Temple College

EMS Program
Clinical Information Guide

Program Contact Information

Jeff Fritz

Program Director / Chair of EMS

Office: 254-298-8563 jeffrey.fritz@templecollege.edu

Heather Reeder

Assistant Professor / Clinical Coordinator

Office: 254-298-8566 Cell: 254-289-7104 heather.reeder@templecollege.edu

Diedra Blankenship

Professor of EMS – Paramedic Program

Office: 254-298-8694 diedra.blankenship@templecollege.edu

Bobby Steele

Associate Professor of EMS – Paramedic Program

Office: 254-298-8564 bobby.steele@templecollege.edu

Tina Amlin

Assistant Professor of EMS – EMT Program

Office: 254-298-8562 tina.amlin@templecollege.edu
Questions at Clinical Sites

If you have questions or issues with students while they are on clinical sites, please reach out to the Clinical Coordinator, Heather Reeder, at 254-289-7104.

Department Overview

The Temple College EMS Department prepares students to take the National Registry's certification exam and to be competent entry-level ECAs, EMTs, Advanced EMTs, and Paramedics. Students who pass the National Registry Exam can apply to the Texas Department of State Health Services (DSHS) for Texas certification. To work in Texas, you must be certified by the Texas DSHS. Students who complete the EMT course are encouraged to consider continued education in the paramedic program.

The Temple College Paramedic program allows EMS students to pursue either paramedic certification or an AAS degree in EMS. After completing the paramedic certification process, the student may choose to continue studies in EMS. This program also allows previously trained paramedics to continue their education to attain the AAS degree.

Temple College conducts EMT, AEMT, and Paramedic courses at the main campus in Temple and the East Williamson County Higher Education Center in Hutto. Clinical rotations are required for all courses except the EMR course.

Accreditation Status

The Temple College Paramedic Program is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP).

Program Goals

Each program prepares graduates who are competent in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains to enter the profession.

Professional Behavior

Students are expected to behave compassionately, professionally, and ethically at all times. Each student will be evaluated on fifteen areas related to professional behavior. Students who demonstrate inappropriate ethical or professional behavior will be subject to disciplinary action, ranging from probation to expulsion from the program.

Integrity

Consistent honesty, trustworthiness with property and confidential information, complete and accurate documentation, and personal accountability including acknowledgment of errors and limitations.

Empathy

Showing compassion, responding appropriately to the emotional responses of patients and families, demonstrating respect, and maintaining a calm and helpful demeanor toward those in need.

Self-Motivation

Taking initiative to complete assignments and improve behavior; following through on tasks without constant supervision; striving for excellence; accepting constructive feedback positively.

Appearance & Personal Hygiene

Appropriate, neat, clean, and well-maintained clothing and uniforms; good personal hygiene and grooming.

Self-Confidence

Demonstrating the ability to trust personal judgment and awareness of one's own strengths and limitations.

Communications

Speaking clearly, writing legibly, listening actively, and adjusting communication strategies to various situations.

Teamwork & Diplomacy

Placing the team's success above self-interest, supporting all team members, showing respect, and remaining open and flexible to change.

Respect

Being polite, avoiding derogatory language, following instructor instructions, and treating all individuals with dignity regardless of race, gender, disability, age, religion, national origin, or other characteristics.

Patient Advocacy

Not allowing personal bias to interfere with patient care, placing the needs of the patient above self-interest, and protecting patient confidentiality and dignity.

Professional Code of Conduct

EMS students are frequently exposed to and evaluated by patients and other healthcare providers. The attitude, appearance, and performance of EMS students directly impact the impressions others have of the EMS profession. Students who develop habits and skills consistent with a Professional Code of Conduct improve the likelihood of future success as EMS professionals.

  1. Public Service & Compassionate Care. The primary purpose of EMS is to respond to persons in need in a compassionate, medically appropriate manner. EMS professionals are often invited into the homes of strangers who expect respectful, dignified, compassionate care as well as timely, efficient, clinically appropriate service. EMS students demonstrate this by their constant willingness and eagerness to assist in all patient care tasks.

  2. Respect for the Physician/EMS Relationship. EMS providers have a responsibility to respect the medical license under which they function. Students demonstrate this by following established clinical training guidelines and performing only those procedures authorized by a physician and within the limits of their knowledge and skill.

