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Cuesta College |Emergency Medical Services Comprehensive Program Planning & Review 2013-2014 1

2013-2014 Emergency Medical Services (EMS) Comprehensive Program Planning & Review (CPPR)

San Luis Obispo County Community College District

San Luis Obispo Campus North County Campus South County Center Distance Education


INSTRUCTIONAL CPPR PROGRAM: EMERGENCY MEDICAL SERVICES “EMS” (Inclusive of EMT, EMT-Refresher, Hazmat, and Paramedic) Unit: Nursing & Allied Health Cluster: Sciences, Math, Nursing/Allied Health, Kinesiology, Health Sciences and Athletics Planning Year: Planning in 2013-2014 Next Scheduled CPPR: 2017-2018 Last CPPR Completed: 2007-2008 TOP Codes * 1201.00 – Health Occupations, General * 1250.00 – Emergency Medical Services - specific to the certification standards for the EMT-1 * 1251.00 – Paramedic - specific to the certification standards for EMT-P (Paramedic) CIP Codes 51.0810 - Emergency Care Attendant (EMT Ambulance) (NEW) 51.0904 - Emergency Medical Technology/Technician (EMT Paramedic) NARRATIVE

I. GENERAL INFORMATION AND PROGRAM OUTCOMES

A. General Description about the Program The Emergency Medical Services Program (EMS) trains students for Emergency Medical Technician (EMT) certification and for paramedic licensure. EMT Refresher courses and Hazardous Materials courses are also offered. Students are taught the fundamental principles and skills required to provide emergency medical care for the sick and injured at the scene of an emergency and/or during transport to a healthcare facility. Our training programs prepare students to function as beginning practitioners according to state and national standards. Hands-on clinical and field internship experiences are part of the training.

Program Mission The mission of the Cuesta College EMS Program is to provide the highest educational standards for students preparing to become prehospital care providers in a supportive learning environment. We strive to teach our students the highest quality of prehospital emergency care, with the expectation that each will practice the same standard of excellence that we hold for ourselves. We aspire to impart the importance of providing professional, non-discriminatory care for all people in their time of crisis. Our goal is to have our graduates enter their public servant careers as competent, ethical, and confident entry-level health care practitioners who are committed to professional development through lifelong learning.


History of the program Based on community need, Cuesta began offering Emergency Medical Services courses in the early 1970’s; successfully preparing students to enter the workforce as trained prehospital care providers. Our EMS offerings have developed and evolved by adjusting and adapting to meet the needs of our community and to stay current with the changing requirements of state and national standards. Our Emergency Medical Technician (EMT) program; offering basic, refresher and other pre-hospital support courses, has thrived for more than 35 years. The EMT courses have consistently been in high demand; maintaining high enrollment, retention and success rates. In 2002 our county Fire Chiefs, through representation from the County Fire Chiefs’ Association, actively lobbied to bring a paramedic training program to our area. They were very vocal in advocating their desires to establish a local program; and they presented strong arguments to support their belief that the college was neglecting to meet its community obligation by not taking action to embrace the need and develop a local paramedic training program. At that time, Cuesta was not in a position to start a new program but Allan Hancock College (Hancock), located thirty miles south, agreed to develop and add paramedicine to their already well established EMS offerings. Ultimately, once they took their proposal to start a paramedic program forward, it was not accepted due to geographical proximity to an already established community college paramedic program. This did not dissuade the Fire Chiefs from continuing to champion their desire to fulfill the community’s critical need to offer a paramedic training program in our area. Their persistence led them back to re-visiting the conversation with Cuesta; which in the end opened the doors to the program we have today. Four years after the Fire Chiefs made their formal plea to have the community college system move forward in meeting this specific training need, the California Community College Chancellor’s Office granted approval to have Cuesta offer a Paramedic Certificate of Achievement (C.A.) program. An agreement was made between Cuesta and Hancock to enter a partnership in which Hancock would teach the required ACLS, PALS and PHTLS certificate courses and Cuesta would teach all of the required paramedic specific courses. Because of this joint venture the program was given the name: The Central Coast Paramedic Program at Cuesta College. In August 2006, 13 students enrolled the paramedic program at Cuesta. Very sadly, before this first cohort of students completed their training, the program director died in a tragic motorcycle accident. This left the program at a loss but those committed to its success rallied and ensured its survival. It still exists today because of a few very dedicated individuals who refused to see it fail.


Many changes have occurred in the Nursing and Allied Health Division since 2006. The Department went from having one Director of Nursing and Allied Health overseeing all of the programs to now having a Division Chair who manages and facilitates curriculum and faculty matters, a Director of Nursing who oversees the Registered Nursing, Licensed Vocational Nursing and Certified Nursing Assistant programs and a Director of Allied Health who oversees the EMS (EMT and Paramedic), MAST (Medical Assisting and Phlebotomy), and Psychiatric Technician programs. The EMS program has seen tremendous growth in quality and has also experienced discouraging lows since our last CPPR. Our highs and lows have ranged from being on the college’s “program discontinuance” list to being number two on the “full-time tenure faculty prioritization” list. Gratefully, and to the credit of the many community members who support EMS education and the dedication of the individuals who teach and serve our program, it is a stronger program today - it did not get cut in 2012, when other programs did; and in 2013 we hired the first full-time tenure track EMS faculty in Cuesta’s history. We see this as a true testament to the College’s commitment to serving the EMS training needs of San Luis Obispo County and to our programs. We look forward to growing our program with the vision of becoming the leading EMS Education Training Center for our county. Our goal is to have the EMS community look to us to fill their training needs, both initial and with continuing education, knowing that we are the most capable to train their workforce with high standards and excellence in mind.

Significant Changes/Improvements Since The Last Program Review Nursing and Allied Health Division – Program-wide impact

Added the position of Allied Health Director to alleviate the workload associated with managing the division’s eight programs which previously all fell under the direction and responsibility of the Director of Nursing and Allied Health.

Hired first Full-time Tenure EMS Faculty – Heather Tucker

Prepared and facilitated first LEMSA site visit which resulted in program re-approval for both Paramedic and EMT programs (August 2010)

Increased CTEA participation - Allied Health Director actively participates in CTEA specific consortium activities/conferences/workshops/outreach - which ultimately benefits the program through enhanced district and state level CTE understanding, advocacy, program improvement and securing of resources

Increase Perkins CTEA grant funding, significantly

Corrected TOP codes to reflect differentiation between Paramedic and EMT courses – Data should start to reflect correct information

Updated CCCO course inventory listings to accurately reflect active courses

Applied and received Foundation grants - used to purchase equipment

Applied for and received additional Hoag Grant funds ($50,000 - used to pay Medical Director salary)


Opened an Allied Health Foundation Account (initial $30,000 donation from Clark family) and solicited new donors to contribute to the Foundation EMS Education Fund

Secured and upgraded 2600 classroom for Paramedic use

Secured faculty office space in the 2300 building

Increased TA pay from 13.65/hour to 21$/hour for Paramedics and 15$/hour for EMTs (effective January 2014)

Changed format of advisory committee and increased participation EMT

Added Lead Instructor for EMT program resulting in a complete change in program delivery and outcomes

o Ensured the continuity of instruction with improved communication between primary instructors

o Enhanced instructional continuity for students o Strengthened teaching team with regularly scheduled faculty meetings o Increased professional development opportunities for instructors o Improved communication between faculty and the local EMS providers

resulted in an increase in the number of our students hired locally

Increased number of students taking the National Registry of Emergency Medical Technicians (NREMT) exam, significantly

Increased NREMT exam pass rates by more than 20%!

Improved TA scheduling process

Implemented TA training/orientation

Added pre-course orientations

Added 2.5 units to accommodate increased hours due to change in state regulations

Decreased class cap from 40 to 30

Updated curriculum for both EMT and EMT refresher to meet the new state (Title 22) regulations

Changed textbook based on course review to a textbook package that includes a test prep to assist students in preparing for their national exams

Maintained high interest and demand for EMS 201 - it has been on the list of “top ten campus-wide waitlisted classes” every semester since the waitlist system became activated

Added EMT – refresher “transition” course (EMS 102T) which provides updated education standards that nationally certified EMTs are required to attain prior to 2016 in order to maintain their National certification

Adjusted number of course offerings based on enrollment and community need de-activated EMS 104 (Emergency Vehicle Operator)

Added and deactivated 19 Cal Fire Certification courses – only offered one semester due to instructor availability (issue with not meeting minimum CCC qualification)

Added and deactivated Emergency Medical Responder (EMR – EMS 130) and


EMR- Refresher (EMS 131) courses

Added new equipment for the new skills required of new curriculum Paramedic

Prepared self-study report and successfully gained reaffirmation of accreditation with CoAEMSP – 2012 site visit in 2012 - next self-study and site visit due in 2018

Increased and improved equipment to include simulation manikins

Moved ACLS, PALS and PHTLS courses to Cuesta from Allan Hancock – (Spring 2012)

Split EMS 105 (2.0 credits) course into lecture and lab – EMS 105 (1.5 credits) and EMS 105L (0.5 credits)

Secured donation to fund ¾ time Paramedic Director for 2 years: April 2012-August 2014

Secured Arroyo Grande Hospital and Cottage Hospital Affiliate Agreements for Paramedics

Changed application cycle to an 11 month open September to July application period with year-round acceptance for program beginning each fall (applications not accepted in the month August)

Enhanced recruitment efforts for Paramedic Program through improved tracking of interested students and support staff involvement

Increased Pediatric, OB and Psych contacts for paramedic students

Completed curriculum revision, including increasing units and changing courses to transfer level

Submitted proposal for Paramedic Associate of Science Degree (March 2014) Faculty, Full-time Heather Tucker, EMS Faculty, Part-time Dennis Rowley, Paramedic Douglass Brim, Paramedic Timothy Hallmark, Paramedic Kristopher Strommen, Paramedic Darren Gennuso, EMT Michael Smiley, EMT Jason Sajulan, EMT Michael Hoese, EMT Mike Beeman, HazMat Patrick Simoneau, HazMat Robert Farino, HazMat Other Staff/Faculty/Support Personnel Pam Peachey, Nursing and Allied Health Division Chair Lisa Wearda, Director, Allied Health


Dennis Rowley, Director, Paramedic Program Alma Cordova, Secretary III, Nursing and Allied Health Division (SLO) Claudia Ferriday, Nursing and Allied Health Program Specialist April Anderson, Secretary III, Nursing and Allied Health Division (NCC) David Gacad, EMS Associate (part-time – funded with CTEA dollars) Teaching Assistants, multiple individuals serve in this capacity to fill the needs of meeting the state mandated ratios during skills training

Program Review Process and Completion This program review was completed through collaboration among faculty, the Division Chair and the Director of Allied Health. A review of previous CPPR, APPWs and CPAS documents were used as the premise for compiling this report. Additionally, based on our established assessment cycle, Allied Health faculty meet on a regular basis to present and discuss the results of Student and Program Learning Outcomes and to provide strategies and ideas for improvement. In preparation for writing this program review multiple meetings were held, including planning meetings designed to map out and finalize a five year EMS program plan. The Division Chair, Paramedic Director, Faculty, and Allied Health Director contributed to writing and editing this final document.

B. Program Outcomes EMT

1. Demonstrate and apply ethical, competent, and safe patient care within the scope of practice for an EMT

2. Demonstrate the knowledge/skills necessary to become nationally and state certified by passing the National Registry Emergency Medical Technician Exam.

EMS-REFRESHER

1. Demonstrate knowledge of content taught in this course. 2. Demonstrate required proficiency in skill performance

EMS-HAZMAT

1. Demonstrate how to contain hazardous materials in a pre-emergent and emergent situation.

2. Explain various types of Hazardous Materials. 3. Explain the proper safe first responder actions in a Hazardous Waste event.

PARAMEDIC COMPREHENSIVE EMS KNOWLEDGE

1. Comprehend EMS knowledge necessary to function in a healthcare setting. 2. Comprehend general medical knowledge necessary to function in a

healthcare setting.


3. Be a strong entry level paramedic by giving me sufficient knowledge of current practice.

LEADERSHIP 1. Be responsible and accountable for my paramedic practice. 2. Conduct myself in an ethical and professional manner when practicing

paramedicine. 3. Demonstrate an interest in continued professional development. 4. Know the need to follow agencies and regulatory policies and procedures. 5. Make appropriate decisions while functioning in a stressful prehospital/EMS

condition. 6. Integrate entry level paramedic critical thinking to patient situations. 7. Consult with appropriate healthcare professional as needed for decision

making. 8. Value the use of evidence based practice and apply it to my practice. 9. Consider physiologic, psychosocial, and spiritual needs of the patient when

making decision. 10. Coordinate care as being a team leader. 11. Perform effective professional communication with the EMS team. 12. Perform effective written/electronic documentation (PCR) that meets

policies of the prehospital healthcare setting 13. Apply expected legal guidelines to documentation and patient care. 14. Effectively teach and evaluate patient learning.

PATIENT ASSESSMENT 1. Perform effective therapeutic communication with patients. 2. Collect data from charts and patients. 3. Interpret patient data. 4. Recommend appropriate diagnostic and therapeutic procedures. 5. Perform patient assessment systematically and thoroughly.

TREATMENT 1. Follow the local protocols of a given EMS area. 2. Plan, prioritize, and implement patient care. 3. Organize my time and work efficiently in a triage type method. 4. Perform approved therapeutic procedures and modalities safely and with

confidence. 5. Assess accurately and recognize change from patient baseline and make

adjustments accordingly. 6. Utilize behaviors of prevention, maintenance, and restorative interventions

when providing care. 7. Administer medications using an organized system, within time

requirements. 8. Follow the seven rights of patient safety when administering medications. 9. Perform and interpret diagnostic procedures safely and accurately. 10. Provide non-judgmental care to diverse populations. 11. Consider cultural sensitivity when providing patient care.


12. Apply age appropriate patient care. FIELD INTERNSHIP FINAL COMPETENCY

1. Scene Management 2. Assessment/Treatment 3. Communication 4. Leadership 5. Equipment 6. Airway 7. Circulation 8. Musculoskeletal Skills 9. Pharmacology

II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES A. Institutional Goals and Objectives, and/or Operational Planning Initiatives

Some of the most evident ways the EMS Program helps the district achieve its institutional goals and objectives, and/or operational planning initiatives are listed below.

