iTeh StandardsiTeh Standards
EURUSD
Your shopping cart is empty.
ASTM

ASTM F1256-90(2002)

(Guide)

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs

Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs

SCOPE
1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in basic life support knowledge and skills.
1.2 This guide identifies six categories of instructor in a BLS/EMT (basic life support/emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories.
1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable.
1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many BLS/EMT training programs, the limited instructional roles played by these individuals precludes the need for specific selection and utilization guidelines.
1.5 This guide is intended to apply to any individual who teaches in BLS/EMT training programs regardless of the individual's present level of clinical practice.
1.6 This guide intentionally omits references to length of prehospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency.
1.7 This guide applies only to instructors who teach in basic life support training courses designed to prepare an individual for certification to practice as an EMT (basic) or first responder. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification.
1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the BLS/EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards.
1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety and health practices and determine the applicability of regulatory limitations prior to use.
Note 1—Also see Practice F1031.

General Information

Status
Historical
Publication Date
09-Jan-1990
ICS
11.160 - First aid
Technical Committee
F30 - Emergency Medical Services
Drafting Committee
F30.02 - Personnel, Training and Education
Current Stage
Ref Project

Relations

Replaces
ASTM F1256-90(1996)e1 - Standard Guide for Selection and Practice of the Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs
Effective Date
10-Jan-1990
Replaced By
ASTM F1256-90(2008) - Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs
Effective Date
01-Feb-2008
Referred By
ASTM F1229-01(2016) - Standard Guide for Qualification and Training of EMS Air Medical Patient Care Providers
Effective Date
10-Jan-1990

Buy Standard

ASTM F1256-90(2002) - Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training ProgramsASTM F1256-90(2002) - Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs
PreviousNext
Guide
ASTM F1256-90(2002) - Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Basic Life Support/Emergency Medical Technician (BLS/EMT) Training Programs
English language
5 pages
sale 15% off
Preview
sale 15% off
Preview

Standards Content (Sample)