  3. Respectful Interaction with the Healthcare Team. The EMS professional is often the first team member to care for the patient. Effective interaction requires conducting oneself in a respectful, courteous, and knowledgeable manner. Students may demonstrate gratitude for this opportunity by actively assisting and participating during clinical rotations.

  4. Teamwork and Leadership. EMS professionals must value teamwork and leadership. The effective EMS professional develops and practices skills that persuade team members to follow the leader's plan of action. Leadership must not be confused with command.

  5. Continuum of Education. EMS professionals must maintain a personal responsibility for never-ending education. As the practice of medicine changes, so must the practice of the EMS professional. Students must take advantage of the learning opportunities and resources provided to them.

  6. Moral and Ethical Conduct. EMS professionals are held to an extremely high standard of moral and ethical conduct. Honesty, confidentiality, respect for others, willingness to serve and learn, and clinical proficiency are expectations of the EMS employer, the patient, and the community. Students must conduct themselves in a manner that leaves no question as to their high standards of moral and ethical conduct.

⚠ Disciplinary Action

Students who demonstrate conduct contrary to this Professional Code of Conduct may be subject to disciplinary action that may affect their status in the profession, course, and with the College.

Essential Functions

To effectively perform as an EMS Professional, students must be able to perform the following essential functions during training and while employed. These skills and abilities are required for program admission, progression, and graduation.

Accommodations

Students must be able to perform all essential functions with or without reasonable accommodations. Qualified applicants with disabilities are encouraged to apply if they can meet all essential functions. Students with disabilities must request accommodations through the Office of Student Accommodations at Temple College. Accommodations that would fundamentally alter the essential functions of the program will not be provided.

Sensory and Perception

  1. See objects up to 20 inches away (computer text, syringe calibrations).
  2. See objects up to 20 feet away (presence of individuals close by).
  3. See objects greater than 20 feet away (road signs, house numbers).
  4. Distinguish color (color-coded supplies) and shading (skin signs).
  5. Use peripheral vision and depth perception in emergency settings.
  6. Perceive differences in surface characteristics (palpate anatomic landmarks).
  7. Read fine print in varying levels of light.
  8. Read for prolonged periods of time.
  9. Read at varying distances.
  10. Read data/information displayed on monitors, equipment, maps, and computers.
  11. Identify and respond to key audible stimuli including radio traffic, alarms, warning sounds, and audible findings on physical exam.
  12. Detect and discriminate high- and low-frequency sounds produced by the body and the environment.
  13. Discern tremors, vibrations, pulses, textures, temperature, shapes, size, location, and other physical characteristics.
  14. Perceive odors from faint to noxious (body odors, smoke, gas, alcohol).
  15. Use the senses to make correct judgments regarding patient conditions and safely administer prehospital emergency care.

Communication / Interpersonal Relationships

  1. Communicate by phone, radio, computer, and other electronic devices.
  2. Express ideas and feelings clearly.
  3. Communicate effectively and accurately with fellow students, faculty, dispatch, patients, and members of the healthcare team.
  4. Send and receive verbal and nonverbal messages.
  5. Verbally and in writing, engage in two-way communication and interact effectively with others from a variety of social, emotional, cultural, and intellectual backgrounds.

Cognitive / Critical Thinking

  1. Effectively read, write, and comprehend the English language.
  2. Consistently and dependably engage in critical thinking to formulate and implement safe and ethical decisions in a variety of settings.
  3. Demonstrate satisfactory performance on written examinations, including mathematical computations without a calculator.
  4. Satisfactorily achieve the program objectives.
  5. Comprehend new knowledge and apply it in the practice setting.
  6. Organize, problem-solve, and make decisions.
  7. Make good judgment decisions and exhibit problem-solving skills under stressful situations.