San Luis Obispo Community College District Strategic Plan 2012-2014 INSTITUTIONAL GOAL 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

Institutional Objective 1.2: Increase the percentage of degree‐ or certificate‐ directed students who complete degrees or certificates by 2% annually. Although the EMS program consistently contributes to this objective, the institutional data that is readily available does not reflect this. Nonetheless, because we must report to county, state and national EMS regulatory bodies, the Nursing and Allied Health Department maintains records of this and other program data. Based on the actual certificates awarded to students for state and national registry certification and licensure purposes, the certificate completion data is as follows.

Certificates 2008-09 2009-10 2010-11 2011-12 2012-13

Other EMS Certificates

< 12.0 semester units180 193 180 128 141

Paramedic Certificate

(35.0 semester units)6 18 17 18 12

Total Annual EMS

Certificates Awarded186 211 197 146 153

EMS Degrees and Certificates Awarded


Strategies and efforts to improve retention/success and completion rates are ongoing. Some of the things recently implemented to increase the number of EMS certificates awarded include: a. Added sections of PALS, ACLS, PHTLS certificate courses outside of the sections

scheduled specifically for the students in the paramedic program. b. Implemented pre-course orientation for EMS 201 (EMT). Providing course

expectations and requirements ahead of time gives students an opportunity to make an informed decision regarding their ability to commit to the demands of an 8.5 unit course.

c. Continued making bi-annual presentations to the Academic Counseling staff to disseminate information regarding program changes, requirements, and course expectations; with an emphasis on the need for proper academic preparation prior to starting EMS courses.

d. Augmented training for paramedic clinical and field preceptors to improve consistency in instruction, supervision, and student assessment. Web-based FISDAP modules and a Power Point developed by our Clinical Coordinator were used.

e. Re-established lead instructor role for didactic/skills lab portion of the paramedic program (fall term) to help coordinate and facilitate management of TAs and skills.

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Spring

2009

Spring

2010

Spring

2011

Spring

2012

Spring

2013

N N N N N N N N N N N

Cuesta Total 71 75 65 37 52 49 76 70 69 52 64

Emergency Medical Services-1250 49

Paramedic-1251 71 75 65 37 52 76 70 69 52 64

Credit Course Retention/Success Rate Summary Report

Cuesta - EMS 201 - Successful Course/Certificate Completion

Report Run Date As Of : 3/1/2014 8:10:10 PM

California Community Colleges Chancellor's Office


f. Augmented simulation equipment and lead faculty developed simulation scenarios for skills testing purposes.

g. Submitted proposal for Paramedic AS degree. We anticipate having many of our past certificate earners return to complete requirements needed to earn the AS degree.

INSTITUTIONAL GOAL 2: San Luis Obispo County Community College District will build a sustainable base of enrollment by effectively responding to the needs of its local service area.

Institutional Objective 2.1: Increase the capture rate of the local 24‐ 40 age cohort by 2% annually.

The EMS programs attract students of all ages. In the most recent years, nearly 40% of the EMS students were between 25 and 40 years old. Generally, students in the paramedic program are in the age cohort targeted by the objective because the program prerequisite of 1000 hours of EMT work experience requires times/years of preparation and training.

a. Enhanced recruitment for the Paramedic Program through support staff efforts

to track interested students and provide increased follow-up to insure students are aware of application cycles, availability of pre-program counseling, and opportunities to schedule information meetings with the directors.

Age 2008-09 2009-10 2010-11 2011-12 2012-13

61 63 54 42 40

23.3% 16.2% 20.1% 18.8% 19.1%

104 149 111 83 68

39.7% 38.3% 41.4% 37.1% 32.5%

up to 24 subtotal 63.0% 54.5% 61.5% 55.9% 51.6%

45 81 55 53 49

17.2% 20.8% 20.5% 23.7% 23.4%

12 34 19 16 22

4.6% 8.7% 7.1% 7.1% 10.5%

10 19 7 14 8

3.8% 4.9% 2.6% 6.3% 3.8%

67 134 81 83 79

25.6% 34.4% 30.2% 37.1% 37.7%

13 26 11 8 15

5.0% 6.7% 4.1% 3.6% 7.2%

17 16 11 7 6

6.5% 4.1% 4.1% 3.1% 2.9%

1 1 1

0.3% 0.4% 0.5%

262 389 268 224 209

100.0% 100.0% 100.0% 100.0% 100.0%

EMS Student Age Groups

25 to 29

30 to 34

35 to 39

Annual Totals

19 or less

20 to 24

40 to 49

50 to 64

65+

25 to 40 subtotal


b. Changed paramedic application cycle to be open September through July with quick acceptance notification for program beginning each fall (applications not accepted in the month August).

c. Continued working with the community to promote the program and disseminate application and program requirements.

d. Increased visibility of program through public info sessions, flyers, press releases, and website announcements.

e. Submitted proposal for Paramedic AS degree – once approved, it is likely to attract returning students who will be in the targeted age cohort.

f. Met with Dean at Allan Hancock College to discuss possibility of providing presentations to students in their EMT courses with the intention of encouraging students to plan and prepare to enter our paramedic program.

INSTITUTIONAL GOAL 4: San Luis Obispo County Community College District will implement, assess, and improve its integrated planning processes.

Institutional Objective 4.1: Train the internal community about the integrated planning processes.

The faculty, staff and management in our division have all become more immersed in the planning processes of the college and can confidently assert that our decisions are made with the integrated planning model in mind. We now actively speak and live “integrated planning”. a. Since the last CPPR the Division Chair and Director of Allied Health have actively

participated in many facets of participatory governance and have engaged in college-wide activities/workshops centered around college planning and accreditation.

b. The Division Chair and Allied Health Director consistently make decisions with integrated planning at the forefront. This approach engages others in the process and moves the division forward with everyone learning and integrating “the way the college does business” as standard practice.

c. Faculty meetings are used as forums to inform and educate the division about integrated planning and other college-wide planning activities and plans.

d. The addition of the Full-time EMS faculty supports the implementation of integrated planning at the division level because there’s more opportunity to teach and engage others in the college process as a whole. The impact of adding this position is already being felt as the “work of the college” can now be done as “part of the job” – part-time faculty do not have the luxury to get involved at this level because they work other jobs in order to make a living. More allocation of dedicated time allows for greater participation with because of the increased investment, commitment and sense of ownership.

e. Participation in management based meetings (Cluster meetings, Dean meetings, Cabinet Managers meetings).


f. The Division Chair and Allied Health Director were members of the Standard IIA Accreditation Work Group. During spring and summer 2013 a great deal of time was dedicated to working on this standard to prepare for the college self-study report.

g. We have discussed the planning model with the advisory committee in order to help them understand how we plan for change and how funding allocations move through the college process.

INSTITUTIONAL GOAL 5: San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and civic leaders.

As a career tech program we have many opportunities to work with the community and in fact, we could not exist without our affiliate partners and community support. We recognize that these relationships are essential to our program’s survival and value what they contribute to our success. Career Tech programs are fortunate to be able to meet the needs of our community through providing training for its workforce.

Important members of the EMS community met with the College President, attended a Board of Trustees Meeting, and wrote letters to the Board and President to express concerns regarding the negative impact EMS program discontinuance would have on our community.

Well attended EMS Advisory Committee meetings are hosted bi-annually – more than 20 EMS professionals, community members, students, and Cuesta staff, administrators and faculty gather to discuss program needs.

EMS faculty, staff and students serve our community through volunteering their time to promote Cuesta and the field of EMS at high school and middle school outreach/career fair activities.

Students become part of a team lead by EMS professionals as they train in the field to meet their course requirements – they are good ambassadors for the college.

Instructors and the program director continually connect and interface with community EMS personnel as they promote the program and visit students at the clinical and field internship training sites.

Some of the internship agencies expressed that training our students is beneficial to them in that it keeps their staff current and focused on best practices.

Allied Health Director is on SLOHS’s Site Council Advisory Board and participates in the Foundation Ambassador program.


Institutional Objective 5.2: Increase participation at district events for K‐12 districts and universities.

a. EMS instructors and department representatives attend Grizzly Academy, high

school career days and middle school outreach programs. b. EMS instructors take part in the Edúcate Conference class presentations and

other campus based opportunities designed to introduce career tech. programs. c. The Director of Allied Health is a member of San Luis Obispo High School’s Site

Council team.

B. INSTITUTIONAL LEARNING OUTCOMES Some of the most evident ways the EMS Program helps students achieve the institutional learning outcomes are listed below.

ILO 1. Personal, Academic, and Professional Development

Recognize, assess, and practice lifestyle choices that promote personal health and mental well-being a. Cuesta EMS students are taught early on that it is very to choose a

lifestyle that promotes positive psychological and physical self-care; because the demands, intensity and challenges EMS professional face, require high levels of stamina and strength of character.

b. Cuesta EMS students are taught “Critical Incident Stress Management” skills to promote health and mental well-being - essential to the situations and circumstances they will encounter on the job.

Demonstrate the professional skills necessary for successful employment a. Students in Cuesta EMS Programs are required to complete hands-on

internship hours as part of their training. They perform entry-level healthcare skills in clinical and/or field settings.

b. Students who complete Cuesta EMS Programs are regularly hired into entry-level healthcare positions or earn promotions based on the attainment of their new skills.

ILO 2. Critical Thinking and Communication

Analyze and evaluate their own thinking processes and those of others a. Students in Cuesta EMS Programs are taught and assessed on their

abilities to gather information from acutely injured and ill patients and then interpret that information to identify and treat potential life-threatening conditions.

b. Students in Cuesta EMS Programs must learn techniques to communicate with patients who may be challenged by language barriers, disabilities, and/or physical and mental impairments. In order to make accurate patient assessments students must adapt and overcome challenges which require high levels of critical thinking.


Communicate and interpret complex information in a clear, ethical, and logical manner a. Students in Cuesta EMS Programs are taught communication skills. They

must learn how to communicate essential and sensitive information to other healthcare providers, law enforcement officers, and the general public. The most challenging topic for students to learn is how to tell someone that their loved one has died.

b. Students in Cuesta EMS Programs are taught the ethical and legal elements of the Health Insurance Portability and Accountability Act (HIPAA) which ensures that all communication (oral and written) is held in the highest ethical regard.

ILO 3. Scientific and Environmental Understanding Draw conclusions based on the scientific method, computations or

experimental and observational evidence a. Students in Cuesta EMS Programs are taught and must demonstrate the

ability to use various scientific methods and mathematical computations. They must apply this knowledge to perform skills such: as medical math for drug dosage calculations, estimation of the amount of Kinetic energy applied to a body during a motor vehicle crash, interpretation of values of carbon dioxide in expired air in order to appropriately monitor and treat patients and so much more.

Analyze the relationship between people's actions and the physical world a. Cuesta EMS students are taught to evaluate an environment to look for

clues that will help in the assessment of a patient’s current health status. Identifying this relationship helps students determine appropriate treatment for their patients.

Make decisions regarding environmental issues based on scientific

evidence and reasoning a. Cuesta EMS Students are shown the relationship between and take part

in evidence-based research in the practice of prehospital emergency care.

ILO 4. Social, Historical, and Global Knowledge and Engagement

Demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures a. Students in Cuesta EMS Programs engage in classroom simulation

scenarios where they role-play various culture specific healthcare issues. These role-play scenarios help teach awareness and sensitivity to ensure our students are prepared to give good patient care when they enter the clinical environment and the prehospital healthcare profession.

ILO 5. Artistic and Cultural Knowledge and Engagement


Identify, create, or critique key elements of inspirational art forms a. Students in Cuesta EMS Programs are given assignments that include

drawing inspirational art forms to demonstrate an understanding of human anatomy and physiology. Sidewalk chalk art and the creation of detailed posters for classroom displays are used.

Demonstrate knowledge of and sensitivity to diverse groups and cultures through studying the world's languages, societies, and histories a. Students in Cuesta EMS Programs are given opportunities during the

internship portion of their training to gain first hand experience interacting with diverse groups of people from different cultures and backgrounds. The course content also covers cultural differences, social norms, and sensitivities to cultural values in health and healthcare.

ILO 6. Technical and Informational Fluency

Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically

Produce and share electronic documents, images, and projects using modern software and technology a. Cuesta EMS students are required to use a variety of resources in order

to successfully complete the course requirements. Some of the resources include: textbooks, web-based quizzes and homework, web-based FISDAP patient contact tracking, Touch screen apps for EMS protocols and Drug guide. Use of HIPAA guidelines are emphasized at all time.

b. Cuesta EMS students are assigned research projects as well as class presentations in which they utilize modern technology to complete their assignments and presentations.

c. Cuesta EMS Programs also utilize advanced simulation manikins with technology and software, which produces simulated patient information for analysis by our students.

III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS

• Enrollment • Retention • Success • FTES/FTEF • Degree and certificate completion • Scorecard The number of EMS course sections, fill rates, enrollments, headcounts, and the number of FTES generated fluctuate based on community and regulatory needs and demand. We work closely with the EMS Advisory Committee and attend to regulatory changes to evaluate, assess and make program decisions on an ongoing basis. Addition and reduction of courses/sections and changes are dependent on new regulations, enrollment numbers from year to year, and requests from our community partners. One obvious example of an impact on EMS enrollment was the temporary addition of 9 Cal Fire courses in 2009/10. In reviewing 5 years of program data, it becomes evident that enrollment alone cannot drive decisions. The all time high enrollment number of 567 in 2009/10 did not bear the highest number of FTES nor the most FTES/FTEF efficiency. EMS course and program retention, success, and completion rates are evaluated on a course by


course basis with needed modifications made when identified. Overall EMS courses achieve greater average success, retention, efficiency, and certificate completion rates than that of the college as a whole.

