Fillable Printable Letter Of Intent Sample-EMT Paramedic Program

Letter Of Intent Sample-EMT Paramedic Program

Letter of Intent

EMT Paramedic Program

AAS in Emergency Medical Service

Office of the Provost

and

Department of Nursing

Table of Contents

1. Purposes and goals

2. Need for the Curriculum

3. Students

4. Curriculum

Description of New Courses

5. Faculty

6. Facilities, Laboratory Equipment, Supplies and Library Materials

7. Cost Assessment

1. Purposes and Goals

A. Educational Goals

The goal of the A.A.S. in EMT-Paramedic is:

1. to prepare EMT-Paramedics who are highly competent in the knowledge, skills

and demeanor which meet national, State and regional standards for EMT-

Paramedic professionals.

2. to provide a quality general education that facilitates personal development,

global citizenship and a foundation for success in further higher education.

The National Emergency Medical Services (NEMS) is an agency of the National

Highway Traffic Safety Administration, which itself is an agency of the United States

Department of Transportation. NEMS issues the official US DOT National Standard

Curriculum for Emergency Medical Technician-Paramedics (EMT-P). Kingsborough’s

program will reflect this standard curriculum.

The Committee on Accreditation of Educational Programs for the Emergency Medical

Services Professions is part of the Commission on the Accreditation of Allied Health

Programs (CAAHEP). This Committee sets standards for program accreditation.

Kingsborough’s program will meet these standards.

The New York State Department of Health sets standards for approved programs. New

York City’s regional body, REMSCO, also approves training sites according to its

standards. Kingsborough’s program will be approved by these entities.

All four standard curricula are substantially the same and Kingsborough’s A.A.S. in

EMT-Paramedic will meet all four, as well as receive national accreditation, NY

Department of Health and REMSCO approval for the program.

Kingsborough’s curriculum will also provide instruction for additional paramedic

credentials which are beyond the minimum curriculum essential for program

accreditation and approval: Advanced Cardiac Life Support (ACLS), Pediatric Advanced

Life Support (PALS) and Neonatal Advanced Life Support (NALS). Furthermore, to

better serve Brooklyn, which has a density of apartment buildings and is surrounded on

three sides by water, Kingsborough’s curriculum will include instruction in hi-rise

extrication (by stair chair) and deep water rescue techniques according to US Coast

Guard standards.

This program is designed to provide the following:

• A two-year curriculum leading to an AAS in Emergency Medical Service.

• A transfer option for students who complete the EMT-Basic Program sponsored

by Kingsborough’s Healthcare Institute and receive advanced placement in the

AAS program.

• Professional coursework leading to a Certificate of Completion with which

students can seek licensure and employment as an EMT-Paramedic.

• A degree option for those already holding EMT–Basic licenses who can receive

advanced placement into the paramedic courses.

• Continuing education credit required for state license and national certification

renewal.

B. Status of the Profession

The most advanced level of training for this occupation is EMT-Paramedic. At this level,

the caregiver receives additional training in body function and learns more advanced

skills. The program usually results in an associate in applied science degree and prepares

the graduate to take the NREMT examination and become certified as an EMT-

Paramedic. Extensive related coursework, a major portion of which is clinical and field

experience, is required.

EMTs and paramedics must be free from criminal conviction, emotionally stable, have

good dexterity, agility and physical coordination, and be able to lift and carry heavy

loads. They also need good eyesight (corrective lenses may be used) with accurate color

vision.

Advancement beyond the EMT-Paramedic level usually means leaving fieldwork. An

EMT-Paramedic can become a supervisor, operations manager, administrative director,

or executive director of emergency services. Some EMTs and paramedics become

instructors, dispatchers or physician assistants, while others move into sales or marketing

of emergency medical service equipment. A number of EMTs and paramedics enter the

field at this level to assess their interest in health care, and then decide to return to school

and become registered nurses, physicians or other higher-level health workers.

In 1975, the American Medical Association (AMA) recognized the EMT-Paramedic as

an allied health occupation. The Essentials for EMT-Paramedic Program Accreditation

were developed in 1976 and adopted in 1978 by the AMA Council of Medical Education.

The Joint Review Committee on Education Programs for the EMT-Paramedic (JRCEMT-

P) made the "Essentials" the standard for evaluating programs seeking accreditation

(JRCEMT-P, 1995). JRCEMT-P is now known as CoAEMSP, accredits EMT-P

programs and recognizes EMT-B and EMT-I programs. Only EMT-P accreditation is

done in collaboration with CAAHEP.

