C.F.G.M.

EMERGENCIES INITIAL HEALTH ASSISTANCE IN COURSE SCHEDULE

DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

INITIAL HEALTHCARE IN
EMERGENCY SITUATIONS
2023-2024 (Distance)

PROFESOR: FRANCISCO JAVIER ROSA MORÁN

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF SANITATION

 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

1. Reference to the common criteria of the Vocational Training program.

The responsible teacher (the responsible teachers, in the case of duplicated cycles) of the module assumes
the common decisions made by the Health Department of I.E.S. Giner de los Ríos de León
mentioned in the corresponding section of this program.

2. Personal and social professional competencies related to the module.

The training of the module contributes to achieving the competencies of the following degree:

1. Apply basic ventilatory and circulatory life support techniques in critical situations.
basic initial care in other emergency situations.

2. Collaborate in the classification of victims in all types of emergencies and disasters, under
supervision and following the instructions of the responsible health supervisor.

3. Act in the provision of healthcare and the transfer of patients or victims, following the protocols of
individual protection, prevention, safety and quality.

4. Adapt to different jobs and new work situations arising from changes
technological and organizational in the provision of services.

[Link] in teamwork, respecting the hierarchy in work instructions.

3. Learning outcomes (previously objectives or competencies). The following will be taken into account
pedagogical guidelines of the module.

1. Enumerate signs of severity, relating them to criteria and action protocols, for classification.
to the victims.
2. Recognize the signs of vital commitment, relating deviations of external signs.
the normal parameters, to determine the victim's condition.
3. Apply cardiopulmonary resuscitation maneuvers and techniques for initial medical assistance.
relating the symptoms to the maneuvers and techniques to stabilize the victim.
4. Analyze intervention possibilities, identifying and assessing risks of accidents and disasters.
to solve problems and make decisions.

PEDAGOGICAL GUIDELINES
This professional module contains the necessary training to perform the function of providing
service.
The provision of the service includes aspects such as:
Verification of the existence and condition of the necessary material.
Execution of the SVB.
Compliance with standardized work protocols.

The professional activities associated with these functions apply in:

Attention to victims.

The training of the module helps to achieve the general objectives c), d), e) and o) of the training cycle and
the competencies b), c), k), o) and q) of the title.

4. Relationship of didactic units.

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF SANITATION
 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

UNIT 1. Recognition of signs of vital commitment

Unit objectives:
Identify what the signs of vital commitment are
Identify and resolve disruptions in vital functions
Knowing how to systematize the valuation process in three steps: ABC
Know and know how to take vital signs
Knowing how to value consciousness qualitatively and quantitatively
Know how to stage exploration methods that allow for the detection of all the alterations of the
vital functions

Contents:
Respiratory, circulatory, and neurological pathophysiology.
PAS conduct.
Vital commitment in adults, children, and infants.
ABC Valuation.
Secondary assessment. OPUMA rule
External, internal, and exteriorized hemorrhages through natural orifices.
Assessment of vital signs.
Level of consciousness. AVDN and Glasgow Coma Scale

UNIT 2Application of Basic Life Support (BLS) Techniques.

Unit objectives:
Knowing what basic life support is
Knowing the SVB algorithm
Learn how SVB maneuvers are performed
To know what the acronym OVACE means
Know what the algorithm of the OVACE is

Contents:
Emergency nomenclature.
The Chain of Survival.
Manual airway opening and with oropharyngeal devices in traumatized patients
non-traumatic.
Respiratory and cardiorespiratory arrest
Basic Cardiopulmonary Resuscitation (BLS) and Instrumentalized (ILS) in adults, children, and infants.
Algorithms.
Instrumentalized artificial breathing techniques.
Techniques for cleaning and clearing the airways.
Safety and hygiene in emergency actions.
Self-Protection Measures.

UNIT 3 - Semi-Automatic External Defibrillation (SAED).

IES 'GINER DE LOS RÍOS' (Leon) DEPARTMENT OF HEALTH

 Vocational Training in Emergency Services INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

Unit objectives:
To know what basic intermediate life support consists of
Knowing what a defibrillator is and how it is used
Understanding how to manage the airway in intermediate basic life support
Know the care that should be applied after a successful cardiopulmonary resuscitation.

Contents:
To know what intermediate basic life support consists of
Knowing what a defibrillator is and how to use it
Knowing how to manage the airway in intermediate basic life support
Know the care that should be applied after a successful cardiopulmonary resuscitation.

UNIT 4 - Classification of victims (triage).

