2018 Outdoor Emergency Care Cycle B Traditional Refresher Instructor Guide

Transcription

1 2018 Outdoor Emergency Care Cycle B Traditional Refresher Instructor Guide 1

2 2018 Outdoor Emergency Care Cycle B Refresher Instructor Guide INTRODUCTION Welcome to the 2018 Outdoor Emergency Care Cycle B Refresher Instructor Guide. This guide is designed to provide information for Instructors, Instructors of Record (IOR), Instructor Trainers and other members of the OEC team responsible for quality delivery of the OEC Cycle B Refresher. In 2017, the NSP Medical Advisory Committee concluded that current medical evidence demonstrates that the practice of spinal immobilization, where backboards with straps are used to secure a conscious victim of trauma during etrication and transport for a possible spinal injury, may be overused or unnecessary. In many cases typically encountered by patrollers, spinal immobilization may be causing harm to the patient while not providing any benefit. In this Instructor Guide, we will introduce the selective use of backboards for possible spinal injuries that were approved by the NSP Medical Advisory Committee on March 8, 2017, presented to the National OEC Committee and supported in April and approved for inclusion in the Cycle B Refresher by the NSP Board of Directors on April Some portion of this material will be included in the 6 th edition of the OEC tet and is intended for use in training new OEC technicians and for use at OEC refreshers beginning June 1, This information is to be used as the standard of training for the NSP Outdoor Emergency Care program. Patrols may be required to follow local or state EMS guidelines, policies or law that would supersede this level of training. A listing of Historical Papers reviewed by the Medical Advisory Committee detailing the latest literature regarding back boarding and/or spinal immobilization (now called spinal protection) is posted on the NSP Website in the Instructors Resources section. NEW TO THE INSTRUCTOR GUIDE Based on suggestions from last year s refresher, the Instructor Guide has been divided into two distinct guides, the Traditional Refresher Instructor Guide and the Hybrid Refresher Instructor Guide. Please keep in mind, no matter which format is chosen for a refresher, all skills and knowledge objectives outlined in the OEC Cycle B Instructor Guide and OEC Cycle B Refresher Study Workbook must be covered in the annual refresher. If using the hybrid model, the didactic objectives will be completed using the online modules. If using the traditional model, all didactic objectives must be covered utilizing other methodologies and support materials (i.e. lectures, posters, small group discussions, etc.). For both the hybrid and traditional models, the Refresher Workbook must be completed as a transition and a review of the materials needed for the skills portion of the refresher. The Sample Refresher section identifies how to meet both models. We listened to your feedback and sincerely hope that you like the new format. Please let the Refresher Committee know what you think of these changes. Contact information for NSP can be found at As a reminder to instructors, IORs and instructor trainers, the changes to the NSP IT system regarding registration for your 2018 Cycle B Refresher are listed here: 1. There will be only one course offering when registering a course for the 2018 OEC Cycle B Refresher. It will not matter which type of refresher you are offering as an IOR when you register your class there will only be one option to choose. 2. After a course is registered, each student must be contacted by the IOR with the course number and the student will be required to go online and enroll in the course on the NSP website. See the OEC Refresher Workbook for detailed instructions. 3. Prior to the start of the Refresher, the IOR will be able to print out an attendee list to ensure that everyone has enrolled. Anyone attending the refresher who has not enrolled must do so prior to the 2

3 class roster being submitted. The Visiting Patroller Completion Form is now at the end of this guide, please print out a number of copies and bring to your refresher. 4. The course completion record will be completed when the IOR electronically closes the course online. The directions for how to complete this step are published on the NSP website. All attendees meeting all of the refresher requirements will receive credit for the refresher after the IOR closes the course, and Instructor Trainer approval of the course roster online. The IT for the class must ensure that only those that attended this training are selected on the electronic roster as being successful. Check your member profile education classes to ensure you have received credit. A significant portion of an OEC instructor's responsibility is to support local patrols and members during their OEC refreshers. As an OEC instructor, the information we provide to OEC technicians must be correct and meet the requirements of the Outdoor Emergency Care Fifth Edition (OEC 5th ed.) and approved supplement on spinal protection. Each OEC instructor must be committed to the program as the "standard of training" while balancing the different ways OEC technicians learn. The "standard of training" is what each OEC technician needs to be able to discuss and demonstrate. OEC instructors must be enthusiastic, have a great imagination, be sincere to the needs of the program and the students/participants, be knowledgeable of the OEC 5th ed., and, above all, practice their teaching and OEC skills. Understanding the language in the 2018 Cycle B OEC Refresher Instructor Guide will help the instructor best meet the standards of the refresher. Each requirement is written as though looking through the student's eyes. "List," "describe," "identify," and "demonstrate" are key verbs that OEC technicians going through the refresher must complete. It is up to the OEC instructor to engage each student so that they meet these requirements. Therefore, the method an instructor chooses to deliver the training or skill or information should be interactive, energetic, and fully engage the OEC technician in the activity. The OEC instructor will notice that certain key verbs relate to knowledge-based objectives, while others relate to skills-based objectives. Key verbs such as "perform" and "demonstrate" will become the focal point of the hands-on portion of the refresher. Posters and other information available on the NSP Instructor Resources pages on the NSP website (nsp.org) will help support the hands-on portion of the refresher as review material. FOR THIS REFRESHER, PATROLLERS ARE TO KEEP THEIR REFRESHER WORKBOOKS FOR REFERENCING THE NEW SPINAL PROTECTION INFORMATION. 3

4 SPECIAL UPDATE TO OEC 5e on SPINAL PROTECTION Assessment Protection (See: Spinal Protection Flow Chart on Page 34) Cervical Spine Precaution Requirements (Patrollers to keep their Refresher Workbooks) RESCUE BASICS (Chapter 3) ANATOMY AND PHYSIOLOGY (Chapter 6) Nervous System Muscular System Skeletal System Urinary System Gastrointestinal System PATIENT ASSESSMENT (Chapter 7) CRITICAL INTERVENTIONS (Chapters 9 and 10) Airway Management Shock (See: Spinal Protection The Backboard Redefined at MEDICAL EMERGENCIES (Chapters 14 and 16) Allergies and Anaphylais Gastrointestinal and Genitourinary Emergencies TRAUMA (Chapters 5, 20 and 21) Musculoskeletal Injuries Lower Etremities o Hip o Pelvis o Femur Proimal Head and Spine Helmet Removal Abdomen and Pelvic Trauma Lifts, Loads and Carries ENVIRONMENTAL CONDITIONS (Chapters 26, 27, 28 and 29) Heat-Related Emergencies Plant and Animal Emergencies Altitude-Related Emergencies Water Emergencies SPECIAL POPULATIONS (Chapter 32) Outdoor Adaptive Athletes 2018 OEC Refresher Key Topics CASE REVIEWS 4

5 Preparing for and Completing the 2018 Refresher PROGRAM PROCESS OEC technicians must complete an OEC refresher each year. This program offers OEC technicians an opportunity to update, renew, and demonstrate their competency in specific OEC skills and knowledge. The OEC Refresher Program is a traditionalized program. During each refresher cycle, every OEC technician reviews required material and demonstrates proficiency in specified skills. Every required skill must be demonstrated during the annual refresher as outlined in the Skills Checklist in the OEC refresher workbook or OEC refresher instructor guide for both Hybrid and Traditional refreshers. The knowledge based Objective checklist for traditional refresher IOR s is located in this Instructor Guide only. With every refresher, OEC technicians have the opportunity to hone and improve their clinical skills. Verification of OEC technician competency in fundamental knowledge, skills, and scenario management is the basis of the OEC Refresher Program. OEC technician certification is maintained by completing three consecutive annual refreshers. All NSP members must complete each of the refreshers (Cycles A, B, and C) to maintain their OEC certification. The only NSP members eempt from this requirement are mountain hosts, registered candidate patrollers enrolled in an OEC course, members who complete a full OEC course after May 31 of the current year, and members registered as physician partners (M.D. or D.O.). The OEC Refresher Program does not provide a means for a person with previous emergency care or medical training to challenge the OEC course. Additionally, the annual refresher covers a third of the OEC Program curriculum requirements and does not meet the requirements for certification under the full OEC Program. An inactive NSP member returning to active status must hold a current OEC technician card, complete any missed cycle(s) that occurred during the inactive period, and pay dues for any missed seasons(s). If the OEC technician card epired during the inactive registration period, the member may need to retake an OEC course. Please refer to the National Ski Patrol Policies and Procedures for guidelines on registering as an NSP member and other OEC technician refresher requirements. The current Policies and Procedures document can be found on the website under the topic Member Resources. Sign in to your member page, select Governance from the banner on the right side of the page. The P&P is near the bottom of the page. THE REFRESHER For each refresher, OEC technicians must complete ALL of the following components: the didactic, or information, portion (in person at a refresher event); the Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B, and the skills component at a refresher event. In order to receive credit for this refresher cycle, OEC technicians must successfully complete either the TRADITIONAL or the HYBRID refresher types: The "traditional" refresher format consists of two steps: 1) The OEC technician reviews and completes the assignments, skills, and case presentation in the Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B; and, 2) They complete a knowledge and skill-based refresher event, where they will demonstrate their OEC skills and discuss the knowledge based objective requirements and the cases they have reviewed. Note: The Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B must be reviewed by the IOR or their designee for completeness prior to completion of the refresher. The "hybrid" refresher format consists of three steps: 1) The OEC technician reviews and completes the assignments, skills, and cases in this Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B. Note: The Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B must be reviewed by the IOR or their designee for completeness prior to completion of the refresher. 2) Complete the online refresher eercise that reviews the knowledge-based portion of the refresher. 5