• Enrollment • Retention • FTES/FTEF • Success • Retention

• Enrollment / FTES/FTEF

EMS

2008-09 2009-10 2010-11 2011-12 2012-13

Sections 15 24 14 18 17

Fi l l Rate 82.7% 95.5% 93.9% 82.4% 71.5%

FTES/FTEF 13.65 15.21 18.31 15.36 15.04

Overall College

2008-09 2009-10 2010-11 2011-12 2012-13

Sections 3407 3023 2817 2846 2605

Fi l l Rate 89.3% 96.4% 91.4% 87.8% 82.8%

FTES/FTEF 15 15.89 15.31 15.08 14.29

Overall 2008-09 2009-10 2010-11 2011-12 2012-13

Sections 15 24 14 18 17

Fill Rates 82.7% 95.5% 93.9% 82.4% 71.5%

Enrollments 310 567 357 379 323

Headcounts 262 389 268 224 209

FTES 62.18 88.20 92.05 85.11 86.06

FTEF 4.55 5.80 5.03 5.54 5.72

FTES/FTEF 13.65 15.21 18.31 15.36 15.04

Success Rate 81.0% 90.3% 83.6% 82.7% 87.4%

Retention Rate 90.0% 94.9% 88.8% 87.3% 91.1%

EMS Program Review: Overall District Totals


13.6515.21

18.31

15.36 15.04

15 15.89 15.31 15.08 14.29

0.00

5.00

10.00

15.00

20.00

2008-09 2009-10 2010-11 2011-12 2012-13

FTES

/FTE

F

FTES/FTEF

EMS Overall College

• Success EMS / COLLEGE

Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

N % N % N % N % N %

EMS 303 83.8% 560 91.4% 335 86.9% 361 84.8% 302 87.4%

Overall College 68,995 69.7% 76,252 71.5% 69,043 71.4% 68,519 71.8% 60,005 73.0%

2008-09 2009-10 2010-11 2011-12 2012-13

83.8%

91.4%86.9% 84.8% 87.4%

69.7% 71.5% 71.4% 71.8% 73.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2008-09 2009-10 2010-11 2011-12 2012-13

Co

urs

e S

ucc

ess

Rat

e

Successful Course Completion

EMS Overall College

• Success – Distance Education EMS

Attempted Successful Attempted Successful Attempted Successful Attempted Successful Attempted Successful

N % N % N % N % N %

Face-to-Face 249 83.5% 513 92.0% 294 86.7% 327 85.3% 271 89.7%

Distance Education 54 85.2% 47 85.1% 41 87.8% 34 79.4% 31 67.7%

2012-132008-09 2009-10 2010-11 2011-12

In comparing the EMS Program’s and College’s Fill Rates over the past five years, the EMS Program’s average of 85.2% is slightly lower than the college’s rate of 89.5% but the EMS Program’s average FTES/FTEF efficiency of 15.31 is slightly higher than the college’s average of 15.11.

In comparing the EMS Program and College Success Rates over the past five years, the EMS Program’s average rate of 86.9% is far higher than the overall college’s rate of 71.5%.


83.5%

92.0%

86.7%

85.3%89.7%

85.2%

85.1%

87.8%

79.4%

67.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2008-09 2009-10 2010-11 2011-12 2012-13

Co

urs

e S

ucc

ess

Rat

e

Successful Course Completion by Modality

Face-to-Face Distance Education

• Certificates Awarded

A factor that has impacted our ability to access clean data is the past practice of assigning four digit TOP codes inconsistently and incorrectly. This problem was corrected in fall 2013 and is already reflected in a recent MIS course retention/success rate summary report pulled from Data Mart. Another factor that impacted the numbers

Certificates 2008-09 2009-10 2010-11 2011-12 2012-13

Other EMS Certificates

< 12.0 semester units180 193 180 128 141

Paramedic Certificate

(35.0 semester units)6 18 17 18 12

Total Annual EMS

Certificates Awarded186 211 197 146 153

EMS Degrees and Certificates Awarded

In comparing the EMS Program Distance Education and College Distance Education Success Rates over the past five years, the EMS Program’s average rate of 81.0% is far higher than the overall college’s rate of 71.7%.

Institutional data that is readily available does not reflect the numbers of awarded certificates noted above. Nonetheless, Based on the actual certificates awarded to students for state and national registry certification and licensure purposes, the certificate completion data as noted is accurate.


of certificates completed was the changes made to the reporting requirements, such that certificates requiring ≤ 6.0 semester units are no longer reported.

A. Data Summary • Enrollment • Retention • Success • FTES/FTEF • Degree and certificate completion Summaries for specific courses are addressed below.

B. Interpretations of data, and identification of areas for change to facilitate program quality and growth Ideas and plans are outlined for individual courses below but some things that will be addressed to facilitate program quality and growth for the EMS program as a whole include:

Focused attention given to building cohesion between the “EMT Program” and “Paramedic Program” to become a united and cohesive Cuesta EMS Program.

Enhanced communication with Counseling and A&R departments to direct interested students to the Nursing and Allied Health Department for individualized attention.

Continued pursuit of building the EMS program in such a way that the added courses, testing center and other related activities will make our program visible within the world of EMS throughout the state.

C. Program efforts to improve graduation rates, transfer rates and/or certificate completion Ideas and plans to improve certificate completion rates are outlined for individual courses below. PARAMEDIC PROGRAM A. Data Summary Program enrollment continues to fluctuate. The fill rates have ranged from a low of 50% during the program’s first year to a one time high of 100% when the program started with 24 students in 2010/11. Although the data that is easily available at the department level requires further analysis prior to being able to draw conclusions; it is interesting to note that in viewing the non disaggregated data of the past 5 years, 2010/11 generated the greatest number of FTES and was the most FTES/FTEF efficient of all. Without further analysis one cannot decisively conclude that the paramedic program’s 100% fill rate was the only anomaly that contributed to this outcome but it was the only obvious difference in enrollment in 2010/11 and is certainly something that should be considered as we move forward. The Paramedic Program retention rates have ranged between 75% and 100%. Generally, attrition occurs during the fall semester. If students are able to successfully complete the first semester of the program; where the majority of the didactic portion of the program is taught, they usually are able to complete the program. Those who complete the program pass the NREMT-P exam at rates higher than the national average. B. Interpretations of data, and identification of areas for change to facilitate program

quality and growth / C. Improve certificate completion rate Starting each Paramedic Program cohort at full capacity is the single most immediate


change that can be made to increase the growth of Cuesta’s EMS program. This is an area that needs proactive attention and focus. Avenues that will be perused to generate increased interest in the Paramedic Program and attract more applicants will be through:

Proactive recruitment efforts by Program Director throughout the year.

Continued support-staff and Allied Health Director efforts to track interested students and provide follow-up to insure students’ awareness of application cycles, availability of pre-program counseling, and opportunities to schedule information meetings with directors.

Evaluation of the implementation of the new application cycle and adjust as appropriate.

Continued work with the community to promote the program and disseminate application and program requirements.

Promotion of increased visibility of program through public info sessions, flyers, press releases, and website announcements.

Promotion of Paramedic AS degree.

Implementation of strategies to promote retention/success in order to secure ongoing enrollment through program completion.

Continue to build relationships with Allan Hancock College -provide presentations to students in their EMT courses with the intention of encouraging students to plan and prepare to enter our paramedic program.

EMT COURSE (EMS 201)

A. Data Summary

Disaggregated course completion data specific to EMS 201 is important because of all the EMS courses offered, it has the greatest number of enrollments, certificate earners, and generates more than half of the entire program’s annual FTES. The success and/or failure of this course significantly impacts the outcomes of the overall EMS program. This being said, the fluctuation in total number of certificates awarded may be attributed to the following factors:

In late summer 2011 the State announced that beginning on January 1, 2012 a new NREMT exam would be used. The exam was to include material that was not part of existing curriculum so in an attempt to offer as much new NREMT exam

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Spring

2009

Spring

2010

Spring

2011

Spring

2012

Spring

2013

N N N N N N N N N N N

Cuesta Total 71 75 65 37 52 49 76 70 69 52 64

Emergency Medical Services-1250 49

Paramedic-1251 71 75 65 37 52 76 70 69 52 64

Credit Course Retention/Success Rate Summary Report

Cuesta - EMS 201 - Successful Course/Certificate Completion

Report Run Date As Of : 3/1/2014 8:10:10 PM

California Community Colleges Chancellor's Office


preparation as possible, the existing EMS 201 curriculum/syllabus was augmented with web based supplemental instruction. This proved to be a challenge for many students in the fall 2011 course and is likely to have attributed to the low completion rates.

Due to state regulatory changes, EMS 201 curriculum was revised and the hours were increased to accommodate new state minimum requirements. The revision included an increase of 2.5 units and required scheduling a third class meeting per week. The new format was first taught in spring 2012. Surprisingly, even with the significant curriculum and schedule changes, the greater impact was seen in fall 2011 and not in spring 2012.

Due to the mandated increase in field training hours, the course cap for EMS 201 was reduced to 30 in fall 2013. This 10 student reduction per section was needed to accommodate the increase in internship hours. The internship sites could not accommodate an additional 14 hours of field training per student at the 80 student per semester level. Although the possible total annual student enrollment was reduced from 160 to 120, the units for the course increased by 2.5. The impact on FTES this may or may not have had needs to be assessed.

Attrition within the first few weeks of the semester has significant impact on the course retention rate.

B. Interpretations of data, and identification of areas for change to facilitate program quality and growth / C. Improve certificate completion rate Retention and the addition of complimentary courses are areas that have been identified for program growth and quality improvement.

By request of our local EMSA, a new EMT-Refresher-Transition course has been developed and will be added as a distance education course in fall 2014. This course will only be active until 2016 because after that time the use of this transition course will no longer be allowable for national re-certification purposes.

Change in the way the waitlist is managed and the process for allowing students to be added after the first class meeting will be revised in order to capture additional students during the first week of class when attrition is most significant.

Consider adding a skills review course to allow students to get re-signed-off on the skills portion of the course if they let more than 12 months to lapse prior to taking the NREMT exam.

Consider developing EMS 201 curriculum for a hybrid distance education delivery model with an in-class skills component.

EMT-REFRESHER COURSE (EMS 102) A. Data Summary Beginning in 2011-12 the number of course sections dropped from 2 sections per semester to 1 section per semester. It is a hybrid distance education course composed of DE and one face-to-face campus skills day. Although the enrollments have been inconsistent, in consulting our local EMSA it was clearly expressed that there is a strong need to continue to offer this course because it is the only local course available that


satisfies the 2 year EMT re-certification requirement. B. Interpretations of data, and identification of areas for change to facilitate program

quality and growth / C. Improve certificate completion rate

Curriculum was developed for the EMT-Refresher-Transition course. It will be offered in conjunction with EMS 102, beginning fall 2014.

EMS 102 is being re-vamped and updated because the new full-time faculty has added this course to her load.

HAZARDOUS MATERIALS (EMS 103) A. Data Summary

Enrollment is typically > 80% however spring 2013 enrollment dropped significantly. In 2012, we increased the enrollment CAP to 20 and marketed the course hoping for increased enrollment since we were offering once a year. Unfortunately, that did not happen. Fill rates in 2012-13 were 16% for spring 2012 and 50% for Spring 2013. Community need tends to ebb and flow and spring 2013 was an anomaly. Director of Allied Health and Division Chair discussed with the lead part-time faculty who teaches EMS 103. He suggested we look into offering the course off-site in the community. We will pursue this option for spring 2015. In the past, enrollment in EMS 103 was affected by scheduling conflicts with EMS 201’s “TBA” dates. Students who typically wanted to take both courses in a given semester were unable to navigate the date conflicts. We now monitor for this and make sure to not overlap the scheduling of the two courses.

B. Interpretations of data, and identification of areas for change to facilitate program quality and growth / C. Improve certificate completion rate We will notify the LEMSA several months before the course is offered to have

them announce the course dates and enrollment information. Additional Information Labor Market Information (LMI) & Analysis

This is another area where we are challenged to provide reliable disaggregated data specific to EMS (Paramedicine and EMT). In the world of EMS, labor market information is not particularly helpful in that the Standard Occupational Classification (SOC) combines EMT and Paramedics so when we run reports on SOC 29-2041 (EMS: EMT/PARAMEDIC) there is no way to disaggregate the information to determine the actual need for paramedics versus EMTs in the work force. SOC 29-2041 cross-lists to California Community College’s TOP codes 125000 (EMS) and 125100 (Paramedic) combined. This being said, labor market data for our area shows an anticipated 12% new job growth in EMS from 2013 to 2016, with 8 new job openings a year. On a national scope, the U.S. Bureau of Labor Statistics’ (BLS) December 19, 2013 News Release, reported that occupations and industries related to healthcare are projected to add the most new jobs between 2012 and 2022. Included in this statistic is: “the employment of emergency medical technicians and paramedics is projected to grow 23 percent from 2013 to 2022, much faster than the average occupations”.


See End Notes: Labor Market Data More specific to local planning, San Luis Obispo County has long been proactive in understanding its economic base and demographic needs. The 2013 Central Coast Economic Forecast Report noted that health care will continue to be one of the county’s primary areas for job growth. Moreover, the San Luis Obispo Economic Vitality Corp (EVC) conducted a comprehensive scan of the current economic opportunities that exist within San Luis Obispo County; and thorough analysis of labor market data and close consultation with local business leaders, the study identified five economic clusters that characterize current and future opportunities within San Luis Obispo County. The report released in May 2013 clearly notes that ever since 1990, Health Services has been one of the 5 industry clusters responsible for most of the county’s new economic vitality. As the leaders of our county create strategies to grow our economy and keep the Health Services Cluster front and center, Cuesta’s paramedic program has an important role to play. It is essential that we keep pace with the interests of our community as it looks to the future in anticipating the needs of our citizens. Below is an excerpt taken from the EVC report noted above, which illustrates the proactive movement our community leaders foresee our local healthcare entities taking. As part of this movement, the model of the “Community Paramedic” is also being discussed. This is another career opportunity that will be supported by the addition of the A.S. degree.

Leaders in the Health Services cluster identified opportunities to serve growing markets in destination health care, wellness, medical specialties, health information technology, telemedicine, and medical and social support for a growing elderly population. In addition, leaders identified opportunities to have more residents make use of local specialties rather than looking outside the County for these services. The implementation of national healthcare reform was also viewed as a potential driver, with the expansion of health insurance to those previously lacking coverage. To capitalize on these opportunities in San Luis Obispo County, leaders focused on an integrated approach to becoming a recognized center of excellence in wellness. This approach would include a well-connected and well-publicized continuum of medical specialties, wellness services, social support, and other services, as well as an infrastructure of electronic health records and specialized retirement housing and communities. This approach would reduce residents’ use of outside health services, while addressing growing demand for a broader array of services that would make the County a desirable destination for active baby boomer retirees.


