BASE CURRICULUM OF

NATIONAL TRAINING PROGRAMS

EXPERIMENTAL PROGRAM OF THE CURRICULAR UNIT

BASIC LIFE SUPPORT (BLS)

Location: Route I.
Study Mode: In-person.
Duración:60 Horas.

Caracas, September 2012.

 CREDITS.

Curriculum designers:

T.S.U. Edgar Goncalves Da C.

Expert in content:

T.S.U. Edgar Goncalves Da C.

Validators:

Dr. Rodolfo Briceño.

 INDEX

INTRODUCTION

PURPOSEO .5

SPECIFIC OBJECTIVES ................................................................................... 5

LIST OF TOPICS OF THE CURRICULAR UNIT. ....................................... 5

FIELDS OF KNOWLEDGE TO WHICH THE PROGRAM CONTRIBUTES

CURRICULAR UNITR .......................................................................................... 6

FRAMEWORK OF GUIDELINES FOR TEACHER PLANNING ..... 7

BIBLIOGRAPHY ..................................................................................................... 21
 INTRODUCTION.

In prehospital emergencies, Basic Life Support (BLS) is the

first level of care, indicated for victims of injuries of various kinds or
of seriously ill people, who threaten their physical integrity and therefore
life, and which is applied from the very place of the adverse event, until
patient receives comprehensive medical attention in a hospital center. The care
they can be provided by trained and qualified personnel, including the
emergency medical technicians, as well as by people who have
received training in BLS. One of the most important characteristics of support
basic life is the ability to provide timely care without the use of
sophisticated medical equipment, in situations that constitute an emergency or
disaster.

A significant number of countries have care protocols that

they describe the guidelines on how to provide Basic Life Support, which
design is carried out by organizations or professional groups in medicine. The
care guidelines outline algorithms for addressing a series of
disorders, including: cardiac arrest, asphyxia and
drownings, traumas, poisonings, among many others.

In general terms, the SBV usually does not include the use of medications, equipment
high technology or invasive procedures and is usually clearly distinguished from the
provision of Advanced Life Support (SVA) in which the majority of citizens
non-health professionals can master the skills of BLS.
frequency, the members of the Citizen Security agencies among the
that are counted Police, Civil Protection, Firefighters, Penitentiary Guards, and
Criminal investigators are summoned to be certified in the subject.
 PURPOSE.

The Basic Life Support (BLS) curriculum unit aims to

and the students apply essential techniques and strategies, to
to ensure the survival of critically ill or injured individuals, with
effectiveness, efficiency, and efficacy in relation to the protection of rights
humans, within the framework of the national constitution and other laws.

SPECIFIC OBJECTIVES.

Analyze the principles that govern the functioning of the care system.
of Prehospital Emergencies, providing victims of an event
adverse to timely and appropriate attention.
Understand the principles that govern Basic Life Support, to guarantee
the patient's survival.
Recognize the signs and symptoms of the various types of trauma and
diseases that compromise the individual's life, to apply the
action protocols consistent with the diagnosed pathology.
Ensure the immobilization of the injured or critically ill patient, in order to
the proper transfer to a healthcare center.

RELATIONSHIP OF TOPICS OF THE CURRICULAR UNIT .

Tema 1: Eventos Adversos.

Theme 2: Vital Signs

Theme 3: Primary or Initial Assessment

Topic 4: Musculoskeletal Trauma.

Topic 5: Chest Trauma.

Topic 6: Abdominal Trauma.

Tema 7: Trauma Térmico. Quemaduras.

Topic 8: Shock and fluid replacement.

Theme 9: Intoxications and poisoning.

Theme 10: Cardiopulmonary Resuscitation (CPR)

Theme 11: Upper Airway Obstruction.

Tema 12:Inyectable Intramuscular y Endovenoso.

Topic 13: Immobilization, Mobilization, and Transfer of Patients.

