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ASTM F2171-02(2009)

(Guide)

Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings (Withdrawn 2018)

Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings (Withdrawn 2018)

SIGNIFICANCE AND USE
Currently, no one body of work exists that contains a comprehensive standard for defining the performance standards for personnel that are initial responders to illness and injury in the occupational setting. Whereby several corporate, state, and national organizations have developed training curricula, no independent consensus standard establishes a national minimum requirement. This guide allows the determination of course equivalency and provides a mechanism to assess regulatory compliance.  
This guide is intended to be consistent with the National EMS Education and Practice Blueprint, thus the first aid provider in an occupational setting in this guide is defined as in 3.1.2. This individual uses a limited amount of equipment to perform initial assessment and intervention while awaiting arrival of EMS.
The goal of this guide is to provide program developers, institutions teaching first aid courses, consumers of these courses, and regulatory agency personnel who review or approve courses, or both, the essential elements of what is considered safe, helpful, and effective first aid training. The focus and training is similar and, in some cases, largely identical to those standards developed by the National Guidelines for First Aid Training in Occupational Settings (NGFATOS) developed by the NGFATOS consensus group referenced in Section 2.
SCOPE
1.1 This guide covers the minimum requirements needed to train a student to assess and manage illness and injury prior to: (1) notification, arrival, or treatment by traditional EMS agencies, or combination thereof, or (2) management of a minor emergency medical incident instead of an EMS response.  
1.2 This guide also recommends minimum instructor qualifications, program logistics, and medical oversight considerations.
1.3 This guide does not delineate a new level of formalized education for prehospital medical provision. This guide does not replace or decrease the need for appropriate agencies to seek state or national licensure or certification as an First Responder or Emergency Medical Technician (Basic, Intermediate, or Paramedic).
1.4 Content and skills appropriate to the first aid provider's scope of care and specific to the hazards or risks of particular industries and occupations may be added by program developers, instructors, and employers. These changes should be consistent with the intent and design of this guide.
WITHDRAWN RATIONALE
This guide covered the minimum requirements needed to train a student to assess and manage illness and injury prior to: (1) notification, arrival, or treatment by traditional EMS agencies, or combination thereof, or (2) management of a minor emergency medical incident instead of an EMS response.
Formerly under the jurisdiction of Committee F30 on Emergency Medical Services, this guide was withdrawn in July 2018 in accordance with section 10.6.3 of the Regulations Governing ASTM Technical Committees, which requires that standards shall be updated by the end of the eighth year since the last approval date.

General Information

Status
Withdrawn
Publication Date
28-Feb-2009
Withdrawal Date
11-Jul-2018
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 F2171-02 - Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings
Effective Date
01-Mar-2009