6 3) Complete a skill-based refresher event, where they will demonstrate their OEC skills and discuss the cases they have reviewed. In the 2018 Cycle B refresher, there are a number of injured/ill patient assessments to be completed. All OEC technicians must complete at least one assessment during that specific skill sign-off. Other skill objectives that are identified as assess a specific part of the body or chief complaint (CC) may have the assessments shortened, but should include determining scene safety, permission to treat, traditional precautions associated with the CC, followed by assessment and care of the CC and treatment for shock. INSTRUCTIONS FOR COMPLETING THE TRADITIONAL REFRESHER (to be sent to attendees) 1) Review/complete the material. a. Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B must be completed; b. Outdoor Emergency Care Fifth Edition is the reference source. 2) Update your NSP record. a. Check your personal profile in the "Member Resources" section of to ensure that your information is correct, or call the national office at b. Enroll in the OEC Refresher B course online. 3) Gather materials for the refresher event. a. Bring the completed Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B, AND the printed completion certificate from the online portion (hybrid only). b. Bring your current OEC, CPR, and NSP member cards. Your OEC card should have a blank space in the Cycle B section. c. A fully stocked aid belt, vest, or pack, and any additional items required at the refresher you will attend. d. Weather-appropriate clothing for both indoor and outdoor refresher activities. 4) Practice the skills that are identified in the Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B. a. Check the refresher checklist on page 29 for the knowledge & skills you will be reviewing and demonstrating. b. By being proficient at Outdoor Emergency Care Fifth Edition skills, you will feel more comfortable during the skill and scenario stations. 5) Attend the refresher. a. Check with your local patrol to ensure that you are completing the appropriate refresher format requirements (traditional vs. hybrid). b. If you complete a refresher with another patrol, contact their IOR before you attend to ensure that you are preparing for the appropriate refresher format (traditional vs. hybrid). Also, be sure that your host IOR signs the Visitors' Completion Form found on (a copy is included in this instructor refresher guide and IOR s should have copies for use on refresher day). OTHER PROGRAM REQUIREMENTS CPR for active NSP members: Active NSP members must ensure that they maintain a current professionalrescuer level CPR certification and demonstrate their CPR skills annually to an agency-approved certified CPR instructor, regardless of the requirements of the certifying agency or the epiration date on their card. This requirement is not meant to be part of the annual OEC refresher. For a complete list of the NSP-approved CPR certifying agencies, please see the National Ski Patrol Policies and Procedures. Local patrol training, such as local patrol requirements, area needs, lift evacuation, CPR, AED, and other onhill/on-trail training, is arranged through your home patrol and is NOT officially part of the OEC refresher process. The NSP is not responsible for the content, instruction, or scheduling of this training, so it is important to communicate with your local patrol regarding these requirements. HOW TO FIND THE REFRESHER WORKBOOK ANSWERS The Refresher Committee's task was to create a refresher workbook that would enhance the overall refresher eperience. There are si modules, each directed at different subject matter. You will find it helpful and necessary to use your Outdoor Emergency Care Fifth Edition when completing the workbook. Use your Outdoor Emergency Care Fifth Edition and Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B together to review the topics and chapters as indicated by the title of each workbook module, and answer the questions and complete each eercise. The title of each module refers to a portion of the chapter(s) you will be reviewing in a particular module. The title and concluding objectives are shown in bold print. Consider this eample: "Critical Interventions: Airway Management, Shock" (workbook module title); and Describe and demonstrate the management of shock. The first number refers to the chapter the answer can be found in, Chapter 10 in this instance. The second number (9 in this eample) tells you that this is the 9th topic to be discussed in the chapter. From there, find the objective in the book, review it, and hopefully the answer will present itself. Please note that some objectives have been combined to shorten the list. 6

7 For those OEC technicians that use an electronic version of the Outdoor Emergency Care Fifth Edition tetbook, we have included keyword searches in bold and italics. Remember, completing the workbook is an important part of your refresher, and a requirement. The workbook must be brought to the OEC refresher and reviewed by the IOR for completeness; patrollers are to keep their workbooks. INSTRUCTOR RESOURCES Up to date Instructor Resources including the answer key for the Refresher Workbook, any corrections to the Refresher Workbook, posters and other materials may be found on the NSP website under the pull-down tab "OEC Instructor Resources." THINGS TO KEEP IN MIND WHEN TEACHING TO THE ADULT LEARNER When teaching, instructors should embrace a variety of methods to engage their students and bring their subjects to life. Learning is not only more fun, but also more deeply engrained when it is done actively and involves the whole person. In fact, if a person sees, hears, and physically participates in a learning activity, they are 80 percent more likely to remember what they learned than if they used only one or these types of learning. The following list provides a variety of terms that instructors and students can use in their concluding objectives to make learning more memorable. These verbs are to be used in the concluding objectives established by the instructor. Concluding objectives state what the OEC technician will do in order to meet that objective, and they provide guidance for instructors as they select an instruction method that supports the outcome. CONSIDER: To think about carefully; to eamine and think about in order to understand. DEMONSTRATE: Through physical actions reveal, make obvious, or ehibit a skill. Make clear by showing eamples. DESCRIBE: To create a mental picture through detailed description. DISCUSS: To discuss, consider, and argue the pros and cons of; to support with reasoning and evidence. EXPLAIN: To make clear and understandable through meaning; to give eplanation. IDENTIFY/NAME: Be able to recognize, list, or classify items. INTEGRATE: To put together, include, incorporate, and assimilate several components together. LIST: Provide a series of words, names, or items of relevance to a related topic. PARTICIPATE: Being actively involved, taking part in, joining in, sharing, and adding to a discussion or comments. PERFORM: To carry out or eecute an action; an ehibition of a skill. PRACTICE: To carry out, perform, or apply a skill in a classroom setting; to do repeatedly to learn or become proficient. REVIEW: To look at, look over, or re-eamine. 7

8 2018 Cycle B Refresher Planning Checklist SUGGESTED TIME LINE Available on the web at: 8 WEEKS BEFORE REFRESHER DATE: Review, address, and act upon 2017 Patroller Refresher Evaluations. Determine the date, time, and location of the following: Choose the refresher format: Hybrid (online and skills refresher) or Traditional Refresher. Refresher planning meeting: Date: Time: Location: Annual OEC refresher for instructors: Date: Time: Location: OEC refresher: Date: Time: Location: 7 WEEKS BEFORE REFRESHER DATE: Notify all patrol members of the date, time, and location of the OEC refresher; provide preparatory instructions and a list of items members must bring to the refresher. Send the region OEC administrator a notice to get name of assigned Instructor Trainer (IT). Once assigned an IT, register the refresher at Notify OEC instructors, assigned IT, OEC region administrator (if available), or other OEC supervisory staff of the date, time, and location of the following: Refresher planning meeting. OEC refresher for instructors and OEC refresher. How to access the online refresher, if it's being used. Ensure that all OEC instructors are current. 6 WEEKS BEFORE REFRESHER DATE: Refresher Planning Meeting (refer to planning tool that follows) Identify and implement a plan for quality management of this refresher. Determine station format, logistics, and flow (see sample refresher schedules) by considering the following areas: Number of patrollers epected to attend: Number of stations needed: Number of "patients" required: Adult Pediatric Number of instructors and facilitators needed: Instructor assignments (notify all participants of assignments, including specific station performance objectives). 5 WEEKS BEFORE REFRESHER DATE: Formalize instructor assignments, share refresher schedule/outline course information with assigned IT. Determine equipment supply needs, i.e., medical/first aid, audiovisual, chart paper and easels, tape, markers and pens, station signs, poster board, inde cards, trash receptacles, and refreshments. 4 WEEKS BEFORE REFRESHER DATE: Delegate administrative responsibilities: Identify responsible person(s): Have the IOR print a roster prior to the start of the refresher to review and make additions and deletions of those in attendance. Ensure access to with electronic support for attendees that did not enroll. 8

9 2018 Cycle B Refresher Planning Checklist 4 WEEKS BEFORE REFRESHER CONTINUED Determine and obtain logistical support in the following areas: Communications, including radios. You are encouraged to have an OEC instructor lead each station or activity. Stations can be supplemented by specialty instructors who are knowledgeable about the material covered in the OEC 5th ed. standard of training. This is an opportunity to develop new instructors and involve local members of EMS, hospital staff; and administrative support. 3 WEEKS BEFORE REFRESHER DATE: During the Interim Remind patrollers of items they must bring, i.e., current NSP membership and OEC cards, CPR card, a stocked belt or vest, and the completed Refresher Workbook. Also apprise patrollers of local needs, dress requirements, and necessary lunch arrangements. Confirm the source and delivery of equipment, supplies, and refreshments for both the annual OEC refresher for instructors and the OEC refresher. Confirm the instructors' commitment to teach, their understanding of assigned performance objectives, use of si-pack format, and the need to present their entire assignment at the annual OEC instructor refresher. Confirm the commitment of etra personnel. Ensure that the refresher facility is prepared (heat, cleanliness, restrooms, furniture, etc.). If you are not using a ski patrol facility, ensure that proper releases are secured with the facility owners. 2 WEEKS BEFORE REFRESHER DATE: Annual OEC refresher for instructors (this is not a refresher planning meeting) Verify all refresher knowledge and skill requirements for participating instructors; all instructors must personally complete all refresher objectives and skill requirements. Teach or present assigned objectives to fellow instructors. Critique and fine-tune presentations with help from the assigned IT. REFRESHER DATE: OEC Refresher (the following items must be completed by instructors attending the instructor refresher) Collect the patroller evaluation forms and Visitor Patroller Completion Forms. Collect the national or division release forms prior to starting the refresher. Verify each patroller has their OEC Refresher Workbook, DO NOT COLLECT. 1 WEEK POST REFRESHER DATE: Post Refresher Hold post-refresher meeting with instructor of record, assigned IT, and patrol representative to review the overall refresher. Review the patroller evaluation forms. Make notes for improvements at the 2018 refresher. Forward IT QA form only to refresher@nspserves.org and to others as requested/required. Be sure everyone that attended registered themselves online. 3 WEEKS POST REFRESHER DATE: Complete the online OEC Refresher Close a Course Record under Course Tools and submit to the national office and others as requested/required. Prior to course closure print a final roster and make additions and deletions and forward to the IT of Record. Confirm that the IT of record has approved the course closure with the national office. Do not delay submission of records for those requiring additional training. Please make a special effort to complete your documentation in a timely manner. 9