FIELDS OF KNOWLEDGE TO WHICH THE PROGRAM CONTRIBUTES

THE CURRICULAR UNIT

The curricular unit Basic Life Support (BLS) for the Organs of
Public Safety provides theoretical and practical elements from the health area,
that guide the analysis of the problems identified within the fields of
knowledge called: Public Management and the Right to the City;
Vulnerability, Threat, Risk, Habitat and Right to the City; Conflictivity,
Popular Power, Self-regulation.
 FRAMEWORK OF GUIDELINES FOR TEACHER PLANNING.
Tema 1:Eventos adversos
Students will understand the importance of a timely response from the
citizen security agencies in the response to adverse events, when reflecting on
the impact on the community of prompt attention and adequate organization in the face of Suggested hours: 6/60
emergencies and disasters, by preventing or reducing their effects on the likely victims and
the citizenship in general.
Contents. Suggested teaching and evaluation strategies Strategies of
Adverse events. The teacher will start the activity with the implementation of a Social Linkage and
- Emergencies and Disasters. A summarized exposition of each of the contents related to the suggested professional.
Classification of the adverse events, emergencies, and disasters, with the
adverse events: according to their purpose. The students
they will be able to make a
cause, its impact and its As the topic develops, the teacher will carry out
start. questions that motivate thought for the analysis of the visit an organization
Organization in the face of events contained in the unit. Once the answers are obtained, the of citizen security
adverse. The teacher will motivate the discussion among the [Link] the attention of
Rescue chain. allowing to enrich and reaffirm their knowledge. emergencies and disasters
- Triage. Types of Triage. Generating Questions: Could you comment on what knowledge (Fire Department or
Triage Priorities. Do you have any information about adverse events? At some point in your Civil Protection) with the
Accidents. Types of Have you ever been involved in an emergency? Could you end of conducting interviews
accidents. mention what the differences are between an emergency and a to the staff that is there
Access and management of disaster? performs, in relation
patient. Based on the previous activity, the teacher will encourage the to the contents of
Scene evaluation. student and the student to participate in the dialogue of theme.
Initial assessment. knowledge, to achieve reflection on the classification of the
Secondary evaluation. emergencies and disasters, as well as understanding the various
ways of organizing to face adverse events.
Subsequently, the teacher can through examples
practical matters of global, national, and regional events, invite the
and the students to establish the importance of evaluation
initial and secondary scene of an accident.
 Finally: the teacher may request the completion in a form
individual, of a conceptual map for the verification of the
acquired knowledge.
Suggested bibliographic references:
Lisandro Narváez; Allan Lawell; Gustavo Pérez Ortega. (2009) La Gestión del Riesgo de Desastres. Comunidad Andina,
General Secretariat.
Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Topic 2: Vital Signs
Students will establish the influence of vital signs on the appropriate. Suggested hours: 4/60
functioning of the organism and its impact on the pathologies present in the organism.
Contents. Suggested teaching and evaluation strategies. Engagement Strategies
- Concepto de Frecuencia respiratoria o The teacher will begin the activity with the implementation of Social y Professional
breathing. generative questions related to vital signs, pulse, the suggested.
Concept. breathing, tension, and temperature, in the search for
Normal values. significant knowledge that motivates the discussion among the The students will be able to
- Factores que modifican la Frecuencia the students. develop a campaign in
respiratory. Generating Questions: What do you know about the signs?your community for the
Concept of heart rate or pulse. vital? Do you know what breathing is and what it means? awareness of the
Normal pulse figures. respiratory frequency? Could you refer to what it is? population, in relation to the
Factors that modify the pulse. pulse and what is heart rate? Have you ever heard evaluation of the signs
Places where the pulse is taken. the term Blood pressure? What is temperature? Do you know vital, through delivery
Method of taking the pulse. What is the pupillary reflex? of triptychs or diptychs
Concept of Blood Pressure. Once the answers have been obtained, the teacher will organize a previously elaborate
Normal values. Cooperative activity in groups of three (3) or four (4) for that purpose.
Factors that modify blood pressure. students, to reconstruct the contributions obtained with the
Places where blood pressure is measured. generative questions through dramatization
Concept of pupillary reflex. allowing students to perceive, do, and reflect
Way in which the pupil reflection is observed.
the acquired knowledge.
Factors that modify the pupillary reflex. From the previous activity, the teacher will be able to support the
Concept of Temperature. learning process through relevant practical examples
Normal figures to the assessment of the respiratory rate, the frequency
hypothermia cardiac, blood pressure, temperature and pupillary reflex.
- hipertermia: Finally: the teacher will be able to administer a practical test or a
Factors that modify temperature. research work, for the verification of the
Method of taking the temperature. acquired knowledge.

