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It focuses on hazard recognition, safe scene determination, and scene size-up, then guides assessment of mechanism of injury, mental status, airway, breathing, ventilation, external bleeding, and skin findings. It also covers rapid trauma and focused vs detailed exams, ongoing assessment components, and compassionate crew behaviors toward patients.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emt-critical-care-technician-unit-3-3-patient-assessment-3-history-taking-and-physical-exam/367962/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emt-critical-care-technician-unit-3-3-patient-assessment-3-history-taking-and-physical-exam/367962.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the terminal objective of EMT-Critical Care Technician Unit 3-3?","Question",{"text":112,"@type":113},"The unit requires the student to integrate history taking and physical exam techniques to perform patient assessment on an emergency patient.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which hazards and scene safety steps are emphasized in Unit 3-3?",{"text":117,"@type":113},"Students must recognize hazards and potential hazards, differentiate safe from unsafe scenes, and describe methods to make an unsafe scene safe. They also organize scene management following size-up.",{"name":119,"@type":110,"acceptedAnswer":120},"How do cognitive and affective objectives guide patient assessment and patient interaction?",{"text":121,"@type":113},"Cognitive objectives cover assessment of mechanisms of injury, mental status, airway, breathing, ventilation, bleeding, and skin findings, plus rapid trauma and detailed exam processes. Affective objectives emphasize evaluating scene safety before entry and demonstrating caring, professional attitudes during initial, focused, and detailed assessments, including attention to patients’ feelings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},367962,1790173946,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Patient Assessment: 3  \nPatient Assessment: 3  \nW4444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444444  \nUNIT TERMINAL OBJECTIVE  \n3-3 At the completion of this unit, the EMT-Critical Care Technician student will be able to integrate the principles of history taking and techniques of physical exam to perform patient assessment on an emergency patient.  \nCOGNITIVE OBJECTIVES  \nAt the completion of this unit, the EMT-Critical Care Technician student will be able to:  \n3-3.1 Recognize hazards/ potential hazards. (C-1)  \n3-3.2 Describe common hazards found at the scene of a trauma and a medical patient. (C-1)  \n3-3.3 Determine hazards found at the scene of a medical or trauma patient. (C-2)  \n3-3.4 Differentiate safe from unsafe scenes. (C-3)  \n3-3.5 Describe methods to making an unsafe scene safe. (C-1)  \n3-3.6 Discuss common mechanisms of injury/ nature of illness. (C-1)  \n3-3.7 Recognize the importance of determining the mechanism of injury. (C-2)  \n3-3.8 Discuss the reason for identifying the total number of patients at the scene. (C-1)  \n3-3.9 Organize the management of a scene following size-up. (C-3)  \n3-3.10 Explain the reasons for identifying the need for additional help or assistance. (C-1)  \n3-3.11 Summarize the reasons for forming a general impression of the patient. (C-1)  \n3-3.12 Discuss methods of assessing mental status. (C-1)  \n3-3.13 Categorize levels of consciousness. (C-3)  \n3-3.14 Discuss methods of assessing the airway. (C-1)  \n3-3.15 Describe why the cervical spine is immobilized during the assessment of the trauma patient. (C-1) 3-3.16 Analyze a scene to determine if spinal precautions are required. (C-3)  \n3-3.17 Describe methods used for assessing if a patient is breathing. (C-1)  \n3-3.18 Differentiate between a patient with adequate and inadequate minute ventilation. (C-3)  \n3-3.19 Discuss the need for assessing the patient for external bleeding. (C-1)  \n3-3.20 Describe normal and abnormal findings when assessing skin color. (C-1)  \n3-3.21 Describe normal and abnormal findings when assessing skin temperature. (C-1)  \n3-3.22 Describe normal and abnormal findings when assessing skin condition. (C-1)  \n3-3.23 Explain the reason for prioritizing a patient for care and transport. (C-1)  \n3-3.24 Identify patients who require expeditious transport. (C-3)  \n3-3.25 Describe orthostatic vital signs and evaluate their usefulness in assessing a patient in shock. (C-1) 3-3.26 Apply the techniques of physical examination to the medical patient. (C-1)  \n3-3.27 Differentiate between the assessment that is performed for a patient who is has an altered mental status and other medical patients. (C-3)  \n3-3.28 Discuss the reasons for reconsidering the mechanism of injury. (C-1)  \n3-3.29 State the reasons for performing a rapid trauma assessment. (C-1)  \n3-3.30 Recite examples and explain why patients should receive a rapid trauma assessment. (C-1)  \n3-3.31 Apply the techniques of physical examination to the trauma patient. (C-1)  \n3-3.32 Describe the areas included in the rapid trauma assessment and discuss what should be evaluated. (C- 1)  \n3-3.33 Differentiate cases when the rapid assessment may be altered in order to provide patient care. (C-3) 3-3.34 Discuss the reason for performing a focused history and physical exam. (C-1)  \n3-3.35 Describe when and why a detailed physical examination is necessary. (C-1)  \n3-3.36 Discuss the components of the detailed physical exam in relation to the techniques of examination. (C-1) 3-3.37 State the areas of the body that are evaluated during the detailed physical exam. (C-1)  \n3-3.38 Explain what additional care should be provided while performing the detailed physical exam. (C-1)  \n3-3.39 Distinguish between the detailed physical exam that is performed on a trauma patient and that of the medical patient. (C-3)  \n3-3.40 Differentiate between patients requiring a detailed physical exam from those who do not. (C-3)  \n3-3.41 Discu","cbCaikQ9n0bdjFNo","https://ap.wps.com/l/cbCaikQ9n0bdjFNo","pdf",28461,"English","# UNIT TERMINAL OBJECTIVE\n## COGNITIVE OBJECTIVES\n## AFFECTIVE OBJECTIVES","[{\"question\":\"What is the terminal objective of EMT-Critical Care Technician Unit 3-3?\",\"answer\":\"The unit requires the student to integrate history taking and physical exam techniques to perform patient assessment on an emergency patient.\"},{\"question\":\"Which hazards and scene safety steps are emphasized in Unit 3-3?\",\"answer\":\"Students must recognize hazards and potential hazards, differentiate safe from unsafe scenes, and describe methods to make an unsafe scene safe. They also organize scene management following size-up.\"},{\"question\":\"How do cognitive and affective objectives guide patient assessment and patient interaction?\",\"answer\":\"Cognitive objectives cover assessment of mechanisms of injury, mental status, airway, breathing, ventilation, bleeding, and skin findings, plus rapid trauma and detailed exam processes. Affective objectives emphasize evaluating scene safety before entry and demonstrating caring, professional attitudes during initial, focused, and detailed assessments, including attention to patients’ feelings.\"}]","EMT-Critical Care Technician Unit 3-3 - Patient Assessment 3 - history taking and physical exam | PDF"]