NOTICE: This standard has either been superseded and replaced by a new version or withdrawn.
Contact ASTM International (www.astm.org) for the latest information
Designation:F1256–90(Reapproved2002)
Standard Guide for
Selection and Practice of Emergency Medical Services
Instructor for Basic Life Support/Emergency Medical
Technician (BLS/EMT) Training Programs
This standard is issued under the fixed designation F 1256; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (e) indicates an editorial change since the last revision or reapproval.
1. Scope 1.7 This guide applies only to instructors who teach in basic
life support training courses designed to prepare an individual
1.1 This guide is intended to assist emergency medical
forcertificationtopracticeasanEMT(basic)orfirstresponder.
services (EMS) agencies and institutions in selecting and
Itdoesnotapplytoinstructorswhoteachinspecializedcourses
utilizing individuals who teach in EMT (emergency medical
that do not in themselves qualify the individual for a level of
technician) training programs which include instruction in
EMT certification.
basic life support knowledge and skills.
1.8 This guide does not establish certification requirements.
1.2 This guide identifies six categories of instructor in a
Such requirements should be established by the certifying
BLS/EMT (basic life support/emergency medical technician)
agency in the jurisdiction in which the BLS/EMT instructor
training program: adjunct instructor, clinical/field preceptor,
will function. This guide may be used to provide considerable
practical skills instructor, associate instructor, course
guidance to the jurisdiction responsible for establishing certi-
instructor/coordinator (I/C), and course administrator. The
fication standards.
guide recognizes that an individual may, depending on his/her
1.9 This standard does not purport to address all of the
level of practice and the training program involved, function in
safety concerns, if any, associated with its use. It is the
any or all of these categories.
responsibility of the user of this standard to establish appro-
1.3 This guide includes specific guidelines for qualifica-
priate safety and health practices and determine the applica-
tions, training, education, experience, scope of authority, re-
bility of regulatory limitations prior to use.
sponsibilities, continuing education, evaluation, and mainte-
nance of competency when applicable.
NOTE 1—Also see Practice F 1031.
1.4 This guide does not include specific guidelines for the
2. Referenced Documents
course administrator or the adjunct instructor. While the guide
recognizes, by offering a definition of each category, that these
2.1 ASTM Standards:
types of individuals function in many BLS/EMT training
F 1031 Practice for Training the Emergency Medical Tech-
programs, the limited instructional roles played by these
nician (Basic)
individuals precludes the need for specific selection and
3. Terminology
utilization guidelines.
1.5 This guide is intended to apply to any individual who 3.1 Definitions of Terms Specific to This Standard:
teaches in BLS/EMT training programs regardless of the
3.1.1 adjunct instructor—an individual with specialized
individual’s present level of clinical practice. subject matter expertise, who, on occasion, instructs a specific
1.6 This guide intentionally omits references to length of
topic of a curriculum under the direction of the course
prehospital care experience, teaching experience, and continu- instructor/coordinator.
ing education requirements. This guide also omits reference to
3.1.2 associate instructor—an individual who possesses the
waiverorequivalency.Theseissuesshouldbeaddressedbythe qualifications and education/training of a course instructor/
appropriate agency.
coordinator, but, in a specific course, assumes a supportive or
assisting role to the course instructor/coordinator. This indi-
vidual may substitute for the course instructor/coordinator in
This guide is under the jurisdiction of ASTM Committee F30 on Emergency
Medical Services and is the direct responsibility of Subcommittee F30.02 on
Personnel, Training and Education.
Current edition approved Jan. 10, 1990. Published February 1990. Annual Book of ASTM Standards, Vol 13.02.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959, United States.
F1256–90 (2002)
case of necessity or, in other courses, serve as a course BLS/EMT programs. It must, at a minimum, contain the
instructor/coordinator. elements of the DOT EMS Instructor National Standard
Curriculum.
3.1.3 basic life support—a level of pre-hospital emergency
3.1.15 practical skills instructor—an individual who assists
medical care that includes any or all first responder and
with practical skills instruction under the direction of the
EMT-basic procedures as defined by the National Standard
3,4
course instructor/coordinator.
Curricula.
3.1.16 qualification—a requirement which shall be met by a
3.1.4 basic life support/emergency medical technician (BLS/
BLS/EMT instructor candidate prior to selection and practice
EMT) training program—a course of instruction that provides
as a BLS/EMT instructor.
an individual with the knowledge and clinical skills of emer-
gency medical care necessary to function at a level of first
4. Significance and Use
responder or EMT (basic) level of care. Such courses include,