Suggested bibliographic references:

Rodríguez, V. (2009) Soporte Básico de Vida del Paciente Politraumatizado. Obra Independiente.
Chapleau, W. (2007) Intervention Primer in Emergencies. Elsevier Publishing.
Theme 3: Primary or Initial Assessment
Students will discern the importance of primary appraisal in the
identification of problems that threaten the patient's life, allowing for an adequate Suggested hours: 6/60
attention by the first responder.
Contents. Suggested teaching and evaluation strategies. Linkage Strategies
General inspection. Based on the strategies of social and professional engagement of the present Social y Professional
Evaluation steps The topic that the teacher will request in the previous didactic interaction will be suggested.
primary I start the activity with the team presentation of the most significant findings.
A = Air route and control of the significant relative to the primary evaluation of the patient, obtained in the The students
they will be able to organize into groups
cervical column. interview in the search for meaningful knowledge that motivates the
B = Breathing (ventilation) discussion among the students. of five (5) in order to
C = Circulation and control of Once the presentations have been made, the teacher will organize an activity. make a visit to a
hemorrhages. cooperative with the students, to summarize the reconstruction of the organization public or
D = Discapacidad (incapacidad) contributions obtained through the presentations, through a table that private that provides services
neurological recover the steps of the primary evaluation, which allows the men and women in the care of
E = Exposure and protection against students enrich and reaffirm their knowledge. prehospital emergencies;
the surrounding environment. From the previous activity, the teacher, accompanied by a monitor, will be able to once there, they will carry out
favor the learning process through relevant practical examples some interviews in
to primary evaluation and each of the elements that compose it. relationship to the steps taken
Finally: the teacher may request the preparation individually of by the staff in the
a mind map that allows the verification of knowledge primary assessment of the
acquired. patients.

Suggested bibliographic references:

Rodríguez Soler, A. (2008) Prehospital Triage Manual. Elsevier Editorial.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgent Medicine. Elsevier Publishing.
Chapleau, W. (2007) Primer Respondent in Emergencies. Elsevier Publishing.
Topic 4: Musculoskeletal Trauma.