Motor Function

  1. Handle and operate small delicate equipment/objects without extraneous movement, contamination, or destruction.
  2. Move, position, turn, transfer, assist with lifting, or lift and carry patients without injury to patients, self, or others.
  3. Push/pull heavy objects without injury to patient, self, or others.
  4. Function with hands free for prehospital care and transporting items.
  5. Maneuver in small areas.
  6. Calibrate/use equipment.
  7. Perform CPR and physical assessment (repetitive motions and upper body movement).
  8. Walk, climb, crawl, bend, squat, push, pull, or lift and balance over uneven and less than ideal terrain.
  9. Possess good physical stamina and endurance to lift, carry, and balance — at times in excess of 125 lbs., 250 lbs. with assistance.
  10. Have good hand-eye coordination and manual dexterity to manipulate equipment, instrumentation, and medications.
  11. Stand/walk/sit for long periods.
  12. Ride in all positions in an ambulance or response unit without motion sickness.
  13. Move with sufficient speed to respond to an emergency.
  14. Maintain balance, sitting and standing, in motion and still.
  15. Reach above shoulders and below waist.
  16. Safely and effectively restrain a patient.
  17. Preserve own safety and assist others in preserving safety.

Behavior and Social

  1. Demonstrate and value caring, respect, patience, sensitivity, tact, compassion, empathy, tolerance, and a healthy attitude toward others.
  2. Demonstrate a healthy mental attitude that is age appropriate.
  3. Handle multiple tasks concurrently.
  4. Function effectively in situations of uncertainty and stress inherent in providing prehospital care.
  5. Report promptly to class and clinical rotations; able to function for up to 24 hours.
  6. Accept responsibility, accountability, and ownership of one's actions.
  7. Possess sufficient emotional stability to perform duties in life-or-death situations and in potentially dangerous social situations.
  8. Be oriented to reality and not mentally impaired by mind-altering substances.
  9. Work effectively in groups and independently.
  10. Maintain concentration on situations and tasks as long as necessary.
  11. Maintain professional demeanor in all interactions and at all times.
  12. Maintain professional therapeutic boundaries.
  13. Adapt to sudden, expected, or unexpected change.
  14. Respond appropriately to stress and other strong emotions, both own and others'.
  15. Negotiate interpersonal conflicts to successful resolution.
  16. Establish rapport with patients, bystanders, and coworkers as appropriate.
  17. Appreciate and value diversity (social, cultural, spiritual, racial, or other).
  18. Recognize emotions, both own and others'.
  19. Provide emotional support to patients and others as appropriate.
  20. Value and demonstrate honesty, integrity, and justice.
  21. Demonstrate professional ethics and adhere to ethical standards in all situations.

Mathematics

  1. Perform accurate measurements (weight, temperature, volume, or time).
  2. Count events or instances (pulse rate, drip rate).
  3. Perform arithmetic (add, subtract, multiply, divide, including fractions).
  4. Convert numbers to or from the metric system.
  5. Comprehend graphs and charts.

Environment

  1. Adapt to changing environments and situations.
  2. Tolerate exposure to extremes in the environment including variable weather, hazardous fumes, and noise.

Clinical and Field Rotation Policies

Authorization to Attend Clinical and Field Rotations

Students must meet certain qualifications before attending a clinical rotation, including completing all training and orientation sessions and submitting all required immunization paperwork, background checks, drug screenings, and demonstration of required psychomotor skills (as outlined in each course syllabus).

⚠ Warning

Students who attend a rotation without authorization will be immediately dismissed from the program.

Behavior / Attitude

Students are expected to behave in a professional, mature, and ethical manner at all times. At a minimum, students should:

⚠ Grounds for Dismissal

Unprofessional conduct or attitudes toward program faculty, clinical and field faculty, or their patients is grounds for immediate dismissal from the program.

Clinical Affiliate Policies

Students are expected to follow all rules and regulations of each clinical site. Violations may result in disciplinary action by the EMS Department or the College. Notable site-specific policies include:

Expectation of Students

Patient Confidentiality

Students are expected to hold all patient and institutional information in the strictest confidence at all times.

⚠ HIPAA Warning

The Health Insurance Portability and Accountability Act of 1996 (HIPAA) establishes significant penalties for breach of confidentiality, including substantial fines and the possibility of federal confinement. Students who violate this law may be expelled from the course, and clinical sites will likely prohibit the student from returning.

Dress Code

⚠ Dress Code Violations

Violations may result in the student being sent home, which constitutes a clinical absence and adversely affects the student's grade. Repeated violations may result in dismissal from the program.

Clinical Attendance

Clinical attendance is critical to the success of the EMS student and is a direct reflection of professionalism and attitude. It is the expectation of the EMS Department that students will be at the clinical or field site at least 15 minutes prior to the beginning of the shift.