4.1 Since the quality of prehospital BLS/EMT training
but are not limited to, first responder and EMT-basic training
depends, in large measure, on the instructional abilities and
programs.
competencies of the BLS/EMT instructor, it is imperative that
3.1.5 BLS/EMT instructor—an individual who provides in-
the individual selected and used in this capacity possess the
struction in a training or education program for prehospital
qualifications and capabilities necessary to provide effective
BLS/EMT personnel. This term includes any individual who
instruction.
functions as an adjunct instructor, clinical/field preceptor,
4.2 A BLS/EMT instructor must possess clearly defined
practical skills instructor, associate instructor, or course
knowledge and skills competencies, have clearly defined re-
instructor/coordinator.
sponsibilities and scope of authority related to instructional
3.1.6 certification—current, formal approval by the appro-
programs, and meet other specific requirements pertinent to the
priate certifying agency to function at a specific level of
level of instruction.
practice. This may also be referred to as approval or licensure.
4.3 Using this guide, EMS institutions and organizations
3.1.7 clinical certification—a standardized process for should be able to develop requirements for selection and
utilization of BLS/EMT instructors for BLS/EMT training and
evaluation and recognition of an acceptable level of compe-
education programs.
tence in a specific aspect of patient care.
3.1.8 clinical experience—exposure to and practice in an
BASIC LIFE SUPPORT INSTRUCTOR GUIDELINES
area of patient care.
3.1.9 clinical/field preceptor—an individual who supervises
5. Course Instructor/Coordinator
and evaluates the students during clinical or field experiences
5.1 An individual shall be considered eligible to serve as a
under the direction of the course instructor/coordinator.
BLS/EMT course I/C (instructor/coordinator) when require-
3.1.10 course administrator—an individual responsible for
ments as outlined in 5.1.1 and 5.1.2 have been met by that
managing administrative details of a course, separate from
individual.
actual instruction of the course.
5.1.1 Qualifications—Prior to entering the instructor train-
3.1.11 course instructor/coordinator (I/C)—an individual
ing program, the course I/C candidate shall:
who is authorized by the appropriate entity to present and
5.1.1.1 Be at least a high school graduate or have a General
assess competence in all of the subject matter contained in a
Equivalency Diploma (GED); preferably a higher education
curriculum. This person also oversees all instruction in the
degree in a supportive discipline,
course and makes final evaluations concerning student compe-
5.1.1.2 Have prehospital patient care experience at least at
tence.
the level being taught,
3.1.12 course medical director—the licensed physician who
5.1.1.3 Be certified at least at the level being taught,
provides medical direction for all didactic and clinical instruc-
5.1.1.4 Demonstrate, at the level being taught, current
tion and clinical practice experience included in a BLS/EMT
competenceinandknowledgeofemergencycareoftheacutely
training program.
ill or traumatized patient to the satisfaction of the appropriate
agency, and
3.1.13 evaluation—the process of verifying clinical and
5.1.1.5 Demonstrate to the instructor training agency, read-
educational skills and knowledge competencies of a BLS/EMT
ing and language skills commensurate with resource materials
instructor.
to be utilized in the BLS/EMT training program.
3.1.14 instructor training program—an educational pro-
5.1.2 Education/Training/Experience—The course I/C can-
gram that provides a foundation of essential educational
didate shall:
principles to assist individuals to instruct in, or coordinate,
5.1.2.1 Have served as a practical skills instructor, clinical
or field preceptor, and successfully completed a supervised
Emergency Medical Services, First Responder Training Course—Instructor’s
Lesson Plans (U.S. DOT/NHTSA Report No. DOT HS 900–, 1984).
4 5
Emergency Medical Technician—Ambulance: National Standard Emergency Medical Services InstructorTraining Program:ANational Standard
Curriculum—Instructor’s Lesson Plans (U.S. DOT/NHTSA Report No. DOT HS Curriculum—Instructor’s Lesson Plans, First Edition, 1986 (U.S. DOT/NHTSA
900–, 1984). Report No. HS 900–086, February 1986).
F1256–90 (2002)
probationary teaching experience in a BLS/EMT training 5.1.4.12 Shall ensure that practical skills training equipment
program at the level to be taught to the satisfaction of the is maintained in a safe and acceptable operating condition,
appropriate agency,
5.1.4.13 Shall protect the privacy of students and the con-
5.1.2.2 Have advanced clinical certifications, provider or fidentiality of training course records as required by applicable
intructor, or both, as appropriate for the curriculum being laws and standards,
taught,
5.1.4.14 Should have knowledge of the administrative and
5.1.2.3 Be certified as a CPR instructor according to the legislative processes affecting the local, regional, or state
current standards as promulgated by the American Heart
prehospital EMS system, or combination thereof, and
Association or the American Red Cross,
5.1.4.15 Shouldhaveknowledgeofthelawsandregulations
5.1.2.4 Become familiar with a
...