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ASTM F2171-02(2009) - Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings (Withdrawn 2018)ASTM F2171-02(2009) - Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings (Withdrawn 2018)
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ASTM F2171-02(2009) - Standard Guide for Defining the Performance of First Aid Providers in Occupational Settings (Withdrawn 2018)
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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:F2171 −02 (Reapproved 2009)
Standard Guide for
Defining the Performance of First Aid Providers in
Occupational Settings
This standard is issued under the fixed designation F2171; 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 (´) indicates an editorial change since the last revision or reapproval.
1. Scope 3.1.1 first aid provider, n—apersonwhohasanoccupational
requirement to be trained in very basic emergency medical
1.1 This guide covers the minimum requirements needed to
techniquesandmaybedesignatedorexpectedtoprovideaidas
train a student to assess and manage illness and injury prior to:
an initial (pre-EMS) responder.
(1) notification, arrival, or treatment by traditional EMS
3.1.2 initial responder, n—apersonwhohasanoccupational
agencies, or combination thereof, or (2) management of a
minor emergency medical incident instead of an EMS re- requirement to be trained in very basic initial emergency
medical techniques, but responds as a “Good Samaritan.”
sponse.
1.2 This guide also recommends minimum instructor
4. Significance and Use
qualifications, program logistics, and medical oversight con-
siderations. 4.1 Currently, no one body of work exists that contains a
comprehensive standard for defining the performance stan-
1.3 This guide does not delineate a new level of formalized
dards for personnel that are initial responders to illness and
education for prehospital medical provision. This guide does
injury in the occupational setting. Whereby several corporate,
not replace or decrease the need for appropriate agencies to
state, and national organizations have developed training
seek state or national licensure or certification as an First
curricula, no independent consensus standard establishes a
Responder or Emergency Medical Technician (Basic,
national minimum requirement. This guide allows the determi-
Intermediate, or Paramedic).
nation of course equivalency and provides a mechanism to
1.4 Content and skills appropriate to the first aid provider’s
assess regulatory compliance.
scope of care and specific to the hazards or risks of particular
4.2 This guide is intended to be consistent with the National
industries and occupations may be added by program
EMS Education and Practice Blueprint, thus the first aid
developers, instructors, and employers. These changes should
provider in an occupational setting in this guide is defined as in
be consistent with the intent and design of this guide.
3.1.2. This individual uses a limited amount of equipment to
2. Referenced Documents perform initial assessment and intervention while awaiting
arrival of EMS.
2.1 Related Documents:
4.3 The goal of this guide is to provide program developers,
National Guidelines for First Aid Training in Occupational
Settings, November 1998, Preface, Course Guide and institutions teaching first aid courses, consumers of these
courses, and regulatory agency personnel who review or
Curriculum Modules
approve courses, or both, the essential elements of what is
National EMS Education and Practice Blueprint
considered safe, helpful, and effective first aid training. The
3. Terminology
focus and training is similar and, in some cases, largely
identical to those standards developed by the National Guide-
3.1 Definitions of Terms Specific to This Standard:
lines for First Aid Training in Occupational Settings (NGFA-
TOS)developedbytheNGFATOSconsensusgroupreferenced
This guide is under the jurisdiction of ASTM Committee F30 on Emergency
in Section 2.
Medical Services and is the direct responsibility of Subcommittee F30.02 on
Personnel, Training and Education.
Current edition approved March 1, 2009. Published March 2009. Originally
5. Instructor Qualification
approved in 2002. Last previous edition approved in 2002 as F2171 – 02. DOI:
5.1 Minimum instructor criteria include:
10.1520/F2171-02R09.
Available from National Guidelines for First Aid Training in Occupational
5.1.1 Be knowledgeable in aspects of first aid techniques
Settings, www.ngfatos.net.
and basic life support/cardiopulmonary resuscitation (BLS/
Available from the National Highway Traffic Safety Administration’s EMS
CPR).
Division, 400 7th St., NW, Washington, DC 20590. Also available from http://
www.nhtsa.dot.gov/people/injury/ems/EdAgenda/final/emstoc.html. 5.1.2 Be knowledgeable in methods of adult education.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
F2171−02 (2009)
5.1.3 Possess basic skills in managing resources and per- 7.2.6 Describe the steps the student should take for personal