IV. CURRICULUM REVIEW

CURRICULUM REVIEW GUIDE and WORKSHEET Current Review Date: F13-S14 Reviewer: Lisa Wearda, Director of Allied Health; Dennis Rowley, Director of Paramedic Program; Pam Peachey, Division Chair for Nursing & Allied Health; Heather Tucker, EMS FT tenure track 1. Courses

Course (Prefix / Number)

Currently active

New course since last CPPR

Major modification since

last CPPR

Minor modification

since last CPPR

Deactivated since last CPPR Notified

impacted program(s)*

EMS 102 yes no

yes: F13

regulatory changes no

no

EMS 102T no yes: F14

no

no

no

EMS 201 yes

no

yes: x 2 regulatory changes

no

no

EMS 103 yes

no

no

no

no

EMS 104 no

no

no

no

Deactivated: S12

EMS 105 yes no yes: SUM11

split lecture & lab

no

no

EMS 105L yes

yes: SUM11

no

no

no

EMS 106 yes

No

no no Deactivated: F14

EMS 107 yes

No

split lecture & lab

Yes: SP11

split lecture & lab

no / yes: date

Deactivated: S15

EMS 107A yes no yes: F14

change in preq

no

no



Currently active



last CPPR

Minor modification

since last CPPR



EMS 107B yes no yes: F14

change in preq

no

no

EMS 107C yes no

yes: F14 change in preq

no

no

EMS 107L yes yes: SP11

split lecture & lab

no

no

Deactivated: S15

EMS 108 no no no no Deactivated: S10

EMS 108A yes yes: S10 yes: S10

replaced EMS 108 no

Deactivated: S15 program change

EMS 108B yes yes: SUM10 no

no

Deactivated: S15 program change

EMS 210 no yes: F14 no

no

no

EMS 211 no yes: S15 no

no

no

EMS 211L no yes: S15 no

no

no

EMS 212 no yes: S15 no

no

no

EMS 213A no yes: S15 no

no

no

EMS 213B no yes: SUM15 no

no

no

CalFire Courses EMS 110 EMS 111 EMS 112 EMS 113 EMS 114 EMS 115 EMS 116 EMS 117 EMS 118

no

yes: all developed in 2009-2010

yes: all developed in 2009-2010

no

no

yes: S2012

CalFire contract not renewed

yes: S2012 CalFire contract



Currently active



last CPPR

Minor modification

since last CPPR



EMS 119 EMS 120 EMS 121 EMS 122 EMS 123 EMS 124 EMS 125 EMS 126 EMS 127 EMS 128 EMS 129 EMS 130 EMS 131

not renewed

Deactivated Course Impacted Program (s) Date affected program was notified

EMS 104

None—poor enrollment; regulatory requirements difficult to meet (one reason is that we needed an ambulance to teach the course—ambulance company would not donate an ambulance to the course any longer)

Notified the community in F12

EMS 106 None—total program revision of all courses/numbering

Notified our EMS advisory of Paramedic Curriculum Revisions---

supportive of the changes

EMS 107 None—total program revision of all courses/numbering

EMS 107C None—content imbedded into another course

EMS 107L None—embedded into another new course—program revision

EMS 108, 108A, 108B None—embedded into another new course—program revision

CalFire Courses EMS 110 EMS 111 EMS 112 EMS 113 EMS 114

None—however loss of FTES; contract agreements are needed; Many of the courses were also being taught at Hancock.

CalFire notified S2010; Yearly contract was not renewed; opened

to revisit this partnership


EMS 115 EMS 116 EMS 117 EMS 118 EMS 119 EMS 120 EMS 121 EMS 122 EMS 123 EMS 124 EMS 125 EMS 126 EMS 127 EMS 128 EMS 129 EMS 130 EMS 131

2. Course Review

Paramedic Course Number

EMS 105,105L

EMS 106 EMS107 EMS

107A,B,C EMS107L

EMS 108A/B

1. Effective term listed on COR

SUM11 F11 S12 S12 S12 S10

2. Catalog / schedule description is appropriate

yes yes yes yes yes yes

3. Pre-/ co-requisites / advisories (if applicable) are appropriate


4. “Approved as Distance Education” is accurate

Not approved

Not approved

Not approved

Not approved

Not approved

Not approved

5. Grading Method is accurate yes yes yes

yes (corrected

S14) yes yes

6. Repeatability is zero


7. Class Size is yes yes yes yes yes yes


Paramedic Course Number

EMS 105,105L

EMS 106 EMS107 EMS

107A,B,C EMS107L

EMS 108A/B

accurate

8. Objectives are aligned with methods of evaluation


9. Topics / scope are aligned with objectives


10. Assignments are aligned with objectives


11. Methods of evaluation are appropriate


12. Texts, readings, materials are dated within last 5 years


13. CSU / IGETC transfer & AA GE information (if applicable) is correct

NA NA NA NA NA NA

14. Degree / Certificate information (if applicable) is correct

yes NA yes yes yes yes

15. Course Student Learning Outcomes are accurate


16. Library materials are adequate and current *


EMS Course Number EMS 102 EMS 103 EMS 201

1. Effective term listed on COR S14 SUM06 S12

2. Catalog / schedule description is appropriate

yes yes yes


EMS Course Number EMS 102 EMS 103 EMS 201

3. Pre-/ co-requisites / advisories (if applicable) are appropriate

yes yes yes

4. “Approved as Distance Education” is accurate

yes Not approved Not approved @ this

time

5. Grading Method is accurate yes yes yes

6. Repeatability is zero NO (99)-this is a “REFRESHER” course & students will need

to re-take this course repeatedly to

update their EMT Certification

Yes yes

7. Class Size is accurate yes yes yes

8. Objectives are aligned with methods of evaluation

yes yes yes

9. Topics / scope are aligned with objectives

yes yes yes

10. Assignments are aligned with objectives

yes yes yes

11. Methods of evaluation are appropriate

yes yes yes

12. Texts, readings, materials are dated within last 5 years

yes

No—the text is from the Dept. of Transportation—no current edition

has been issued but is available and

will be reviewed and updated by

faculty

yes

13. CSU / IGETC transfer & AA GE information (if applicable) is correct

NA NA yes

14. Degree / Certificate information (if applicable) is correct

yes yes yes

15. Course Student Learning Outcomes are accurate

yes yes yes

16. Library materials are adequate and current *

NA NA yes


3. Programs

Program / Certificate

Title

Currently active

New program since last

CPPR

Program modification

since last CPPR

Deactivated since

last CPPR

C.S. Emergency Medical Technician

yes no

yes: S12

no

C.A. Paramedic

yes no

yes: S12

no

C.S. Emergency Medical Services - Hazardous Materials First Responder Operational

yes no

no

no

C.S. Emergency Medical Services Technician Refresher

yes no

no

no

CalFire CERTs EMS 110 EMS 111 EMS 112 EMS 113 EMS 114 EMS 115 EMS 116 EMS 117 EMS 118 EMS 119 EMS 120 EMS 121 EMS 122 EMS 123 EMS 124 EMS 125 EMS 126 EMS 127 EMS 128 EMS 129 EMS 130 EMS 131

no Deactivated S12


4. Program Review

Currently active Program / Certificate: Title

Required courses and electives, incl. course numbers, course titles, and course credits, are

accurate

Program description is

current

Program Learning

Outcomes are accurate and include method of assessment


yes yes yes

C.A. Paramedic

yes yes yes

C.S. Emergency Medical Services - Hazardous

Materials First Responder Operational

yes yes yes

C.S. Emergency Medical Services Technician

Refresher yes yes yes

5. Five-Year Cycle Calendar

COURSES

Course Number

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

EMS 102 Review COR

EMS 102T (pending)

NEW Deactivate

EMS 201 Review COR

EMS 103 Review COR

EMS 105 Review COR

EMS 105L Review COR

EMS 106 Deactivated EMS 107 Deactivated EMS 107A

Change in pre-req

Review COR


Course Number

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

EMS 107B

Change in pre-req

Review COR

EMS 107C

Change in pre-req

Review COR

EMS 107L Deactivated EMS 108 Deactivated EMS 108A

Deactivated

EMS 108B

Deactivated

PROGRAMS / CERTIFICATES

Program/Certificate Title

Fall 2012

Spring 2013

Fall 2013

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017


Review CERT

C.A. Paramedic

Updated Review CERT

C.S. Emergency Medical Services - Hazardous Materials First Responder Operational

Review CERT

C.S. Emergency Medical Services Technician Refresher

Reviewed-no update

Review CERT

A.S. EMS (pending) NEW if approved

Review Degree

V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS

A. Program Assessment Summary (CPAS) EMT (EMS 201) C.S. certificate PLOs Summary: We utilize a “Clinical Agency” Survey as our tool for PLOs. These are agencies where our students perform in the clinical setting. Our expected benchmark is “always” or “almost always” on each survey response. Any response to an “ethical” and “safety” survey question requires the benchmark to be 100% “always” response. If not


attained, it will trigger faculty and director to evaluate the event. Results showed that the benchmark was not met on “ethics” and “safety”. Plan for the course was to make sure we consistently emphasize safety in patient care, HIPPAA, and competency in skills. Survey showed that 67% agencies (2 out of 3 agencies) responding to the survey stated that students “Almost Always” demonstrated safe patient care. We contacted both these agencies to determine the reason they answered “Almost Always” instead of “Always’ to this critical benchmark. Both agencies could not recall a specific ethical or safety incident that occurred and they were addressing the question ‘generally’. We validated that there were not specific ethical or safety issues that arose by reviewing the “Preceptorship” Surveys used as a tool for course SLOs (EMS 201). We have found that our response rate for survey results is very low. We plan to utilize phone surveys in the future. Employer Survey data for the EMT completers who have entered the job market is poor. We will continue to revise our existing tool and brainstorm other evaluation methods to elicit a better community response. We do not want to make any program/course changes based on a low response rate with results that pan out to be vague. Our students have the knowledge/skills necessary to become nationally and state certified based on the First time pass rate of 84%---38/63 course completers from spring of 2013 have tested and passed. The 7 who did not pass on the 1st attempt are eligible to retest and have 2 years to do so. There are 18 students who have not tested and will remain eligible to do so. 100% of the “Clinical Agency” Surveys state (“always or almost always”) that our students demonstrate knowledge necessary to become nationally certified.

EMS Hazmat (EMS 103) C.S. Certificate PLOs Summary: The course SLOs are the same as the Program/Certificate PLOs. This is a very short course (3 Saturdays). 77% of the students very often or always agreed that they could contain a hazardous material spill. This met our benchmark of 75%. Division Chair will discuss with the part time instructor currency of text book (the one on the COR is old) and course organization to possibly increase the % of students who are able to meet this SLO. 12 out of 13 (92%) students passed the final exam. 100% of the students very often or always agreed that they could explain the proper safe first responder actions in a hazardous waste event. 12 out of 13 (92%) students passed the final exam. 100% of the students very often or always agreed that they could explain various types of Hazardous Materials. 12 out of 13 (92%) students passed the final exam. 1 student was a no show for the final exam.

Attrition is high in this class/certificate probably due to the 3 Saturday (8 hours each day) commitment and technical content. While we met the benchmark, any changes in state standards will impact the need the change the course—content or books. Discussion of enrollment, CAP and scheduling was addressed in a previous section.


EMT Refresher (EMS 102) C.S. certificate PLOs Summary: In 2011, 14 out of 16 students successfully complete the content (88% of the students). Upon review of quizzes and # of attempts it took for student to complete all quizzes at a 95% benchmark, content noted to be most difficult is special operation exams. The students who did not pass the course did not attempt any of the online material, did not respond to emails, and did not participate in the mandatory skills day. 14 out of 14 students successfully complete the skills portion (100% of the students) Skills most difficult for the students who are refreshing are: CPR and AED however benchmark met. When we hired a full-time EMS faculty, EMS 102 (EMS refresher) became part of the fulltime faculty load. Upon teaching the course for the first time in spring 2014, the new fulltime faculty will make changes accordingly based on expertise and clarity of the COR. EMS-Paramedic C.A. certificate PLOs Summary (Graduates of Aug/Sept 2011): 100% of the students who answered the survey marked “strongly agreed” or “agreed” that they had COMPREHENSIVE EMS KNOWLEDGE. 22 graduates passed the NREMT-P which is a strong indicator of EMS KNOWLDGE. Faculty/Paramedic Director/Allied Health Director discussion, suggested to revise results to include breakdown of number of attempts needed to pass NREMT-P.

79-100% of the students who answered the survey marked “strongly agreed” or “agreed” that they had LEADERSHIP skills---With a 80% benchmark, ‘managing time efficiently’ was the lowest. It is understood that students in a comprehensive program would rate themselves as having difficulty with managing their time efficiently as a student paramedic. Faculty/Paramedic Director/Allied Health Director discussion suggested allowing students more exposure to “life scenarios” to better use “multi-tasking” skills in an attempt to better manage time. Preceptor (field training officers) evaluations of the 22 students met the benchmark of a “3” on a 1-3 grading scale.

86-99% of the students who answered the survey marked “strongly agreed” or “agreed” that they had PATIENT ASSESSMENT skills---With a 80% benchmark met. Preceptor (field training officers) evaluations of the 22 students met the benchmark of a “3” on a 1-3 grading scale.

99-100% of the students who answered the survey marked “strongly agreed” or “agreed” that knew and follow the TREATMENT plans---With a 80% benchmark. Preceptor (field training officers) evaluations of the 22 students in their FINAL INTERNSHIP COMPETENCY (benchmark of a “3” on a 1-3 grading scale) WAS 100% passed. For completion of Field Internship Competency, advisory committee suggested we have more equipment for cert. classes: ACLS, PALS, PHTLS and to seek out more experiences during the internship. Faculty/paramedic director/allied health director


discussion suggested to ask pertinent questions during the advisory to address program needs: equipment, content, experiences etc.

Overall, students remain in the internship until passing their internship performance at a level “3” standard. If unsuccessful given the constraints of time, a decision is made with the allied health and paramedic director on a remediation plan for success. During the faculty/director dialogue regarding the PLOs, it was suggested the need to develop more evaluation tools and methods to receive greater number of responses for Program, Grads and Employers. While these surveys have now been developed, the data needs to be analyzed.