The NHTSA curricula are the national standard for EMS education and are referenced in

many State laws and administrative rules as the basis for the scope of practice.

C. National and Local Educational Trends

Emergency medical services (EMS) education has evolved over time and, as is true of

most new professions, no master plan was conceived to guide its evolution

systematically. Effective components of quality EMS education have emerged during the

last thirty years, including the national standard-EMS curricula, accreditation standards

and a national registration system. Unfortunately, these individual parts have developed

independently, and currently there is no formal EMS education system in which the

components and their roles are clearly defined, their interrelationships articulated, and the

decision-making process for modification and improvement established.

In the 1970s, the stakeholders of EMS had no way to predict the challenges that would

face the profession during this period of rapid growth. While many of them are

volunteers, EMS providers are also paid, full-time personnel. They work in hospital-

based or public safety-based programs. Local variations of practice present challenges

which are unique to this allied health care profession.

A training site must be approved by the State of New York and the City of New York.

This is done before any training can begin. Sponsors must complete a needs assessment,

which must demonstrate both a community and a student need for the program and that it

will not undermine enrollment in currently approved sponsor sites. Sponsor sites typically

begin with EMT-B offerings and, after they demonstrate success, can apply for a site

upgrade and add the EMT-P courses.

The Regional EMS Council’s Executive Director Marie Diglio (212 870 2301) has

provided enrollment information and training sites that are operating locally. After

Kingsborough’s application is submitted to the Regional EMS Council (REMSCO), an

approval process including a site visit will be conducted. It will then go to the New York

State Department of Health where it will undergo an approval process that takes at least

45 days and may include another site visit.

Karen Meggenhoffen, Associate Director, New York State Department of Health, Bureau

of Emergency Services, acknowledged that there is a need for more EMT-P graduates in

the NYC area, and the largest employers are the NYFD and AMR (American Medical

Response, a national ambulance service provider) and several hospital-based private

ambulance companies. Statewide, New York has more than 60,000 licensed EMT–Bs.

Although most of these are avocational, non-paid volunteers, paid employment is a

growing trend.

New York is not a National Registry State. It has its own licensing examinations and

does not use the NREMT national credentialing exam system. Currently the pass rate for

first-time candidates on this exam is around 90%. The average pass rate for the NREMT

exam is significantly lower.

In Fall 2007, Kingsborough’s Continuing Education Department in conjunction with

TransCare Training Institute offered the EMT-Basic course for the first time. The

success of this program will become REMSCO’s justification for approving the College’s

sponsorship of an EMT-P Program. Much of the laboratory and training equipment is

currently on hand and the T-4 building has been modified to provide lab space. Students

in the EMT-Paramedic program must be EMT-B licensed prior to enrolling in the EMT-P

courses.

At this time, Methodist Hospital in Brooklyn, BMCC and St. Johns University in Queens

have EMT-P programs. Monroe College in the Bronx was just approved for EMT-B.

The Council will likely look favorably on a community college as a sponsor and the

Regional Council Executive Director, Marie Diglio, thinks we should proceed. There is

also a bridge possibility for Paramedics to ADN programs in the State. Marie Diglio will

help to identify an appropriate Program Director from among those who are senior

instructors with master’s degrees and there are quite a number of these individuals who

may be interested in the position.

D. Related College Offerings

Kingsborough is currently offering the EMT-Basic course through Continuing Education.

TransCare Ambulance Service, which serves the Brooklyn and New York area, is the

largest private EMS provider in New York City and has a currently approved Certified

Instructor Coordinator (CIC), has partnered with Kingsborough. We will work with Trans

Care Training Institute so that the success of the Continuing Education EMT-Basic

course will become the justification upon which the State will consider Kingsborough’s

application to offer not only EMT-Basic through Continuing Education, but also the

A.A.S. in EMT-Paramedic. TransCare has committed to a lasting partnership from this

initial stage through to the implementation of the degree program. TransCare and

emergency medical departments in area hospitals will provide clinical and field training

sites and be a source of qualified instructors. Donald M. Cardone, EMT-P and CIC, will

serve as the course CIC and Arthur J. DeMello, EMT-P and CIC, will teach the

curriculum. TransCare’s Medical Director, Victor Politi, MD, has agreed to serve as the

Program Medical Director. Dr. Politi is board certified in emergency medicine and is the

Director of the St. John’s Emergency Department. He is a former NYC paramedic and

was a NYPD Emergency Services Lieutenant.

A fully equipped EMT-B classroom has been created for the EMT-B program offered by

Continuing Education. Under consideration is the acquisition of an ambulance for use as

an instructional aid for the EMT programs and as a functional unit for college use in case

of an on-campus need.

