ANNUAL PROGRAM PLANNING WORKSHEET (APPW): 2015-2016 · Certificates 2009-2010 2010-2011 2011-2012...

1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t 2 0 1 5 - 2 0 1 6 Approved Document to be Used for Submission Spring 2015

ANNUAL PROGRAM PLANNING WORKSHEET

(APPW): 2015-2016

Program: EMERGENCY MEDICAL SERVICES (EMS) Planning Year: 2014-2015 (Inclusive of EMT, EMT-Refresher, Hazmat, and Paramedic) Last Year CPPR Completed: 2013-1014 Unit: Nursing and Allied Health Nursing Cluster: Sciences, Math, Nursing/Allied Health, Kinesiology, Health Sciences and Athletics Next Scheduled CPPR: 2017-2018 Degrees and Certificates A.S. Paramedic C.A. Paramedic C.S. Emergency Medical Services Hazardous Materials First Responder Operational C.S. Emergency Medical Services Technician C.S. Emergency Medical Technician C.S. EMT - Basic to Emergency Medical Technician (EMT) Transition

TOP Codes: * 1201.00 – Health Occupations, General * 1250.00 – Emergency Medical Services - specific to the certification standards for the

EMT- Basic * 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: APPW

I. Program Support of District Mission, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes:

INSTITUTIONAL GOAL 1: …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.

As evidenced by certificates awarded, the EMS programs consistently contribute to the objective of certificate completion. The numbers in the chart below differ from MIS data; but because we work closely with Admissions and Records to immediately award certificates to all successful program (course) completers, we know this count to be accurate. Our students must receive their official course completion certificates for submission to the State Certifying/Licensing Boards in order to take their certification/licensing exams. They cannot work without State certification/licensure.

In order to insure student success and program completion the EMS faculty, Allied Health Director and staff work collaboratively with Cuesta’s Student Services Division; referring students to available support services as needed. Additionally, representatives from Counseling, DSPS, A&R, Assessment, Financial Aid, and affiliate agencies attend bi-annual advisory committee meetings to provide feedback and discuss student and program needs. When possible, adjustments are made to the delivery of support services if needs are noted. CTE grants have been secured to fund materials and support services specific to retention and student success.

Certificates 2009-2010 2010-2011 2011-2012 2012-2013 2013-1014Total Certificates

2009/10 - 2013/14

EMT Basic Certificates (EMS 201)

145 134 89 116 100 584

EMT - Refresher Certificates (EMS 102)

40 46 27 21 34 168

HazMat Certificates (EMS 103)

7 11 12 4 8 42

Paramedic Certificate 17 18 18 12 6 71

other EMS Certificates < 12.0 semester credits

24 11 58 45 61 199

Total EMS Certificates 233 220 204 198 209 1064

SLOCCCD Program Review Data: Emergency Medical ServicesProgram Awards - Degrees and Certificates


INSTITUTIONAL GOAL 2: …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 program organically contributes to the objective of increasing the capture rate of local 24-40 year age cohort, as evidenced by the program review data noted below.

Although the EMS program attracts students of all ages, as evidenced by recent data, more than 50% of them are in the 24-40 age cohort which is far greater than the overall college age demographic of 19.06% in this age range. This is a trend that is likely to continue

2009-2010 2010-2011 2011-2012 2012-2013 2013-1014

35.62% 34.45% 50.39% 54.18% 54.61%

SLOCCCD Program Review Data: Emergency Medical Services

Age Demographic - % of 25 to 39 year olds enrolled in EMS courses


because after receiving the initial EMT training, most certified EMTs need to work for a period of time before continuing training in other EMS courses. For example, most students in the paramedic program are in the targeted age cohort because the program prerequisites require applicants to have completed 1000 hours of EMT work experience, which takes time/years of preparation and training.

Institutional Objective 2.2: Increase the local high school capture rate by 2% annually.

EMS faculty and staff frequently participate in high school outreach activities such as: CTE sponsored college/career fair, Connect@Cuesta, Edúcate Conference, College night, High School Career Fairs, Grizzly Academy, and K-6 Public Safety events. INSTITUTIONAL GOAL 5: …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. Institutional Objective 5.2: Increase participation at district events for K-12 districts and universities.

Cuesta’s EMS program is very integrated and dependent on the community. With 10+ part-time faculty, more than 40 active teaching assistants, 25+ prominent advisory members, countless locally working graduates, and numerous generous donors and contributors who work throughout our county in the private and public sector of our local EMS system, including: hospitals, city and county fire agencies, a private ambulance company, a healthcare district supported ambulance service, local EMS agency, County Public Health Department, and independent concerned citizens, we are highly visible. We strive to promote and maintain strong partnerships with our affiliate agencies and prepare our students with this in mind. EMS students enter their internships well prepared, knowing they are expected to represent the college with the highest standard of professionalism, respect and excellence. The reports we receive from EMS agencies, fire departments, hospitals, and community service groups have all been positive. Our program is highly regarded and viewed in a positive light; as reflected by the fact that EMS students were often used to positively highlight the benefits of the college during the recent Bond campaign. Also, community partners are invited to join the Director of Allied Health, EMS faculty, Students, Academic Dean, and College Staff, including members of several Student Services Departments, at our bi-annual EMS Committee Advisory meetings. These meetings are very well attended; giving our affiliate partners a chance to exchange ideas and provide feedback. They often promote opportunities for developing more partnerships and enhance employment options for graduates. The Paramedic Program Graduation Ceremony is an annual event hosted by the Allied Health division that provides an ideal venue to publically acknowledge the accomplishments