10 A special note to the OEC instructor trainer who is assigned to perform QA at an annual OEC refresher It is the responsibility of the OEC IT to engage the instructor of record (IOR) as often as necessary to ensure that the OEC refresher meets all of the objectives of the annual OEC refresher cycle as outlined by the OEC Refresher Committee. The IT has the critical responsibility of supporting the IOR and reviewing all of the steps necessary to complete the OEC refresher. Along with reviewing each individual objective to ensure compliance with the program, the IT has the responsibility to make sure that all notifications are made in a timely fashion and that all completion records are submitted within the recommended two-week timeframe after the completion of the course. The IT should also help to identify instructors who need further development in the delivery of materials using the NSP Instructor Development platform. Instructor reviews need to be documented, and are usually conducted at the request of the region OEC administrator. Please remember that all instructors must be reviewed by an IT for competence at least once every three years as part of the recertification process. Further, the IT has the responsibility to ensure that any non-oec instructor who is used to support the OEC refresher is clearly using only Outdoor Emergency Care Fifth Edition material during the training eercise. These instructors must be eperts in the topic they are covering. Allowing a patroller to review material is not acceptable. Instructor trainers should ensure that all evaluations are collected, OEC technician cards are signed for the attendees, and that all attendees are enrolled and listed on the course roster. The IT should ensure that the IOR has a complete list of all attendees from the class enrollment that reflects all attendees at the class. A computer may need to be accessible the day of the event in order to ensure everyone has access and is enrolled in the refresher. Any OEC technician who has attended an annual refresher, but who does not meet the skills objectives, must successfully complete remedial training and be re-evaluated before they are given credit for course completion. This may or may not be done on the same day as the OEC annual refresher. Further, it is the responsibility of the IOR and IT to ensure that any additional training and completion of the refresher is reviewed and documented. It is the responsibility of the IOR and IT to ensure that all other skill objectives have been completed. If a traditional refresher is being offered, all objectives in the skills checklist must be covered to meet the requirements of Cycle B as well as the knowledge based checklist in this instructors guide. ITs are not eempt from the requirements of attending a full OEC refresher and completing the Outdoor Emergency Care Refresher Workbook 2018 OEC Cycle B and meeting all of the requirements of the "2018 Objective and Skills Checklist." An IT must be knowledgeable of all the materials prior to teaching any portion of an OEC refresher if they have not attended a refresher first. An OEC instructor who has not been refreshed prior to teaching in a refresher must attend a refresher other than the one in which they are teaching. The IOR and IT who are using a subject matter instructor or an OEC instructor who has not attended an OEC refresher prior to teaching at the refresher must be confident that the instructors they use are professionals in their field or are OEC instructors who are updated and reviewed on any topics which they are teaching at the refresher. Quality assurance is the primary responsibility of the IT. He or she must document all findings on the QA form included in the Outdoor Emergency Care Refresher Instructor Guide 2018 Cycle B and send it to the appropriate individuals outlined on the form. Note: Be aware the numbering on the various modules does not necessarily align; however, all material is covered. 10

11 Sample Traditional Refresher (Knowledge & Skills), no On-Line portion: Cycle B 2018 Please refer to the new Cycle B Lesson Plans which can be found in the Instructor Resources section on the OEC Instructors webpage at: PRE-STATION GROUP DISCUSSION, Entire group presentation: review new spinal protection information STATION 1 (Lesson Plans Modules 1 & Module 4): Knowledge Objectives (Suggested 30 minutes): Using lecture or guided practice, games etc. review the anatomy and physiology of Musculoskeletal Injuries & Gastrointestinal/Genitourinary Emergencies. Part 1: Describe the fundamental anatomy and physiology of the Skeletal, Muscular, Nervous systems, including: Identify various anatomical terms commonly used to refer to the body, list the five body cavities, correctly identify the major anatomical components of the central nervous system, define and describe homeostasis and its importance for good health, and describe the functions of the following structures: Bones, Cartilage, Joints, Muscles, Synovium, & Tendons (Focus on Hip, Pelvis, Femur). Part 2: Describe the fundamental anatomy and physiology of Gastrointestinal/Genitourinary Emergencies, including: Identify and locate the major anatomical structures within the abdominopelvic cavity, list the functions of the major anatomical structures within the abdominopelvic cavity, list and describe at least si possible causes of emergencies involving the gastrointestinal and genitourinary systems, List the signs and symptoms of emergencies involving the gastrointestinal and genitourinary systems, and compare and contrast visceral pain and parietal pain. Skill Objectives (Suggested 45 minutes): For this station, the following two objectives must be worked into each skill or scenario station: 1. Describe and demonstrate the management of shock (see poster). 2. Describe and demonstrate how to ensure scene safety (see poster). Equipment for this rotation: Moulage for evisceration of the abdomen; impaled object for abdomen (the impaled object should be small and not overly cumbersome to control); makeup for simulating bruising to the lower quadrants; moulage for bruising color, Long board for immobilization of the pelvis fracture; sheets or manufactured pelvic sling; moulage for swelling of hip; long board splints; bed sheets, etra blankets. 3. Describe and demonstrate how to assess the abdomen (each OEC technician must demonstrate). 4. Describe and demonstrate how to assess a patient with abdominopelvic trauma (each OEC technician must lead one). 5. Describe and demonstrate the management of a patient with a severe GI/GU emergency [Refer to Chapter 16] (perform as a team). 6. Describe and demonstrate how to manage an evisceration, an impaled object in the abdomen or pelvis, and a pelvic fracture (each OEC technician must lead one and participate in all others). 7. Describe and demonstrate how to assess and care for a hip injury and a proimal femur injury (each OEC technician must lead one and participate in all others). In groups of three, the following scenarios can be used to meet the objectives above. a.) Its lunch time and you just finished your morning patrol shift; you decide to head to the cafeteria for a quick lunch. As you are standing in line waiting to order you notice a young girl sitting at one of the tables and she seems to be in pain. As you approach you find her couched over the table and she seems to be guarding her lower abdomen. She can t get comfortable and complains radiating abdominal pain and nausea. (Abdominal illness, the OEC technician needs to ensure scene safety and the primary assessment; the OEC technician should also focus their secondary assessment on the abdomen for this scenario. Once that is complete, that portion of the scenario can be stopped). b.) You are called to a scene to conduct an assessment of an injured person that was riding a trail bicycle, struck a large stone, and fell forward and struck their abdomen on the handlebars of the bike, causing pain. The pain should be located in the inferior area of the lower left and right quadrants across the front with point tenderness in the 11

12 center of the body, with immediate pain upon impact with the handlebars. The rider got off the bike on his own. (Abdominopelvic Trauma, the OEC technician needs to ensure scene safety and the primary assessment; the OEC technician should also focus their secondary assessment on the abdomen and pelvis for this scenario. Once that is complete, that portion of the scenario can be stopped). c.) You are the first to respond to an incident where a female boarder went over an obstacle that had a pipe sticking up and she slid across the pipe, causing a laceration to the abdomen. This resulted in an evisceration of the intestine. The female patient in lying on her back in the middle of the landing zone of the park feature. (The gash does not need to be large, but should include some "blood." The OEC technician needs to ensure scene safety and a thorough assessment of the abdomen, taking immediate action to treat the patient before help arrives. The scenario can be stopped after the assessment and immediate treatment. BSI and scene safety must be included in this portion of the assessment). d.) You ve been called to respond to an accident on the downhill race course at mid station. A male ski racer has gone off course while trying to negotiate a high-speed turn and has gone off trail into a tree branch; the branch enters the abdomen and breaks off at approimately 6 inches of length outside the body. (The wound is deep and bleeding, and the OEC technician must complete a thorough assessment of the abdomen. Clothing should be in place that needs to be removed so that the wound can be assessed and immediate treatment rendered. There should be a focus on the assessment, BSI and scene safety must be included in this portion of the assessment). e.) You respond to a call at the rope tow lift on the beginners slope, you arrive to find an older women lying on the ground complaining of severe hip pain. She was taking her granddaughter up the rope tow between her legs when she caught an edge, came down hard on her hip, the leg is turned in, and now can t get up. (The patient has right or left posterior HIP deformity and the OEC technician must complete a thorough assessment of the abdomen, hip, pelvis, and femur. This is meant to be a dislocated hip or proimal femur fracture scenario. There should be a focus on the assessment, BSI and scene safety must be included in this portion of the assessment). f.) You are working at the Zip Line Park of your local resort, it s a bright sunny day and you hear a call on the radio for immediate EMS help at station 2 of the zip line comple. You arrive to find a middle-aged male, still in harness lying on the ground at the base of the 20 foot platform. He is complaining of severe pelvic pain, witnesses claim his connection line detached at the platform and he fell to the ground. (The patient has a pelvic fracture and pelvic palpation reveals movement and increased pain. The OEC technician must complete a thorough assessment of the abdomen, hip, pelvis, and femur. This is meant to be a pelvic fracture scenario. There should be a focus on the assessment, BSI and scene safety must be included in this portion of the assessment). Treatment of the above scenarios can be done with each scenario set up so the assessment runs directly into the treatment; then the three technicians rotate from one station to the other. There is an option to run the treatment stations separately if you have enough support. STATION 2 (Lesson Plan Module 2) Knowledge Objectives (Suggested 30 minutes): Using mini presentations, Small group discussions, demonstration and/or lecture, review Disease Transmission, OEC Basics, Shock, & Lifts & Drags. Part 1: Describe the five (5) modes of disease transmission, list the common personal protective equipment used by OEC Technician, describe the components of the scene size up, describe chain of custody, and define body mechanics. Part 2: Define body mechanics, describe and eplain the difference between an urgent and non-urgent move, list and describe various devices used to move and transport patients. Part 3: Define shock, compare and contrast the three stages of shock, list the four types of shock, describe how the body compensates for shock, and list the classic signs and symptoms of shock Skill Objectives (Suggested 45 minutes): For this station, the following two objectives must be worked into each skill or scenario station: 1. Describe and demonstrate the management of shock, including a focus on neurogenic shock (see poster). 2. Describe and demonstrate how to ensure scene safety (see poster). 12