sonnel. protection from bloodborne pathogens. (C-1)
5.1.4 Have attended and successfully completed a standard-
7.2.7 Describe the personal protective equipment necessary
ized course of instruction in First Aid, First Responder, or for exposure to bloodborne pathogens. (C-1)
EMT-Basic.
7.2.8 Appropriately use personal protective equipment,
5.1.5 Possess appropriate medical education abilities
given a scenario with potential infectious exposure. At the
equivalent to the criteria in 5.1.1-5.1.5.
completion of the scenario, the first aid provider will properly
5.1.6 Possess other appropriate medical credentials remove and discard the protective garments. (P-1, P-2)
including, but not limited to, EMT-P, RN, PA, and MD.
7.2.9 Define the first aid provider’s scope of care. (C-1)
7.3 AtthecompletionoftheAirwaysection,thestudentwill
6. Curriculum
be able to:
6.1 The typical first aid provider curriculum consists of six
7.3.1 Describe the major structures of the respiratory sys-
major and five optional (or enrichment) areas, as follows:
tem. (C-1)
6.1.1 Major Areas:
7.3.2 Describe determining the presence of breathing. (C-1)
6.1.1.1 Basic Preparatory,
7.3.3 Describe the steps in the head-tilt chin-lift (and the
6.1.1.2 Airway,
chin-lift without head-tilt). (C-1)
6.1.1.3 Assessment,
7.3.4 Relate mechanism of injury to opening the airway.
6.1.1.4 Circulation,
(C-3)
6.1.1.5 Medical Emergencies, and
7.3.5 Describe how to ventilate an ill or injured adult (with
6.1.1.6 Trauma Emergencies.
a resuscitation barrier device). (C-1)
6.1.2 Optional Areas:
7.3.6 Describe the steps in providing mouth-to-mouth and
6.1.2.1 Enhanced Preparatory,
mouth-to-stoma ventilation. (C-1)
6.1.2.2 Infants and Children,
7.3.7 Describe how to clear a foreign body airway obstruc-
6.1.2.3 Oxygen Administration,
tion in a responsive adult. (C-1)
6.1.2.4 Automatic External Defibrillator (AED) (see Note
7.3.8 Describe how to clear a foreign body airway obstruc-
1), and
tion in an unresponsive adult. (C-1)
6.1.2.5 Industry specific medical/traumatic disorders.
7.3.9 Explain why airway protective skills and basic life
NOTE1—IfanAEDisavailableintheworkplace,AEDtrainingshallbe
supportventilationtakepriorityoverallotherbasiclifesupport
required.
skills. (A-3)
7.3.10 Demonstrate a caring attitude towards ill or injured
7. Curriculum Objectives
persons with airway problems who request emergency medical
7.1 Curriculum objectives are classified using the following
services. (A-3)
legend:
7.3.11 After rescuer safety is ensured, place the interests of
C the ill or injured person with airway problems as the foremost
consideration when making any and all emergency care deci-
C= Cognitive
sions. (A-3)
C-1 = Knowledge level
C-2 = Application level 7.3.12 Demonstrate the steps in the head-tilt chin-lift. (P-1,
C-3 = Problem-solving level
P-2)
A= Affective
7.3.13 Describe the steps in the chin-lift without head-tilt.
A-2 = Application level
(P-1, P-2)
A-3 = Problem-solving level
7.3.14 Demonstrate the steps in mouth-to-mouth ventilation
P= Psychomotor
with body substance isolation (barrier shields) in the unrespon-
P-1 = Knowledge level
sive adult. (P-1, P-2)
P-2 = Application level
7.3.15 Demonstrate how to clear a foreign body airway
P-3 = Problem-solving level
obstruction in a responsive adult. (P-1)
7.3.16 Demonstrate how to clear a foreign body airway
7.2 At the completion of the Basic Preparatory section, the
obstruction in an unresponsive adult. (P-1)
student will be able to:
7.4 At the completion of the PatientAssessment the section,
7.2.1 Discuss the components of Emergency Medical Ser-
the student will be able to:
vices (EMS) systems. (C-1)
7.4.1 Describe the components of scene assessment. (C-1)
7.2.2 Differentiate the roles and responsibilities of the first
7.4.2 Describe common hazards found at the scene. (C-1)
aid provider from other out-of-hospital care providers. (C-3)
7.4.3 Determine if the scene is safe to enter. (C-2)
7.2.3 Accept and uphold the responsibilities of a first aid
7.4.4 Describe common mechanisms of injury or nature of
provider in accordance with the generally recognized standards
illness, or both. (C-1)
of care. (A-3)
7.2.4 Explain the need to determine scene safety. (C-2) 7.4.5 Describe the reason for determining the total number
of ill or injured persons at the scene. (C-1)
7.2.5 Discuss the importance of body substance isolation
(BSI). (C-1) 7.4.6 Describe methods of assessing responsiveness. (C-1)
F2171−02 (2009)
7.4.7 Describemethodsusedforassessingifanillorinjured 7.6.1 Identify the person who complains of a medical
person is breathing. (C-1) problem. (C-1)
7.4.8 Distinguish between an ill or injured person with
7.6.2 Describe the steps in providing first aid to a person
adequate breathing and an ill or injured person with inadequate who complains of a medical problem. (C-1)
breathing. (C-3)
7.6.3 Describe the ill or injured person with a decreased
7.4.9 Describe how to assess circulation. (C-1) level of responsiveness. (C-1)