Unit objectives:
Knowing what a public health emergency with multiple victims is
Knowing the principles that guide health intervention in emergencies with multiple victims
Learn how actions are organized in emergencies with multiple victims
To know the sequence of health action in emergencies with multiple victims
Knowing what triage is
To know why it is necessary to classify victims in multiple accidents.
victims and in the disasters
Learn how triage is carried out using the color code.
Knowing what the evacuation wheels are

Contents:
Catastrophes and Accidents with Multiple Victims (AMV). Characteristics, differentiation, and classification.
Escenografía y Coreografía en el incidente. Planificación y despliegue.
Triage. Definitions, characteristics, and rationale.
Trauma severity indices or scales.
Moments of triage. Primary and secondary triage.
Quantitative and qualitative triage methods. Algorithms.
Categorization and labeling of the victims. Coding.
Priorities in the evacuation phase. Basis of the evacuation wheels.
Reaction and decision-making in crisis situations. Evolutionary phases. Resilience capacity.

UNIT 5 - Therapeutic actions in care for multiple victims (AMV)

Unit objectives:
Know the characteristics of injury locations in some catastrophes.
Knowing how to act in the face of certain disasters.
To know what therapeutic objectives the health intervention in disasters has.

IES "GINER DE LOS RÍOS" (León) DEPARTMENT OF SANITATION

 C.F.G.M. EMERGENCIES INITIAL HEALTH ASSISTANCE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

Contents:
Conceptual analysis of the terms: urgency and emergency.
The Integral System of Urgencies and Emergencies (SIE).
Field of intervention.
Assessment of preliminary information before addressing healthcare.
Intervention procedures.
The Prehospital Decalogue.
Lesional mechanisms in disasters.
Therapeutic objectives in disaster medicine and in the areas of rescue, relief, and base.

5. Timing.
The timing of the following four aspects of programming is reflected:

1. From the CONTENTS of the e-learning platform (the topics corresponding to the units of
The syllabus is available on the virtual platform and there is an option for a printable version.
2. From the IN-PERSON GROUP TUTORIALS.
3. From participation in the UNIT FORUMS (the deadlines for participation are indicated in
the same ones, which coincides with the task submission date. Likewise, once these dates are finished
Late submissions will no longer be considered for evaluation purposes.
4. From WRITTEN and PRACTICAL TESTS (exams).

SCHEDULING OF CONTENTS

Initial Health Assistance is developed in 5 work units divided into two evaluations:
Recognition of vital commitment signs... ASISE01
Application of Basic Life Support (BLS) Techniques... ASISE02
Semi-Automatic External Defibrillation (SAED) ASISE03
Classification of victims (Triage)................................................ASISE04
Therapeutic actions in care for multiple victims (AMV)… ASISE05
- The first evaluation includes the units: ASISE01 and ASISE 02.
- The second evaluation includes the units: ASISE03, ASISE04, and ASISE05.

SCHEDULING OF GROUP TUTORIALS

CALENDAR OF IN-PERSON GROUP TUTORIALS

FIRST EVALUATION
29 de noviembre – miércoles (19,10-20,50 h.) 1st Face-to-Face Tutorial
SECOND EVALUATION
19 de febrero - lunes 2nd In-person Tutoring
(15:30-19:10 h.) = 4 h. (CPR + AED Course). Gym
SECOND EVALUATION
February 20 - Tuesday 3rd In-person Tutoring
(15,30-19,10 h.) = 4h. (Curso RCP + DESA). Gimnasio
SECOND EVALUATION
14 de marzo – jueves (17,10-20,00 h.) 4th In-person Tutoring
REVIEW TUTORING
15 de mayo – miércoles (19,10-20,00 h.) Final Tutoring

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF SANITATION

 C.F.G.M. Emergencies INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024
Students are reminded of the importance of checking the course calendar on the page.
center's website in case there are any modifications throughout the course.

TIMING OF PARTICIPATION IN THE FORUMS

FORUMS Deadline for participation Evaluations that are scored

ASISE01 23 noviembre - 24:00 h. First assessment
ASISE02 December 23 24:00 h. First evaluation
ASISE03 January 23 24:00 h. Second evaluation
ASISE04 23 febrero 24:00 h. Second evaluation
ASISE05 23 marzo 00:00 h. Second evaluation

IMPORTANT! Any participation after the specified dates and times will
it will translate into the non-qualification of those interventions.

TIMING IN THE DELIVERY OF PRACTICE POWERPOINT ASSIGNMENTS

Deadline for delivery First evaluation

TASKS 15 de diciembre - 24:00 h.
Deadline for delivery Second evaluation
March 23 - 12:00 AM.

SCHEDULING OF WRITTEN AND PRACTICAL TESTS (EXAMS)

1st THEORETICAL 2nd THEORETICAL PRACTICAL (1st) FINAL THEORETICAL PRACTICAL (2nd)
18/01 16/04 24/04 28/05 31/05
5:10 PM - 7:10 PM 19,10-20,50h 16,20-20,00h 17:10-19:10 18,20-20,50h
Units Units: ASISE03 GLOBAL Units: ASISE01, GLOBAL
ASISE01, ASISE02 ASISE04 and ASISE05 02, 03, 04 and 05