13 Equipment for this rotation: Manikin that can take airways (both OPA and NPA); variable sizes of OPAs and NPAs; oygen tank; regulator; O-rings; tubing and different delivery devices (non-rebreather, pediatric non-rebreather, and nasal cannula). 3. Describe and demonstrate how to manually open the airway or mouth using the following techniques: Head-tilt chin-lift; jaw thrust; and crossed finger. In a group of three, each OEC technician must properly demonstrate how to open the airway or mouth on a manikin using a head tilt/chin lift, jaw thrust on a suspected neck injury patient, and how to open the mouth using the crossed finger technique. After the first technician completes the three tasks, the net technician can start. 4. Demonstrate the proper methods for choosing the correct size and inserting them: Oropharyngeal airway and nasopharyngeal airway. When the group has completed the task above, the same three technicians will then demonstrate how to properly size and insert an OPA and an NPA. This will include the SIC (Size, Insert, Check) and SLIC (Size, Lubricate, Insert, Check) acronyms. 5. Describe and demonstrate how to properly set up an oygen tank for use. In a group of three, each OEC technician must set up an oygen tank as if it were newly assigned tank and complete through the administration of oygen using a delivery device. The first OEC technician should start by cracking the tank, insert the regulator with an appropriate O-ring in place, then set the flow rate for the first delivery device, which would be a non-rebreather mask. When the first OEC technician completes the task, the O2 tank is disassembled or a second tank is put into use and the same eercise is completed with the delivery device being a nasal cannula. The third technician would do the same with a pediatric non-rebreather mask being used as a delivery device. 6. Describe and demonstrate the following drags, lifts, and carries: Choose Power Grip and Power Lift, plus at least three of the following: Shoulder Drag; Etremity Lift; Bridge/BEAN Lift; Human Crutch; Fore and Aft Carry; Chair Carry; BEAM Lift; and Draw Sheet Carry. To complete this station, set up teams of three to si. Each OEC technician must demonstrate successful lifts using the power grip and power lift. In addition, in teams, select three other lifts listed above and demonstrate them. Again, some lifts require more than one person. If those lifts are chosen, each person should lead the lift and use the same rotation as stated in the station above. STATION 3 (Lesson Plan Module 3) Knowledge Objectives (Suggested 20 minutes): Using mini presentations, Small group discussions, demonstration and/or lecture, review Head & Spine Injuries. Part 1: Define traumatic brain injury, describe common traumatic injuries involving the head, neck, and back, describe the signs and symptoms of potential head injuries involving the brain, describe the signs and symptoms of potential spinal injuries, and list the signs and symptoms of increased intracranial pressure. Part 2: Using the new Spinal Protection Protocol, describe how to properly assess a patient with a suspected neurological injury, including neck and spine injury. MOI, Reliability of Assessment, and Eam Skill Objectives (Suggested 55 minutes): For this station, the following two objectives must be worked into each skill or scenario station: 1. Describe and demonstrate the management of shock, including a focus on neurogenic shock (see poster). 2. Describe and demonstrate how to ensure scene safety (see poster). Equipment for this rotation: Long board for immobilization; cervical immobilization device (CID); blankets; O2; helmets. 13

14 3. Describe and demonstrate how to assess and treat a patient with head, neck, and spine injuries. Everyone completes an assessment specifically focused on spinal assessment in accordance with new protocols. 4. Describe and demonstrate how to maintain proper spinal alignment while placing a patient onto a long spine board from the lying position. The focus must be on placement, strapping is not necessary. (Could include Helmet Removal as part of the scenario) To complete these two objectives, OEC technicians should be broken into teams of three to five and must lead and demonstrate the assessment and care of one of the following: a.) The first OEC technician is called to respond to a patient fall in the parking lot. You respond and find a patient in a lying position complaining of neck and midline back pain. The injured patient is found lying on an icy sidewalk outside the resort main lodge. The OEC lead technician will assess and treat the patient using the new Spinal Protection Protocol. The team will work together at the direction of the OEC lead and properly place the patient onto a long spine board. b.) The team will then change leads and completes the same skills with a second patient. You are called to the scene of a suspected customer fall in the main lodge. As you approach the scene you notice a young women lying on the floor under one of the tables crying and in obvious pain. She is conscious and claims to have slid on the wet floor, landed on her back, and slid under this table. (There should be obstacles, requiring a long ais drag to be completed, she has a helmet on). The patient is complaining of lower back and head pain. The OEC lead technician will assess and treat the patient using the new Spinal Protection Protocol. The team will work together at the direction of the OEC lead and properly place the patient onto a long spine board. c.) The team will then change leads and completes the same skills with a third patient. You are traversing through a mogul run as part of closing sweeps when you notice a skier to the side of the trail lying on their back in the snow. As you approach you can hear the patient moaning, he is conscious and alert but complains of severe lower back pain. (This patient requires a log roll to complete the assessment, the patient should present with midline back pain from T11 to L5, the patient has a helmet on). The OEC lead technician will assess and treat the patient using the new Spinal Protection Protocol. The team will work together at the direction of the OEC lead and properly place the patient onto a long spine board. d.) The team will then change leads and completes the same skills with a fourth patient. You are working the medical team for an early spring mountain bike trail event and have been positioned at the mid-point of one of the steeper sections of the course. As riders pass by to climb the hill, two riders collide on the hill; the first rider falls to the side and is unharmed. The second rider falls backwards down the slope while still on his bike, the rider and the bike tumble down the slope numerous times and both come to a stop at the bottom. As you make your way to the scene and approach the patient you notice he has a large chuck of his helmet missing and he s unconscious. (When palpating the neck, deformity is discovered at C1/C2 junction, the patient will stay unresponsive throughout the scenario) The OEC lead technician will assess and treat the patient using the new Spinal Protection Protocol. The team will work together at the direction of the OEC lead and properly place the patient onto a long spine board. e.) The team will then change leads and completes the same skills with a fifth patient. You are called to the parking lot of your resort for a potential car accident at the main eit. You arrive on scene to find a middleaged man standing and leaning against his car displaying facial epressions of severe pain; he has his right hand placed on the lumbar section of his lower back. As you start your assessment he claims to have a prior injury in the form of a herniated disk, he claims that any movement induces severe pain and that he doesn t want to move. This is an unsafe area and you know he has to be moved. (This will require a standing BB takedown using the new spinal protection protocol, the man still has his helmet on) The OEC lead technician will assess and treat the patient using the new Spinal Protection Protocol. The team will work together at the direction of the OEC lead and properly place the patient onto a long spine board. In each scenario, a new OEC technician lead completes a full spinal assessment using the new Spinal Protection Protocol and the skill is taken from assessment through the loading on the spine board to simulate transport. 5. Describe and demonstrate how to remove a helmet on a supine patient To complete this activity, set up in teams of three. Each OEC technician demonstrates how to remove a helmet from a supine patient. One technician wears the helmet, one is the lead, and one assists. Rotate through the team with the helper becoming the lead, the patient becoming the helper, and the lead becoming the supine patient. All technicians must be a lead; the helmet can be the patroller's own helmet that is removed. 14

15 STATION 4 (Lesson Plan Module 5) Knowledge Objectives (Suggested 30 minutes): Using mini presentations, small group discussions, demonstration and/or lecture, review Environmental Emergencies. Part 1: List and define the four mechanisms of heat loss, list the signs and symptoms of cold eposure, injury from the cold can be localized or involve the whole body, list and eplain the two classifications of hypothermia, direct eposure of skin to the cold can result in frost nip or frostbite, if the body temperature continues to drop then hypothermia can set in, eplain the way the body normally adjusts to a hot environment, list the signs and symptoms of a patient with each of the four types of heat-related illness, eplain what one can do to prevent heat-related illness. Part 2: Compare and contrast dry drowning and wet drowning, describe the physiologic response of the mammalian diving refle, define the following terms: submersion injury, drowning, near-drowning, arterial gas embolism, and decompression sickness, list nine ways in which a water-based emergency may be prevented, list the signs and symptoms of the following water-related emergencies: arterial gas embolism, decompression sickness, describe how to manage a patient who has suffered a water-related emergency. Part 3: List the signs and symptoms of a patient who is a victim of a lightning strike. Part 4: Define altitude, define the principles of altitude physiology, list risk factors for the development of altitude sickness, describe strategies to prevent altitude illnesses, list the signs & symptoms of the following altitude illnesses: Acute Mountain Sickness, High Altitude Pulmonary Edema, High Altitude Cerebral Edema, describe the assessment and treatment of a patient with altitude illnesses, describe safe backcountry travel and list some indicators of avalanche dangers. Skill Objectives (Suggested 45 minutes): For this station, the following For this station, the following two objectives must be worked into each skill or scenario station: 1. Describe and demonstrate the management of shock, including a focus on neurogenic shock (see poster) 2. Describe and demonstrate how to ensure scene safety (see poster). Equipment for this rotation: Red rash moulage; blankets; O2 3. Describe and demonstrate the assessment and care for a patient with a cold injury, frostbite, and emergency care of an avalanche victim (each OEC technician must lead one and participate in all others). In groups of three, the following scenarios can be used to meet the objectives above. Each OEC technician must lead and demonstrate the assessment and care of two of the following: a.) Just prior to evening sweeps, you are called to the summit to investigate a report of a lift operator who was found in the summit lift control building, when you arrive you discover he was helping the snow making crew with water hose transfer and was sprayed with high-pressure water during a valve check. He is completely soaked and shivering, complaining of being very cold, his hands and fingers are numb, and hasn t eaten all day. b.) You are returning from a full day of back country searching for a lost skier with a number of ski patrollers and mountain search & rescue staff. You notice one of your colleagues is starting to slow down and needs to stop, complaining that his feet are cold and have been for some time. You ask to take a look at his feet as you can tell he s laboring and something doesn t seem right. In a wind-blocked area, you help him to take off one boot the primary assessment notes multiple toes on both feet show signs of frostbite. c.) You are the only patroller on scene of a recent avalanche, when the avalanche search teams radios that a person has been found and recovered from the avalanche wash. The patient was rescued and recovered within 15 minutes of the avalanche event, but is found to be unconscious. 4. Describe and demonstrate the assessment and emergency care of a patient suffering from each of the four types of heat- related illness (each OEC technician must lead one scenario and participate in all others). 5. Describe and demonstrate how to place the patient in the recovery position (each OEC technician must 15