B. Mapping Document and Calendar

Course-Level SLOs Connected to Program-Level PLOs Last updated fall 2013

Paramedic (C.A.) Program PLOs

COMPREHENSIVE EMS KNOWLEDGE 1. Comprehend EMS knowledge necessary to function in a healthcare setting. 2. Comprehend general medical knowledge necessary to function in a healthcare

setting. 3. Be a strong entry level paramedic by giving me sufficient knowledge of current

practice. LEADERSHIP 1. Be responsible and accountable for my paramedic practice. 2. Conduct myself in an ethical and professional manner when practicing

paramedicine. 3. Demonstrate an interest in continued professional development. 4. Know the need to follow agencies and regulatory policies and procedures. 5. Make appropriate decisions while functioning in a stressful prehospital/EMS

condition. 6. Integrate entry level paramedic critical thinking to patient situations. 7. Consult with appropriate healthcare professional as needed for decision making. 8. Value the use of evidence based practice and apply it to my practice. 9. Consider physiologic, psychosocial, and spiritual needs of the patient when

making decision. 10. Coordinate care as being a team leader. 11. Perform effective professional communication with the EMS team. 12. Perform effective written/electronic documentation (PCR) that meets policies of

the prehospital healthcare setting 13. Apply expected legal guidelines to documentation and patient care. 14. Effectively teach and evaluate patient learning.


PATIENT ASSESSMENT 1. Perform effective therapeutic communication with patients. 2. Collect data from charts and patients. 3. Interpret patient data. 4. Recommend appropriate diagnostic and therapeutic procedures. 5. Perform patient assessment systematically and thoroughly. TREATMENT 1. Follow the local protocols of a given EMS area. 2. Plan, prioritize, and implement patient care. 3. Organize my time and work efficiently in a triage type method. 4. Perform approved therapeutic procedures and modalities safely and with

confidence. 5. Assess accurately and recognize change from patient baseline and make

adjustments accordingly. 6. Utilize behaviors of prevention, maintenance, and restorative interventions

when providing care. 7. Administer medications using an organized system, within time requirements. 8. Follow the seven rights of patient safety when administering medications. 9. Perform and interpret diagnostic procedures safely and accurately. 10. Provide non-judgmental care to diverse populations. 11. Consider cultural sensitivity when providing patient care. 12. Apply age appropriate patient care. FIELD INTERNSHIP FINAL COMPETENCY 1. Scene Management 2. Assessment/Treatment 3. Communication 4. Leadership 5. Equipment 6. Airway 7. Circulation 8. Musculoskeletal Skills 9. Pharmacology

Relationship between assessed course level SLOs and Program Level SLOs

Course Course name Program Student Learning Outcomes

EMS Knowledge

Leadership Patient

Assessment Treatment

Field Internship

EMS 106 Paramedic Theory I Assessed in this course

Assessed in this course





EMS Knowledge

Leadership Patient

Assessment Treatment

Field Internship

EMS 107 Paramedic Theory II Assessed in this course




EMS 107A

ACLS Assessed in this course

Assessed

in this course


EMS 107B

PALS Assessed in this course

Assessed

in this course


EMS 107C

PHTLS Assessed in this course

Assessed

in this course


EMS 107L Paramedic Clinical Assessed in this course


EMS 108A

Paramedic Internship I Assessed

in this course

EMS 108B

Paramedic Internship II Assessed

in this course

Title of Program/Certificates Last updated Fall 2013

Emergency Medical Technician (C.S.) Emergency Medical Services Technician Refresher (C.S.) Emergency Medical Services-Hazardous Materials First Responder Operations (C.S.)

EMS 201 – Emergency Medical Technician (EMT) (C.S.)

1. Demonstrate and apply ethical, competent, and safe patient care within the scope of

practice for an EMT

2. Demonstrate the knowledge/skills necessary to become nationally and state

certified by passing the National Registry Emergency Medical Technician Exam.



Course Course name

Program Student Learning Outcomes

1 2

EMS 201 EMT Assessed in this course


EMS 102 - EMT-REFRESHER - Emergency Medical Technician – Refresher (C.S.)

1. Demonstrate knowledge of content taught in this course.

2. Demonstrate required proficiency in skill performance


Course Course name

Program Student Learning Outcomes

1 2

EMS 102 EMT Refresher



EMS 103 – HAZMAT Emergency Medical Services-Hazardous Materials First Responder Operations (C.S.)

1. Demonstrate how to contain hazardous material spills in a pre-emergent and

emergent situation.

2. Explain various types of Hazardous Materials.

3. Explain the proper safe first responder actions in a Hazardous Waste event.



1 2 3

EMS 103 HazMat Assessed

in this course



C. Highlight improvement efforts that have resulted from SLO assessment.

EMT (EMS 201) Implemented Changes based on PLOs a. Switched to a curriculum that includes the required “Test Prep” tool: a 2000

question test bank with content area specific feedback to help students prepare for the National Registry exam.


b. Utilized Student Success Specialist services to provide optional study skills and test prep workshops.

c. Implemented pre-course orientation to diminish attrition. d. Faculty discussion addressed future projections/schedule changes. New regulations

will go into effect on 4/2013. We will have 1 year to come into compliance and are anticipating implementation in spring 2014.

e. We developed an electronic employer survey to assist us in creating a post certification, employment data base.

EMS Hazmat (EMS 103) Implemented Changes based on PLOs a. Scheduling changes due to low enrollment and budgetary constraints. Did not offer

EMS 103 in Fall 2012 and increased the cap from 20 to 30 for the spring 2013 course. We will move to offering the course only once a year, each spring semester. We promoted the spring offering through our local EMSA.

b. Made sure to avoid scheduling conflicts due to overlap with EMS 201 patient extrication days.

EMT Refresher (EMS 102) Implemented Changes based on PLOs a. Initiated discussion regarding EMS regulatory changes that might require curriculum

revision.

Paramedic Implemented Changes based on PLOs a. Secured donated funding to pay the salary of the full time Paramedic Program

Director (36 hours/week). b. Implemented the administration of program surveys to be given to students upon

completion of their field internship (exit surveys). c. Purchased needed equipment to enhance delivery of ACLS, PALS, and PHTLS

certification courses. d. Added “field trip” to Cuesta’s Children Center to provide additional pediatric

contacts (practice of assessment skills and familiarity with “healthy” children). e. Added pediatric rotation at Sierra Vista Regional Medical Center facilitated by the

Paramedic Program Medical Director. f. Added formal FISDAP training for both students and faculty to improve tracking

records of patient contacts. g. Developed training materials for clinical preceptors, including a web based

instructional Power Point and a post test to validate comprehension and understanding.

h. Purchased FISDAP access codes for field preceptors to enhance instructional interface with student interns and to promote consistency in student evaluations and assessment (funded through CTEA for professional development).


D. Recommend changes and updates to program funding based on assessment of SLOs. Most Immediate Needs

a. Paramedic program sustainability and continuity is dependent on reliable and consistent program leadership. The area of greatest need is to have the mandated position of the Paramedic Program Director funded.

This position is not optional. It is mandated by the EMS accrediting/regulatory agencies. If the college wants to continue to operate a Paramedic Program it must pay someone to be the Paramedic Program Director. o Identify how the college wants the position of the Paramedic Program

Director to be defined. Is it a management position or a faculty position with release time?

o Once this is determined, a commitment needs to be made to fund the position on a sustainable basis. Relying on donations to fund this can no longer be counted on.

b. The Paramedic Program Medical Director is another mandated position that must be district funded to secure sustainability.

The current Medical Director has already notified us of his desire to retire. We will need to recruit a new director and there is no guarantee that he/she will provide services at such a reduced rate.

Recruitment for this position needs to start now. c. Continue to review skills kit content for currency, necessity and cost of supplies. It is

important to have students purchase a kit (materials fee) that is usable and supports the course objectives.

The reimbursement generated by the materials fee does not cover the cost of the supplies that must be ordered. The nursing and allied health division augments the supply budget with foundation/grant funding. Materials fees are adjusted every 2 years (odd years). Increased cost of supplies from the vendors is unpredictable.

d. Funding to change and replace logos and uniform patches with new EMS program logo.

e. Funding for EMS Programs website (including design and maintenance/hosting costs) to allow a place for prospective and current students, alumni, faculty and the community to get program information and share information. This will help promote the program and support efforts to increase enrollment and paramedic program applicant pool.

f. Obtain funding for EMT program instructional materials to address new curriculum changes (state regulated) and program weaknesses identified in PLOs/SLOs review to include:

National Registry skills testing videos

Portable radios for communication skill practice

EMT transition manual and power point slides for EMT refresher courses


Intermediate and Long-term Needs a. Funding source for a part-time Allied Health Student Success Specialist position. b. Funding source to hire part-time NCC secretary III position. This position is currently

being funded with grant monies. c. Funding to pay for a full time EMS faculty position that will teach in EMS labs and

also coordinate all labs and simulation for EMS programs. d. Funding for additional Simulation manikin and Sim-Pads to run it for simulation labs. e. SIM lab augmentation to include needs of EMS – Ambulance simulation equipment.

Dedicated space as a fixed simulation site (consider the possibility of utilizing the soon to be removed portable classrooms (to include the current paramedic space Bldg 2600) for simulation lab and purchase of an ambulance for simulation and all the necessary permanent equipment as well as replaceable stock items for the simulation center.

f. SIM Lab Technician to be shared with NRAD and LVN programs. g. Update and replacement of equipment including enhancement of simulation

equipment for the EMT and Paramedic programs (Traction Splint Trainer and Intubation Torso Manikins).

h. SIM lab augmentation to include training needs of EMS –This would entail the acquiring of a fixed facility to allow for fixed equipment in the simulator lab. Acquiring an ambulance and the simulation equipment to go with it would allow realistic training and virtual patient contacts– this will provide an avenue to address the CoAEMSP recommendations to increase the number of patient contact hours. Because we live in an area with low call volume students are challenged to meet the expected number of patient contacts in specified areas.

Dedicated space as a fixed simulation site (consider the possibility of utilizing the soon to be removed portable classrooms (to include the current paramedic space Bldg 2600) for simulation lab and purchase of an ambulance for simulation and all the necessary permanent equipment as well as replaceable stock items for the simulation center.

i. Funding for iPads to enhance instructional delivery. This would benefit both the EMT and Paramedic program as they would allow for online testing to better prepare the students to take their national exams, would allow for instructional software to teach electronic patient care reporting and allow for other mobile applications during simlab training.

j. Develop Cuesta College as an NREMT testing site. Our students currently must travel at least 100 miles to take their national exams. Our students (EMT and Paramedic) would benefit from this offering as would those students in neighboring counties.

k. Recommend a feasibility study (grant funded) to determine actual costs of this testing site development.

l. Some known costs include replacement of stock materials, teaching assistants for testing day (9 hour day with up to 10 TAs needed), room space (propose Saturdays to accommodate), and hosting of a NR representative for Paramedic testing (not needed for EMT testing)


m. Training, development and equipment costs associated with continuing to offer and to expand the offerings of community certification courses to include the new offerings of Advanced Medical Life Support (AMLS), Healthcare Provider level CPR, and Geriatric Emergency Medical Support (GEMS) as well as the refresher courses to current offerings (ACLS, PALS and PHTLS). We would also like to offer an annual EMS symposium to offer additional CE opportunities to the EMS community. We will continue to poll the community for additional courses that will benefit the community with the idea of researching the possibility of offering public safety courses (such as Emergency Medical Dispatcher Course (EMD) complete with a simulated communications center or Emergency Vehicle Operator’s Course (EVOC).

n. Funding for personnel needed as program grows and needs increase. IV. PROGRAM DEVELOPMENT/FORECASTING

The EMS program has positively contributed to the needs of our community and college for over 30 years. More than ever, this is the time for the program to move towards expanding towards Cuesta becoming a primary EMS education training center for our county. With the recent hiring of the first full time EMS faculty and visions of strengthening our partnership with the community, a five year plan has evolved and is being developed. The plan includes securing sustainability for our existing EMS offerings and adding courses, services, and facilities which will promote opportunities that will organically enhance achievement of our established program and institutional outcomes, goals, and objectives; as well as the mission, vision and values of Cuesta College. All those involved with the EMS program will continue to do the work of the college by maintaining our standard of excellence in serving our students and fostering positive relationships with our community partners. We will support efforts to achieve the goals, objectives, and defined outcomes of our program by continuing to be good ambassadors of the college.

New or modified action steps for achieving Institutional Goals and Objectives a. Those involved with the EMS program will continue to participate in the

activities noted in section II and will contribute to other projects as they arise. b. Consider possibility of adding course prerequisites to EMS 201 -- English and

Science

Assess the need for adding pre-requisite courses once we evaluate the impact the required curriculum changes (regulatory updates) had on student success. Anecdotally, students are struggling with increased anatomy/physiology and patient assessment.

c. Evaluate the need to modify the Paramedic admission and selection criteria to increase admittance of students that are most qualified with quality EMT experience.


d. To the extent possible, we will contribute to the college’s Student Success and Support Program (SSSP) efforts by working with Counseling and Student Services; assuming that the identified programs support this institutional goal.

e. We would also like to offer an annual EMS symposium which could include offering additional CE opportunities to the EMS community.

New or modified action steps for achieving program and institutional outcomes a. Secure district funding for the Paramedic Program Director salary - this is a

mandated position that presently is funded by a private outside funding source. This position will need to be absorbed by the district for the program to be sustainable.

b. Secure district funding for the Paramedic Program Medical Director. c. Evaluate the possibility of establishing one on one, preceptor/student

relationships for the clinical, in hospital portion of the training. d. Continue to foster agency relationships to insure availability of internship

site/contracts and adequate number of field preceptors. e. Add Teaching Assistant survey as a tool to attain valuable input for future

program needs (i.e. skills equipment, additional TA training, etc.). f. Conduct employer and alumni surveys to assess effectiveness of programs and

services. g. Continue to evaluate and discuss paramedic program viability with our

community partners to remain up-to-date on local needs, demands, and ability to provide quality training. Community Advisory Committee members remain in favor of keeping the EMS program at Cuesta.

h. SIM lab augmentation to include needs of EMS – Ambulance simulation equipment.

Anticipated changes in curriculum and scheduling a. Conduct a needs assessment to accommodate increased number of

clinical/internship hours for EMT students. b. Evaluate the impact of change in curriculum, and hours in the EMT course –

formulate a plan to support student success.