GLOBAL05
Observations Observations Observations
If it is approved the If the 2 theoretical exams are approved If the theoretical exam has not been passed:
partial 1st: partials:
In theoretical exam There is no possibility of presenting oneself to the

finally there is no need to There is no need to show up for the test practical exam, therefore, it is held
to take exams for the final theory. professional module suspended.
units 01 and 02. If the practical test is also approved,
So, the module is approved. The students who pass the part
If it is not approved theoretical and practical of ASISE will obtain the
partial 1st: If the 2nd partial is passed, but it is held APPROVED in the professional module. Yes
NO it is possible pending the 1st: they also surpassed the preceptive test
to opt a the 1st In the final theoretical exam, there is no need to theoretical-practical accreditation for the
practical test. to be examined on the units of the 2nd partial. management of the DESA
There used to be what
approve the part If you do not pass the 2nd theoretical exam: The IES Giner de los Ríos will issue to those
theoretical in the There is no possibility of presenting oneself to the students the DIPLOMA for management of
final exam for practical exam 1st, must pass semiautomatic defibrillators (AEDs).
said
to be able to examine oneself partial in the final exam for
of the practical 2nd. to be able to take the practical exam 2nd.

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF HEALTH

 C.F.G.M. Emergencies INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

The grade for the second theoretical exam will be published the day before the practical exam takes place.
The grade will be reflected in a weighted manner, both the theoretical exam score and the ...
corresponding to the participation tools in that second evaluation.

In the minutes of the second evaluation, the grade for the practical exam does not appear recorded, because the
note of this part is included in the final minutes, since it is the note that should reflect the final average between the
the theoretical part and the practical part. Therefore, it could happen that a student appeared to be approved
in the two ordinary evaluation reports (first and second evaluation) and, however, was failing the
practical part and, therefore, the module is suspended until I recover that practical part.

6. Evaluation criteria.

The evaluation criteria are expressed grouped for each learning outcome in the following way:

1. Recognize the signs of vital commitment relating them to the patient's condition:

They have been identified and described:

- Procedures aimed at verifying airway permeability.
- The conditions for the timely operation of the respiratory system.
- The proper functioning of the cardiovascular system.
- Procedures for assessing the level of consciousness.
- The sequence of actions according to ILCOR 2021 recommendations.
They have been implemented:
- Procedures for action in case of hemorrhage and hypovolemic shock.
- The taking of vital signs.
Action has been taken according to:

- The law of arts.

2. Apply basic life support techniques by describing them and relating them to the objectives to be achieved:

The fundamentals of basic CPR and instrumental CPR have been described.
Techniques have been applied in the different categories of patients:
- Airway opening.
- Ventilatory support.
- Circulatory support.
- Self-protection.

3. Apply semi-automatic external defibrillation (AED):

It has been applied:

- Combined CPR protocol with AED.
- Post-resuscitation measures.
- Personal Self-Protection Protocol

4. Apply victim classification criteria by relating existing resources to the severity and the
survival probability:

The concept of triage has been defined and analyzed.

It has been explained:
IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF SANITATION
 C.F.G.M. Emergencies INITIAL HEALTH CARE IN COURSE SCHEDULE
Sanitary Distance EMERGENCY SITUATIONS 2023-2024

- The objectives of primary and secondary triage.

- The different triage methods justifying their choice.
- The elements of the coding and the structure of the triage cards.
The evacuation of the victims has been prioritized by selecting the appropriate means of transportation and
the useful center.
Decisions have been made with diligence, determination, and speed.

[Link] las acciones terapéuticas en la atención a múltiples víctimas, relacionándolas con las
main injuries according to the type of incident.

The scope of intervention has been identified.

The preliminary information has been assessed to initiate the care process.
They have been described:
The therapeutic objectives.
The therapeutic actions.
The main injuries.
It has been related:
The nature of the catastrophe with the injurious mechanism.
The information received with the intervention model.

7. Evaluation procedures and instruments and grading criteria.

The evaluation of the module will assess to what extent the learning outcomes have been achieved.
foreseen in the curriculum based on the assessment of the evaluation criteria. In addition, the value will be placed on the
academic and professional maturity of the student and their possibilities of integration into the productive sector.

Evaluable aspects will be considered:

Written, oral, or procedural tests.
The work on the platform.
The activities and tasks proposed by the teacher.
The student's attitude is positively valued, emphasizing effort and the desire for improvement.
Participation in the forums of each unit.

