Month: May 2012

Did you get fired?


I know it might sound cliche but GOD does care about you. Even if your having a hard time. There are several reasons why GOD does what he does. You might not always get an answer……on the why but this I can be positive about. That GOD knows what is best and the situation will never be the same. Trust GOD lean not on your own understanding and he will make your path straight.

 

When a man’s ways please the Lord,
He makes even his enemies to be at peace with him.

Better is a little with righteousness,
Than vast revenues without justice.

A man’s heart plans his way,
But the Lord directs his steps.

Going to take national registry emt-b?


Here is a paragraph that I picked up in a pdf file for the registry. Any info on what to study is huge. It is interesting about there ideals on what they think should be valid on a test. One verse they mentioned was..we dont pull from any particular source but from field experience ect. Really? That’s great for you guys but that does not seem very realistic for the beginner. Here is the paragraph.

I have been trying to compile as much relevant data via PDF files that will relate to the EMT-B  national registry. Mostly I have investigated NREMT site and the people behind it. Here are some files below to give you a taste on what to tackle.

PDF FILES ARE BELOW

Where Do You Get Those $#&*! Exam Questions?!
E X A M I N A T I O N
Phase Two of Paramedic Psychomotor Competency Portfolio Project (PPCP)
Work Continues on Exam That Better Reflects Out-of-Hospital Practice
This is a statement we often hear
from candidates and instructors,
but one that cannot be answered
quickly or simply. Questions contained
in the National EMS Certification
examinations are not directly from
textbooks – they are based on practice
of the profession. Questions (items) are
formulated by committees who use
many resources including The National
EMS Practice Analysis, National
Standard Curricula/National EMS
Education Standards, AHA Guidelines,
CDC Field Triage Guidelines, textbooks,
recent literature, and other resources.
This excerpt from the 2009 National
EMS Practice Analysis helps paint a
clearer picture of the overall goal of
every item that appears on a National
EMS Certification exam:
The goal of licensure and certification
is to assure the public that individuals
who work in a particular profession
have met certain standards and
are qualified to engage in practice
(American Educational Research
Association, American Psychological
Association, and National Council on
Measurement in Education, 1999). To
meet this goal, the requirements for
certification and licensure must be
based on the ability to practice safely
and effectively (Kane, 1982).
The primary purpose of a Practice
Analysis is to develop a clear and
accurate picture of the current practice
of a job or profession – for the NREMT
this is emergency medical care in the
out-of-hospital environment. Use
of the Practice Analysis data helps
ensure a connection between the
examination content and the actual
practice. It helps answer the questions,
“What are the most important aspects
of practice?” and “What constitutes
safe and effective care?” It also enables
the development of examinations that
reflect contemporary, real-life practice.
Each year the NREMT hosts 10-12 item
writing committees. The committees
are composed of EMS educators (5),
physicians (2), and regulators (2) who
represent all regions of the country,
in addition to NREMT staff (2). Each
member receives an assignment to
prepare 25 items (over the content
areas within the Practice Analysis –
Airway, Respiration & Ventilation;
Cardiology & Resuscitation; Trauma;
Medial/Obstetrics/Gynecology;
and EMS Operations) prior to the
meeting. As a committee they
thoroughly review and debate all
items for accuracy of content and
appropriateness at the specified
provider level. At the conclusion of
each exhaustive, two-and-a-half-day
meeting, approximately 150-200 items
are ready for pilot testing. Due to the
extent of work, professional input
and advanced technology needed
to prepare these items, each exam
question costs an average of $1,000
to develop. From the time it is first
developed, it takes 9-12 months for an
item to become “live.”
The pilot process requires 400 firsttime candidates to respond to each
piloted item. Candidates see 10-20
pilot items during their examination
experience. Following 400 responses,
the item is analyzed to assure it
accurately reflects safe and effective
care before moving on to the standard
setting process. Candidates do not
know which items are pilot questions
when they are taking their exam; and
pilot questions do not count towards
the candidate’s final score.
There is more to a single exam
question than meets the eye. The
entire process from item development
to it going “live” for the National EMS
Certification examination requires a
great deal of work. The process takes
many hours of development and
analysis, professional expertise, and
the use of the latest technology to
assess the entry-level competency of
the candidate. The ultimate goal in the
development of each exam question is
to protect the public.

Newsletter_2012

EMT-B_nationstandard_cur

NREMT Candidate B&W

ECC_guidelines

NREMT Candidate B&W

EMSScope

Newsletter_2012

Here is another paragraph on what national reg could be looking for when it comes to airway management.

Training programs for EMT-Basics
should refocus on airway
management skills
Airway management skills represent the single most
significant problem area for candidates taking the
EMT-Basic exam and have contributed to a decreased
pass rate over the past year. Because of this, it is a
growing area of concern, according to Phil Dickison,
NREMT associate director.
“Educators need to remember that the NREMT tests
patient care practice,” Dickison explained. “Therefore,
teaching application of a device without providing
knowledge about the types of patient conditions
requiring the use of the device can create confusion
in the mind of the entry-level EMT.
“It appears that many EMTs, after assessing a
patient, cannot correctly determine in which order to
open an airway, oxygenate the patient, or ventilate the
patient,” he added.
If a patient presents with signs and symptoms that
indicate inadequate oxygenation (hypoxia) and
inadequate ventilatory effort, that patient needs more
assistance than a non-rebreather mask can provide, he
added. In these cases, additional ventilatory support
will be necessary.
“Educators should emphasize the importance of not
only assessing ventilatory rate and quality, but also the
general impression of patient, mechanism of injury or
nature of illness,” Dickison added. “This should help EMTBasic candidates understand the full range of ventilatory support options and perform better in the field.”

 

http://www.nremt.org/nremt/downloads/newsletter.pdf