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OBJECTIVES  \n5-1 Recognize hazards/potential hazards  \n5-2 Describe common hazards found at the scene of a trauma and a medical patient 5-3 Determine if the scene is safe to enter  \n5-4 Explain the reason for identifying the need for additional help or assistance 5-5 Assess mechanism of injury  \n5-6 Discuss common mechanisms of injury/nature of illness/\\# of patients 5-7 Summarize the reasons for forming a general impression of the patient.  \n5-8 Define each letter of AVPU.  \n5-9 Describe the patient characteristics for each letter of AVPU.  \n5-10 Discuss methods of assessing altered mental status.  \n5-11 Discuss methods of assessing the airway in the adult, child and infant patient.  \n5-12 Compare the methods of providing airway care to the adult, child and infant patients.  \n5-13 Describe methods used for assessing if a patient is breathing.  \n5-14 Differentiate between a patient with adequate and inadequate breathing.  \n5-15 Distinguish between methods of assessing breathing in the adult, child and infant patient.  \n5-16 Differentiate between obtaining a pulse in an adult, child and infant.  \n5-17 Discuss the need for assessing the patient for external bleeding.  \n5-18 Discuss the value of removing some of the patients clothing during assessment.  \n5-19 Describe normal and abnormal findings when assessing skin color, temperature and condition.  \n5-20 Describe normal and abnormal findings when assessing skin capillary refill in the infant and child.  \n5-21 Explain the reason for prioritizing a patient for care and transport.  \n5-22 Obtain a SAMPLE history (Signs and Symptoms of the present illness/injury, Allergy, Medications, Past medical History, Last oral intake, Events leading to present illness/injury)  \n5-23 Identify the components of a SAMPLE history  \n5-24 State the reasons for performing a rapid trauma assessment  \n5-25 Recite examples and explain why patients should receive a rapid trauma assessment  \n5-25 Discuss the reason for performing a focused history and physical examination. 5-26 Differentiate between the history and physical examination that are performed  \nfor responsive patients with no known prior history and responsive patients with a known history.  \n5-27 Differentiate between the assessment that is performed for a patient who is unresponsive or has an altered mental status and other medical patients requiring assessment.  \n5-28 State the areas of the body that are evaluated during the detailed physical examination.  \n5-29 Explain what additional care should be provided while performing the detailed physical examination.  \n5-30 Discuss the reasons for repeating the initial assessment as part of the on-going assessment.  \n5-31 Describe the components of the on-going assessment.  \n5-32 Complete a prehospital care report on a programed patient.  \n5-33 Apply the components of the essential patient information in a written report. 5-34 Discuss the communication skills that should be used to interact with the patient. 5-35 Discuss the communication skills that should be used to interact with the family,  \nbystanders, individuals from other agencies while providing patient care and hospital personnel, and the difference between skills used to interact with the patient and those used to interact with others.  \n5-36 Explain the importance of effective communication of patient information.  \nAFFECTIVE OBJECTIVES  \n5-37 Explain the value of performing an each component of the prehospital patient assessment.  \n5-38 Recognize and respect the feelings that patients might experience during assessment.  \n5-39 Explain the rationale for providing efficient and effective radio and written patient care reports.  \nPSYCHOMOTOR OBJECTIVES  \n5-40 Demonstrate the steps in performing a scene size-up.  \n5-41 Demonstrate the steps in performing an initial assessment.  \n5-42 Demonstrate the rapid trauma assessm","cbCaibQ7HHijLsj0","https://ap.wps.com/l/cbCaibQ7HHijLsj0","pdf",50007,18,"English","# Patient Assessment\n## Objectives\n### Cognitive Objectives\n### Affective Objectives\n### Psychomotor Objectives\n## Preparation\n## Materials\n## Personnel\n## Presentation\n## Declarative (What)\n### Scene Size-up/Assessment\n### Body Substance Isolation (BSI) Review\n### Scene Safety","[{\"question\":\"What are the key first steps to assess a patient in this module?\",\"answer\":\"The module requires hazard recognition, determining whether the scene is safe to enter, and performing a scene size-up. It then uses an initial assessment approach before moving into focused and detailed evaluation.\"},{\"question\":\"How does the module evaluate altered mental status?\",\"answer\":\"It instructs students to define and apply AVPU, describe patient characteristics for each AVPU letter, and discuss methods for assessing altered mental status.\"},{\"question\":\"What information must be collected using a SAMPLE history?\",\"answer\":\"A SAMPLE history includes Signs and Symptoms, Allergy, Medications, Past medical history, Last oral intake, and Events leading to the present illness or injury.\"}]","Module 5 - Patient Assessment - Educational Lesson | PDF",1790144242,45]