The administration of the College has demonstrated a significant interest in programs of

this type by its recent commitment to associate degree programs for surgical technicians

and physical therapist assistants. Each has fully equipped laboratories, office space and

highly qualified faculty. The College has a long standing A.A.S. in Nursing program

which has 42 faculty, 15 of whom are full-time. In addition to the A.A.S. in Physical

Therapist Assistant and the A.A.S. in Surgical Technology, the College offers programs

in mental health, community health, therapeutic recreation and transfer options to

baccalaureate programs in the health professions. The College fully supports these

programs with sufficient office space, classrooms and learning laboratories and with

equipment currently used in the field. The College is also in the process of developing a

biotechnology program.

In its July 2006 Report of Institutional Goals to CUNY, Kingsborough made a

commitment to target new certificate and degree programs in health occupations.

Currently, Letters of Intent are being prepared for five other health professions programs.

These are: Veterinary Technician, Occupational Therapy Assistant, Respiratory

Therapist, Radiologic Technology and Pharmacy Technician.

The College is pursuing the creation of a new academic department which will be

responsible for the A.A.S. in EMT-Paramedic as well as five other new health-related

technician programs. During this initial stage between the Letter of Intent and CUNY

approval to develop a full proposal, and until a new department is established, the

Department of Nursing has taken responsibility for the development of the A.A.S. in

EMT-P.

2. Need for the Curriculum

The largest employer in Brooklyn is by far and away health care. A needs study will be

conducted according to REMSCO’s standards and as a part of the sponsorship approval

process. This review and successful approval process will confirm that there is a

significant demand for the program from employers and potential students.

3. Students

Kingsborough administration, faculty and counseling staff universally have confidence in

the principle of “If we build it; they will come”. Certainly, the population base served by

Kingsborough is large enough to project that there will be a strong reaction to educational

opportunities at his level for these rewarding professions. Applicant pools for the extant

programs are excellent at present. Brooklyn has a population of over 2.2 million and

cites its major employer as health care institutions.

Enrollment at Kingsborough Community College (excluding College Now) reached

11,790 students in the spring 2005 semester. In spite of the interest of significant

numbers of these students in allied health career education, many do not have access due

to the limited number of programs and program seats available. Therefore, there is a

need to provide additional, equally viable career programs.

Meetings with representatives from the 1199SEIU League Training and Upgrading Fund

indicate significant interest in an EMT-P program for its members who are currently

employed in health care. Evening and weekend courses and other non-traditional

scheduling will be created to accommodate these students’ time-management issues.

Typically, EMT Programs are offered in the evening and on weekends and it is likely that

a number of the courses in the curriculum will be offered at these times at Kingsborough.

Each major course can be modularized and tied into technology supported instructional

resources such as simulation and computer-assisted instruction and testing. Faculty will

be encouraged and supported to use these resources. Clinical experiences can be

scheduled throughout the weekday, evening and night as well as on weekends to

accommodate student scheduling needs.

Department of Student Development personnel has enthusiastically endorsed this

proposed program and has agreed to schedule the shadowing of practicing professionals

prior to implementation to strengthen their understanding of the work environment and

scope of practice for EMT-Paramedics. This will better equip them to help potential

students select the right profession and may increase retention in the program.

4. Curriculum

This curriculum is designed to prepare students who will be ready to work anywhere in

the United States as highly qualified emergency medical technicians. The curriculum

includes the science of human anatomy all health technicians must know and is

prerequisite to clinical courses, and the humanities, social science and other general

education courses, which are essential for all associate degree graduates, provide a

foundation for further higher education and help create a well-rounded individual and

citizen.

Description of New Courses

100 Emergency Medical Technician-Basic

Credit 5

Upon the successful completion of this course and EMT Clinic I, students are eligible to

sit for the New York State EMT-B Certification Exam. Students must also satisfactorily

perform all practical skills to achieve a passing grade and successfully complete this

course. This course follows the current National Standard Curriculum for EMT-Basic.

132 EMT Clinic I

Credit 1

A series of clinical observations and ambulance experiences with a focus on

progressively higher levels of patient care responsibilities. Students will complete full

shifts in hospitals and with an ambulance crew. The number of patient experiences for

each student is delineated and some students may have to schedule additional shifts to

acquire the acceptable minimum of experiences. Offered in six-week modules.

110 Paramedic I

Credit 9

Review of all basic level skills and an introduction to advanced skills of the paramedic.