Students will schedule clinical and field rotations in Platinum Planner or with the Clinical Coordinator. Once approved and scheduled, all shifts will be listed in Platinum Planner and students are expected to adhere to the schedule.

Absenteeism Policy

  1. Absences from clinical or field shifts will result in a grade penalty in order to provide adequate clinical experiences and meet credentialing agency requirements.
  2. Students may reschedule up to two shifts per semester regardless of reason. Additional reschedules result in a 3-point deduction from the final clinical grade. This includes absences due to illness, car trouble, family obligations, scheduling conflicts, etc. It is the student's responsibility to reschedule any missed clinicals.
  3. Students who cancel or do not show up for a shift have seven days to schedule another shift. Failure to meet this deadline results in a 5-point deduction from the final clinical grade for each instance.
  4. Students must schedule clinical and field rotations by the deadline given on the first day of class. Clinical sites have limited spots available and adherence to the schedule is imperative.
  5. Students with two or more absences will be required to meet with the Clinical Coordinator and Program Director.
Cancellation Notice

If you are unable to attend a scheduled clinical rotation, notify the Clinical Coordinator no less than one hour before your required report time. When possible, provide 24–48 hours' notice. You may leave a message on her office phone, email, or Teams.

No Call / No Show Escalation

Multiple no call/no shows over the course of the program may result in dismissal from the program.

Tardiness

⚠ Zero Tolerance

Tardiness to clinical rotations is NOT tolerated. If you arrive late, you will be sent home and will need to reschedule the rotation. This counts as a clinical absence and will affect your grade.

Student Minimum Competency Requirements

The tables below outline the minimum number of patient contacts required for each certification level. Where parentheses appear, values indicate minimum Formative (F) / Competency (C) requirements. # indicates simulation is permitted.

Pathology Requirements

Pathology EMT AEMT Paramedic
Cardiac Arrest 0 5 # 3 (1/1) #
Cardiac Dysrhythmias 0 0 * 16 (6/6)
Cardiac pathologies or complaints 5 5 18 (6/6)
Medical Neurologic pathologies or complaints 0 5 12 (4/4)
Psychiatric / Behavioral 1 5 18 (6/6)
Respiratory pathology or complaint 3 5 12 (4/4)
Other Medical conditions or complaints 0 5 18 (6/6)
OB Delivery – Complicated 0 1 # 3 (2/1) #
OB Delivery with normal newborn care 0 2 # 3 (2/1) #
Distressed neonate 0 3 # 4 (1/2) #
Trauma 2 10 30 (9/9)

# Simulation permitted. Parentheses indicate minimum formative and competency requirements (F/C).

Formative vs. Competency

Formative: The student conducts patient assessments and helps develop a management plan with some assistance. Provides feedback during the educational experience.

Competency: The student conducts patient assessments and develops a management plan with minimal to no assistance. Attests that the student has demonstrated performance necessary for safe and effective care.

Patient Complaints (Live Encounters)

Patient Complaint EMT AEMT Paramedic
Abdominal Pain 1 5 20
Diabetic Problems 0 2 4
Dizziness / Vertigo 3 5 10
Headache 3 5 10
Ingestions / Poisons / Overdose 0 1 4
Pregnancy / Childbirth 0 2 10
Syncope / Near-Syncope 3 3 10
Unconscious / AMS 0 2 10

Age Categories (Live Encounters)

Age Category EMT AEMT Paramedic
Newborns 0 0 2
Infants (0–1 year) 0 0 2
Toddlers (1–3) 0 0 2
Preschoolers (4–5) 0 0 2
School age (6–12) 0 0 2
Adolescents (13–17) 0 0 2
Pediatrics (0–12) 5 10 30 (5/15)
Adults (18–65) 15 25 60 (10/30)
Geriatric 5 15 18 (5/9)

# Simulation permitted. Parentheses indicate formative and competency requirements (F/C).

Simulation

Simulation may replace live patient contacts on a case-by-case basis with the Medical Director's and Program Director's approval.