The main aspects that will be assessed related to behavior and attitudes during attendance at the
in-person tutoring sessions are:
Assistance with the required practice attire by the professor, consisting of an identifying polo.
of the training cycle and a reflective pant.
Attendance at the practices with the material proposed by the teacher: bandages, mask, etc.
Responsibility at work: punctuality, control of pending tasks, and time management.
execution of tasks with correction, acceptance, and compliance with regulations and responsibilities
assigned, knowledge of the risks to one's own safety and to that of the people they care for
when carrying out the different procedures and adopting the necessary protective measures.
Initiative and autonomy: the rationale for decisions and demonstrating confidence in execution.
requested activities, contributes ideas and new proposals, makes decisions, and is self-sufficient in the face of
emergence of problems or lack of resources.
Methodology, order, and neatness; it presents work and activities with neatness, using the
materials from the center with due care, carry out the practical activities according to the procedures
preset
Participation in team work: collaborates with other team members in the
IES completion
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tasks.RÍOS' (León) DEPARTMENT OF SANITATION
 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

Communication skills and empathy: has the ability to communicate with patients,
with proper treatment and attention, shows tolerance and respect to all people, shows interest
to detect and understand the specific needs of each patient, maintains an attitude
professional and correct towards the people you serve - real or simulated - during the practices.
Equality in the face of differences: show cordiality, tolerance, and kindness in your relationship.
interaction with other people, shows non-discriminatory treatment.

For the completion of the training module in the ordinary call, the following requirements are considered:

The completion and surpassing of different tests or theoretical exams.

The realization of the practices throughout the course.
The completion and passing of the final practical exam of the course.
The presentation of all requested works with the minimum required specifications.

THE EVALUATION OF IN-PERSON TESTS (THEORY AND PRACTICE)

The performance of these tests is mandatory, and the student may choose to take them by
eliminatory partial exams or take a single final test. If any of the
partial theoretical exams or one chooses to take them directly in the final exam no
will have the right to the first global practical exam and, to take the second global practical exam,
you must first pass the theoretical part in the final exam.

There will be 2 in-person theoretical tests. The exam will consist of:

-Development questions (between 4 and 10), or a battery of short answer questions (40 to 50).
If the exam is a combination of both types of questions: the number of questions of
long answer consists of two (part 1) and the battery of short answer questions is 25 (part 2). In
In this case, each of the two parties would account for a percentage of 50% in the rating.

The final score of the theoretical test is obtained from the arithmetic mean of the two partial tests and that
The average mark accounts for 50% of the final grade of the professional module.

In the theoretical exam, to be able to compensate one partial with the grade of the other theoretical, one must obtain
a minimum grade of 4.5, that is; if by adding the 4.5 from the exam plus the grade of the
assessable tools (tasks, participation in forums, etc.), the result is between 4.5 and 4.9, it
You can compensate the grade with the other partial and you do not have to retake it in the final exam.
The established thresholds, therefore, correspond to the following grade ranges:
< 4.5: Insufficient
> 5.0: Sufficient
Average exam grade: 4.5 + average homework grade + forum participation grade: 4.5-4.9: Compensable

Regardless of the score obtained in the platform tools, it must be obtained

a minimum score of 4.5 in the theoretical exams to pass the corresponding evaluation.

The questions on the tests can be about the contents and the glossary of the platform.
There may also be questions related to the links and videos on the platform, with the
practices carried out in collective tutoring and with any information provided in the forum
news in the debate forums about the different units.
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 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

To pass the professional module, it will be necessary to pass both the theoretical and practical parts.
All students who have passed the two theoretical exams will have the option for the practical exam.
In the practical test, a minimum score of 4.5 must be obtained to compensate with the theoretical score.
The percentage of the practical exam grade in the final module grade is 50%.

A part of the exam will specifically focus on CPR and defibrillation, since one of the
requirements to obtain accreditation related to the use of semiautomatic defibrillators are
pass the proposed theoretical-practical specific test, the other requirement for it.
Accreditation is to pass the professional module in the current call.
Students who have valid accreditation for the use of defibrillators
semiautomatics must also be examined, both on the theoretical part of CPR and on the
practical part, since it deals with basic and fundamental contents that need to be updated
recycle permanently. Therefore, it is a mandatory requirement to pass this part to overcome the
professional module.

In the final exam, another global practical in-person exam will be held, which will allow recovery.
practice for the students who have failed it, or for those who chose to present directly to this one.
test, as long as they have passed the theoretical parts through partial exams or in the final theoretical exam.

In the PRACTICAL EXAM the following will be taken into account:

Capacidad para relacionar teoría y práctica.
Skill in executing maneuvers.
Rigor and safety in the development of techniques.
Problem-solving skill
Analytical and synthetic capacity.
Use of medical terminology in the field of emergencies.
The exam will consist of two parts:
Part (A): written exam (30 short answer questions on procedural content of the
practice table on page 45). Scoring: 50% of the practical grade.
Part (B): carrying out various practices in the workshop. Score: 50% of the practical grade.

Final test or exam: students who pass the 2 theoretical partial tests and the practical exam
They will have approved the module, without having to present for any other final exam.

IMPORTANT: For those who have failed any exam, to the grade of the exam
The final theoretical exam also applies a percentage of 50% (just like the midterms) and is added.
the grade from the other tools (tasks, and participation in forums), given that the
The rating of these two tools is reserved until the final evaluation.