Students will understand the interrelation of the physical forces that have Suggested hours:
presented in an accident and its interaction on the organism, in order to provide adequate 6/60
treatment, anticipating the decrease or loss of functions.
Contents. Suggested teaching and evaluation strategies. Strategies of
Introduction. The teacher will start the activity with the presentation of a video on Social Integration.
Anatomy and physiology. relating to accidents and their impact on the body. From the Professional
Bones: classification projected material will ask some generating questions, suggested.
Muscles: classification related to accidents and their consequences, in the search
Tendons. of significant knowledge that motivates discussion among the The students
they will be able to carry out a
Ligaments. students.
Pathophysiology. Generative Questions: Have you ever had an accident? Which ones? visit to a center
- Hemorragia: Tipos. Tratamiento. What were its consequences? Do you know what a wound is? Do you know what... assistance
Bone or joint instability. Is it a hemorrhage? specifically to the
- Fracture: Types. Emergency care. Based on the previous activity, the teacher will be able to enhance the process. services of
Soft tissue injury: learning of the students, through the presentation with emergency
Strain. Sprain. Attention to slides of each of the contents of the topic discussed. traumatology
emergency. Subsequently, the teacher will promote an activity that favors the trauma-shock for
Loss of tissue: Amputation. Avulsion. group learning (recreational game) where the participants carry out interviews
Emergency attention. they interpret a certain role, according to the characters of the game with questions
Evaluation: Purpose. (injured, first responder). During the course of the action the relatives a the
Injury mechanism (kinematics of players must represent the dialogues and the actions carried out contents del
trauma). end due to his character (patient with wound, hemorrhage, fracture) without the present theme.
Assessment of the scene. need for a specific script, so there will be room for the
Initial evaluation: improvisation on repeated occasions.
ABC. Finally: the teacher will be able to apply a practice with character
Life-threatening problems. evaluative, for checking the knowledge acquired.
Inspection.
Palpation.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Basic and Advanced Life Support in Prehospital Trauma. Elsevier Editorial.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Urgent and Emergency Medicine. Elsevier Publishing.
Chapleau, W. (2007) Primer Interviniente en Emergencias. Editorial Elsevier.
 Topic 5: Chest Trauma.
Students will identify the main injuries present in the case.
thoracic and its incidence on the respiratory and circulatory systems, emphasizing the Suggested hours: 6/60
application of the appropriate treatment to ensure the patient's survival.
Contents. Suggested teaching and evaluation strategies. Strategies of
Introduction. The teacher will begin the activity with the presentation of a Social Link.
Anatomy. torso or body mannequin that allows the suggested professional.
Location. visualization and identification of the organs present in the
Limits. thoracic cavity. Based on the exposure of the material, and in theThe students
they will be able to visit some
Chest Trauma. to the extent that the topic is developed, the teacher will carry out
Most common injuries. questions that stimulate thinking for the analysis of police institution, for
Respiratory system. content of the unit. On the other hand, an invitation will be extended to the individuals to carry out interviews
Tension pneumothorax. estudiantes a realizar algunas preguntas al docente o a sus approaching the theme
Signs and symptoms. companions, related to the most common injuries that occur related with the
Treatment. they appear in the chest. most common injuries
Unstable thorax. Guiding Questions: Do you know what damages it could cause to appreciated by him
Definition. Signs and an organism an assault with a firearm? What functions personal, in victims of
síntomas. Tratamiento. could vital ones be affected? the violence.
Hemothorax. Definition. Based on the previous activity, the teacher will be able to promote the
Signs and symptoms. learning process of students,
Treatment. slide presentation addressing each of the
System contents of the topic discussed.
cardiovascular. Finally: the teacher may request the completion of a
Cardiac tamponade. comparative chart between the pathologies called
- Definition. Signs and hemothorax and pneumothorax, for the verification of the
síntomas. Tratamiento. acquired knowledge.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual of Prehospital Triage. Elsevier Publishing.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgency Medicine. Elsevier Editorial.
Chapleau, W. (2007) Primer Responder in Emergencies. Elsevier Publishing.
Topic 6: Abdominal Trauma.
Students will recognize the main injuries that occur in the
abdominal region and the most suitable treatment for the affected person, avoiding the Suggested hours: 4/60
worsening of the victim's conditions.
Contents. Suggested teaching and evaluation strategies. Strategies of
- Introduction. The teacher will start the activity with the presentation of a Social Link.
- Anatomy abdominal or human body mannequin, suitable for the suggested Professional.
Location. visualization and identification of the organs present in the
Limits. abdominal cavity. From the exposure of the material, The students
they will be able to visit a center
- Abdominal Trauma. will ask some generative questions, related to the
Types of trauma. most common injuries that occur in the abdomen. hospital care,
Most common injuries. Guiding Questions: Do you know what damage could be caused to neighborhood inside, centers
Embedded objects. Is a puncture-cutting weapon attack considered an organism? of comprehensive diagnosis
Evisceration Could vital functions be affected? (CDI) others where
- Assessment. Based on the previous activity, the teacher will be able to promote thethey will develop a painting
- Behavior. learning process of the students, with the statistic in which
- Treatment. slide presentation that addresses each of the can reflect the
commonly occurring pathologies
contents of the topic discussed.
Finally: the teacher may request the completion of a attended during the
written work, for the verification of knowledge last month.
acquired.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Basic and Advanced Life Support in Prehospital Trauma. Elsevier Publishing.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Medicina de Urgencias y Emergencias. Editorial Elsevier.
Chapleau, W. (2007) First Responder in Emergencies. Elsevier Publishing.
Tema 7:Trauma Térmico. Quemaduras.
Students will assess the overall condition of the burn patient.
from the point of view of the affected body surface, the depth and location of the Suggested hours: 4/60
injury, to properly provide the treatment most suitable for the present injury.
Contents. Suggested didactic and assessment strategies. Linkage Strategies
Anatomy and physiology of the skin. The teacher will begin the activity with the presentation of a social video. y Professional
Epidermis, dermis, hypodermis documentary related to burns. Based on the previous activity, the suggestions.
to tcsc. the teacher will be able to socialize with the students through the
Functions of the skin. slide presentation, the types of burns and their classification Meanwhile advance the
Burns. according to the depth, extent, and location, as well as the program administration of
Definition. corresponding treatment. the curricular unit Support
Etiology. Then the teacher will ask some questions that encourage thinking. Basic Life, the men and women
Classification. for the analysis that generates meaningful knowledge, related to students they will be able to
Assessment of the extension. the most common injuries that people exposed to to perform internships
Signs and symptoms. extreme temperatures. pre-hospital services
Interrogation. Generating Questions: Could you share any personal experience in of ambulances, as well as
Physical examination. Have you been exposed to extreme cold or heat conditions? What? hospital services in
Evolution and Complications. Was emergency treatment applied to you at the site of the adverse event? What was it?emergency trauma-shock
Treatment. Was the treatment carried out by medical personnel? traumatology rooms of
Important factors to Finally: the teacher will be able to apply a practical test or the completion of burnt, neighborhood modules
consider in burns. a written work, for the verification of acquired knowledge. inside, diagnostic centers
Prevention. integral (CDI) others.