16 demonstrate). In groups of three, the following scenarios can be used to meet the two objectives above. Each OEC technician must lead and demonstrate the assessment and care of two of the following: a.) A competitive runner at a trail race runner is found stopped on the trail complaining of stomach cramps and feeling nauseated and sweating. It is a hot day and she is wearing dark clothes. You arrive as first on scene. (Full assessment, demonstrate placing patient in recovery position) b.) During an off-season visit to your resort, you witness a number of grounds staff huddled around a non-air conditioned cab of a mowing tractor, you notice the windows do not allow for air movement. The driver is found to be sweating profusely, has not had a chance to drink any fluids, is slightly confused, has a racing heart, has dizziness, and is complaining of thirst. (Full assessment, demonstrate placing patient in recovery position) c.) You are bicycling in a state park on a very hot day and you come upon a park official sitting on the side of the bike path holding his head. The man is complaining of a throbbing headache, and he feels disoriented and was staggering so he sat down. You note his skin his red, hot, and dry, with no sign of sweating. You find a rapid heart rate during your assessment with a weak pulse and rapid shallow breathing. (Full assessment, demonstrate placing patient in recovery position) d.) A construction worker has been working outside on a retaining wall and standing all day in the sun. This is the first day above 90 degrees in four months. The worker sat down for lunch (sitting on the wall) and when he got up from lunch, he felt dizzy and passed out. He is found sweating profusely and is pale; he still feels weak, has tunnel vision, and has a weak pulse. (Full assessment, demonstrate placing patient in recovery position) STATION 5 (Lesson Plan Module 6): Knowledge Objectives (Suggested 30 minutes): Using mini presentations, small group discussions, demonstration and/or lecture, review Allergies, Anaphylais, Plant and Animal Emergencies, & Adaptive Athletes. Part 1: List the four routes by which an antigen enters the body, list four potential allergy sources, list the signs & symptoms of an anaphylactic reaction, compare and contrast poison, toin, and venom, list and describe common toic plants encountered in wilderness settings, list and describe various land and marine creatures that may be harmful to humans, describe how to assess a patient that has been injured following an encounter with a toic plant or animal, describe how to manage an eposure to toins, describe the proper management of wounds caused by animals, including reptiles, insects, and spiders. Part 2: Define and contrast the following terms: Disability, Handicap, Impairment; List two disorders that cause progressive physical disabilities, describe four elements of effective communication with a person who has an intellectual disability, and list the signs and symptoms of autonomic dysrefleia. Skill Objectives (Suggested 45 minutes): For this station, the following two objectives must be worked into each skill or scenario station: 1. Describe and demonstrate the management of shock (see poster). 2. Describe and demonstrate how to ensure scene safety (see poster). Equipment for this rotation: epinephrine auto-injector training tool, adaptive athlete chair or other equipment. 3. Each OEC technician must demonstrate how to assist a patient with their epinephrine auto-injector. Each OEC technician must demonstrate how to assist a patient with their epinephrine auto-injector. 4. CASE PRESENTATION All OEC technicians will group together to discuss the Case Presentation as a mini discussion. Time must be taken to set 16

17 up the scenario, discuss what would happen, and discuss how to treat both individuals with injuries. Discussion of the different ways to treat adaptive patients must be covered during this discussion. The Case Presentation can be done first before breaking up into any groups or to regroup after the case scenarios. The Case Presentation review should be conducted prior to completing the adaptive skier assessment skill portion of the station. 5. Describe and demonstrate how to assess and care for an adaptive athlete who is ill or injured with intellectual disability, perform a full assessment containing the following assessment steps: Describe and demonstrate how to perform a primary assessment and manage ABCD s. Describe and demonstrate how to perform a secondary assessment. Describe and demonstrate how to obtain a SAMPLE history. 6. Describe and demonstrate how to assess and care for an adaptive athlete who is ill or injured with physical disabilities. Describe and demonstrate how to perform a primary assessment and manage ABCD s. Describe and demonstrate how to perform a secondary assessment. Describe and demonstrate how to obtain a SAMPLE history. Each OEC technician must lead and demonstrate the full assessment and care of a scenario involving an adaptive athlete with an intellectual and physical disability. 17

18 The following is a generic timeline to accomplish a traditional refresher. These schedules are suggested timeframes and may vary with station variation, patrol\group size, and refresher location settings. 7:00 8:00: Sign-in. Pre-assign OEC technicians into five evenly divided teams to facilitate the start of station visits and eliminate unbalanced rotations. These teams will remain together throughout the refresher, and move from station to station. Distribute to each participant a copy of the Complete Sample Knowledge and Refresher Skills Checklist (or locally developed participation tracking tool) and a copy of the Cycle B 2018 Refresher Evaluation Form to be completed and turned in at the end of the refresher. Ensure that all participants have signed an activity release form prior to starting the refresher. 8:00 8:15: Welcome, announcements, overview of refresher goals, and OEC 5th ed. objectives. 8:15 8:40: PRE-STATION GROUP DISCUSSION, Entire group presentation: review new spinal protection information 8:40 8:45 Five pre-assigned teams of OEC technicians move to the designated individual station location (see table below). For large patrols/groups, stations may need to be replicated to maintain the optimal size of no greater than 12 OEC technicians per team. The preferred ratio of instructors to participants should be no greater than 1:6. 8:45 12:30: Station rotations. All stations are 75 minutes in length, which includes five minutes to rotate to the net station. Start with teams as assigned. Providing adequate attention to the refresher material will require timely launch of each station's activities, with an orderly and rapid rotation between stations during the five minutes allotted in the schedule. See a detailed description of each station's activities following the table of station assignments. 12:30 1:30: lunch (bag lunch or bo lunch provided onsite). 1:30-4:00: Continue station rotations. 4:00 4:20: Refresher group wrap-up, complete and collect participant refresher evaluations. 4:20 4:45: Assist station takedown and cleanup. 75 minutes includes 70 minutes of performance and 5 minutes of rotation. Anatomy & Physiology; Musculoskeletal Trauma; Homeostasis Gastrointestinal and Genitourinary Emergencies Rescue Basics; Lifts, Loads, and Carries; Shock, Airway Management Head and Spine Injuries; Assessment Environmental Emergencies Allergies, Anaphylais, Plant and Animal Emergencies, and Adaptive Athletes, Assessment (Chap 6,20,21,16,24) Lesson Plan Modules 1, 4 (Chap 3,5,9,10) Lesson Plan Module 2 (Chap 7, 21) Lesson Plan Module 3 (Chap 25,26,28,29) Lesson Plan Module 5 (Chap 14,27,32) Lesson Plan Module 6 Station 1, 4 75 min. Station 2 75 min. Station 3 75 min. Station 5 75 min. Station 6-75 min. Review knowledgebased objectives (30 minutes) 45 Minutes Scenarios Skills Review knowledge based objectives. (30 minutes) 45 Minutes Scenarios Skills Review knowledgebased objectives. (20 minutes) 55 Minutes Scenarios Skills Review knowledgebased objectives. (30 minutes) 45 Minutes Scenarios Skills Review knowledge based objectives and case review 30 minutes 45 Minutes Scenarios/Case Study Skills

19 Refresher Planning Matri: 2018 Cycle B (To be completed by the IOR when developing the OEC refresher and made available to the IT for evaluation purposes.) IOR Refresher location Patrol/Group participating Refresher Date Refresher Topics (Chapter Reference) Objective(s) Skill Guide (SG) or OEC Skill Number (OECS) Station Reference Number General Ideas (Evaluation Notes) Section 1: Rescue Basics Skill Objectives are in italics Rescue Basics (Ch. 3) Describe the five modes of disease transmission. List common personal protective equipment used by OEC Technicians. Describe the four components of the scene size-up. Describe chain of custody. Describe and demonstrate how to ensure scene safety at all stations (All) Lesson Plan Module 2 Moving, Lifting, and Transporting Patients (Ch. 5) Section 2: Basics of Patient Care Define body mechanics. Eplain the difference between an urgent and nonurgent move. List and describe various devices used to move and transport patients. Describe and demonstrate the following drags, lifts, and carries: Choose Power Grip and Power Lift, plus at least three of the following: Shoulder Drag Etremity Drag Etremity Lift Bridge/BEAN Lift Human Crutch Fore and Aft Carry BEAM Lift Draw Sheet Carry OECS 5-2 SG pg. 162 Anatomy and Physiology (Ch. 6) Identify various anatomical terms commonly used to refer to the body. List the five body cavities. Lesson Plan Module 1 19

