achieve a passing rating (meets or exceeds competency) on at least 80% of all evaluated patient encounters across hospital and field rotations, with no unresolved critical safety failures, and must complete all minimum required patient contacts and skills as specified in the program clinical handbook | Preceptors complete a standardized evaluation form for each assessed patient encounter, rating the student on patient assessment, clinical decision-making, skill execution, communication, professionalism, and documentation; scores from all hospital and field preceptors are aggregated by the clinical coordinator at the end of the practicum to determine whether the student has met overall competency. Any critical safety error—such as an incorrect medication administration or failure to manage an immediately life-threatening airway—requires documented remediation and a repeat supervised encounter before the student may continue. Competency · Safety · Attendance · Conduct · Initiative |
| Clinical Practicum Skill Log and Portfolio | Log | 30% | Portfolio must contain complete, legible, preceptor-signed entries for all required skill completions and patient contacts with no missing signatures; the clinical coordinator must score the exit interview discussion at 80% or higher; any deficiency in required hours or skill counts must be remediated with additional approved shifts before a passing grade is awarded | The student submits a compiled clinical portfolio containing all skill completion logs from hospital and field rotations, aggregated preceptor evaluation forms, a patient contact summary table, and five de-identified ePCR narratives; the clinical coordinator reviews the portfolio for completeness, accuracy, and evidence of progressive competency development across the practicum period. The portfolio and exit interview together constitute the summative evidence that the student is ready to sit for the NREMT EMT and Paramedic certification examinations. Complete · Verified |
HLT-EMT39-09 Exam prep
NREMT Certification Exam Preparation: EMT and Paramedic
135 hr · $1,350 COMPLIMENTARY
This course provides a structured, content-mapped review of every major domain tested on the NREMT EMT and Paramedic cognitive exams, using the National EMS Education Standards and NREMT content outlines as the organizing framework. Learners complete timed adaptive-style practice item sets, analyze their own performance data to target weak areas, and sit two full-length mock exams under testing conditions before their credentialing attempts.
Outcomes- Identify the major content domains of the NREMT EMT and Paramedic cognitive exams and allocate personal study time proportionally to each domain's relative weight.
- Correctly answer practice items across all NREMT content domains — airway/respiration/ventilation, cardiology/resuscitation, trauma, medical/obstetrics/gynecology, and EMS operations — at a pass-level rate on full-length mock exams.
- Apply a systematic, eliminate-and-select strategy to ambiguous multiple-choice items, justifying answer choices using pathophysiology and scope-of-practice reasoning.
- Interpret personal psychometric performance reports from practice exams to identify content gaps and execute a targeted remediation plan before the credentialing attempt.
- Demonstrate test-day readiness by completing a full-length timed mock cognitive exam under standardized conditions and meeting or exceeding the program's minimum passing benchmark.
- Describe the NREMT application process, eligibility requirements, psychomotor exam components, and state licensure steps required to practice legally in their home state.
Course text
This course provides a structured, content-mapped review of every major domain tested on the NREMT EMT and Paramedic cognitive exams, using the National EMS Education Standards and NREMT content outlines as the organizing framework. Learners complete timed adaptive-style practice item sets, analyze their own performance data to target weak areas, and sit two full-length mock exams under testing conditions before their credentialing attempts.
How the course runs. 4 blocks: NREMT Exam Architecture and Adaptive Testing Strategy; Domain-by-Domain Content Review: Airway, Cardiology, Trauma, and Medical; EMS Operations, Legal and Ethical Principles, and Special Populations Review; Full-Length Mock Certification Exams and Final Readiness Evaluation.