Questions, Comments and Discussion

Ask us and Technical Secretary will try to provide an answer. You can facilitate discussion about the standard in here.

This May Also Interest You

ASTM
ASTM F1258-95(2022)(Practice)
Standard Practice for Emergency Medical Dispatch

SIGNIFICANCE AND USE
5.1 This practice is intended to promote the use of trained telecommunicators in the role of emergency medical dispatcher. It defines the basic skills and medical knowledge to permit understanding and resolution of the problems that constitute their daily routine. To use trained telecommunicators fully as functioning members of the emergency medical team, it is deemed necessary to upgrade the telecommunicators' training by the addition of the concept of emergency medical dispatch priorities.  
5.2 All agencies or individuals who routinely accept calls for emergency medical assistance from the public and dispatch emergency medical personnel shall have in effect an emergency medical dispatcher program in accordance with this practice. The program shall include medical direction and oversight and an emergency medical dispatch priority reference system.  
5.3 The successful use of the EMD concept depends on the medical community's awareness of the “prearrival” state of EMS affairs and their willingness to provide medical direction in dispatch.  
5.4 This practice may assist in overcoming some of the misconceptions regarding emergency medical dispatching. These include the uncontrollable nature of the caller's hysteria, lack of time of the dispatcher, potential danger and liability to the EMD, lack of recognition of the benefits of dispatch prearrival instructions, and misconceptions that red lights, siren, and maximal response are always necessary.  
5.5 The EMD is the member of the EMS response team with the broadest view of the entire emergency system's current status and capabilities. The EMD has immediate lifesaving capability in converting the caller into an effective first responder. This practice recognizes the EMD's role as including:  
5.5.1 Interrogation techniques,  
5.5.2 Triage decisions,  
5.5.3 Information transmission,  
5.5.4 Telephone medical intervention, and  
5.5.5 Logistics and resource coordination during the event.  
5.6 For the EMD, th...
SCOPE
1.1 This practice covers the definition of responsibilities, knowledge, practices, and organizational support required to implement, perform, and effectively manage the emergency medical dispatch function.  
1.2 This practice is useful for planning and evaluating the training, implementation, and organizational support to satisfy the functional needs of emergency medical dispatching.  
1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.4 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Standard
    8 pages
    English language
    sale 15% off
ASTM
ASTM F1560-00(2022)(Practice)
Standard Practice for Emergency Medical Dispatch Management

SIGNIFICANCE AND USE
5.1 The emergency medical dispatcher should be a specially trained telecommunicator with specific emergency medical knowledge. Many of these personnel still perform in this role without the benefits of dispatch specific medical training and medically sound protocols. The majority perform their duties without appropriate medical management provided through a structured quality assurance/improvement environment. Training only prepares a new EMD for correct use of the EMDPRS. It cannot ensure that the EMDPRS is used as intended. Since the EMD is clearly defined as a prehospital medical professional, it is necessary to establish sound medical management processes through a multi-component QA/QI program administered by the EMD's agency in conjunction with the physician medical director. Prompt, correct, and appropriate patient care can be enhanced through the use of a standardized approach to quality assurance, especially the component of EMD performance assessment. This practice is intended for use by agencies, organizations, and jurisdictions having the responsibility for providing such services and assurances to the public through the correct management of the nation's emergency medical dispatchers.
SCOPE
1.1 This practice covers the function of the emergency medical dispatcher (EMD). This function is the prompt and accurate processing of calls for emergency medical assistance. The training and practice through the use of a written or automated medical dispatch protocol is not sufficient in itself to ensure continued medically correct functioning of the EMD. Their dispatch-specific medical training and focal role in EMS has developed to such a complexity that only through a correctly structured and appropriately managed quality assurance environment can the benefits of their practice be fully realized. The philosophies of emergency medical dispatch have established new duties to which the emergency medical dispatch agency must respond. It is important that their quality assurance/quality improvement (QA/QI) activities, including initial hiring, orientation, training and certification, continuing dispatch education, recertification, and performance evaluation be given appropriate managerial attention to help ensure the ongoing safety in the performance of the EMD. This practice establishes functional guidelines for these managerial, administrative, and supervisory functions.  
1.2 The scope of this practice includes:  
1.2.1 The entry level selection criteria for hiring emergency medical dispatchers;  
1.2.2 The orientation of new emergency medical dispatchers;  
1.2.3 Development of QA/QI mechanisms, management strategies, and organizational structures for use within a comprehensive emergency medical dispatch system;  
1.2.4 Performance evaluation as a component of a comprehensive and ongoing quality assurance and risk management program for an emergency medical dispatch system;  
1.2.5 Development and provision of continuing dispatch education activities for the emergency medical dispatcher;  
1.2.6 Requirements for initial certification and recertification of the emergency medical dispatcher;  
1.2.7 Provision for comparative analysis between different EMD program approaches available to the EMS community that conform to established EMD practice standards prior to implementation of an emergency medical dispatch program; and  
1.2.8 Guidelines for implementation of an emergency medical dispatch program.  
1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.4 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Developme...

