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The Kansas Board of EMS has added requirements to the EMT-I to AEMT Transition curriculum. These additional requirements must be developed by Transition Course Coordinators and Instructors. This includes:
- Lesson plan
- Task list
- Task analysis
- Check sheet for the Student Lab Manual
The question has been raised repeatedly, “Do these need to be approved by the Board of EMS?”
At this time the Board is not requiring approval. However, the Board office is suggesting that these materials be submitted to the Board office for review and approval. This is especially true for all check-off sheets as these sheets become part of the permanent record and audit trail for the transition. Whether submitted or not, all check-sheets must be maintained per the audit record requirements for the transition.
Please direct questions regarding this information to the Board office. To insure that your check sheets will meet the requirements, please submit them for review and approval tot the Board office.
We’ve placed several documents and links to video on this website that are accessible to anyone who wants to use them. The Medication Administration Cross Check (MACC) is a process designed in Sedgwick County, Kansas for use by Emergency Medical Service (EMS) providers when administering medications. The MACC process is designed to reduce errors in medication administration.
The copyrighted resources posted include an explanation, lesson plan, and links to the Sedgwick County, Kansas videos that show the MACC being used:
This copyrighted information is used with permission.
If you have questions about the MACC, please contact Jon Friesen at Sedgwick County Emergency Medical Services System.
Instructors: Please note that there are new requirements outlined below.
Several questions have been asked regarding the AEMT curriculum. Here’s a short explanation and process direction to use in working through these items.
Missing Check Sheets
Check sheets for Intraosseous (IO) and for Rectal Administration are not included in the curriculum. There are task sheets for these skills. In talking with the Kansas Board of EMS today (August 3, 2012), they stated that instructors must develop check sheets with which to assess these skills. Since the skills are referenced in the curriculum, they must be assessed and will be checked in the event of an audit. These check sheets must be included with the AEMT Student Lab Manual.
If anyone has already developed a check sheet for these skills and would like to share it, please email it to us, and we’d be happy to share this with the rest of the AEMT Transition community.
New Medications Added to Formulary
The Kansas Board of EMS, working with the medical advisory committee (MAC) has made additional recommendations in 2012 to the medications carried by AEMTs. These include the addition of Ondansetron and changes to the routes of administration for Lidocaine and Amiodarone. See the table below for a current PROPOSED formulary and use description for AEMTs. These changes are included in proposed regulation which is working through the approval process.
As with the above check sheets, in talking with the Kansas Board of EMS, in the case of added medications indications, and routes, (the addition of Ondansetron and changes to the routes of administration for Lidocaine and Amiodarone) they expect instructors to develop these course materials to be added to the AEMT course including: a lesson plan, media, formulary, task list, task analysis, and check sheet for the Student Lab Manual for each new medication. These check sheets must be included with the AEMT Student Lab Manual. They must be assessed and will be checked in the event of an audit.
If anyone has already developed the lesson plan, media, formulary, task list, task analysis, and check sheet for these skills, please email it to us, and we’d be happy to share this with the rest of the AEMT Transition community.
Kansas Board of EMS
May 1, 2012
|1||Activated charcoal||Oral||Non-caustic overdoses|
|2||Albuterol inhaler||Aerosolized, inhaled, nebulized||Acute asthmatic attacks, bronchospasm|
|3||Albuterol and Ipratropium - premix combined||Aerosolized, nebulized||Acute asthmatic attacks, bronchospasm|
|4||Amiodarone||IO bolus or IV bolus only; either bolus may be repeated. Continuous infusion not allowed.||Pulseless ventricular tachycardia; Refractory ventricular fibrillation; andinterfacility transfers only.|
|5||Antidote – Any||Auto injector||Self or peer care|
|6||Aspirin||Oral||Chest pain of suspected ischemic origin only|
|7||Atropine/Pralidoxime chloride||Auto injector||Cholinergic/nerve gas poisoning|
|8||Atrovent (Ipratropium) – Pt. assisted only||Nebulized, metered dose inhaler||Dyspnea and wheezing|
|9||Benzodiazepine||IM, IO, IV, intranasal, rectal||Status epilepticus only|
|10||Beta agonist||Determined by protocol or directcontact with a physician.||Dyspnea and wheezing|
|11||Dextrose Solutions – (D10, D25, D50)||IO, IV||Acute hypoglycemia|
|12||Diphenhydramine hydrochloride||IM, IV, oral||Acute allergic reactions|
|13||Dopamine hydrochloride||IV with pump only||Maintenance during interfacility transfer only|
|14||Epinephrine||Auto injector||Anaphylactic reactions|
|15||Epinephrine 1:10,000||IO, IV||Cardiac arrest only|
|16||Fentanyl||IO, IV, intranasal||Noncardiac pain relief only|