Suggested bibliography references:

Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Basic and Advanced Life Support in Prehospital Trauma. Elsevier Publishing.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgent Medicine. Elsevier Publishing.
Chapleau, W. (2007) First Responder in Emergencies. Elsevier Publishing.
Theme 8: Shock.
The students will identify the signs and symptoms that originate from the
sudden insufficiency and irrigation of the main organs of the body, to apply the Suggested hours: 6/60
appropriate treatment, which is vital to ensure the life of the affected person.
Contents. Suggested teaching and evaluation strategies. Strategies of
Definition. The teacher will begin the activity with the presentation of Social Engagement.
Anatomy and physiology. Documentary video regarding Shock. Based on the suggested Professional strategies.
Fick's principle. of social and professional linkage of the present topic and of
Types of shock. projected material, the teacher will be able to socialize through The students
they will be able to make a visit
Stages of shock generative questions with the students, the types of
hypovolemic. shock and its classification, as well as the corresponding to the trauma room-
Signs and symptoms. treatment. shock of some
Evaluation. Generating Questions: Do you know what Shock is? Do you know hospital institution
Treatment. What are the most common signs and symptoms? there will carry out a
Finally: the teacher will request the presentation of a table. research related to
summary with the most significant knowledge obtained in type of treatment
the strategies for social and professional engagement, as well as inapplied to the patients
the class. agreed the a
pathology.

Suggested bibliographic references:

Rodríguez Soler, A. (2008) Prehospital Triage Manual. Elsevier Publishing.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgent Medicine. Elsevier Publishing.
Chapleau, W. (2007) First Responder in Emergencies. Elsevier Publishing.
Topic 9: Intoxications and Poisoning
Students will understand that toxic substances enter the body of Suggested hours:
various forms, depending on their concentration, produce harmful effects that, if left untreated 4/60
adequately affect the health of the individual.
Contents. Suggested teaching and evaluation strategies. Strategies of
Generalities. The teacher will start the activity by asking questions about Social Linking.
Definition. generators, related to poisonings and to toxicities, in and Professional
Treatment goals include the pursuit of meaningful knowledge that motivates the suggested discussion.
of urgency. among the students.
Effects of the Generative Questions: Do you know what poisoning is? Do you know The y the
students will be able to
toxic substances in what is poisoning?
the organism Once the answers have been obtained, the teacher will organize an activity. make a
Classification of the cooperative in groups of three (3) or four (4) students, for eight internship
poisonings. reconstruct in summary form the contributions obtained through the (8) hours in a
Degrees of toxicity. questions through dramatization, allowing the boys and girls assistance center
Routes of exposure. students perceive, create, and reflect on the acquired knowledge. dedicated a the
Classification of the Based on the previous activity, the teacher will be able to facilitate the process of attention of
toxics. learning of the students through the socialization of different patients with
Signs and symptoms. cases to classify them and analyze them collectively, establishing the symptoms of
Treatment. essential features of intoxications. poisoning or
Finally: the teacher will be able to organize exhibitions on the topic. intoxication.
teams, for the verification of the acquired knowledge.
Suggested bibliographic references:
Dueñas A. (1999) Intoxicaciones Agudas en Medicina de Emergencia. Editorial Masson.
Rodríguez Soler, A. (2008) Prehospital Triage Manual. Elsevier Publishing.
Frame, S. (2008) PHTLS Basic and Advanced Life Support in Prehospital Trauma. Elsevier Publishing.
Rodríguez, V. (2009) Manual of Prehospital Emergency Medicine. Independent Work.
Jimenez Murillo, L. (2008) Medicina de Urgencias y Emergencias. Editorial Elsevier.
Chapleau, W. (2007) Primer Interviniente en Emergencias. Editorial Elsevier.
Tema 10:Reanimación Cardiopulmonar.
Students will learn the techniques of Cardiopulmonary Resuscitation (CPR)
in order to apply the appropriate care protocols, during the absence of the Suggested hours: 4/60
respiratory and cardiac frequency, to ensure the patient's survival.
Contents. Suggested teaching and evaluation strategies. Strategies of
Concept. The teacher will initiate the activity with the implementation of Social Linking
Causes. Some generative questions related to Professional Resuscitation suggested.
Sequence. Cardiopulmonary, in the search for meaningful knowledge
Conduct. that motivate the discussion among students. The students
they will be able to make a visit
Airway. Generating Questions: Could you briefly explain what it is?
Breathing. cardiopulmonary resuscitation? Do you know the techniques for it? to a laboratory of
Circulation. application of cardiopulmonary resuscitation? simulators of some
Evolution and Based on the previous activity, the teacher will be able to promote theorganism recognized
Complications. learning process of students through in the training of
Practice. socialization through the presentation with slides resuscitation cardio-
cardiopulmonary resuscitation techniques for one (1) and two (2) pulmonary.
rescuers.
Later, a cooperative activity will be organized by groups.
with two (2) or three (3) students, in order to carry out a
practice with mannequins or torsos for CPR
Cardiopulmonary, the knowledge acquired previously.
Finally: the teacher will be able to organize a practical test of the
topic individually and in teams, for verification
of the acquired knowledge.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgent Medicine. Elsevier Publishing.
Chapleau, W. (2007) First Responder in Emergencies. Elsevier Publishing.
Topic 11: Upper Airway Obstruction.