  • Standard
    8 pages
    English language
    sale 15% off
ASTM
ASTM F1256-22(Guide)
Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Emergency Medical Technician (EMT) Training Programs

SIGNIFICANCE AND USE
4.1 Since the quality of EMT training depends, in large measure, on the instructional abilities and competencies of the EMT instructor, it is imperative that the individual selected and used in this capacity possess the qualifications and capabilities necessary to provide effective instruction.  
4.2 An EMT instructor must possess clearly defined knowledge and skills competencies, have clearly defined responsibilities and scope of authority related to instructional programs, and meet other specific requirements pertinent to the level of instruction.  
4.3 Using this guide, EMS institutions and organizations should be able to develop requirements for selection and utilization of EMT instructors for EMT training and education programs.
SCOPE
1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs which include instruction in basic life support knowledge and skills.  
1.2 This guide identifies six categories of instructor in an EMT (emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories.  
1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable.  
1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many EMT training programs, the limited instructional roles played by these individuals preclude the need for specific selection and utilization guidelines.  
1.5 This guide is intended to apply to any individual who teaches in EMT training programs regardless of the individual's present level of clinical practice.  
1.6 This guide intentionally omits references to length of pre-hospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency.  
1.7 This guide applies only to instructors who teach in basic life support training courses designed to prepare an individual for certification to practice above the level EMT. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification.  
1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the EMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards.  
1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.
Note 1: Also see Practice F1031.  
1.10 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    5 pages
    English language
    sale 15% off
ASTM
ASTM F1285-22(Guide)
Standard Guide for Training the Emergency Medical Technician to Perform Patient Examination Techniques

SIGNIFICANCE AND USE
4.1 This guide establishes the minimum national standard for training the Emergency Medical Technician to perform patient examination techniques on patients of all ages.  
4.2 This guide shall be used by those who wish to identify the minimum training standard for the Emergency Medical Technician as it relates to the performance of patient examination techniques.  
4.3 This guide shall be used as the basis to revise Practice F1031.  
4.4 Every person who is identified as an Emergency Medical Technician shall have been trained in accordance with this guide.  
4.5 This guide does not stand alone and must be used in conjunction with the applicable documents cited in Section 2.
SCOPE
1.1 This guide covers the minimum patient examination techniques that the Emergency Medical Technician shall be trained to use when assessing ill or injured patients of all ages.  
1.2 This guide is one of a series which together describe the minimum training standard for the Emergency Medical Technician.  
1.3 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.  
1.4 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    2 pages
    English language
    sale 15% off
ASTM
ASTM F1031-22(Practice)
Standard Practice for Training the Emergency Medical Technician (Basic)

SIGNIFICANCE AND USE
4.1 The purpose of this practice is to provide standardized means of providing Emergency Medical Technician training. The practice should be used by all individuals and agencies that train such persons.  
4.2 Successful completion of this course of training neither constitutes nor implies certification or licensure.  
4.3 This practice adopts the knowledge and skill objectives contained in the NHSTA curriculum (latest version) as the standard practice for training those persons who provide emergency medical care at the basic life support level and are known as Emergency Medical Technicians. The actual lesson plans contained in the referenced document are recommended for use; however, each instructor may modify the order of presentation according to local needs.  
4.4 This practice outlines a comprehensive course that covers most common emergencies encountered by the Emergency Medical Technician. Emergency Medicine Technician courses that do not include all of the knowledge and skill objectives of this practice may not be referred to as meeting this standard.
SCOPE
1.1 This practice covers a standard course for the training of the Emergency Medical Technician which will prepare a person to perform those skills commonly required to render lifesaving aid at the scene of an emergency and during transportation to a definitive care facility.  
1.2 It is not the intent of this practice to require that the curriculum be used exactly as presented, but only that the knowledge and skill objectives that are part of the curriculum be included in any course purporting to train an Emergency Medical Technician. It is not the intent of this practice to limit the addition of knowledge and skill objectives as required by local conditions.  
1.3 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Standard
    2 pages
    English language
    sale 15% off
ASTM
ASTM F1149-22(Practice)
Standard Practice for Qualifications, Responsibilities, and Authority of Individuals and Institutions Providing Medical Direction of Emergency Medical Services