|17||Glucagon||IM||Acute hypoglycemia where oral glucose or IO/IV medications cannot be given|
|19||Ipratropium||Nebulized, inhalation||Acute asthmatic attacks, bronchospasm|
|20||IV electrolytes/antibiotic additives||IV with pump only||Maintenance during interfacility transfer only|
|21||IV fluids without medications or nutrients;monitor, maintain and shut off||IV gravity or pump||Established by medical protocols|
|22||IV solutions – Any combination of fluids||IO, IV||Medication administration, volume expansion|
|23||Lidocaine||IO bolus or IV bolus only; either bolus may be repeated. Continuous infusion not allowed.||Pulseless ventricular tachycardia; Refractory ventricular fibrillation; andinterfacility transfers only.|
|24||Medicated inhaler – Pt. assisted only||Nebulized or metered dose||Acute asthmatic attacks, bronchospasm|
|25||Morphine||IO, IV||Noncardiac pain relief only|
|26||Naloxone||IM, IO, IV, SQ, intranasal||Reversal of narcotic overdose|
|27||Nitroglycerine/nitro preparation||Dermal, oral, oral spray sublingual||Anginal pain relief|
|28||Nitrous oxide||Inhalation||Pain relief|
|29||Ondansetron||Oral, IV, IO, IM||Nausea/Vomiting|
|30||Over the counter oral medications||Oral||Not specified|
|Legend: IM = Intramuscular, IO = Intraossesous, IV = Intraveneous, Pt. = Patient, SQ = Subcutaneous|
This list was accessed on August 2, 2012 and is available from the Board web site.
Please direct questions regarding this information to the Board office. If you have questions about whether or not your check sheets will meet the requirements, please contact the Board office.
Here are some links that may prove useful for Course Coordinators:
The Board of EMS has issued a transition course checklist:
Scope of Practice Transition Course Guide
Here is a page summarizing the regulations, including links for downloading them or reading online:
February 2012 – Regulation Update
For Course Coordinators only, a link to the most current instructor and student manuals:
EMS Transition Curricula
The Board office issued two memos:
The transition requires all providers to pass written and skills tests
Changing Transition Course Dates and/or Times
Education standards for new, original courses of instruction for the new levels, EMR, EMT, and AEMT were created by Hutchinson Community College and posted by KSBEMS here.
Local services as well as many of the Kansas Community Colleges are offering transition courses.
“If we don’t find enough volunteers, we’re going to have to close. It will be a hardship for our community. I’m angry that we can’t find the resources we need.”
“It always feels like there’s a crunch to find volunteers, but they come through at the last-minute. I wish I didn’t have to worry about finding volunteers.”
Often non-profit organizations look to the corporate world for models of organization development and strategy. Yet non-profits are fundamentally different. While they have passion and vision, and deliver excellent service, the resources required differ from the business world. These resources may include charitable donations, grants, corporate sponsorships, and sometimes business revenues.
Non-profits rely on volunteers. Leading a team of volunteers is inherently different from leading paid employees. Volunteers commit their time, energy, money, and other resources because they want to make a difference, belong to a group with a common goal, and have pride in being a contributing member. Volunteers commit on their own terms. Leaders are the glue, attracting others to join and directing activities.
I have written a longer article about a 2-year study by Deloitte that looks at the characteristics of volunteers and suggests a list of questions that non-profit leaders can use to develop a strategy for leading and attracting volunteers. For more in-depth reading, I recommend Jim Collins’ monograph Good to Great for the Social Sectors and Baghai and Quigley’s As One: Individual Action and Collective Power.
There are encouraging statistics for those seeking to attract volunteers – from the overwhelming numbers of college students applying to Teach for America to the spontaneously organizing groups on the Internet such as the Linux users group, who jointly develop an operating system, and Wikipedia contributors. People envision helping their communities, learning new skills, and making a difference.
A community organizer is someone who uncovers [volunteers’] self-interest. They give [volunteers] an opportunity to work in their own self-interest and address problems in the community that they could not address by themselves.
– Jane Addams
The update of the AEMT files is complete with the addition of the PowerPoint slides to the Acrobat.com site. I/Cs and TOs who have been through the train the trainer course and who have access to the Acrobat.com site can now download the slides.
The slides have been left in a pptx file format. You can add content to the slides. You may NOT delete content from the slides for from the AEMT program. If you have questions or concerns, please contact us directly.
Just a reminder to all of those who attended the train-the-trainer courses in 2010 who wish to download the newest manuals that the download site is: http://www.acrobat.com. We have added this information to the Documents and Links page too.
If you are a student in the transition, you will receive your student manual from your course instructor.