20 Identify and describe the fundamental anatomy and physiology of the: Gastrointestinal Nervous Muscular Skeletal and Urinary body systems Identify and properly use various anatomical terms to describe body direction, location, and movement. Patient Assessment Describe homeostasis and its importance for good health. Describe and demonstrate how to perform a primary assessment Describe and demonstrate how to perform a secondary assessment. SG pg. 252 Lesson Plan All Modules Describe and demonstrate how to obtain a SAMPLE history Section 3: Critical Interventions Airway Managemen t (Ch. 9) Describe and demonstrate how to manually open the airway or mouth using the following techniques: Head-tilt/chin-lift; Jaw thrust; and Crossed finger. OECS 9-1 Lesson Plan Module 2 Describe and demonstrate how to place a patient into the recovery position. OECS 9-12 Demonstrate the proper methods for choosing the correct size and inserting them: Oropharyngeal airway; and Nasopharyngeal airway. Describe and demonstrate how to properly set up an oygen tank for use. OECS 9-3, SG pg. 324 OECS 9-2, SG pg. 323 OECS 9-4 SG pg. 325 Shock (Ch. 10) Define shock (Neurological focus). List the four types of shock. Compare and contrast the three stages of shock. Describe how the body compensates for shock. List the classic signs and symptoms of shock. Lesson Plan Module 2 Describe and demonstrate the management of shock, with a neurological focus. (Treatment of shock should be included in all stations.) OECS 10-1 SG pg

21 Section 4: Medical Emergencies Gastrointestinal and Genitourinary Emergencies (Ch. 16) Identify and locate the major anatomical structures within the abdominopelvic cavity. List the functions of the major anatomical structures within the abdominopelvic cavity. List and describe at least si abdominopelvic injuries. List at least si possible causes of emergencies involving the gastrointestinal and genitourinary systems. List the signs and symptoms of emergencies involving the gastrointestinal and genitourinary systems. Compare and contrast visceral pain and parietal pain. Lesson Plan Module 4 Describe and demonstrate how to assess the abdomen. Describe and demonstrate how to assess a patient with abdominopelvic trauma. OEC 16-4 SG pg. 508 Describe and demonstrate the management of a patient with a severe GI/GU emergency. Describe and demonstrate how to assess and manage an evisceration. Section 5: Trauma Musculoskeletal Injuries (Ch. 20) Describe and demonstrate how to assess and manage an impaled object in the abdomen or pelvis. Describe and demonstrate how to assess a hip/proimal femur injury. Demonstrate how to care for a specific injury to the hip/proimal femur (team of three to five). Describe and demonstrate how to manage a pelvic fracture (apply a pelvic sling skill only). OECS 24-1 SG pg

22 Head & Spine Injuries (Ch. 21) Correctly identify the major anatomical components of the central nervous system. Define traumatic brain injury. Describe the signs and symptoms of potential head injuries involving the brain. Describe common traumatic injuries involving the head, neck, and back. Describe the signs and symptoms of potential spinal injuries. List the signs and symptoms of increased intracranial pressure. Lesson Plan Module 3 Describe and demonstrate how to properly assess a patient using the Spinal Protection Protocol, maintain proper spinal alignment while placing a patient onto a long spine board. Describe and demonstrate how to assess and treat a patient with head, neck, and spine injuries. OECS 21-2, 21-3, 21-4 SG pg. 733, 734 Section 6: Environmental Conditions Cold-Related Emergencies (Ch. 25) Describe and demonstrate how to remove a helmet on a supine patient. List and define the four mechanisms of heat loss. (3-2 heat echange) List the signs and symptoms of cold eposure. List and eplain the two classifications of hypothermia. Describe and demonstrate the assessment and emergency care of a patient with a cold injury. Describe and demonstrate the assessment and emergency care of a patient with frostbite. Describe and demonstrate the assessment and emergency care of an avalanche victim. OECS 21-8 SG pg, 736 Lesson Plan Module 5 22

23 Heat-Related Emergencies (Ch. 26) Plant and Animal Emergencies (Ch, 27) List and define the four mechanisms of heat echange. List the signs and symptoms of a patient with each of the four types of heat-related illness. Eplain what one can do to prevent heat-related illness. Describe and demonstrate the assessment and emergency care of a patient suffering from each of the four types of heat-related illness. List the signs and symptoms of a patient who is a victim of a lightning strike. Define the following terms: Allergy Allergic reaction Anaphylais Antigen Hypersensitivity List the four routes by which an antigen enters the body. List four potential allergy sources. List the signs and symptoms of an anaphylactic reaction. Lesson Plan Module 5 Lesson Plan Module 6 Describe and demonstrate the steps for properly using portable epinephrine auto-injectors. OECS 14-3 SG pg. 453 Compare and contrast poison, toin, and venom. List and describe common toic plants encountered in wilderness settings. List and describe various land and marine creatures that may be harmful to humans. Describe and demonstrate how to assess a patient that has been injured following an encounter with a toic plant, animal, or some marine life (choose one). Describe and demonstrate how to manage an eposure to topical toins. Describe and demonstrate the proper management of wounds caused by animals, including reptiles, insects, and spiders. 23

24 Altitude-Related Emergencies (Ch, 28) Water Emergencies (Ch, 29) Define Altitude. Describe the principles of altitude physiology. List risk factors for the development of altitude illnesses. Describe strategies to prevent altitude illness. List the signs and symptoms of the following altitude illnesses: Acute Mountain Sickness High Altitude Pulmonary Edema High Altitude Cerebral Edema Describe the assessment and treatment of a patient with altitude illnesses. Compare and contrast dry drowning and wet drowning. Describe the physiologic response of the mammalian diving refle. Define the following terms: Submersion injury Drowning Near-drowning Arterial gas embolism Decompression sickness List nine ways in which a water-based emergency may be prevented. List the signs and symptoms of the following waterrelated emergencies: arterial gas embolism decompression sickness Describe how to manage a patient who has suffered a water-related emergency. Lesson Plan Module 5 Lesson Plan Module 5 24

25 Section 7: Special Populations Outdoor Adaptive Athletes (Ch. 32) Section 8: Beyond OEC Case Presentation Local Needs Define and contrast the following terms: Disability Handicap Impairment Describe four elements of effective communication with a person who has an intellectual disability. List two disorders that cause progressive physical disabilities. List the signs and symptoms of autonomic dysrefleia. Describe and demonstrate how to assess an adaptive athlete. Describe and demonstrate how to care for an adaptive athlete who is injured or ill. Provide opportunities for participation in discussions of the case presentation. Lesson Plan Module 6 Complete "Skill Guides" with CPIs for all activities can be found at the end of each chapter in the Outdoor Emergency Care Fifth Edition. For the describe and demonstrate objectives, the patroller should verbalize what they are doing while demonstrating the skill. 25

26 Station Planning Worksheet: 2018 Cycle B Use in concert with the Refresher Station Planning Matri. Duplicate as needed for each station Station: Station Location: Topic: OEC 5th ed. Chapter Reference: Station Cross Reference? (Does any content of this station overlap with other stations?) If so, where? Assigned Instructor(s): Station Resources: Objectives: (From Refresher Station Planning Matri). Station Materials: (e.g., tables, chairs, A/V equipment, flipcharts, etc.) Instructional Strategy: PG - Group Presentation (not lecture) GD - Group Discussion HP - Hands-on-Skill HS - Hands-on-Scenario GA - Group Activity or Game OT - Other (describe) Personnel and Patients: (e.g. instructors, assistants, patients, bystanders, moulage, etc.) Considerations for Integrated Topics: 1. Scene safety. Equipment Needed: (e.g. backboard, splints, bandages, O2 and adjuncts, skis, snowboards.) 2. Body substance isolation. 3. Mechanism of injury/nature of illness. 26

27 Notes: 27

28 2018 OEC Refresher Cycle B Knowledge Objectives Checklist Reference Instructor Page Sign-Off Overall Objectives (to be covered in each station) 3-6. Describe the five modes of disease transmission List common personal protective equipment used by the OEC Technicians Describe the four components of the scene size-up Describe chain of custody. Section 1 Lifts and Carries (Chapter 5) 5-1. Define body mechanics Eplain the difference between an urgent and non-urgent move List and describe various devices used to move and transport patients. Section 2 Anatomy and Physiology (Chapter 6 Neuro, Musculoskeletal, Genitourinary, Gastrointestinal) 6-1. Define the term: Homeostasis Identify various anatomical terms commonly used to refer to the body List the five body cavities Identify and describe the fundamental anatomy and physiology of the Gastrointestinal, Muscular, Nervous, Skeletal, Urinary Systems Describe homeostasis and its importance for good health. 206 Section 3 Shock (in all scenarios) (Chapter 10) support neurological injury, management focus Define shock Compare and contrast the three stages of shock List the four types of shock Describe how the body compensates for shock List the classic signs and symptoms for shock. 346 Section 4 Allergies and Anaphylais (Chapter 14) Define the following terms: allergy allergic reaction anaphylais antigen hypersensitivity List four routes by which an antigen many enter the body List four potential allergy sources List the signs and symptoms of an anaphylactic reaction. 445 Section 5 Gastrointestinal and Genitourinary Emergencies (Chapter 16) List at least si possible causes of emergencies involving the gastrointestinal and genitourinary systems List the signs and symptoms of emergencies involving the gastrointestinal and genitourinary systems

29 16-3. Compare and contrast visceral pain and parietal pain. 500 Section 6 Musculoskeletal Injuries Lower Etremity focus on the HIP, PELVIS and FEMUR (Chapter 20) Describe the functions of the following structures: (Anatomy and Physiology) bones cartilage joints muscles synovium tendons Section 7 Head and Spine Injuries (Chapter 21) Correctly identify the major anatomical components of the central nervous system Define traumatic brain injury Describe common traumatic injuries involving the head, neck, and back Describe the signs and symptoms of potential head injuries involving the brain Describe the signs and symptoms of potential spinal injuries Using the new Spinal Protection Protocol, describe how to properly assess a patient with a suspected neurologic injury, including neck and spine injuries List the signs and symptoms of increased intracranial pressure. 703 Section 8 Abdomen and Pelvic Trauma (Chapter 24) Identify and locate the major anatomical structures within the abdominopelvic cavity List the functions of the major anatomical structures within the 795 abdominopelvic cavity List and describe at least si abdominopelvic injuries Section 9 Cold Related Emergencies (Chapter 25) List and define the four mechanisms of heat loss. (3-2 heat echange) List the signs and symptoms of cold eposure List and eplain the two classifications of hypothermia Define after drop and eplain how to prevent it Section 10 Heat Related Emergencies (Chapter 26) Eplain the way the body normally adjusts to a hot environment List the signs and symptoms of a patient with each of the four types of heat-related illness List the signs and symptoms of a patient who is a victim of a lightning strike Eplain what one can do to prevent heat-related illness Section 11 Plant and Animal Emergencies (Chapter 27) Compare and contrast poison, toin, and venom List and describe common toic plants encountered in wilderness settings List and describe various land and marine creatures that may be harmful to humans Describe how to assess a patient that has been injured following an encounter with a toic plant, an animal, or some marine life Describe how to manage an eposure to topical toins