SIGNIFICANCE AND USE
4.1 Implementation of this practice will ensure that the EMS system has the authority commensurate with the responsibility to ensure adequate medical direction of all pre-hospital providers, as well as personnel and facilities that meet minimum criteria to implement medical direction of pre-hospital services.  
4.1.1 The state will develop, recommend, and encourage use of a plan that would ensure the standards outlined in this document can be implemented as appropriate at the local, regional, or state level (see Guide F1086).  
4.1.2 This practice is intended to describe and define responsibility for medical directions during transfers. It is not intended to determine the medical or legal, or both, appropriateness of transfers under the Consolidated Omnibus Budget Reconciliation Act and other similar federal or state laws, or both.
SCOPE
1.1 This practice covers the qualifications, responsibilities, and authority of individuals and institutions providing medical direction of emergency medical services.  
1.2 This practice addresses the qualifications, authority, and responsibility of a Medical Director (off-line) and the relationship of the EMS (Emergency Medical Services) provider to this individual.  
1.3 This practice also addresses components of on-line medical direction (direct medical control) including the qualifications and responsibilities of on-line medical physicians and the relationship of the pre-hospital provider to on-line medical direction.  
1.4 This practice addresses the relationship of the on-line medical physician to the off-line Medical Director.  
1.5 The authority for control of medical services at the scene of a medical emergency is addressed in this practice.  
1.6 The requirements for a Communication Resource are also addressed within this practice.  
1.7 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Standard
    5 pages
    English language
    sale 15% off
ASTM
ASTM F1257-22(Guide)
Standard Guide for Selection and Practice of Emergency Medical Services Instructor for Advanced Emergency Medical Technician

SIGNIFICANCE AND USE
4.1 Since the quality of pre-hospital AEMT training depends, in large measure, on the instructional abilities and competencies of the AEMT instructor, it is imperative that the individual selected and used in this capacity possess the qualifications and capabilities necessary to provide effective instruction.  
4.2 An AEMT instructor must possess clearly defined knowledge and skills competencies, have clearly defined responsibilities and scope of authority related to instructional programs, and meet other specific requirements pertinent to the level of instruction.  
4.3 Using this guide, EMS institutions and organizations should be able to develop requirements for selection and utilization of ALS/EMT instructors for ALS/EMT training and education programs.
SCOPE
1.1 This guide is intended to assist emergency medical services (EMS) agencies and institutions in selecting and utilizing individuals who teach in EMT (emergency medical technician) training programs that include instruction in advanced life support knowledge and skills.  
1.2 This guide identifies six categories of instructor in an AEMT (advanced emergency medical technician) training program: adjunct instructor, clinical/field preceptor, practical skills instructor, associate instructor, course instructor/coordinator (I/C), and course administrator. The guide recognizes that an individual may, depending on his/her level of practice and the training program involved, function in any or all of these categories.  
1.3 This guide includes specific guidelines for qualifications, training, education, experience, scope of authority, responsibilities, continuing education, evaluation, and maintenance of competency when applicable.  
1.4 This guide does not include specific guidelines for the course administrator or the adjunct instructor. While the guide recognizes, by offering a definition of each category, that these types of individuals function in many AEMT training programs, the limited instructional roles played by these individuals preclude the need for specific selection and utilization guidelines.  
1.5 This guide is intended to apply to any individual who teaches in an AEMT training program regardless of the individual's present level of clinical practice.  
1.6 This guide intentionally omits references to length of pre-hospital care experience, teaching experience, and continuing education requirements. This guide also omits reference to waiver or equivalency. These issues should be addressed by the appropriate agency.  
1.7 This guide applies only to instructors who teach in AEMT training courses designed to prepare an individual for certification to practice above the level of the EMT. It does not apply to instructors who teach in specialized courses that do not in themselves qualify the individual for a level of EMT certification.  
1.8 This guide does not establish certification requirements. Such requirements should be established by the certifying agency in the jurisdiction in which the AEMT instructor will function. This guide may be used to provide considerable guidance to the jurisdiction responsible for establishing certification standards.  
1.9 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use.
Note 1: Also see Practice F1031.  
1.10 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    5 pages
    English language
    sale 15% off
ASTM
ASTM F1654-95(2020)(Guide)
Standard Guide for Training and Evaluation of Individuals Who Are Responsible for or Perform Triage in a Prehospital Environment