The exam model can be in any of the following three modalities:

Short answer question battery (between 50 and 70)
Questions to develop (between 4 and 10)
Preguntas combinadas: de respuesta corta (entre 30 y 50) y preguntas a desarrollar (entre 2 y 4)

THE EVALUATION OF PRACTICAL POWERPOINT TASKS

The answers to the TASKS of the five proposed work units on the platform REMAIN
INCLUDED and REFORMULATED in the forums of the units. Therefore, it will not be necessary to submit in a
Word document the tasks in the online platform tool for this purpose, as it was done in
IES previous
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DE LOS RÍOS' (León) DEPARTMENT OF SANITATION
 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

ANOTHER TYPE OF practical TASKS is reformulated. It will consist of PowerPoint presentations.

with content that will include images of the student performing specific practices proposed by the
profesor y una breve descripción de ellas. La estructura y formato de entrega de este tipo de tareas
It will be explained in a timely manner and in advance in the platform's news forum.
The percentage of grading reserved for this tool is 15%.
The deadline for submitting tasks is reflected in the corresponding section of the timeline.
of the task delivery.
The grade for the assignments will count towards the theoretical part of the module.

THE EVALUATION OF PARTICIPATION IN THE FORUMS

Participation in the forums is evaluable, specifically it accounts for 15% of the overall grade, but
logically, those interventions that do not contribute anything and are limited will not be evaluated.
exclusively to confirm what another student has already said.
The following aspects will be taken into account in the grading of the forums:

Quality and originality of the interventions.

Correction, effort, and precision in the answers.
Punctuality in responses.
The non-recurrence of the responses of other colleagues.
Number of interventions, excluding repeated ones or those that merely confirm those of other colleagues.
Research based on bibliographic sources from the emergency sector (journals, blogs,
press, specialized books, brochures, catalogs.
Student contributions can be related to the forums proposed by the teacher or
with new forums proposed by the student.

The forum grade will count towards the theoretical part of the module.
Important observation: "participation in forums is one of the most enriching activities"
from the platform by allowing dynamic interaction between students and their peers and the teacher,
for this reason, the teaching team strongly advises students to use this useful and
productive learning tool, while allowing for timely and punctual monitoring of
student. Through this means, students can quickly resolve their doubts not only through their
teachers but also from the experiences of their classmates, in the same way that it serves to
include important information from each relevant unit, through attached documents, links...

All of this is without prejudice to the fact that the interventions will at all times be respectful and tolerant.
any member of the educational community that participates in this forum, nor should it be doubted
in asking or participating out of fear, shyness, or a sense of ridicule, precisely this tool is the
more suitable for those students who are a bit more shy or withdrawn.

THE EVALUATION OF PARTICIPATION AND ATTENDANCE AT GROUP TUTORIALS

A) Participation criteria:

Attendance and participation in group tutoring will be optional, but it will be evaluable.
except for the two group tutorials related to Cardiopulmonary Resuscitation and Defibrillation, of 4
hours each one, that it will indeed be mandatory to attend them, by virtue of the agreement reached between the council
of education and health, which prescribes the obligation to attend 8 hours of training
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It is advisable to attend the practices with comfortable clothing, preferably with a uniform.
practices: reflective pants and polo or sweatshirt.
The content of the practices will be announced with sufficient advance notice before the date of implementation.
to be able to obtain the necessary practice materials, if applicable.
The week there is a group tutorial, no telematic assistance will be provided.

B) Contents of the tutorials:

Every time an agreement has been reached between the Departments of Education and Health for students
that they approve the professional module of Initial Healthcare Assistance in Emergency Situations
they may be accredited for the handling of the semi-automatic external defibrillator, it is necessary
that collective tutorials (2nd and 3rd in-person tutoring = 8 hours) are dedicated exclusively to CPR and
defibrillation.
The rest of the group tutoring sessions will focus on practical cases related to the PRACTICES that
They are related below, considering that the time limitation will only allow for
some, but that, in any case, whether the practice is carried out or not, the student must be capable of
each and every one of them, showing mastery and skill in any of them that is required
they proposed in the execution of the global exams.

EVALUABLE SECTIONS PERCENTAGE LOAD

THEORETICAL PART 50%
In-person tests (EXAMS)
MANDATORY 70%
Theoretical tests: first partial and second partial
Participation in the FORUMS of each unit
MANDATORY 15%
Foros: ASISE01, ASISE02, ASISE03, ASISE04, y ASISE05 The average rating of forums remains until the
final exam.
TASKS (PowerPoint of Practices) 15%
MANDATORY The average homework grade remains until the
final exam.
Attendance at GROUP TUTORIALS Attendance is not subject to evaluation, but
HIGHLY RECOMMENDED for the practical test the content provided in the tutorials yes.

PRACTICAL PART 50%

Once the 2 partials are approved, the student must take a practical test (to have
the right to take this test requires passing the 2 theoretical midterms), in case
on the contrary, the final theoretical exam must be taken and passed in order to be eligible for the
second and final practical call.
IMPORTANT OBSERVATION FOR THE THEORETICAL AND PRACTICAL PART
IMPORTANT: Any student who has failed a theoretical or practical exam and passes
that part in the final exam cannot receive a grade higher than a 5, except that the
the average grade obtained exceeds the score of 5 by two whole points; in which case
I would give it a 6, and if it exceeded by 4 points, it would be a 7. The intermediate scores
would be included in the previous whole.