What competent looks like. Identify the major content domains of the NREMT EMT and Paramedic cognitive exams and allocate personal study time proportionally to each domain's relative weight. Correctly answer practice items across all NREMT content domains — airway/respiration/ventilation, cardiology/resuscitation, trauma, medical/obstetrics/gynecology, and EMS operations — at a pass-level rate on full-length mock exams. Apply a systematic, eliminate-and-select strategy to ambiguous multiple-choice items, justifying answer choices using pathophysiology and scope-of-practice reasoning. Interpret personal psychometric performance reports from practice exams to identify content gaps and execute a targeted remediation plan before the credentialing attempt. Demonstrate test-day readiness by completing a full-length timed mock cognitive exam under standardized conditions and meeting or exceeding the program's minimum passing benchmark. Describe the NREMT application process, eligibility requirements, psychomotor exam components, and state licensure steps required to practice legally in their home state.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | NREMT Exam Architecture and Adaptive Testing Strategy | 15 | theory | Learners will explain the structure of the NREMT Computer Adaptive Test (CAT), describe how item difficulty adjusts to response accuracy, and apply a four-step cognitive strategy to correctly answer practice items across all domains. |
| NREMT official candidate handbook, NREMT content outline documents (EMT and Paramedic levels), Nancy Caroline's Emergency Care in the Streets (current edition), Tintinalli's Emergency Medicine as supplemental reference, commercial NREMT question-bank software (e.g., Fisdap, EMTB Review, or equivalent), personal study planner worksheet, whiteboard | Learners score at least 70% on the 50-item timed drill and submit a completed annotated study planner that correctly lists all NREMT content domains with approximate percentage weights; instructor reviews rationale notes for conceptual accuracy. |
| 2 | Domain-by-Domain Content Review: Airway, Cardiology, Trauma, and Medical | 72 | practice | Learners will answer practice items at or above the program passing benchmark in each of the four primary NREMT content domains by systematically reviewing underlying pathophysiology, assessment priorities, and interventions within paramedic scope of practice. |
| Nancy Caroline's Emergency Care in the Streets (current edition), ACLS and PALS provider manuals for reference, Fisdap or equivalent adaptive question bank with domain filtering, printed case-vignette packets, EKG rhythm strip library (printed and projected), anatomy poster set, whiteboard and markers, learner performance tracking spreadsheet | Learners must score at least 75% on each 40-item domain quiz; any learner below 75% completes the focused remediation drill and must score at least 75% on a 20-item retest before moving to the next domain block; instructor reviews teachback sessions for accuracy and flags misconceptions for immediate correction. |
| 3 | EMS Operations, Legal and Ethical Principles, and Special Populations Review | 18 | theory | Learners will correctly answer practice items covering EMS operations (incident command, hazmat awareness, MCI triage, vehicle operations) and the legal, ethical, and special-populations content areas tested on the NREMT, articulating how these topics intersect with patient safety and scope of practice. |
| Nancy Caroline's Emergency Care in the Streets legal and operations chapters, FEMA ICS-100 reference card, START and JumpSTART triage reference cards, MCI scenario packet, blank prehospital care report forms, peer-review rubric, commercial question bank (operations and legal filter) | Learners score at least 75% on the 25-item operations quiz; the case analysis earns a passing rating of at least 3 out of 4 on all four rubric dimensions (legal accuracy, clinical reasoning, completeness, clarity); any failing element requires revision and resubmission within 48 hours. |
| 4 | Full-Length Mock Certification Exams and Final Readiness Evaluation | 30 | practice | Learners will complete two full-length, timed mock NREMT-style cognitive exams under standardized testing conditions, analyze their performance data, and demonstrate readiness to sit the official NREMT credentialing exam. |
| Commercial NREMT-style 120-item mock exam (printed or proctored digital), quiet examination room with individual seating, official NREMT website access, individual performance-report printouts, personal remediation planning worksheet, NREMT candidate handbook, clock or timer visible to all learners | Learners must score at least 75% on Mock Exam 2 to be certified as exam-ready by the program; any learner below 75% on Mock Exam 2 meets individually with the lead instructor to review a remediation plan and may sit a third internal mock exam before the program issues its NREMT eligibility verification; completion of the NREMT application walkthrough is verified by submission of a completed checklist signed by the learner. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Full-Length Mock Certification Exam (Mock Exam 2) | Mock certification exam | 100% | Score of 75% or higher (90 out of 120 items correct) on the second full-length 120-item NREMT-style cognitive mock exam administered under standardized, proctored testing conditions | Learners sit a 120-item multiple-choice exam covering all NREMT content domains — airway/respiration/ventilation, cardiology/resuscitation, trauma, medical/obstetrics/gynecology, and EMS operations — in a timed, silent, closed-note format that replicates NREMT testing-center conditions; performance is reported by domain so that any remaining gaps are documented in the learner's file and addressed before the official credentialing attempt. Score · Time management |
Program completion
External credential: NREMT EMT; NREMT Paramedic
Students sit the NREMT EMT cognitive and psychomotor examinations and, upon advancing, the NREMT Paramedic cognitive and psychomotor examinations, both administered by the National Registry of Emergency Medical Technicians. Pass standard: Credential issued by the body.
Back to EMT / Paramedic · How the school gets authority to award these credentials