Knowing: Understanding that the obstruction of the Upper Airway constitutes the main cause
frequent respiratory failure and its proper resolution is fundamental in the Suggested hours: 3/60
patient survival.
Contents. Suggested teaching and evaluation strategies. Linkage Strategies
Concept. The teacher will start the activity with the presentation of a social video. y Professional
Cause. documentary related to the obstruction of the Upper Airway. Based on the suggested.
Importance. In the previous activity, the teacher will be able to socialize with the students.
Signs and Symptoms. through the slideshow presentation, the causes of obstruction of the The students will be able to
Conduct. upper airway, the signs and symptoms, as well as the corresponding develop in the
Conscious Patients: treatment. neighboring communities to your
Heimlich maneuver Then the teacher will ask some questions to stimulate thinking. residence, a campaign
(abdominal compression). for the analysis that generates meaningful knowledge, related to information related to the
Hits on the back (or inter the obstruction of the upper airway. airway obstruction
scapulars. Generative Questions: Could you briefly explain the techniques for superior, through delivery
Unconscious Patients: unlock (permeabilize) the Upper Airway? of triptychs previously
Hits on the back (or inter Subsequently, the teacher will organize a cooperative activity by groups. elaborated and reviewed by
scapulars of two (2) students, in order to put the knowledge into practice experts, related to the topic.
Heimlich maneuver acquired previously.
(abdominal compression). Finally: the teacher will be able to organize a practical test on the topic.
Manual extraction. teams, for the verification of the acquired knowledge.
Tracheotomy or
Crictothyrotomy.
Evolution and Complications.
Practice.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual of Prehospital Triage. Elsevier Publishing.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Medicina de Urgencias y Emergencias. Editorial Elsevier.
Chapleau, W. (2007) First Responder in Emergencies. Elsevier Publishing.
Topic 12: Intramuscular and intravenous injectable.
Students will discern the importance of proper management.
medications via intramuscular and intravenous (parenteral) knowing their powers Suggested hours: 3/60
therapeutic and the effects they have on the body.
Contents. Suggested teaching and evaluation strategies. Linkage Strategies
General Concept. The teacher will start the activity by asking some questions. y Professional
Most commonly used injectables. generators, related to the application of medications in suggested forms.
Intramuscular injectable. intramuscular or intravenous, in the search for meaningful knowledge
Advantages and disadvantages. that motivate the discussion among students. While advances the
Application site of the Generating Questions: Could you briefly describe your experience with the program management
injections. application of a treatment in the form of intramuscular or intravenous? of the curricular unit
Medication preparation. Based on the previous activity, the teacher will be able to enhance the process of Basic Life Support, the and
- Application techniques. Steps. Learning of students through socialization. the student will be able to
Practice. presentation with slides on application techniques of to perform internships
Intravenous injectable. medications. prehospital in a
Advantages and disadvantages. Later, they will organize a cooperative activity in groups of two (2) ambulance service, like this
Application site of the students, in order to put into practice the knowledge acquired with like hospital ones in the
injections prioritization. emergency services,
Medication Preparation. Finally: the teacher will be able to organize a practical test on the topic. trauma-shock, traumatology
Application Techniques. equipment for verifying the acquired knowledge. burn units, modules
Steps. from within the neighborhood, centers of
Practice. integral diagnosis (ID)
others.

