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ForwardEvergreen Fire EMT CE Jan 2026
Unit Summary
After students complete this chapter and the related course work, they will understand the origins and present-day structure of emergency medical care delivery systems. The emergency medical technician’s (EMT’s) roles, responsibilities, and relationship to the emergency medical services (EMS) system as well as the EMT’s role in the quality improvement process are explained, and other levels of EMS providers are described. The foundations necessary for being a competent, effective, caring, and ethical EMT are presented. The interrelationships of the National Highway Traffic Safety Administration’s 14 components of the EMS system, per the EMS Agenda for the Future, are outlined. Also described is the EMT’s impact on research, data collection, and evidence-based decision making, as well as the EMT’s responsibilities as a student and a practitioner.
After students complete this chapter and the related course work, they will understand the importance of recognizing important hazards; coping with physical and mental stress; assisting patients and families with the emotional aspect of injuries, illness, and/or death; taking appropriate preventive actions to ensure personal safety; dealing with patients and coworkers with sensitivity; taking proper precautions when dealing with infectious diseases; and preventing on-the-job injuries.
Target Audience
EMS providers
Learning Objectives
Objectives
1. Define emergency medical services (EMS) systems. (p 3)
2. Name the four levels of EMT training and licensure. (pp 4–7)
3. Describe EMT licensure criteria; include how the Americans with Disabilities Act (ADA) applies to employment as an EMT. (pp 4–7)
4. Discuss the historic background of the development of the EMS system. (pp 7–9)
5. Describe the levels of EMT training in terms of skill sets needed for each of the following: EMR, EMT, AEMT, and paramedic. (pp 9–11)
6. Recognize the possible presence of other first responders at a scene with EMR training, some knowledge of first aid, or merely good intentions, and their need for direction. (pp 10–11)
7. Explain the guiding principles of EMS Agenda 2050. (p 12)
8. Describe how medical direction of an EMS system works and the EMT’s role in the process. (p 14)
9. Define mobile integrated healthcare and community paramedicine. (p 15)
10. Explain the purpose of the EMS continuous quality improvement (CQI) process. (p 16)
1. Explain the steps that contribute to wellness and resilience and their importance in managing stress. (pp 31–38)
2. Differentiate infectious disease and communicable disease. (p 38)
3. Identify the risks and hazards of sleep deprivation in EMS. (pp 35–36)
4. State the routes of disease transmission. (pp 38–40)
5. Describe the specific routes of transmission and the steps to prevent and/or deal with an exposure to hepatitis, tuberculosis, or human immunodeficiency (HIV)/acquired immunodeficiency disorder (ADIS). (pp 38–49)
6. Apply the standard precautions used in treating patients to prevent infection. (pp 41–49)
7. Explain the steps to take for personal protection from airborne and bloodborne pathogens. (pp 41–49)
8. Demonstrate proper handwashing techniques. (pp 41–43)
9. Explain the ways in which immunity to infectious diseases is acquired. (pp 51–53)
Annie Dorchak, NRP
EMS Continuing Education approved by the State of Colorado through Common Spirit Prehospital Services Training Center and Group # CO 039 (SAH), #CO 040 (PSF)