Increase the course by .5 units to accommodate increased training mandated by the state.

c. Consider course development of a Summer EMS 201 (EMT Basic) course to be offered in a hybrid, online format aimed at previously certified EMTs whose certification has lapsed and/or currently certified First Responders. This could possibly augment summer FTES. Due moratorium on DE at this time and lack of faculty who are able to implement, we will not pursue this next year.

d. Develop an AS degree for EMS programs. While this supports the students in furthering their career and learning, it also helps the division groom future faculty to teach.

e. Begin dialogue with EMS faculty and community to consider development of a skills revalidation session (offered in conjunction with the EMT-Refresher course)


to service the needs of EMT students who did not take the National Registry exam within the mandated one year from course completion based on skills validation.

f. Possible development of a CPR course for Health Care Providers and Emergency Medical Responder/Refresher courses.

g. Make sections of PHTLS, PALS, and ACLS certification courses available several times a year.

h. Add complimentary courses to our current EMS course offerings. i. Open discussions with Cal Fire to re-activate the suspended Fire courses. j. Exploring possibility of getting involved with the “Get Focused” high school dual

enrollment program – EMS career exploration course. k. Initiated development of EMS career exploration course to be offered to Grizzly

Academy students. l. Continue to offer and expand the offerings of community certification courses to

include the new offerings of Advanced Medical Life Support (AMLS), Healthcare Provider level CPR, and Geriatric Emergency Medical Support (GEMS) as well as the refresher courses to current offerings (ACLS, PALS and PHTLS). We would also like to offer an annual EMS symposium to offer additional CE opportunities to the EMS community. We will continue to poll the community for additional courses that will benefit the community with the idea of researching the possibility of offering public safety courses (such as Emergency Medical Dispatcher Course (EMD) complete with a simulated communications center or Emergency Vehicle Operator’s Course (EVOC).

m. With the recent approval of the Paramedic AS degree we would like to eventually develop curriculum in support of this degree track to include EKG courses (basic and advanced), human body health and disease, EMS leadership courses and an EMS research course with clinical application.

Levels or delivery of support services a. Explore the possibility of securing our own supply of vaccinations in order to

provide a free immunization clinic at the beginning of each semester without having to rely on the Health Department’s immunization availability – being able to count on this would be a great saving to students as they are required to have numerous vaccinations in order to participate in their clinical training.

b. Enhanced DSPS services available to students outside the regular 9:00 am to 4:30 p.m. hours of operation.

c. Tutoring services specific to topics covered in EMS courses.

Facilities changes a. Permanent classroom space with storage for EMS courses and Paramedic

Program. b. Simulation Lab space including area to create a “Sim City”

Inclusive of an ambulance, “house”, “hospital” c. Office space for part-time EMS faculty.


Staffing projections a. Establish a concrete plan to institutionalize the Paramedic Program Director

position. b. Part-time Student Success Specialist. c. Part-time EMS associate or assistant. d. Additional clerical support. e. Part-time hourly clerical support to monitor required immunizations (40 hours

per semester). f. Dependent on program growth, consider adding an additional full time faculty to

the program.

Strategies for responding to the predicted budget and FTES target for the next academic year

a. Make sections of PHTLS, PALS, and ACLS cert. courses available to the public. b. Evaluate the feasibility of re-establishing and/or pursing additional contracts

with Cal Fire or other EMS community partners for course offerings, knowing that the outcome will be dependent upon the district’s need for FTES. Before entering into an agreement, we will need to consider, classroom space or location off-site, qualified faculty availability, and regulatory requirements that will impact the workload on the office. If considered, it would meet the Institutional Objectives of increasing the cohort of students who are age 24-40 and increase completion rates in a certification course.

c. New regulations for EMT will impact our community clinical agencies. Dialogue must take place to include the # of sections we should offer and course enrollment amounts so that we can provide a positive learning environment in the community as well as meet the regulatory expectations.

d. Work closely with the foundation to maintain community partnerships which support salaries, equipment, operational expenses, technology, professional development, student success strategies, facility improvements, and in-kind support.

e. We are working with Community Programs and have started developing curriculum for an “Introduction to EMS Careers” course to be offered to students attending the Grizzly Academy.

f. Budget - To the extent possible, we will contribute to the college’s Student Success and Support Program (SSSP) efforts by working with Counseling and Student Services; thus adding to the capture rate of MIS reportable services.

g. Work with Foundation to secure grants to build infrastructure such as a Simulation facility.

VII. END NOTES

Supplemental documents placed at the end are:

Assessment and Evaluation Cycle Calendar for Courses and Program/Certs


Labor Market Data

Faculty Prioritization Documents from F2011

Program Discontinuance Documents from F2012

Letters Written in Support of Paramedic Program and Support for a Full Time EMS Faculty

Letters Written in Support of offering an A.S. Degree for Paramedicine


COURSE SLOs EMS (EMT-Basic; EMT-Refresher; Hazmat Assessment and Evaluation Cycle Calendar

SEMESTER FALL 2011 CTE year

SPR 2012 FALL 2012 SPR 2013 FALL 2013 CPPR year

SPR 2014 FALL 2014 SPR 2015

August January August January August January August January ASSESSMENT OR

RE-ASSESSMENT EMS 201 102

refer to Assessment

Tools

EMS 103

refer to Assessment

Tools

EMS 201 102

refer to Assessment

Tools

EMS 103

refer to Assessment

Tools

EMS 201 102

refer to Assessment

Tools

EMS 103

refer to Assessment

Tools

EMS 201 102

refer to Assessment

Tools

EMS 103

refer to Assessment

Tools

ANALYZE RESULTS & PROGRAM

IMPROVEMENT

EMS 201 102 103

EMS 201 102 103

EMS 201 102 103

EMS 201 102 103

PLAN IMPLEMENTATION

EMS 201 102 103

EMS 201 102 103


PROGRAM SLOs EMS Assessment and Evaluation Cycle Calendar

SEMESTER

FALL 2011 CTE year

SPR 2012 FALL 2012 SPR 2013 FALL 2013 CPPR year SPR 2014 FALL 2014 SPR 2015 FALL 2015 CTE year

August May August May August May August May August

ASSESSMENT OR RE-ASSESSMENT

EMT-Basic 1. employer /facility survey 2. national registry exam EMT-Refresh & Hazmat--same as course





IMPROVEMENT

EMT-Basic 1. employer /facility survey 2. national registry exam




PLAN IMPLEMENTATION

work on implementing the plan

Implement changes work on implementing the plan

Implement changes

CTE completed every 2 years

CPPR completed every 4 years

Process for PLO Assessment--Analysis--Implementation occurs over a 1 semester cycle

Notes for developing the calendar:

• Maintain realistic goals. The assessment cycle calendar should have reachable timelines, considering faculty workload, classroom time needed for assessment, and the inevitable adjustments and improvements in assessment tools and methodology.

• All courses, degrees and programs do need to be assessed at least once per program review cycle. • Not all SLOs have to be assessed every semester.

• Assessment activities don’t need to occur every semester


COURSE SLOs Paramedic Assessment and Evaluation Cycle Calendar

SEMESTER FALL 2011 CTE year

SPR 2012 SUM 2012 FALL 2012

SPR 2013

SUM 2013

FALL 2013 CPPR year

SPR 2014 SUM 2014 FALL 2014

SPR 2015

SUM 2015


EMS 106

refer to Assessment

Tools

EMS 107 107L 107A 107B 107C

refer to Assessment

Tools

EMS 108A 108B 105/L

refer to Assessment

Tools

EMS 106

refer to Assessment

Tools

EMS 107 107L 107A 107B 107C

refer to Assessment

Tools

EMS 108A 108B 105/L

refer to Assessment

Tools


IMPROVEMENT

EMS 106

EMS 107 107L 107A 107B 107C

EMS 108A 108B 105/L

EMS 107 107L 107A 107B 107C

EMS 108A 108B 105/L

PLAN IMPLEMENTATION

EMS 106

EMS 107 107L 107A 107B 107C

EMS 108A 108B 105/L

EMS 106

EMS 107 107L 107A 107B 107C

EMS 108A 108B 105/L


PROGRAM SLOs Paramedic Assessment and Evaluation Cycle Calendar

SEMESTER

FALL 2011 CTE year

SPR 2012 SUM 2012 FALL 2012

SPR 2013

SUM 2013

FALL 2013 CPPR year

SPR 2014 SUM 2014

FALL 2014

SPR 2015

SUM 2015

FALL 2015 CTE year


1. NREMT 2. Program Personnel Resource Survey

1.DataArc Graduate Survey

1. DataArc Employer Survey 2. Program Student Survey 3.Final Field Preceptor Eval





IMPROVEMENT







PLAN IMPLEMENTATION

work on implementation plan

Implement changes

work on implementation plan

Implement changes

CTE completed every 2 years

CPPR completed every 4 years

Process for PLOs (Assessment--Analysis--Implementation) occurs over a 2 year cycle

Notes for developing the calendar:

• Maintain realistic goals. The assessment cycle calendar should have reachable timelines, considering faculty workload, classroom time needed for assessment, and the inevitable adjustments and improvements in assessment tools and methodology.

• All courses, degrees and programs do need to be assessed at least once per program review cycle.

• Not all SLOs have to be assessed every semester. • Assessment activities don’t need to occur every semester


LABOR MARKET DATA

Dataset Version 2013.4 Class of Worker

Class of Worker Categories QCEW Employees + Non-QCEW Employees + Self-Employed

Timeframe 2013 - 2016

Area Type

Target County San Luis Obispo

Surrounding Counties Santa Barbara

Kern

Monterey

SOC

29-2041 Emergency Medical Technicians and Paramedics

Employment Data

SOC 29-2041

Area 2013 Jobs 2016 Jobs

New Job

Growth

% New Job

Growth Openings*

Annual

Openings*

San Luis Obispo 122 137 15 12% 24 8

Santa Barbara 155 178 23 15% 34 11

Monterey 144 198 54 38% 65 22

Kern County 326 351 25 8% 49 16

*Openings = New Jobs + Replacements; Annual Openings = Openings / 3 (number of years in projection period)

Wage Data* 10th Percentile 25th Percentile

Hourly $11.81 $13.03 $15.72

Annual* $24,565 $27,102 $32,698

Regional Programs

2012 Completes County Institution

77 Kern Bakersfield College

1 Santa Barbara Allan Hancock

16 San Luis Obispo Cuesta

*No programs listed for Monterey County

Burning Glass / Online Job

Postings San Luis Obispo Santa Barbara Monterey Kern

Last 3 Months 4 5 0 3 12

Last 12 Months 9 24 2 19 54

Median (50th)

Matched to CIP Code 51.0904

Total, all

Emergency Medical Technicians and Paramedics

TOP Code 1250.00 & 1251.00

*Wage data for San Luis Obispo County only. Annual wage data calculated by multiplying the hourly wage by 2,080 (40 hours x

52 weeks); assumes full-time employment

EMS Labor Market Analysis

Report Info

County

Description


Data Sources and Calculations

State Data Sources

This report uses state data from the following agencies: California Labor Market Information Department

Real-time LMI

This report uses job posting data from Labor Market Insight, Burning Glass

The institution data in this report is taken directly from the national IPEDS database published by the U.S. Department of

Education's National Center for Education Statistics.

Completers Data

The completers data in this report is taken directly from the national IPEDS database published by the U.S. Department of

Education's National Center for Education Statistics.

Occupation Data

EMSI occupation employment data are based on final EMSI industry data and final EMSI staffing patterns. Wage

estimates are based on Occupational Employment Statistics (QCEW and Non-QCEW Employees classes of worker) and

the American Community Survey (Self-Employed and Extended Proprietors). Occupational wage estimates also affected

by county-level EMSI earnings by industry.

Institution Data


SUPPLEMENTAL DOCUMENTS

FACULTY HIRING PRIORITIZATION INFORMATION—PRESENTED IN 2011

SUBJECTIVE CRITERIA SHEET POSITION: Full Time EMS Faculty 1. Are you requesting a new position or a replacement position?

New Position 2. Are there any safety concerns if this position is not filled?

As the division chair, I am concerned every day that the EMS program without F/T faculty will remain rigorous with high expectations while performing in the community. All the part time faculty uphold high standards. I am lucky. This is not the way to measure safety. The more faculty needed to do the job of one FT faculty person increases the potential for an unsafe environment simply because it is difficult to maintain and monitor quality. These students are performing invasive procedures on real people. The risk quotient is very high. It is our division’s responsibility to provide the student with the tools needed to reduce risk and practice safely. It is Cuesta’s responsibility to help us build our FT faculty to spread the divisional workload so that faculty can get back into the business of student support and in our case student safety/competency!

3. Does this position provide leadership for classified staff within the

discipline? If so, how? No leadership component with classified however, this position works very closely with the division assistant regarding program compliance.

4. What service to the campus community does this position provide? EMS is where the potential growth can occur in our division! We have opportunities to meet community need in various EMS certification program. Program projections and vision means added workload over and above teaching. It requires an understanding of the whole picture, creativity, curriculum development and sustainability. The F/T faculty role is essential to strategically place our EMS students in all healthcare agencies without overlapping our other 7 programs needing clinical placement. The educational master plan/strategic plan are not possible when a whole program is ran by part-time faculty. There are no F/T faculty to brainstorm EMS growth and Nursing and Allied Health’s role in the plan.


5. Does this position maintain any equipment and/or materials? Explain.

EMS has expensive equipment! Paramedics have a trailer full. Both NCC and SLO campus have EMS space for supplies and equipment. At this time, it is the responsibility of the part time faculty to maintain their own supplies and equipment. Keeping equipment organized and functioning when part time faculty are rarely on campus is always a challenge.

6. How would this new position assist in the fulfillment of divisional

responsibilities for full-time faculty?

The division needs a F/T EMS faculty to provide leadership: (a) mentoring 8 part time faculty for lecture, skills, clinical and ambulance time (b) interfacing with community (c) keeping records of student performance and skill proficiency (d) developing an orientation plan for the hospitals (e) implementing all hospital and ambulance changes to the weekly curriculum (paperwork or equipment) (f) meeting with part time faculty to foster continuity (g) maintaining currency of contracts and seeking out new community partnerships (h) Assuring that regulatory hours are met by each student and that each student is practicing safely while in the community, (i) participating in EMS accreditation self study; (j) participating in EMS IPPR and SLO cycle completion and implementation (k) advocating for EMS program needs on both campuses. These are division responsibilities above teaching assignment. At this time, the divisional duties other than the regulatory pieces for EMS are carried out by the Division Chair and volunteer help from part time faculty.