7.4.10 Describe the how to obtain a pulse in an adult. (C-3)
7.6.4 Describe the steps in providing first aid to an ill or
7.4.11 Determine the need for assessing external bleeding.
injured person with a decreased level of responsiveness. (C-1)
(C-1)
7.6.5 Describe a person having a seizure. (C-1)
7.4.12 Describe the components of on-going assessment.
7.6.6 Describe the steps in providing first aid to a person
(C-1)
with seizures. (C-1)
7.4.13 Explain the reason for assessment of scene safety
7.6.7 Describe a person with medical problems resulting
prior to entering. (A-2)
from exposure to cold. (C-1)
7.4.14 Explain the value of initial assessment. (A-2)
7.6.8 Describe the steps in providing first aid to a person
7.4.15 Explain the value of questioning the ill or injured
with an exposure to cold. (C-1)
person and bystanders. (A-2)
7.6.9 Describe a person with medical problems resulting
7.4.16 Explain the value of an on-going assessment. (A-2)
from exposure to heat. (C-1)
7.4.17 Demonstrate a caring attitude when performing ini-
7.6.10 Describe the steps in providing first aid to a person
tial and physical assessments. (A-3)
with an exposure to heat. (C-1)
7.4.18 Demonstrate the ability to distinguish potential haz-
7.6.11 Demonstrate a caring attitude towards a person who
ards. (P-1)
complains of a medical problem. (A-3)
7.4.19 Demonstratethetechniquesforassessingresponsive-
7.6.12 After rescuer safety is ensured, place the interests of
ness. (P-1, P-2)
the person with a medical problem as the foremost consider-
7.4.20 Demonstrate the techniques for assessing the airway.
ation when making emergency care decisions. (A-3)
(P-1, P-2)
7.6.13 Demonstrate the steps in providing first aid to a
7.4.21 Demonstrate the techniques for assessing breathing.
person who complains of a medical problem. (P-1, P-2)
(P-1, P-2)
7.6.14 Demonstrate the steps in providing first aid to an ill
7.4.22 Demonstrate the techniques for assessing circulation.
or injured person with a decreased level of responsiveness.
(P-1, P-2)
(P-1, P-2)
7.4.23 Demonstrate the techniques for assessing external
7.6.15 Demonstrate the steps in providing first aid to a
bleeding. (P-1, P-2)
person with seizures. (P-1, P-2)
7.4.24 Demonstrate the techniques for assessing skin color,
7.6.16 Demonstrate the steps in providing first aid to a
temperature, and moisture. (P-1, P-2)
person with an exposure to cold or heat. (P-1, P-2)
7.4.25 Demonstrate the techniques for physical assessment.
7.6.17 Distinguish between minor and major bleeding.
(P-1, P-2)
(C-3)
7.4.26 Demonstrate the on-going assessment. (P-1, P-2)
7.6.18 Describe the first aid for external bleeding. (C-1)
7.5 At the completion of the Circulation section, the student
7.6.19 Explain the importance of body substance isolation.
will be able to:
(C-3)
7.5.1 Explain the reasons the heart stops beating. (C-1)
7.6.20 Describe the signs of internal bleeding. (C-1)
7.5.2 Describe the components of basic life support/
7.6.21 Describefirstaidforaninjuredpersonwithsignsand
cardiopulmonary resuscitation (BLS/CPR). (C-1)
symptoms of internal bleeding. (C-1)
7.5.3 Describe each link in the chain of survival. (C-2)
7.6.22 Define shock. (C-1)
7.5.4 Describe the steps of one-rescuer adult. (C-1)
7.6.23 Describe the first aid for an ill or injured person in
7.5.5 Describe the technique of external chest compression
shock. (C-1)
on an adult. (C-1)
7.6.24 Describe types of open soft tissue injuries. (C-1)
7.5.6 Explain when the first aid provider is able to stop
7.6.25 Describe the first aid for a soft tissue injury. (C-1)
BLS/CPR. (C-2)
7.6.26 Describe the functions of dressing and bandaging.
7.5.7 Demonstrate a caring attitude towards persons in
(C-1)
cardiac arrest. (A-3)
7.6.27 Describe the reason for body substance isolation
7.5.8 After rescuer safety is ensured, place the interests of
when dealing with bleeding and soft tissue injuries. (A-3)
the ill or injured person in cardiac arrest as the foremost
7.6.28 Demonstrate a caring attitude towards injured per-
consideration when making emergency care decisions. (A-3)
sons with a soft tissue injury or bleeding. (A-3)
7.5.9 Demonstrate the proper technique of chest compres-
7.6.29 After rescuer safety is ensured, place the interests of
sion on an adult. (P-1, P-2)
the person with a soft tissue injury, bleeding, or shock as the
7.5.10 Demonstrate the steps of adult (one rescuer) BLS/
foremost consideration when making emergency care deci-
CPR. (P-1, P-2)
sions. (A-3)
7.6 At the completion of Medical Emergency section, the 7.6.30 Demonstrate direct pressure for external bleeding.
student will be able to: (P-1, P-2)
F2171−02 (2009)
7.6.31 Demonstrate the use of pressure dressings for exter- 8.1.12 Describe the first aid for a penetrating chest injury.
nal bleeding. (P-1, P-2) (C-1)
7.6.32 Demonstrate the use of pressure points for external 8.1.13 Describe the first aid for an impaled object. (C-1)
...

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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