Purpose Statement:
All students in this program are expected to meet certain essential functions/technical standards which are essential for successful completion of all phases of the program and which reflect industry requirements and standards. To verify the students’ ability to perform these essential functions, students may be required to demonstrate the following technical standards:
| Standard | Definition of Standard | Example(s) of Technical Standard |
|---|---|---|
| 1. Critical Thinking Skills | Create, implement and revise emergency treatment plans based on assessment findings. | Identify cause-effect relationships
Plan//control activities for others Synthesize knowledge and psychomotor skills Sequence information, events, and activities accurately |
| 2. Mobility/Motor Skills | Sufficient range of motion and strength to perform tasks necessary for personal and patient safety, assessment and treatment. | Twisting, bending, squatting and stooping to reach patients in any situation
Climb stairs and ladders, hike up to a mile carrying 25 lbs. of equipment, move up to 75 lbs. alone, or team lift up to 250 lbs. Protect themselves from combative patients |
| 3. Tactile Skills | Possess sensitivity to detect faint vibrations, temperature differences, and texture differences | Pulses
Skin condition Presence of fever, or absence of blood flow (temperature) Location of landmarks for medical procedures (IV’s, needle thoracostomy, etc.) |
| 4. Auditory Skills | Detect loud, soft, high and low frequency sounds | Blood pressure sounds
Heart sounds Breath sounds Patient interviews Scene safety depends on detection of a threat as early as possible |
| 5. Visual Skills | Able to distinguish large and small objects near and at a distance
Detect color and color intensity Use depth perception Use peripheral vision to monitor scene safely |
Computer use for reporting
Skin changes (blue, pale, flushed, etc.) Recognize distance and speed of approaching threats while on scene Color-coded medical equipment Finding objects and people in dark places |
| 6. Communication Skills | Clearly explain medical procedures and treatments utilizing medical or lay terminology
Effectively influence people and direct activities Interact appropriately with others Convey information through writing |
Patient education
Oral reports for patient transfer Obtain and maintain control to dynamic situations Document call reports appropriately for billing |
| 7. Interpersonal Skills | Able to negotiate interpersonal conflict
Respect differences in patients and coworkers Establish rapport with patients and coworkers Accept responsibility and correction in a professional manner |
12-hour shifts at base waiting for 911 activation
Rapport is necessary to professionalism Ego has no place in emergency service |
| 8. Behavioral Skills | Establish therapeutic boundaries
Provide emotional support Adapt to stressful and emotional environments Handle strong emotions Practice professional ethics in less than ideal situations |
911 calls are dynamic, EMS personnel are the calm in the room
Healthy support systems are necessary to a full-coping mechanism for the things we must see and do |
In the case of a qualified individual with a documented disability, appropriate and reasonable accommodations will be made unless to do so would fundamentally alter the essential training elements, cause undue hardship, or produce a direct threat to the safety of the patient or student.
Disability Services Statement
The College has a legal obligation to provide appropriate accommodations for students with documented disabilities. If you have a disability and are seeking accommodations, you should contact the Disability Services Office (Sink Building; 694-1813) and notify your course instructor of your disability as appropriate. Students should initiate this process as soon as possible (prior to the start of classes and/or field experience).