Assessing Patient’s Airway, Breathing and Circulation

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Emergency Medical Responder

  Course Title: Emergency Medical Responder 3

  Course Number: 8417170

  Career Cluster: Health Science

  CIP Number: 0317020502

  Course Type: Career Preparatory

  CTE Standard(s) or benchmarks

  Focus

  33.02 Assess for an inadequate airway, inadequate respirations, inadequate circulation, and profuse bleeding.

  30.01 Describe and demonstrate an understanding of the medicolegal aspects of an Emergency Medical Responder’s provision of emergency medical care in the jurisdiction having authority, including, but not limited to, duty to act, standard of care, consent to care, forcible restraint, abandonment, documentation and any applicable Good Samaritan Laws.

  Integrated benchmarks: ELA or Other:

  ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Assessing Patient’s Airway, Breathing and Circulation.” See CPALMS resource ID#208274.

• Career Connection

  
  

  This lesson helps students solidify their skills with patient assessment during an emergency medical scenario. Patient assessment is a cornerstone skill required by Emergency Medical Responders.

• Learning Objectives

  
  

  Students should be familiar with/able to:

  • The normal values for and how to take vital signs such as blood pressure, pulse, respiration rate and quality, blood glucose level, oxygen saturation (sp02) and skin condition.
  • How to treat a patient experiencing respiratory distress.

• Prior Knowledge

  
  

  Students should be familiar with/able to:
  -Know normal values for and how to take vital signs. Blood pressure, pulse, respiration
  rate and quality, blood glucose level, oxygen saturation (sp02) and skin condition.
  -How to treat a patient experiencing respiratory distress.

• Guiding Questions

  
  
  • What does normal breathing in a patient look like? How does this compare to a patient with difficulty breathing?
  • What treatments would be most appropriate for a patient experiencing difficulty breathing?

• Procedure

  
  

  1. Small group or class discussion on reviewing ranges of normal vital signs. Blood pressure, pulse rate rhythm and quality, respiration rate rhythm and quality, blood glucose level and skin temperature and condition. May also review the Patient Assessment procedure if needed.
  2. Students may work individually or in small groups. Students will be presented with an attached case study/ patient assessment scenario and provided with a “run report”. Students will determine a suspected diagnosis and treatment plan after evaluating their patient.
  3. Students will perform a post run debrief on what they found, what their thought process was and why they made those decisions. Students will discuss with one another, discuss as a class with teacher directed instruction and turn in their completed run reports.

• Teacher Notes

  
  
  • Run the role-play scenario as a class, with a single group performing in front of the class or have small groups with one proctor and two responders depending on how familiar and efficient students are with patient scenarios. For students in the audience during the role-plays, have them take notes on the patient evaluation and provide feedback to their peers.

• Optional

  
  

  Summative Assessment Ideas:

  • Have students create an individual run report with a full patient run report including a hand off report for hospital care.

  Extension Ideas:

  • As students evaluate their patient, the teacher can pose a change in the patient’s condition depending on what actions are taken or not taken.