EMT Field and Clinical Requirements

Rotations — 80 Hours Total

Adult ED 16 hours minimum
Pediatric Facility / Clinic 4 hours minimum
Field 60 hours minimum

Competency Check-Offs

EMT Skills (Performed)

Skill Clinical Field Either Total
Vital Signs 10 5 — 15
Patient Assessment 11 6 — 17
Blood Glucose Monitoring — — 2 2
Nebulized Medications — — 2 2
Minimum number of Transports — 5 — 5
Minimum number of ALS Calls — 5 — 5

AEMT Field and Clinical Requirements

Course: EMSP 1161 Clinical Advanced EMT

Rotations — 96 Hours Total

Adult Emergency Department 24 hours minimum (3 shifts)
Pediatric Facility 8 hours
Operating Room 12 hours (2 shifts)
Field Experience 36 hours (3 shifts)
Elective 16 hours

Competency Requirements

AEMT Skills

Skill Clinical Field Either Total
Venous Blood Sampling — — 4 # 4 #
Establish IV access 20 — — 20
Establish IO access * — — 2 # 2 #
Administer IV bolus medication — — 10 # 10 #
Intraosseous medication — — 2 # 2 #
Administer IM Injection — — 2 # 2 #
Intranasal medication — — 2 # 2 #
PPV with BVM (Live patients) 5 — — 5
PPV with BVM (Additional – sim permitted) * — — 5 # 5 #
Perform endotracheal suctioning — — 2 # 2 #
Inserting supraglottic airway — — 10 # 10 #
Oral intubation (Live patient) 4 — — 4
End-tidal CO2 Monitor & Waveform Interpretation * — — 10 # 10 #
Defibrillation: AED use — — 2 # 2 #
Perform Chest Compressions — — 2 # 2 #
Administer Nebulized Medication 5 — — 5
Field Experience — 5 — 5
Field Internship — 5 — 5
Field Experience or Internship – ALS Calls — 3 — 3

# Simulation permitted.

Paramedic Field and Clinical Requirements

Clinical Paramedic I — 112 Hours

CTICU / CCU 8 hours minimum (2 shifts)
MICU 8 hours minimum (2 shifts)
Emergency Department 20 hours minimum (2 shifts)
EP / Coronary Cath Lab 4 hours minimum (1 shift)
Field Experience 72 hours minimum (minimum 3 ALS calls)

Competency Check-Offs: 12-Lead ECG Acquisition/Interpretation; Capnography

Clinical Paramedic II — 96 Hours

(Completed before Field Internship)

Pediatric ICU 8 hours minimum (2 shifts)
Pediatric ED 8 hours minimum
Labor & Delivery 16 hours minimum (2 shifts)
Field Experience 60 hours minimum (5 shifts)
Elective 4 hours

Competency Check-Off: None

EMSP 2260 Field Internship — 144 Hours

(2nd 8 weeks)

Field Competency Check-Off: Call Management
Field Preceptor Check-Off: Patient Assessment

Paramedic Skills

Skill Lab Clinical Field Clin or Field Total
Administer IM Injections 2 2 — — 4
Administer IV bolus medication 2 5 10 — 17
Intraosseous Medication * 2 # — — — 2
Administer IV Infusion medications 2 5 — — 7
Establish IO access 4 — 2 # — 6
Establish IV access 2 5 20 — 27
PPV with BVM (Live patients) 4 1 — — 5
PPV with BVM (Additional – sim permitted) 4 — 5 # — 9
CPAP — — 3 # — 3
End-tidal CO2 Monitor & Waveform Interpretation — — 5 # — 5
Insert supraglottic airway 2 — 10 # — 12
Oral Intubation (Live patient) — 4 — — 4
Oral Intubation (Additional – sim permitted) 2 — 6 # — 8
Perform Endotracheal Suctioning 2 — 2 # — 4
FBAO removal using Magill Forceps 2 — 2 # — 4
Needle decompression of the chest 2 — 2 # — 4
Perform Cricothyrotomy 2 — 2 # 4 # 4
12 Lead — 20 — — 20
Perform Chest Compressions 2 — 2 # — 4
Perform Defibrillation 2 — 2 # — 4
Synchronized Cardioversion 2 — 2 # — 4
Transcutaneous Pacing 2 — 2 # — 4
Team Member – Field Experience — — 30 — 30
Team Leads – Field Internship — — 20 — 20

# Simulation permitted.

Paramedic Program Clock Hours

Course Component Clock Hours
Lecture / Laboratory 688
Clinical Rotations 170
Field Rotations 142
Field Internship 132
Total 1,088