30 27-7. Describe the proper management of wounds caused by animals, including reptiles, insects, and spiders. Section 12 Altitude Related Emergencies (Chapter 28) Define altitude Describe the principles of altitude physiology List risk factors for the development of altitude illnesses Describe strategies to prevent altitude illness List the signs and symptoms of the following altitude illnesses: acute mountain sickness high-altitude pulmonary edema high-altitude cerebral edema Describe how to assess a patient with altitude illness Describe the treatment of a patient with altitude illness Section 13 Water Emergencies (Chapter 29) Compare and contrast dry drowning and wet drowning Describe the physiologic response of the mammalian diving refle Define the following terms: submersion injury drowning near-drowning arterial gas embolism decompression sickness List nine ways in which a water-based emergency may be 931 prevented List the signs and symptoms of the following water-related emergencies: arterial gas embolism decompression sickness Describe how to manage a patient who has suffered a water-related emergency. Section 14 Outdoor Adaptive Athletes Define and contrast the following terms: disability handicapped impairment List two disorders that cause progressive physical disabilities Describe four elements of effective communication with a person who has an intellectual disability List the signs and symptoms of autonomic dysrefleia

31 2018 OEC Refresher Cycle B Skills Checklist Each OEC Technician must perform the following skills Each OEC Technician must participate as a team member Instructor Sign Off Overall Objectives: (to be covered in each station) Describe and demonstrate how to ensure scene safety, including use of BSI. Describe and demonstrate the management of shock, neurological focus. Section 1 Each OEC Technician must perform the following skills: describe and demonstrate how to perform a primary assessment and manage the abcd's. describe and demonstrate how to perform a secondary assessment-focus on detailed assessment of the entire spinal column. describe how to obtain a sample history. Section 2 Each OEC Technician must perform the following skills: Describe and demonstrate a power grip. Describe and demonstrate a power lift. Describe and demonstrate the following drags, lifts and carries. (IN TEAMS, CHOOSE THREE of the following.) Shoulder drag Etremity lift BEAN (bridge) lift Human crutch Fore and aft carry Chair carry BEAM lift Draw sheet carry Section 3 Each OEC Technician must perform the following skills: Describe and Demonstrate how to manually open the airway or mouth: Head-tilt chin lift Jaw thrust Crossed finger Describe and demonstrate how to place a patient into the recovery position. Demonstrate the proper methods for choosing the correct size and inserting: Oropharyngeal airway Nasopharyngeal airway Describe and demonstrate how to properly set up an oygen tank for use. Section 4 Each OEC technician must perform as indicated: Describe and demonstrate the steps for properly using portable epinephrine auto-injectors. Describe and demonstrate how to assess the abdomen. Describe and demonstrate how to manage a patient with a severe Gastrointestinal/Genitourinary emergency. 31

32 Section 5 Each OEC Technician must lead one and participate in all others: Describe and demonstrate how to assess and care for each specific injury: Hip injury Proimal femur Section 6 Each OEC technician must perform an assessment and participate in placement onto a spinal protection device (backboard). Strapping not necessary. Using the new Spinal Protection Protocol, demonstrate how to properly assess and treat a patient with head, neck, spine, or back injury. Demonstrate how to maintain proper spinal alignment while placing a patient on to a long spine board from a lying position. Strapping is not necessary. Describe and demonstrate how to remove a helmet from a lying position (teams of two). Section 7 Each OEC technician must: Describe and demonstrate how to assess a patient with abdominopelvic trauma. Each OEC technician must lead one and participate in all others: Describe and demonstrate how to manage an evisceration. Describe and demonstrate how to manage an impaled object in the abdomen or pelvis. Describe and demonstrate how to manage a pelvic fracture (pelvic sling). Section 8 Each OEC Technician must lead one and participate in all others: Describe and demonstrate the assessment and treatment of a patient with cold related injury. Describe and demonstrate the assessment and emergency care of a patient with frostbite. Describe and demonstrate the assessment and emergency care of an avalanche victim. Section 9 Each OEC technician must lead one and participate in all others: Describe and demonstrate the assessment and emergency care of a patient suffering from one of the four types of heat-related illnesses. Heat syncope Heat cramps Heat Ehaustion Heat Stroke Section 10 Each OEC technician must lead one and participate in all others: Describe and demonstrate how to assess and care for an adaptive athlete who is ill or injured. Intellectual disability Physical disability Section 11 Group Case Review discussion 32

33 Case Presentations Case Review: One You are on your usual Saturday mountain ski patrol. It is a sunny but cold day. Your rotation takes you to an intermediate rated slope when you come across a group of folks huddling over a skier. Once you have made the scene safe, you then radio your location and the injury location to your patrol dispatch. At the scene is a 50+-year-old male lying on his right side strapped into his sit-ski. His friends are very concerned. Your general impression finds this patient in etreme discomfort. His host who was skiing with him tells you he is a disabled skier and this is rare for him to fall over. After the scene size up you identify him as a 54-year skier who describes to you that he lost his balance and flipped his sit-ski on top of himself as he slid. He stated he tried to stop sliding with his right arm and came to rest on his right side. He has an autonomic refle disorder and he is eperiencing a lot of aniety since he fell. His chief complaint is pain to right arm, which took the brunt of the fall, and is showing as deformed. It appears that the wrist is deformed and angulated. Eam will find a pulse. He is alert and oriented and is communicating appropriately with you. He describes the pain as an 8 out of 10. Your eam produces no other findings other than the possible fracture of the right arm. You ask his friend who is the host for the day to assist you with removing his sit-ski as you focus your care on the fractured right arm. 1. What considerations should you have used during your primary and secondary assessment? 2. What communication skills make for a safe, consistent and effective eam? 3. How might it be best to manage his etreme aniety? 4. What concerns do you have about the equipment? 5. What might be the best way to have his host help you with the equipment? 6. Discuss your method of transportation for the patient and the equipment. Case Review: Two It is a sunny and busy day at your resort. You are a mountain bike patroller and get a call of an injury on the upper half of the trail called Terror. You respond that you are in route to the injury. You arrive 5 minutes later to find a dad with his 15-year-old son off the side of a trail. The dad had called 911 to report his son was injured. You arrive to find the 15-year-old male with a severely deformed left ankle. Attempting to obtain a sample report you find his answers to your questions, are not making sense. Patient avoids eye contact and seems delayed in responding. It is concerning to you until his Father tells you his son has Autism Spectrum Disorder. The child is rather quiet and other than tears you depend upon the communication with the Dad to help assess your scene and situation. There is no bleeding, but the deformity is very apparent, and he is guarding the injury. You alert the mountain all-terrain vehicle team to bring you equipment and to help with the transport down the mountain. 1.What is Autism spectrum disorder? 2.How does your knowledge of his disorder change how you would manage this patient? 3. Why is a careful eam important with this patient? 4. How would you have the parent interact with you in caring for his son? 5. Does your first aid care differ for this patient? 33

34 Determine the Mechanism of injury Spinal Protection Key points High Speed collision? Falling from a ski lift? Avalanche burial? A fall greater that times a patient s height? High sped motor vehicle accident with fatality, ejection, or unrestrained occupant? Pedestrian or bicyclist struck by a motor vehicle? Major bicycle or motorcycle wreck? High-voltage electrical shock or lightning strike? Other serious mechanism of injury? If mechanism of injury supports possible spinal injury Reliability of Assessment Is the patient alert and oriented? Responding normally to verbal commands? Can they respond appropriately when asked about sensory stimulus? Can you rule out any signs of intoication with If you answer NO to Needs Spinal Protection alcohol or drugs or any altered mental status? any of these Including c-collar and Can they respond appropriately to questions head blocks. and your eam? Can the patient focus on your questions, rather than a distracting injury? (i.e. severe pain from fracture) Can a younger pediatric patient answer your questions appropriately? Eam Findings Deformity or step-off of spinal alignment Midline tenderness over the spine, not flank, or rib tenderness Loss of sensation (numbness) or motor function distal to possible injury Fleor or etensor posturing to painful stimuli Skull depression or fracture Cerebral spinal fluid leak from nose or ears Sacral or posterior pelvic pain when side to side compression is performed A c-collar with backboard and head blocks is required. If the Eam reveals any of these YES Needs Spinal Protection Do you need a c-collar? *When positive findings indicate the cervical spine is the site of the injury *The patient is unresponsive *The neck cannot be adequately eamined 34