IES 'GINER DE LOS RÍOS' (Leon) DEPARTMENT OF HEALTH

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8. Recovery activities.

Theoretical written exams will be held throughout the course:

Those who do not pass the first theoretical exam will have the option to retake it in the final exam.
Those who do not pass the second theoretical exam will have the option to retake it in the final exam.
Those who do not pass the theoretical exams will not be able to apply to take the practical exam.
Important note about the forum tool and its evaluation:

The average score of the forums and the tasks of each evaluation is maintained until the final exam.
Therefore, the following options can be presented:

Student who fails a midterm: goes to the final exam with the midterm pending. In the grading of the
40% of the grade corresponds to the average score of forums and assignments for that partial.
Students who fail both midterms: they go to the final exam with both midterms pending. And in
the grade of both partials also takes into account 15% of the average grade of the forums and
15% of the average grade of the tasks.
Student who does not show up for a midterm nor participates in forums or assignments: in the final exam
must present to that partial exam and in the partial exam grade maintains an average score of '0' in
The tools, therefore, can achieve a maximum score of 7.0.
Student who does not attend any exams or participate in forums or assignments: in the exam
final must be presented in both partials and in the grading of the average of the two partials
a '0' in the tools, therefore, as in the previous case, the maximum grade that can
obtaining is a 7.0.

This highlights the importance of the student participating in the forums during the course.
proposed by the teacher for each unit of work.

Practical exams will be conducted throughout the course.

Those who do not pass the first practical will have the option to recover in the final exam.

The student must keep in mind that there is NO September call.

9. Didactic methodology.

1- GENERAL AND PEDAGOGICAL PRINCIPLES

This professional module contains the necessary training to perform the function of providing the
service.

The provision of the service includes aspects such as:

Verification of the existence and condition of the necessary material.
Execution of basic life support.
Compliance with standardized work protocols.

The professional activities associated with these functions are applied in:

IES 'GINER
Attention DE LOS RÍOS' (León)
to victims. DEPARTMENT OF HEALTH
 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

The contents of the module will focus on two care models:

Individual assistance to children and adults.

2. Collective assistance in incidents with multiple injuries.

In individual assistance, one can appreciate the urgent need in daily work to recognize the
risk patient through the signs and symptoms of vital compromise and, based on the initial estimation of
gravity, request support if available and apply quality basic life support techniques, in
particularly cardiopulmonary resuscitation, in the shortest response time possible.

In collective assistance, the need to 'demultiply the incident', that is, to reduce its
health impact until it leaves it as close as possible to individual assistance, which requires a high degree
of planning and organization on-site.

These contents are based on the competencies that the professional must have, which is why the relationship
the link between education and the labor market must be very close. These contents should provide to the
students the theoretical and procedural contents necessary and at the same time promote attitudes
associated with the corresponding professional qualification.

The pedagogical conception that will be followed will be based on the constructivist model proposed in the regulations.
current educational. From this perspective, the concepts will be worked on aimed at promoting the development
progressive acquisition of knowledge by each student. For this reason, it is necessary that the contents
that they are adequately consolidated before advancing in the acquisition of new ones. Likewise,
Key knowledge will be determined and examined in depth, both from the perspective
conceptual as procedural, to ensure timely training.

2- METHODOLOGICAL PROPOSAL

The lines of action in the teaching-learning process that will allow me to achieve the objectives of
module will focus on:

The identification of signs of vital commitment.

The application of basic life support techniques according to the action protocol.
The application of classification criteria related to existing resources and the severity and the
forecast of the victims.
The identification of the main injuries that can occur according to the type of disaster.
The detection of errors and critical control points (CCP) in the application of life support techniques
basic.

BASIC MATERIAL
Notes on the e-learning platform and the work uniform. The notes are divided into five chapters:
1. Recognition of vital commitment signs: ASISE01
2. Application of Basic Life Support (BLS) Techniques: ASISE02
3. Semi-Automatic External Defibrillation (AED): ASISE03
4. Classification
IES 'GINER DE LOS RÍOS'of(León)
victims (Triage): ASISE04 HEALTH DEPARTMENT
 C.F.G.M. EMERGENCIES
5. Therapeutic actions INITIAL HEALTHCARE
in response to multipleIN victims (AMV):
COURSEASISE05
SCHEDULE
DISTANCE SANITARIES EMERGENCY SITUATIONS 2023-2024

For the development of the practices, it is advisable for students to come to class in comfortable attire.
preferably a practice uniform, to avoid getting dirty during the practices carried out in the
floors of the center's facilities. Furthermore, this work attire will serve the students to
carry out the internships in the FCT module.

