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of assessment based management to perform an appropriate assessment and implement the management plan for patients with common complaints.  \nCOGNITIVE OBJECTIVES  \nAt the completion of this unit, the EMT-Enhanced student will be able to:  \n7-1.1 Explain how effective assessment is critical to clinical decision making. (C-1)  \n7-1.2 Explain how the EMT-Enhanced’s attitude affects assessment and decision making. (C-1)  \n7-1.3 Explain how uncooperative patients affect assessment and decision making. (C-1)  \n7-1.4 Explain strategies to prevent labeling and tunnel vision. (C-1)  \n7-1.5 Develop strategies to decrease environmental distractions. (C-1)  \n7-1.6 Describe how manpower considerations and staffing configurations affect assessment and decision making.  \n(C-1)  \n7-1.7 Synthesize concepts of scene management and choreography to simulated emergency calls. (C-3) 7-1.8 Explain the roles of the team leader and the patient care person. (C-1)  \n7-1.9 List and explain the rationale for carrying the essential patient care items. (C-3)  \n7-1.10 When given a simulated call, list the appropriate equipment to be taken to the patient. (C-1)  \n7-1.11 Explain the general approach to the emergency patient. (C-1)  \n7-1.12 Describe how to effectively communicate patient information face to face, over the telephone, by radio, and in writing. (C-1)  \n7-1.13 Explain the general approach, patient assessment, and management priorities for patients who complain of chest pain. (C-3)  \n7-1.14 Explain the general approach, patient assessment, and management priorities for medical and traumatic cardiac arrest patients. (C-3)  \n7-1.15 Explain the general approach, patient assessment, and management priorities for patients who complain of acute abdominal pain. (C-3)  \n7-1.16 Explain the general approach, patient assessment, and management priorities for patients who complain of GI bleeding. (C-3)  \n7-1.17 Explain the general approach, patient assessment, and management priorities for altered mental status patients. (C-3)  \n7-1.18 Explain the general approach, patient assessment, and management priorities for patients who complain of dyspnea. (C-3)  \n7-1.19 Explain the general approach, patient assessment, and management priorities for trauma or multi trauma patients. (C-3)  \n7-1.20 Explain the general approach, patient assessment, and management priorities for a patient who is having an allergic reaction. (C-3)  \n7-1.21 Explain the general approach, patient assessment, and management priorities for pediatric patients. (C-3)  \nAFFECTIVE OBJECTIVES  \nAt the completion of this unit, the EMT-Enhanced student will be able to:  \n7-1.22 Appreciate the use of scenarios to develop high level clinical decision making skills. (A-2)  \n7-1.23 Advocate and practice the process of complete patient assessment on all patients. (A-3)  \n7-1.24 Value the importance of presenting the patient accurately and clearly. (A-2)  \nPSYCHOMOTOR OBJECTIVES  \nAt the completion of this unit, the EMT-Enhanced student will be able to:  \n7-1.25 While serving as team leader, choreograph the EMS response team, perform a patient assessment, provide local/regionally appropriate treatment, present cases verbally and in writing given a moulaged and programed simulated patient. (P-3)  \n7-1.26 While serving as team leader, assess a programmed patient or mannequin, make decisions relative to interventions and transportation, provide the interventions, patient packaging and transportation, work as a team and practice various roles for the following common emergencies: (P-3)  \na. Chest pain  \nb . Cardiac Arrest  \n-Traumatic arrest  \n-Medical arrest  \nc. Acute abdominal pain  \nd . GI Bleeding  \n-lower GI bleeding  \n-upper GI bleeding  \ne. Altered mental status  \nf . Dyspnea  \ng . Syncope  \nh . Trauma  \n-Isolated extremity fracture (tibia/ fibula or radius/ ulna)  \n-Femur fracture  \n-Sp","cbCaiiAuXQL5O4Ae","https://ap.wps.com/l/cbCaiiAuXQL5O4Ae","pdf",84655,"English","# Unit Terminal Objective\n## Cognitive Objectives (7-1.1-7-1.21)\n## Affective Objectives (7-1.22-7-1.24)\n## Psychomotor Objectives (7-1.25-7-1.26)\n# Declarative Content\n## Effective Assessment\n### Assessment is the foundation of care\n### Accurate information is critical to decision making\n### Pattern recognition and field impression\n### BLS/ALS treatment driven by protocols and judgment\n### Factors affecting assessment and decision making","[{\"question\":\"What does the unit aim to help EMT-Enhanced students do at the end of the unit?\",\"answer\":\"Students integrate assessment based management principles to perform appropriate assessment and implement a management plan for patients with common complaints.\"},{\"question\":\"How do attitude and uncooperative patients influence assessment and decisions?\",\"answer\":\"The content explains that the EMT-Enhanced’s attitude affects assessment and decision making, and that uncooperative patients impact how assessment information is gathered and interpreted.\"},{\"question\":\"Which emergency complaint groups are included for assessment and management priorities?\",\"answer\":\"The objectives include chest pain, medical and traumatic cardiac arrest, acute abdominal pain, GI bleeding, altered mental status, dyspnea, trauma (including multiple trauma scenarios), allergic reactions/bites/envenomation, and pediatric emergencies such as respiratory distress, fever, and seizures.\"}]","UNIT TERMINAL OBJECTIVE 7-1 - EMT-Enhanced Student Assessment | PDF",1790153265,25]