SUMMER Paramedic LOAD is 55%. Summer is the end of the Paramedic program so it is very outcomes driven. Faculty must travel to make site visits (ambulance service contract sites—Fresno, Coastal, Bakersfield), dialogue with field training officers about student performance and monitor the quality and quantity of the student skills being performed. As faculty are closing the schooling of one group of paramedic students, another group of paramedic students are beginning their paramedic start during the summer in a prep class.

7. Have you had any difficulty in hiring part-time instructors in your

discipline? Please include data from Human Resources indicating the number of recent part-time hiring cycles and the number of part-time instructors added to the pool. Reminder: Paramedic Program is a 12 month program: fall, spring and end in summer (18 wk summer).. We cannot cancel a section (course) if we do not fill a faculty position. All courses must be taught for program completion and to meet Paramedic required hours. EMT-Basic just went through a major revision where the # of mandated


hours and additional content changed the course from 6 to 8.5 units and now 3 evenings a week. We had to hire even more part time faculty.

Part time pools generate small #s of applicants. Data from HR: Fall 2011 4 EMT apps—3 qualified; 4 paramedic apps—3 qualified; Summer 2010 3 paramedic app-2 qualified

It is difficult because part time EMS faculty can make more money in the private sector. It is also difficult to find qualified apps because many emergency medical employees immerse themselves in their field and do not get a degree. We truly see experts without degrees.

Lecture days are anywhere from 3 - 8 hour days just to get the mandated hours to fit into Cuesta’s calendar. These assignments are tough for part timers who have another job. 3 part time faculty are needed to cover one course.

8. How does this position support the Mission, Vision, and Values of

Cuesta College (please attach planning documentation [e.g., from program review, and/or APPW, and/or Unit Plan, and/or College Plan], new program documentation, Strategic Plan, and growth potential information)

Mission Statement “we respond… to the personal, academic, and professional needs of our community” Our students are trained locally to serve our community or be hired in the State. Majority of our EMS students are young with shallow roots to SLO County. They are able to travel the State to look for employment. According the Employment Development Department of California, California is 1 out of 5 states that employs Paramedics. There are presently 754 State jobs for EMS. Environment Scan Report (economic workforce development--HealthCare, January, 2010), 5 yr projection is 12% growth in healthcare jobs and approx 950 jobs available to Emergency medical technicians and paramedics in the Cuesta college service area for 2009-2014

We are able to retain 80-90% in the EMT courses for 2009-2010. EMT-Basic has seen high attrition for 2011 partially due to mandated changes in curriculum—more difficult content with increased course expectation—We will continue monitoring after implementing some changes. Our success rate on the EMT National Certification Exam is 59%-1st attempt and increased to 70% after 3rd attempt (State average is 71% 1st attempt and 78% after 3rd attempt; and National is 68%-1st attempt and 77% after 3rd attempt). Interestingly, with this group of student, data suggests that students are able to get the “jitters” out after the first time test and do better in subsequent attempts. Many students do not take the National Exam at all which is another issue. For others, it is too costly.


Licensing National Exam results for Paramedics-2010/2011 is 89% 1st attempts and 95% within 3 attempts. We want to respond to our mission statement by working on an AA degree for Paramedicine here at Cuesta. Program attrition is related to life issues-some tragic, others financial and others got jobs in fire—meaning the income opportunity was too great and education became secondary.

Educational Master Plan Core Principle 1 Academic Excellence

The college is committed to the success of the EMS program /certs which serves our community emergency medical needs. As we review our division’s Academic Core, we identify a gap in the integrity/excellence in the program without FT faculty. To meet core principle 1, we need FT faculty to bridge the gap between academic rigor and community expectations. Our EMS community advisory group is concerned about district support in terms of lack of F/T faculty and compensation for a paramedic director.

Core Principle 8 Student Success FT faculty are needed to analyze course success rates, progression through sequences of courses, attainment of certificates and career tech outcomes. We must look at any barriers to success and the resources to implement successful interventions. EMS (EMT and Paramedic) are very rigorous. We must apply student success strategies within the first month of class or attrition will be high. We all know that F/T faculty are key to increase student success.

Strategic Plan Strategic Goal 2.C/H: CTEA funds and volunteerism sustains the

EMT program. CTEA funds, foundation funds, in-kind community gifts and volunteerism help to sustain the Paramedic program. The 2010 Environmental Scan demonstrates a dip in the job market for EMS throughout the State. California uses more EMS services than anyone else in the country. EMS is very broad: FireFighters, Ambulance services; Highway Patrol. The State is revising many EMS job descriptions and classifications that is trickling down to the educational level. EMS is here to stay! We have great part time faculty running all of EMS. However, all of them work full time in the community. Many of them can be called away in a State disaster. This leads to huge potential for educational instability if P/T faculty are not available. While the P/T faculty fully support the EMS program, Cuesta is not their primary job.

Strategic Goal 4.A/E: Continue to assess and evaluate prequisites/admissions criteria for the paramedic Program so that they will foster success/completion. Continue to evaluate EMT-Basic’s need for a prereq to increase student success


especially now that the course is 8.5 units. Paramedics had 36 qualified applications for 24 slots---this # shows a significant increase in program interest now that we are fully accredited.!!!

9. Has your division included the need for this position in Program Plan

and Review documentation? We have included a full time faculty person in the previous years on our APPWs however, made a decision to not request a full time EMS faculty with hopes to get one in another program. That strategy was unsuccessful. Truth is, we have always needed a fulltime EMS faculty ever since the paramedic program started 4 years ago.

10. What are the critical effects on the overall program if the position is

not filled?

This is a year round program

Sustainability of EMS program with NO FT faculty and so many regulations to uphold will need to be discussed with Dean. We cannot run a year round schedule with part timers.

Division Chair tries to mentor the part timers to Cuesta and has discussion about changes in professional practice. However, the fact is part time faculty are mentoring each other. They are the experts in their field. As all of them work in the private sector and are used to regulation, they enter Cuesta frustrated with the difficulty fitting the requirements into the Cuesta’s mold. A full time person could help stabilize and hopefully help blend private and academic differences.

A full time EMS faculty would: coordinate all program TAs and needs; coordinate of community rotations; assure continuity between theory class and clinical; guide faculty in facility orientation; guide the set up of student orientation to the facility; write curriculum revisions to reflect current standards; monitor student performance/expectation to remain in compliance; complete and revise course and program SLOs; and over-see that standards are being up-held by part-timers.

11. What will be the impact on other College programs if this position is

not filled? EMS is always strained due the regulatory complexities. The divisional workload that EMS creates robs smaller programs from the attention that they deserve.

12. What will the district-wide impact be if this position is not filled?

EMS programs-EMT and Paramedic would not exist without outside funding. The EMS program would not exist without faculty fostering community partnerships. We have part time faculty who are so dedicated to us that they give countless free hours making sure we look good in


the community, are rigorous, maintain high standards and are current. These part time faculty hold full time jobs in the field of emergency prehospital care. They are tired!—I do not want tired faculty working in our community.

The division workload has increased exponentially for all license and certificate programs (CTE). EMS has never had a full time faculty and the division work falls on the division chair for all EMS courses.

13. What, if any, regulatory requirements or best practice

recommendations are involved with this position?

EMS is the most regulated program/certificates that we have. Regulations that we must follow are: Accreditation for EMS Professions (CoAEMSP) Standards, Title 22/EMSA and National Registry of EMTs (NREMT). All of which have their own view points and regs (of course none of them like each other). Keeping up with governmental changes is a full time job. Each governmental regulation looks at program success and faculty stability. It is difficult to maintain “best-practice” within a health occupations program when a program is fragmented with part-timers who do not have the big picture understanding. EMS covers various levels of emergency care. All of which require faculty specializations. A Full-time EMS faculty has the big picture understanding to guide, nurture, and maintain the paramedic program and coordinate with the EMT program. Bringing continuity among all EMS levels is severely lacking in our division.

Our division has 4 advisory groups. The EMS advisory committee is one of the most active. All are supportive. The EMS advisory is a requirement as a CTE program on campus but also an accrediting mandated Advisory committee for us. Bottom line, we listen when they speak! You will read 4 unsolicited letters of support for a dedicated Full Time EMS faculty person. These community members are Chiefs, Administrators and Operations Directors who support Cuesta and the same ones who hire our students---SEE ATTACHMENTS as evidence to support #13 of subjective data.


Rationale for Continuing the EMS Program---PRESENTED IN 2012

PROGRAM REVITALIZATION, SUSPENSION AND/OR DISCONTINUANCE

Modified Qualitative Indicators

The impact the action will have on the general education curriculum or the curriculum of other programs.

The EMS (Emergency Medical Services) program offers courses that train individuals to become Emergency Medical Technicians (EMTs) and Paramedics. EMTs and Paramedics are essential to our healthcare system. They perform highly specialized skills as part of rescue and pre-hospital teams. Aside from preparing people to work on ambulances, EMT certification is a requirement for most firefighters and other public safety personnel. We have the privilege of providing skill based education to public servants who dedicate their careers to protecting the public. Certification from Cuesta prepares students to take National Registry Exams which qualifies them to begin careers in the public and private sectors. Our program gives them the ability to enter the workforce, and earn a livable wage, after one semester of training. The discontinuance of the EMS could decrease enrollment in GE and Nursing/Allied Health courses.

EMS certificate courses feed into degree completion in other healthcare programs. The program provides pathways to our one and two year healthcare programs (RN, LVN, Psych Tech, and Paramedic).

The Paramedic Program has prerequisites from GE curriculum.

EMT certification is a prerequisite to the Paramedic Program.

Some students take the 8.5 unit EMT course (EMS 201) for the transferable credits.

Discontinuance has the potential to diminish degree and certificate completion.

The EMS program has high retention and success rates (83% annual success, 88.2% annual retention). Certificates were awarded as follows:

Su2011/Su12 Certificates

Sp2010/Su2012 Certificates

Paramedic 15 35

EMT 88 297

Other EMS 49 145

EMS Total 152 477

The potential impact on diversity at Cuesta College. Aside from positively adding to Cuesta’s diversity, the numbers noted below are significant because they are representative of our program attracting non-traditional (diverse) students to careers in EMS which is a criterion monitored in CTEA funded programs.

Internal college data shows that the demographic composition of students enrolled in EMS courses in 2011/12 was as follows: 48.2% were between the ages of 25 and 64, 27.4% were academically disadvantaged; 25.3% were female, and 26.5% identified themselves as


non-white. Of the 26.5%, 20.0% were identified as Hispanic/Latino.

EMS faculty and staff actively participate in district high school outreach events specific to Latino students (Educate Conference). This participation supports the college in attracting Latino students from local high schools. (Institutional Goal 2, Objective 2.2)

Effects on local business and industries- i.e., declining market/industry demand (local, regional).

Our Advisory Board indicates that our program serves a critical community need. Employers depend on our program to train their personnel.

Local training is valued because the employees who are most invested in our community are “home grown”.

Cuesta is affordable, accessible and the only EMS program in our county. The next closest Community College Paramedic Program is 150+ miles away and in 2014 Hancock’s EMT program is moving to Lompoc.

Fire agencies primarily hire Paramedic-Firefighters. Many jobs are opening in California because of changes in retirement guidelines. It is anticipated that 319 positions will open from LA to SLO within the next 6 months.

Our graduates are being hired! o 90% of last year’s paramedic class is employed. o 33 of the 44 EMTs and 7 Paramedics at Atascadero Fire are Cuesta graduates. o ½ of the EMTs and 1/3 of the Paramedics at San Luis Ambulance (SLA) are Cuesta

graduates. o 5 students in our current class work for SLA and upon graduation will become their

paramedics. o 6 of our recent graduates were CalFire firefighters and are now permanent

Paramedic/Firefighters.

Our EMT refresher course is essential to our county because EMTs must recertify every two years to stay employed.

EDD projects that between 2008-2018 EMS jobs in California are expected to increase by 30.8% - an average of 730 new jobs per year. Our county need for EMS professionals is increasing as our elderly population is the fasting growing group.

Other indicators in current IPPR via the APPW, CPPR or CTER

39.4% of the students enrolled in EMS are between the ages of 25 and 39 (plus another 34.7% between the ages of 20 and 24). This supports increasing the capture rate of the local 24‐ 40 age cohort. (Institutional Goal 2, Objective 2.1)

The program prepares students to take state and National Registry certification exams. o NREMT 2011-2012 pass rates: 80% first attempt (84% by second attempt), above

the national average of 67% first attempt (79% by second attempt).


o NREMT-Paramedic 2011-12 pass rates: 86% first attempt (100% by second attempt), above the national average of 72% first attempt (83% within three attempts).

The support received from the community is testament to the programs commitment to strengthening its partnerships with local educational institutions, civic organizations, businesses, and industries. (Goal 5, Objective 5.1)

Community EMS and medical personnel regularly donate their time as Teaching Assistants, guest lecturers and advisory members.

The EMS program benefits from generous financial donations from the community. o The Paramedic Program Director’s salary is completely paid for by one of our

community partners. o The Hoag Family has given $200,000 to support general EMS education. o The Clarke family has given $50,000 to support general EMS education which was

partially used to bring current technology into a classroom used by the EMS program and others on campus.

o The Cuesta Foundation has awarded grants of more than $20,000 for EMS equipment.

o The Christopher Meadows Foundation recently donated $2,500 to the paramedic program.

Explanation of program’s discontinuance on the district’s ability to fulfill institutional goals and objectives Possible impact on Cuesta’s ability to achieve institutional goals and objectives:

Goal 1, Objective 1.2: Increase the percentage of degree‐ or certificate‐ directed students who complete degrees or certificates.

o We have high completion rates, are dependent on GE courses, and EMS is a pathway to other healthcare degrees.

Goal 2, Objective 2.1: Increase the capture rate of the local 24‐ 40 age cohort. o 39.4% or the students enrolled in EMS are between the ages of 25 and 39 (+ an

additional 34.7% between the ages of 20 and 24).

Goal 2, Objective 2.2: Increase the local high school capture rate. o EMS faculty and staff frequently participate in high school outreach activities (CTE

college/career fair, Connect@Cuesta, Educate Conference, College night, Grizzly Academy, K-6 Public Safety events).