WORK OF THE CONTENTS

The student will study the notes at their own pace, as a method of learning on which this is based.
teaching model and will raise the appropriate questions through the corresponding unit forums.

Some units will be supplemented with additional material provided by the teacher, especially the
based on the reviews and updates that are appearing in the discipline, such as, for example;
latest ILCOR 2022 recommendations that, as is logical, do not appear in the curriculum of the platform.
Complementary material will be uploaded to the platform by the teacher in the 'forum' tool.
news.

At the beginning of each unit, the teacher will explain to the students what will be studied and for what purpose.
script mode or index of the unit.

Likewise, students will solve the self-assessment tests on the platform that allow the student
check their progress in learning the different units.

Another way to delve into the content is through the proposal of debate forums.
from the teacher in each unit of the syllabus, a very useful tool because it allows for group interaction
the students and discuss their personal experiences on matters related to emergencies.

PROPOSAL OF ACTIVITIES

In addition to the corresponding tasks that the teacher proposes for each evaluation, there is also the
possibility of resolving self-assessment tests of the platform that allow the student to check their
advances in the learning of the different units.
Another model of activity consists of the student proposing debate forums.
In the practical content, the student must master the procedures attached in the following
In the face-to-face tutoring sessions, all practices that time allows will be attempted.
planned in the scheduling for such tutorials, in any case, due to time reasons always
There will be practices left undone, but the student must still keep track of them.

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF HEALTH

 C.F.G.M. EMERGENCIES INITIAL HEALTHCARE IN COURSE SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS 2023-2024

PRACTICAL CONTENT REQUIRED FOR THE FINAL EXAM

PRACTICE PAS behavior in TES. Alert model 'IDEAS'.
PRACTICE Initial evaluation procedure in a 21st century patient.
PRACTICE ABC procedure for assessing vital signs in primary assessment.
PRACTICE Interview and presentation procedure of the patient in the secondary assessment.
PRACTICE Assistance maxima during the transfer of the patient. Care model "POTATO".
PRACTICE Primary assessment procedure of consciousness.
PRACTICE Secondary assessment procedure of consciousness. Qualitative and quantitative exploration.
PRACTICE Pupil examination procedure.
PRACTICE Capillary blood glucose testing procedure.
PRACTICE Procedure for exploring sensitivity and motor skills.
PRACTICE Procedimiento de palpación de pulsos centrales y periféricos.
PRACTICE Procedure for performing the capillary refill test and taking blood pressure.
PRACTICE Procedure for exploring skin temperature, color, and humidity.
PRACTICE Detailed pulse exploration procedure in secondary assessment.
PRACTICE Procedure for controlling acute bleedings and exploring internal bleedings.
PRACTICE Initial evaluation procedure for the traumatic patient.
PRACTICE Detailed examination procedure of breathing during secondary assessment.
PRACTICE Pulsioximetry exploration procedure.
PRACTICE Airway opening procedure in traumatic and non-traumatic victims.
PRACTICE Procedure for exploring breathing in the supine position and in other positions.
PRACTICE Procedure for performing the Recovery Position (RP) technique.
PRACTICE Cardiac massage procedure in CPR for adults.
PRACTICE Manual procedures for artificial respiration in adults.
PRACTICE Instrumental ventilation procedure with resuscitator bag.
PRACTICE Adult CPR procedure.
PRACTICE CPR procedure in a team and support maneuvers for CPR.
PRACTICE CPR procedure in traumatic victim.
PRACTICE Initial assessment procedure for the pediatric victim.
PRACTICE Procedure for assessing consciousness in children and infants.
PRACTICE Airway opening procedure in children and infants.
PRACTICE Manual procedures for artificial respiration in pediatric victims.
PRACTICE Cardiac massage procedure in CPR for pediatric victim.
PRACTICE CPR procedure in pediatric victim.
PRACTICE Assistance for choking in conscious and unconscious adult victims.
PRACTICE Assistance for choking in pediatric victims.
PRACTICE Assistance in choking in pregnant victims and in obese patients. Autoheimlich.
PRACTICE Procedure for the use of oropharyngeal and nasopharyngeal devices (Guedel/nasal cannula).
PRACTICE Ventilation procedures with a mask.
PRACTICE Aspiration procedure for secretions and the use of Magill forceps.
PRACTICE Procedure for using the semiautomatic defibrillator (AED).
PRACTICE Sectorization procedure in IMV and layout of water wheels.
PRACTICE Functional triage problems (START, SHORT, MRCC, ...) and injurious.
PRACTICE Simulation of the START triage procedure at the virtual simulation table.
PRACTICE Completion of MET-TAG triage cards.
IMPORTANT!:
IES 'GINER DEFor
LOSthe work(León)
RÍOS' on theDEPARTMENT
PRACTICAL CONTENTS,
OF HEALTH it is recommended to read the MANUAL
 PRACTICAL: "Healthcare Assistance in Emergencies. F.J. Rosa Morán. Eolas Manuals". This manual
collect the procedural contents of the ASISE professional module.