SIGNIFICANCE AND USE
4.1 This guide is intended for use by those responsible for the development and implementation of training programs, that include competency evaluation, for triage in the prehospital environment.  
4.2 This guide is not intended to be used by itself, but as a component of Guide F1288.  
4.3 This guide acknowledges many types of individuals with varying levels of emergency medical training. It also establishes a minimum training standard and encourages the addition of optional knowledge, skill, and attitudinal objectives.  
4.4 A vital role in the development and operational application of triage is that of medical control. This guide should be used by medical directors in the determination of operational and medical protocols for use during MCIs and coordinated with those who are responsible for training.  
4.5 At the beginning of the program, students shall be informed of the course objectives and requirements for successful completion.
SCOPE
1.1 This guide covers minimum requirements for the training and evaluation of individuals who perform triage at an emergency medical incident involving multiple casualties in a prehospital environment.  
1.2 All training will be in accordance with Guide F1653.  
1.3 Included in this guide is a standard for knowledge and skill evaluation.  
1.4 Operating within the framework of this guide may expose personnel to hazardous materials, procedures, and equipment. For additional information see Practice F1031 and Guides F1219, F1253, F1285, F1288, F1453, and F1489.  
1.5 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use. For specific precautionary statements, see the document cited in Footnote 3.  
1.6 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    3 pages
    English language
    sale 15% off
ASTM
ASTM F1268-90(2020)(Guide)
Standard Guide for Establishing and Operating a Public Information, Education, and Relations Program for Emergency Medical Service Systems

SIGNIFICANCE AND USE
4.1 It is essential to have the public's understanding and support for the EMS system to ensure its proper development and utilization.  
4.2 This guide encompasses those procedures, considerations, and resources that are necessary for a successful EMS public information, education, and relations program. Complex EMS systems may integrate or augment, or both, this guide in its entirety. Less complex systems may need to collaborate with other EMS organizations and related agencies. Responsibility for this guide will vary by level of authority, that is, state, regional, and local. (See Guide F1086.)  
4.3 The PIER tasks involve research, planning, production, distribution, and evaluation. Production requires significant resources and expertise and may be done most appropriately at the higher level, such as regional, state, and national levels.
SCOPE
1.1 The purpose of this guide is to provide national voluntary standards and recommendations to effectively provide emergency medical service system information and education to the public.  
1.2 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    5 pages
    English language
    sale 15% off
ASTM
ASTM F1653-95(2020)(Guide)
Standard Guide for Scope of Performance of Triage in a Prehospital Environment

SIGNIFICANCE AND USE
4.1 This guide is not intended to be used by itself, but as a component of Guide F1288. Merely conforming to the guidelines described herein will not ensure that adequate triage is carried out in a multiple casualty incident.  
4.2 The purpose of this guide is to establish a methodology for performing triage.  
4.3 Individuals responsible for performing triage must be proficient in triage methods and related life-saving techniques.  
4.4 A basic concept of triage is to do the greatest good for the greatest number of casualties.  
4.5 The assessment process must be focused so as to identify those most at risk of early death who are likely to be salvaged by rapid medical intervention.  
4.6 Triage allows the most efficient use of available resources.  
4.7 This guide acknowledges many types of individuals with varying levels of emergency medical training. It also establishes a minimum scope of performance and encourages the addition of optional knowledge, skills, and attitudinal objectives.  
4.8 A vital role in the development of and operational application of triage is that of medical control. This guide should be used by medical directors in the determination of operational and medical protocols for use during MCIs.  
4.9 This guide is intended to assist those who are responsible for defining the scope of performance of individuals who perform triage.  
4.10 For the purpose of this guide the word “injured” includes both sick or injured patients, or both.
SCOPE
1.1 This guide covers minimum requirements for the scope of performance for individuals who perform triage at an emergency medical incident involving multiple casualties in a pre-hospital environment.  
1.2 This guide acknowledges objectives based on an individual's required knowledge of signs and symptoms, patient assessment, and basic life support.  
1.3 Operating within the framework of this guide may expose personnel to hazardous materials, procedures, and equipment. For additional information see Practice F1031 and Guides F1219, F1253, F1285, F1287, F1288, F1489 and F1651.  
1.4 This standard does not purport to address all of the safety concerns, if any, associated with its use. It is the responsibility of the user of this standard to establish appropriate safety, health, and environmental practices and determine the applicability of regulatory limitations prior to use. For specific precautionary statements, see Footnote 2.2  
1.5 This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.

  • Guide
    3 pages
    English language
    sale 15% off