Goal 5, Objective 5.1: Increase participation at district events for business and civic Leaders.

o EMS faculty and staff are very active in the community. We attend monthly EMSA meetings and community events, host advisory meetings, and interface with affiliate agencies on a regular basis (hospitals, ambulance companies, and fire departments). We are very visible because our students train in internships throughout the county and are highly respected.


Goal 5, Objective 5.2: Increase participation at district events for K‐12 districts and Universities.

o Options to establish ROP pathways with local high schools are currently being evaluated. As a SLOHS site council member, the associate director added an action step to SLOHS’s initiatives that encourages collaboration with Cuesta.


Letters Written in Support of Paramedic Program and

Support for a Full Time EMS Faculty


SAN LUIS OBISPO COUNTY HEALTH AGENCY

Public

Health Department Emergency Medical

Services Agency 2156 Sierra Way, San

Luis Obispo, CA 93401

Jeff Hamm, Health Agency

Director

Penny Borenstein, M.D., M.P.H.,

Health Officer

November 18, 2011 Faculty Prioritization Committee

Cuesta College

San Luis Obispo, CA 93403

Dear Committee Members,

It is with pride and pleasure that we write this letter of support for the Cuesta College EMT and Paramedic Program, also known as the Central Coast Paramedic Program.

The staff of the San Luis Obispo County Emergency Medical Services Agency and members of the Cuesta College Paramedicine/EMS Advisory Committee work closely with Cuesta College Allied Health faculty and staff, enjoying an ongoing and mutually supportive relationship that we feel contributes to the excellence of our San Luis Obispo County’s EMS system.

The San Luis Obispo County Hospitals and EMS community have worked hard to promote, provide resources and support to maintain the excellence of Cuesta’s EMS programs. A challenge we all still face however, is to maintain the resources necessary to sustain this progress.

The EMS Agency supports the need for a dedicated faculty member, who has training and experience in prehospital medicine, best understands the philosophy and the nature of the industry. They would serve as the key to keep the EMS programs unified in academic philosophy, keep ahead of the ever changing nature of healthcare science and delivery, and continue program development with quality improvement as its driving force.

Additionally, changes in State EMT and Paramedic regulations will likely assure continued need for more prehospital healthcare workers. A dedicated EMS faculty position would


strengthen the programs abilities to stay abreast of the many regulatory changes, and become a program advocate among all College and EMS system participants.

The EMS Agency encourages you to consider the value of the program and support the resources necessary to accomplish the goals and objectives to continue to develop the science and art of providing professional, compassionate, high quality prehospital healthcare workers.

Respectfully submitted,

Kathy Collins, R.N. Interim EMS Administrator


Letters of Support for the EMS A.S. Degree

Date: January 27, 1014 To: Lisa Wearda

Memorandum

From: David E. Senior Associate Dean, Public Safety Allan Hancock College

Subject: Paramedic Associate of Science Degree

As an advisory member of Cuesta College’s EMS Advisory Committee (Paramedic and EMT Programs) and an EMS educator at Allan Hancock College, I have been part of the discussion regarding Cuesta’s interest in adding a Paramedic Associate of Science Degree. I strongly support this decision because I believe it is in the best interest of students and the EMS community of both Cuesta and Allan Hancock College.

Cuesta College and Allan Hancock College are located in neighboring communities and counties. Cuesta’s Paramedic Program emerged from a shared interest among EMS entities from our areas. The conversation for the need to establish a paramedic program in our region actually began at Allan Hancock College located immediately adjacent to San Luis Obispo County. Thus, we are acutely aware of the value and important community need that the program meets in enhancing the quality of prehospital care throughout our region and supported Cuesta becoming a Paramedic training site. The program continues to develop because of the long standing commitment, and dedications put forth by passionate community members and support from the local Emergency Services, Public Safety, and Healthcare agency partners.

The addition of the A.S. degree can only enhance the program. It will give students the opportunity to enter the workforce better able to attain a job and move up a career ladder with the possibility of expanding their options into administrative and management positions as well as careers in EMS education. Additionally, for those licensed paramedics interested in adding value and increasing their career advancement opportunities, it will provide a local venue to add to the certificate they already earned.

Again, I support the proposal to add an Associate of Science Degree to the Paramedic Program offered at Cuesta College.


COUNTY OF SAN LUIS OBISPO HEALTH AGENCY

Public Health Department

Emergency Medical Services Division Jeff H amm Penny Borenstein, M.D., M.P.H.

Health Agency Director Health Officer

February 19, 2014

Lisa Wearda, Director Allied Health

Cuesta College - Division of Nursing and Allied Health

P.O. Box 8106, San Luis Obispo, CA 93043

delivered via email

Lisa,

Thank you for the recent update related to the planned creation of a Paramedic Associate's of Science

Degree program.

Enhancing the breadth of educational opportunities within our community is commendable, and

transforming a certificate-based program to a level that offers the option of an AS degree in the field of

Emergency Medical Services (EMS) is appreciated. The Fire Academy offers an AS degree in Fire

Science, and providing "future EMS responders" the option to pursue a degree focused on Paramedicine

is a great option for those who wish to further their careers in prehospital care.

Employment opportunities in public safety can be quite competitive, and offering paramedic students the

option of an AS degree will certainly equip them with a potential "differentiator" when applying for a

position.

The County Public Health Department's Emergency Medical Services Div ision supports the efforts of

Cuesta College with the establishment of a Paramedic Associate's of Science Degree program.

Respectfully,

Stephen Lieberman

Director, EMS Division

PublicHealth


C ity of El Paso de Robles

Ken Johnson, Chief

January 29, 2014

Cuesta College EMS Advisory Committee

c/o Lisa Wearda, Director Allied Health

Cuesta College- Division of Nursing and Allied Health

P.O. Box 8106

San luis Obispo, CA 93043

EMS Advisory Committee Members:

On behalf of the Paso Robles Department of Emergency Services, I would like to express my strong

support for Cuesta providing a Paramedic Associate of Science degree. The degree goes a logical step

beyond the currently available Certificate of Achievement. It provides those students greater value for

their investment and promotes the pursuit of additional education.

From a prospective employer viewpoint, Cuesta alumni having a broader base of education are

preferable to those with a more narrowly focused education. In fact, for our department, employment

as a Paramedic practically requires an A.A./A.S. degree. The pool of job candidates typically available to

us includes a high percentage of Paramedics with degrees. Those possessing these credentials are more

likely to receive job offers. Ihave to assume our experience is not unique.

I urge the Committee to give weight to the numerous benefits afforded by establishing a Paramedic

Associate of Science degree. Further,I respectfully request the Committee provide the Chancellor's

Office with its unanimous endorsement. This represents a wonderful opportunity for Cuesta students

and our local communities that I would hate to see missed.

Sincerely,

Fire Chief

900 Park Street • Paso Robles,CA93446-2541 • (805) 227-7560 • Fax (805)237-4138

E-mail Address: [email protected]

mailto:[email protected]


CAMBRIA COMMUNITY HEALTHCARE DISTRICT

2535 Main Street • Cambria • California 93428 • (805) 927-8304 • Fax (805) 927-0185

To:Whom it may concern

February 9, 2014

This is a letter of support for the CentralCoast Paramedic Program offered by

Cuesta College. Having a Paramedic program on the central coast is a very

valuable resource for the local EMS providers and Fire Departments. Local

EMS providers act as instructors for the program and have the opportunity to

interact with students that may be applying for jobs with those agencies. It

allows local students that have an interest in Emergency Medical Services to

pursue their education locally and to become more knowledgeable about the

localagencies. This program has been very effective at successfully training

students to the levelof Paramedic. This program produces well trained and

proficient Paramedics, many of which are employed by my agency. The evolution of the program from basic Paramedic training to offering the ability

to obtain a Paramedic Associate of Science Degree is very valuable to the

growth of the profession. The development of this program is an important

step in establishing education standards for Paramedics to help elevate the

profession in the medical community. Paramedics that are applying for

employment with a degree in Para-medicine may find themselves more

desired than a candidate that does not possess the degree. The

additional education required to obtain the degree will improve the

employee's base knowledge and understanding of Emergency Medical

Services. Any support for the Cuesta College Paramedic Associate of

Science Degree will be very beneficial to the EMS community.

hankYo< ====T•------ -

iel McCrain

perations Director

Cambria Community Healthcare District


From: Stalker-Hood, Diane [mailto:[email protected]]

Sent: Thursday, January 23, 2014 5:30 PM

To: Dennis Rowley

Subject: Associate Degree for Paramedicine Program

Dennis,

As the Paramedic Program at Cuesta College becomes more fully formed, one of the next steps

should be providing a full Associate Degree upon completion for the paramedics.

As the world becomes more complex, our patients have become more complex and they and their

families expect a highly level of training in those that care for them. A more rounded education

that provides a greater understand of history, culture and our complex interactions with our

patients would greatly benefit the graduating paramedic.

The ability to be articulate, and well-rounded in clinical documentation are two important

characteristics that should be developed in our paramedics as they prepare to enter the world of

pre-hospital and early hospital patient care.

In order to be stand out in the job market, graduating with an Associate Degree would give

Cuesta College Paramedic Program graduates a competitive edge in seeking employment. With

an A.S. degree in Paramedicine in hand, your students would be positioned to continue their

education more successfully.

Thank you for your consideration of this thought,

Diane Stalker-Hood RN, MSN

Clinical Educator

Sierra Vista Regional Medical Center 1010 Murray Ave. San Luis Obispo, CA 93405 Office: 805-546-5110 FAX: 805-546-5101




January 14, 2014

Dennis R. Rowley Program Director B.A., NREMT-P Cuesta College SLO Campus Central Coast Paramedic Program

Mr. Rowley,

As an employer of paramedics and an advocate of the Cuesta College Central Coast Paramedic Program, I am writing to you to support the possibility of a paramedic student acquiring an Associate in Science (AS) degree.

As we are all aware the job market is very competitive, regardless of the profession that one is trying to attain. This is definitely the case for a new paramedic trying to put their new education to work, especially locally. San Luis Ambulance hiring personnel get far more applications than employees that successfully get hired. Every edge that a prospective employee can garner allows for that much more of an advantage in their success in the hiring process and then succeeding in the profession that they have chosen, once hired. An AS degree shows San Luis Ambulance that the person we are contemplating hiring has shown a level of dedication and organization, while obtaining the AS degree, that other prospective employees cannot. Given the fact that if the applicant is hired that we are going to ask them to enter the complex world of pre-hospital medicine, which requires the traits one must have to successfully graduate with an AS degree, and you can see why this would be a desirous option for both the employee and the employer!

I hope that Cuesta College can see the same advantages that San Luis Ambulance and other employers recognize by having the ability of acquiring an AS degree while getting licensure as a paramedic.

Thank you for all of your efforts and the excellent paramedic program that you provide our local community. If there is anything else that I can do to assist in this matter, please do not hesitate in contacting me.

Sincerely,

Joe Piedalue Operations Director


Alan Reents

1100 13111

St.

Los Osos, CA 93402

January 31,2014

Cuesta College

Paramedic Associate Degree

Nursing and Allied Health

Highway I


I am happy to recommend that Cuesta College Allied Health be granted a Paramedic

Associate degree. The AA degree would greatly improve our marketability for Paramedic

jobs and advancement with our Paramedic endeavors. It's a great way to set us apart from

other applicants within our field.

Alan Reents

Paramedic Student


Mary N. Parker

539 Cerro Romauldo


805.544.8047

805.440.2312 (cell)

[email protected]

February 18, 2014

To: Whom it May Concern

From: Mary N. Parker, RN, Ed. D.

Re: Associate Degree for Cuesta College Paramedic Program

I support the decision by Cuesta College to develop an associate degree path for the

current Paramedic Program. It has clearly been stated this is not a requirement to become

a Paramedic but it would give a positive career option for those who chose this path.

Our Paramedics work in an increasing complex society. The associate degree gives

students an opportunity to learn skills that will help them in this society. It will give

Paramedics with an associate degree an added advantage when applying for jobs.

Should a paramedic decide not to stay in direct service the associate degree will make

them eligible for management positions. Currently in community colleges a minimum of

an associate degree is required to teach, so these students would be able to teach.

I was involved in the development of the Cuesta College Paramedic program. I am

pleased to see the college taking this next step to help students.

If you have questions don’t hesitate to contact me.

Mary N. Parker



Ryan Mack 1/29/14

Testimonial

To Whom it May Concern,

This letter is regarding the upcoming A.S. degree in Paramedicine which is being

considered for Cuesta College. This degree will be an asset to many students, and a leg up for employment in the ever increasingly competitive job market. Just becoming a health professional is not enough to secure a career anymore, as the only way to become successful has proven to by excelling above and beyond the average applicant. This degree is proof of that. For the average paramedic student, this will not only prove to bring students from farther away to apply to the school, but increase their chances of success through incentive, and opportunity. I relish the idea of being able to achieve an honor like earning the A.S. in Paramedicine, and I hope it becomes a reality.

Yours Truly, Ryan Mack Paramedic Student/ Cuesta College


February 3, 2014

Cuesta College EMS Advisory Committee

cfo Lisa Wearda, Director Allied Health

Cuesta College- Division of Nursing and Allied Health

P.O. Box 8106


Dear Committee Members,

I would like to express my support for creating a new degree at Cuesta College, the Paramedic Associate's of

Science Degree. As a personal donor to the paramedic program at Cuesta and the chairman of a memorial

fund that supports paramedic and EMT scholarships at Cuesta, I wholeheartedly support any and all

enhancements to the EMS curriculum.

Providing such a degree program will provide a path for those seeking more than paramedic certification, and

will elevate the stature of Cuesta's EMS educational offerings. To me, this is a win/win proposition and should

be acted on as soon as possible.

I am available to discuss my position further if that would be helpful. Sincerely,

·

Tim Meadows

Chairman

The Christopher Meadows Memorial EMS Education Fund

The Christopher Meadows Memorial EMS Education Fund is established as a division of CHARITYSMITH Nonprofit Foundation

EIN 87-0636433, CHARITYSMITH Nonprofit Foundation is a 501{c)3 private nonprofit foundation and your donation is tax

deductible in accordance with federal tax Jaws.

For more information, or to donate online visit: www.meadowsscholarship.com

http://www.meadowsscholarship.com/

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