CLARIFYING NOTES:

Many of the practices in the quadrant will not be able to be executed in the face-to-face tutorials for reason
in time, but the student must know how to perform them for the practical exam.
It is warned that carrying out the practices entails workloads that produce reactions.
cardiovascular and broncopulmonary conditions of greater or lesser intensity. It will be the responsibility of the
student access to the course under the necessary and sufficient psychophysical conditions.
In case it is not possible to carry out any type of practice due to medical prescription reasons, the student
You must provide the tutor teacher with the timely clinical report.

THE WORK OF ATTITUDES

The education of attitudes is a fundamental objective for students who are going to work in
Emergencies, as they will have to attend to people in complicated situations, so the
professionalism, respect, understanding, and discretion must preside over all actions. For
This reason will promote all these attitudes during in-person group tutoring.

3- PERMANENT UPDATE

The student will be made aware of the importance of always keeping in mind that the labor reality is
changing, in some cases due to legislative changes, in others due to the application of new technologies,
simply, as a result of the evolution of society.

For this reason, tools will be used to search for updated information and data, keeping very
present that every five years new recommendations are published by ILCOR, therefore students must
show a positive attitude towards the innovations and changes that you will undoubtedly encounter in your
work life. In addition, they must have a solid knowledge base that allows them to understand and perform
a constructive criticism of those novelties. For example, during the current academic year, we will work on the
updates on the ILCOR 2022 recommendations.

This open and innovative attitude will be fostered on the platform.

10. Teaching materials and resources, including manuals and textbooks for students.

For the development of collective tutorial practices, IES Giner de los Ríos has the following available.
spaces and material.

Spaces:
Emergency workshop.
Outdoor training or gym area.
Multipurpose room.
Computerized CPR classroom and virtual triage simulator.

Material and equipment:

Material for airway management.
Manual
IES ventilation
'GINER DE LOS material
RÍOS' (León) DEPARTMENT OF SANITATION
 C.F.G.M.
Classical EMERGENCIES
models INITIAL HEALTHCARE IN
of airway simulation COURSE SCHEDULE
DISTANCE SANITARY
Adult CPR manikins EMERGENCY SITUATIONS 2023-2024
Pediatric and child CPR dolls

AED (automated external defibrillator)

Material for taking vital signs (thermometers, stethoscopes, and sphygmomanometers)
Material for the channeling of pathways, suerotherapy and drug administration
Laryngoscope with blades of different sizes.
Oxygen therapy briefcases.
Suction devices for secretions
Electrocardiograph
Portable pulse oximeters
Dressing material
Dressing material
Biochemical parameter measurement devices. Glucometer.
Interactive simulation table for Multiple Victim Accidents and triage.

The practices will mainly take place in the gym of the educational center.

As basic material for the students, the notes will be used, as already mentioned earlier,
the platform, with the peculiarity that in the ASISE module the student has three Multi-Guides available
Idiomatic expressions that allow the student to know in English, French, and German what the most common questions are.
frequently asked questions to patients by the Emergency Medical Technician.
In addition to this basic tool, the teacher will supplement his classes with notes and the material that
timely estimate. For the work of practical content, it is recommended to read the MANUAL
PRACTICAL: 'Healthcare Assistance in Emergencies. Francisco Javier Rosa Morán. Eolas Manuals.' This
The manual collects the procedural contents of the ASISE professional module.

Use of ICT:

To facilitate the assimilation of the contents of the professional module, the use of has been scheduled.
following tools related to information and communication technologies:
Tool 1: handling a computerized mannequin that through the computer facilitates the timely
Training and feedback on cardiopulmonary resuscitation maneuvers (practical content).
Tool 2: management of the virtual simulator for patient classification in multiple accidents
victims and disasters.
These tools will be used in the specific classroom for these activities, which is called "Classroom of
Simulation and computerized CPR.

11. Complementary and extracurricular activities.

The possibility of attending the complementary activities proposed by the Health Department for this
The professional module is very complicated for distance emergency students due to its characteristics.
intrinsic difficulties that this teaching-learning model has, on one hand due to the scheduling challenges that make
inviable in the short time available for group tutoring to carry out activities of this type and, on the other hand,
because if they are held outside of these tutoring hours, the students have quite a number of difficulties
to assist them. However, as in previous years, students will be informed in a timely manner of the
language workshop of sign language if there were possibilities of having the right professional and, if necessary,
of another type of workshop that could fit into the distance modality.
IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF HEALTH
 C.F.G.M. EMERGENCIES
CLARIFICATION NOTE: INITIAL HEALTHCARE ASSISTANCE COURSE
IN SCHEDULE
DISTANCE SANITARY EMERGENCY SITUATIONS
The aspects of programming that are overlooked in this document are expressed in programming. 2023-2024
of the same professional module taught in the face-to-face modality since they are coincident.

IES 'GINER DE LOS RÍOS' (León) DEPARTMENT OF SANITATION