35 NATIONAL SKI PATROL SYSTEM OEC REFRESHER RELEASE FORM I agree I am voluntarily participating in this OEC REFRESHER. I understand that the OEC REFRESHER may involve etensive field work on first aid scenarios, skiing, and toboggan-handling, along with other activities which ski patrollers encounter in their duties of patrolling a ski area. I realize there are inherent risks in this type of activity, including changing weather conditions, changing snow surface conditions, ice, bare spots, rocks, stumps, trees, and the possibility of collisions with manmade and natural objects or other skiers, and such activity can be dangerous and can result in serious injury or death. I knowingly assume the risk of participation and understand I can withdraw from this OEC REFRESHER at any time. I understand that by participating in this OEC REFRESHER I may also encounter additional risks not inherent to a normal participant to the sport of skiing. I agree to personally assume all of these risks. I also agree that I will rely solely on my own judgment regarding my personal safety and ability with regard to the terrain, circumstances and conditions in which I may be placed upon and asked to demonstrate or perform to accomplish the tasks involved in OEC REFRESHER, and that I will decline to perform any activities if I believe I am placing myself in an unsafe situation or subject to possible injury or death if I proceeded. As a requirement of this OEC REFRESHER, I acknowledge that I agree to waive any right I might have to file a lawsuit for any injury or death resulting from my participation in this OEC REFRESHER and I hereby remise, release, and forever discharge the ski area hosting the event, the National Ski Patrol System, Incorporated and its members, both individually and jointly, and I agree that no one else may file a lawsuit in my name related to my participation in this OEC REFRESHER. If any part of this Release shall be determined to be unenforceable, all other parts shall be given full force and effect. Participant Signature: Date: Participant Name: (printed) Address: Phone: ADDENDUM TO RELEASE The above Participant is less than 18 years of age; the undersigned parent or guardian hereby consents to the above Participant participating in the OEC REFRESHER and signs this Release on behalf of the Participant. Parent/Guardian Signature: Date: Parent/Guardian Name: (printed) Address: Phone: Not part of Release and for record keeping purposes only. To be completed by instructor: Date: OEC Refresher: Location: 35

36 Refresher Quality Assessment Form Cycle B 2018 Name of IOR or assigned IT: Patrol/Organization: Assigned IT: Refresher Location: Date: NSP Division: Check type of event: OEC IT Refresher OEC Technician Refresher OEC Instructor's Refresher Refresher Planning Meeting This form is designed as a quality assurance tool to assess the planning and implementation process of the annual OEC refresher. The station format section of this form can be completed as part of the refresher planning discussion between the IOR and IT. During the refresher the assigned IT will verify the station format section and complete the remaining sections of the QA form. Upon completion of the refresher the assigned IT will provide feedback to the IOR regarding the QA form. Copies of the form will then be distributed to the appropriate individuals listed at the end of the form. Station format: Using the following key, please indicate how the format in which the refresher topics were presented. (The IOR Refresher Planning Matri may be attached instead of filling out this section.) KEY GP = Group presentation GA = Group activity HO = Hands-on single practical skill D = Demonstration by instructor HS = Hands-on full scenario problem O = Other (eplain) GD = Facilitated small group discussion INC = Incorporated into scenarios throughout refresher (IT to identify station) Topics SPECIAL UPDATE TO OEC 5E Spinal Protection Assessment Protection Cervical Spine Precaution Requirements Rescue Basics Scene Safety, BSI, PPE, Grips\Lifts Anatomy & Physiology Nervous System Muscular System Skeletal System Urinary System Gastrointestinal System Patient Care Patient assessment, (SAMPLE) Critical Interventions Airway management (O2, Airway, O2 Tank) Shock management Medical Emergencies Allergies and Anaphylais (Epi) Gastrointestinal and Genitourinary Emergencies Trauma Musculoskeletal Injuries 1. Pelvis 2. Hip 3. Proimal Femur Head and Spine to include helmet removal Abdominal and Pelvic Trauma Environmental / Medical Emergencies Heat-related Emergencies Plant and Animal Emergencies Altitude-related Emergencies - Water Emergencies Special Populations Outdoor Adaptive Athletes Case Presentations Integrated Topics REMINDER TO HAVE PATROLLERS KEEP WORKBOOK 36

37 The following questions are for use by the assigned IT to evaluate the refresher. Please answer all applicable questions. (Attach any additional pages used for your answers and comments.) 1. What type of planning meeting was held in preparation for this event? How far in advance of the refresher was the meeting? Did you attend? In-person or electronically (telephone, Skype, etc.)? 2. Was an instructor refresher held in preparation for this refresher? Did you attend and/or monitor it? If yes, did you attend inperson or via electronic means (Skype, etc.)? 3. How was this refresher developed? From the "ground up" in addition to using the "Refresher Planning Matri." By using the entire sample refresher, or various parts of it. Combination of the above. From scratch, without using any of the refresher planning tools. 4. Did the IOR, instructors and participants seem to understand the refresher objectives? 5. Were all objectives met? If no, please eplain why they were not. 6. Were there any shortcomings discovered at the refresher? If, yes, please mark all that apply. Missed topics? Shortage of instructors? Equipment failure? Other? If so, what action was taken to remedy them? 7. Please comment on the quality and content of the mini-presentations. Were any of them eceptionally good? (Please describe.) Did each presenter involve the entire group in the presentation, as opposed to lecturing to them? If no, please specify? 8. How was the "Case Review" presented? Was it interactive, thought provoking, and/or generate discussion? 9. What audio/visual aids were used in the refresher presentations and stations? Material available from the NSP "Instructor Resources." Slides/PowerPoint presentations. Posters and charts. 3-D models. Other (describe). Which A/V aids worked well? What did not work well and why? 10. Were the relevant objectives, skill guides and/or Critical Performance Indicators available at all stations? If no, how was this remedied? 37

38 11. Do you feel that there was adequate opportunity for every OEC technician to demonstrate their hands-on skills according to this year s OEC cycle s objectives? 12. Were there any OEC Technicians who needed to go through remediation stations? If yes, please comment on how this was handled. (How were these OEC Technicians identified? How was the remediation process presented to the OEC Technician, etc.?) 13. Please comment on the quality and availability of equipment used at the refresher and the suitability of the refresher facility. 14. How would you describe the organization of the refresher? Was it well-organized? What recommendations would you make to improve this refresher? 15. What two improvements could be made to the Instructor Guide? What two improvements could be made to the Refresher Workbook? The OEC refresher is meant to be a stand-alone event. Were any of the following included as part of the OEC refresher? CPR Chairlift evacuation Patrol administrative business Management concerns or training Other (please describe) You are now asked to forward this completed form and related refresher documents to the appropriate OEC personnel, as listed below: ATTACH A COPY OF THE SCHEDULE FOR THE REFRESHER YOU ARE REFERRING TO WITH THIS QA FORM. A COPY OF THE SCHEDULE MUST BE SUBMITTED TO THE NATIONAL OFFICE VIA THE LISTED BELOW Copy of QA form sent to patrol representative/ior. Copy sent to ROA or designee. Copy sent to division OEC supervisor. Copy sent to national office. (Send to refresher@nspserves.org.) 38

39 2018 Cycle B OEC Refresher Visiting Patroller Completion Form This half is for your Patrol Representative Have this portion of the form signed by the Instructor of Record (IOR) at the refresher, and then return it to your NSP patrol representative. DO NOT SEND TO NSP. This verifies that you have attended and successfully completed all requirements for the 2018 OEC Refresher. Please print. OEC Technician Name: NSP ID #: OEC Refresher Course Number: Name of Patrol where you completed the refresher: Date you enrolled in course: IOR confirmed name on enrollment roster: YES NO Online Refresher Certificate of Completion verified (if applicable) YES The above candidate successfully completed the requirements of the 2018 OEC Refresher and has been added to the electronic roster for course completion. Instructor of Record (print name) Instructor of Record Signature: NO 2018 Cycle B OEC Refresher Visiting Patroller Completion Form IOR This half is for the Instructor of Record (IOR) VISITING OEC technician: Fill out this portion and leave it with the Instructor of Record (IOR). This will enable the Instructor of Record to confirm that you enrolled correctly and successfully completed the 2018 OEC refresher. DO NOT SEND TO NSP Please print. OEC Technician Name: NSP member ID #: OEC Refresher Course Number: Date of electronic enrollment: Certificate of completion (online) provided to IOR: YES NO Phone: OEC technician s patrol/affiliation: Refresher Location/Date: OEC Instructor of Record: 39

40 THE NATIONAL SKI PATROL 133 S. Van Gordon Street, Suite 100 Lakewood, CO Phone: Fa: Cycle B OEC Refresher Committee Statement The mission of the OEC Refresher Committee is to provide assistance to all Outdoor Emergency Care technicians so that they may effectively review Outdoor Emergency Care content and skills each year and render competent emergency care to the public they serve. The objectives of the program are to: Provide a source of continuing education for all OEC technicians; Provide a method for verifying OEC technician competency in OEC knowledge and skills; Review the content of the OEC curriculum over a three-year period; and Meet local patrol and area training needs in emergency care. Please take a moment and let us know how we can make your refresher better! the Refresher Committee at refresher@nspserves.org OEC REFRESHER COMMITTEE William Devarney (Chair) NSP OEC Refresher Committee Eastern Division Administrative Patrol wdevarney@verizon.net George Angelo Utah Olympic Park Ski Patrol gangelopc@gmail.com Anne Donadio Appalachian Ski Patrol donadioa@wataugaschools.org Kathy Glynn Three Rivers Ski Patrol angelw499@aol.com Dave Hemendinger Yawgoo Valley Ski Patrol dhemendi@gmail.com Eva Kunkel 7 Springs Ski Patrol ekunkel@stvincent.edu MEDICAL REVIEW PANEL David Johe, M.D., NSP Medical Adviser INDEPENDENT REVIEW PANEL Deb Foss, Eastern Division Michelle Goldsmith, Eastern Division Aileen Cassidy, Southern Division William C. Smith, Southern Division Jason Erdmann Tyrol Basin Ski Patrol jmerdmann@gmail.com Tim Thayer Afton Alps Ski Patrol timthayer@comcast.net OEC EDUCATION STAFF David Johe, M.D., NSP Medical Adviser Deb Endly, NSP OEC Program Director Sheila Summers, NSP Education Director DESIGN Candace Horgan, NSP Communications Manage The Outdoor Emergency Care Instructor's Guide is published annually by the National Ski Patrol Systems, Inc., a nonprofit association of ski patrollers which is located at 133 S. Van Gordon Street, Suite 100, Lakewood, CO by National Ski Patrol Systems, Inc. 40