Topics include roles and responsibilities, stress management, communications, and

medical/legal/ethical issues. Clinical pre-hospital pharmacology, IV access and advanced

airway management techniques are introduced. Lab work involves IV access techniques,

endotracheal intubation, computing dosages, preparing medications for administration

and practice in all administrative techniques. Skills are learned and practiced in the

laboratory, hospital and/or field setting. Students must satisfactorily perform all practical

skills to successfully co mplete the course. Prerequisite: EMT-Basic

Paramedic Clinic I

Credit 2

A series of clinical observations and ambulance experiences with a focus on

progressively higher levels of patient care responsibilities. Students will complete full

shifts in hospitals and with an ambulance crew. The number of patient experiences for

each student is delineated and some students may be required to schedule additional

shifts to acquire an acceptable minimum of experiences. Offered during the twelve-week

semester. Prerequisite: EMT Clinic I

111 Paramedic II

Credit 3

An introduction to patient assessment and the management of the trauma patient in the

pre-hospital setting. Patient assessment and formulation of a field impression, selecting

and implementing an appropriate treatment plan for the trauma patient will be

emphasized. Skills related to the practice of advanced pre-hospital care are learned and

practiced in the laboratory/hospital/field. Students must satisfactorily perform all

practical skills to successfully complete the course. Offered in the six-week module.

Prerequisite: Paramedic I

Paramedic Clinic II

Credit 3

A series of Emergency Room clinical observations and ambulance experiences focused

on progressively higher levels of patient care responsibilities. Students will complete full

shifts in hospitals and with an ambulance crew. The number of patient experience for

each student is delineated and some students may need to schedule additional shifts to

acquire the acceptable minimum of experiences. Offered in the six-week module.

Prerequisite: Paramedic Clinic I

210 Paramedic III

Credit 9

Patient assessment and formulation of a field impression, selecting and implementing an

appropriate treatment plan for the trauma patient will be continued. Assessment and

formulation of field impressions and implementation of an appropriate treatment plan for

patients with a wide range of medical complaints including respiratory, cardiovascular,

neurological, environmental and obstetrical emergencies. Special skills associated with

patient rescue, extrication and movement that are common in the community are covered.

These include MVA extrication, deep water rescue, patient transport and safety from

high-rise and limited space environments.

Prerequisite: Paramedic II

247 Paramedic Clinic III

Credit 2

A series of clinical observations and ambulance experiences focused on progressively

higher levels of patient care responsibilities. Students will complete full shifts in

hospitals and with an ambulance crew. Advance Life support experiences will be

managed with progressively higher levels of responsibility by each student in their

ambulance experience. The number of patient experiences for each student is delineated

and some students may need to schedule additional shift to acquire the acceptable

minimum of experiences. Field practice in MVA extrication, rescue, patient transport and

practitioner safety are covered. Offered in the twelve-week semester.

Prerequisite: Paramedic Clinic II

211 Paramedic IV

Credit 3

Patient assessment and formulation of a field impression, and selecting and implementing

an appropriate treatment plan for neonatal, pediatric and geriatric patients, patients with

diverse needs and chronically ill patients. The student will also learn how to safely

manage the scene of an emergency. Students will complete nationally recognized

Certification instruction for Advanced Cardiac Life Support (ACLS), Pediatric Advanced

Life Support (PALS) and Neonatal Advanced Life Support (NALS) during this course.

Summative program written examinations are also part of this course.

Prerequisite: Paramedic III

Paramedic Clinic IV

Credit 3

A series of clinical observations and ambulance experiences with a focus on

progressively higher levels of patient care responsibilities. Students will complete full

shifts in hospitals and with an ambulance crew. The number of patient experiences for

each student is delineated and some students may need to schedule additional shifts to

acquire the acceptable minimum of experiences for the total program. Final assessments

of all skills covered in the entire program of study is in this course. Offered in the six-

week module. Prerequisite: Paramedic Clinic III

An outline of the entire 60-credit curriculum follows:

Kingsborough Community College

EMT-Paramedic Curriculum Outline

Course

number Lecture Lab Clinic Credit

100 EMT-Basic 4 3 5

110 Paramedic I 6 9 9

111 Paramedic II 2 6 3

210 Paramedic III 6 9 9

211 Paramedic IV 2 3 3

132 EMT Clinic 1 96 1

145 Paramedic Clinic I 144 2

153 Paramedic Clinic II 288 3

247 Paramedic Clinic III 144 2

253 Paramedic Clinic IV 288 3

960 40

12 English 12 4

24 English 24

15 Anatomy and Physiology fo r Allied Health 6

17 Medical Calculations 1

11 General Psychology 3

31 Intro to Sociology 3