Suggested bibliographic references:

Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Emergency and Urgent Medicine. Editorial Elsevier.
Chapleau, W. (2007) Primer Interviniente en Emergencias. Editorial Elsevier.
Topic 13: Immobilization, Mobilization, and Transfer of Patients.

Students will value the importance of proper stabilization.

immobilization of existing injuries, to prevent further injuries after the event anticipating Suggested hours: 4/60
the possibility of worsening the patient's condition during transport.
Contents. Suggested teaching and assessment strategies. Linkage Strategies
Concept. The teacher, accompanied by two (2) monitors, will start a Social. y Professional
Care in the placement of practical demonstration of immobilization and transfer of patients, as suggested.
the splints. time that asks some questions that encourage thinking for the
Types of splint. analysis generator of meaningful knowledge, related to the While advance the
Rigid splints. immobilization, mobilization, and transfer of patients, in the search for program administration
Moldable splints. significant knowledge that motivates discussion among the individuals from the curricular unit
Traction splints. students. Basic Life Support, the and
Placement technique. Guiding Questions: Could you briefly describe an injury or the student will be able to
Practice. damage that could be caused by improper immobilization or transfer of a perform internships
Transportation methods. person? prehospital in a
Manual transport. Subsequently, the teacher will organize a cooperative activity by groups. ambulance service, like this
For a person. of two (2) and four (4) students, in order to put into practice the such as hospitals in the
For two people. previously acquired knowledge. emergency services
Transportation with material Finally: the teacher will be able to organize a practical test on the topic by trauma-shock, traumatology
improvised. teams, for the verification of acquired knowledge. burn units, modules
Transportation with material from within the neighborhood, centers of
specialized. integral diagnosis (CDI)
Transport in vehicles. others.
Transport of victims
traumatized or with suspicion
cervical injury.
Practice.
Suggested bibliographic references:
Rodríguez Soler, A. (2008) Manual de Triage Prehospitalario. Editorial Elsevier.
Frame, S. (2008) PHTLS Soporte Vital Básico y Avanzado en el Trauma Prehospitalario. Editorial Elsevier.
Rodríguez, V. (2009) Manual de Medicina de Emergencia Prehospitalaria. Obra Independiente.
Jimenez Murillo, L. (2008) Medicina de Urgencias y Emergencias. Editorial Elsevier.
Chapleau, W. (2007) Primer Interviniente en Emergencias. Editorial Elsevier.
 BIBLIOGRAPHY

Catalano, Ana and others. (2004). Curriculum Design Based on Standards

Labor Competence. 1st ed. - Buenos Aires: Inter-American Bank
Development.

Freire, Pablo. (2001). Política y Educación. Editorial Laboratorio Educativo.

Second edition. Caracas. Venezuela.

García Fraile, Juan A. et al. (2009). Curriculum, Didactics and Evaluation by

Competencies. Analysis from the Socio-formative Approach. Editorial Committee of
Support Publications for Education. UNIMET, First Edition.

Ministry of Popular Power for Higher Education. (2009). Guidelines

Curricular for National Training Programs. Version 1.0.

UNES. (2011). Experimental Program of the Curricular Unit Fundamentals

Legal Affairs of the Police Function. Caracas–Venezuela.

UNES. Vice-rectorate of Social Linkage (2011). Fields of Knowledge.

(Teaching material. Preliminary version).