of our students, promote the success of the program, and thank community members for the support they give. This event is well attended by family, friends, important community partners, potential future students and other interested community members. Additionally, the director, faculty and teaching assistants regularly participate in a variety of community outreach programs targeting high school age students, specifically designed to promote the college such as: College Night, Grizzly Academy Career Day, Cuesta’s CTE Fair, local high school Career Day functions, Edúcate - Si Se Puede Conference, and Connect@Cuesta.

ILO 1. Personal, Academic, and Professional Development

• Recognize, assess, and practice lifestyle choices that promote personal health and mental well-being

• Demonstrate the professional skills necessary for successful employment a. Cuesta EMS students are taught early on that it is necessary to choose a lifestyle

that promotes positive psychological and physical health; because the demands, intensity and challenges EMS professionals 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.

c. 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.

d. 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 • Communicate and interpret complex information in a clear, ethical, and logical

manner 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 and resource management.

c. 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. One of the most challenging topics for students to master is how to tell someone that their loved one has died.


d. 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 • Analyze the relationship between people's actions and the physical world • Make decisions regarding environmental issues based on scientific evidence and

reasoning 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.

b. 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.

c. 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 • 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 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.

b. 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 reporting, touch screen apps for EMS protocols and medication guides. Use of HIPAA guidelines are emphasized at all times.

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.

II. Program Data Analysis and Program-Specific Measurements

EMS data interpretation has been an ongoing issue because much of the available data have been unreliable and inaccurate. Efforts have been made to address some of the identified problems but based on what is currently available, issues still exist. Some of the identified factors impacting the accuracy of the data include: incorrect coding of TOP codes, change in course and certificate names and unit values - causing tracking discontinuity, and changes in what was and what is not captured. Specific data inaccuracies will be noted later in this report as a means of recording what needs to be corrected. We do have some data collected at the division level, as required by the regulatory agencies that govern the programs, but it is not always consistent with the available MIS data.


A. Enrollment

EMS Program – All Courses: Enrollment To get a more accurate perspective on the “health” of EMS program enrollment, it is important to include data from 2008/09; which illustrate that the significant decline in enrollment in 2011/12 is in reality just a return to the enrollment rate that existed prior to adding nine Cal Fire courses (EMS 110, EMS 111, EMS 112, EMS 113, EMS 114, EMS 115, EMS 116, EMS 117, and EMS 118) in 2008/09. These contracted Cal Fire courses were only offered one semester and then ultimately eliminated because the instructors who had been contracted to teach them did not meet the minimum qualifications set by the CCCCO. Other contributing factors to the decline in EMS enrollment over the past five years include the intentional elimination of EMS 104 and the reduction of some EMS course sections in response to the District request to reduce FTES in 2010/11, and necessary reductions in course caps to meet the capacity of mandated internship hours and internship site availability.

Excluding 2010/11 in which the nine Cal Fire courses were eliminated, the overall average % change in EMS program enrollment between 2011/12 and 2013/14 of - 4.83% is less than that of the overall average % change of - 6.74% experienced by the college during the same time. Over the past 3 years the EMS program has experienced a slightly lower % decline in enrollment than the % decline in enrollment for the college overall.

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 15 24 14 18 17 19

Fill Rates 82.7% 95.5% 93.9% 82.9% 71.5% 73.4%

Enrollments 310 567 357 379 323 304

Headcounts 262 389 268 224 209

FTES 62.18 88.20 92.05 85.11 86.06 70.57

FTEF 4.55 5.80 5.03 5.54 5.72 6.25

FTES/FTEF 13.65 15.21 18.31 15.36 15.04 11.29

Success Rates 81.0% 91.4% 86.9% 84.8% 87.4% 91.5%

Retention Rates 90.0% 94.9% 88.8% 87.3% 91.1%

SLOCCCD Program Review Data: EMS Program Review


EMT-Basic (EMS 201): Enrollment EMT-Basic is the cornerstone and longest standing course in the EMS program. 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 successes and/or failures of this course have a significant impact on the outcome of the overall EMS program. The course cap for EMS 201 was reduced by 10 students per section in fall 2013 to promote retention and success and to accommodate the increase in mandated field/clinical internship hours. Regulatory changes dictated the increase of internship hours from 10 to 24 hours per student. With our limited access to internship and clinical sites, accommodating this drastic increase in hours could only be accomplished by reducing the number of students. The 2013/14 decrease in enrollment is attributed to the intentional reduction to the course cap.


EMT – Refresher (EMS 102): Enrollment In 2011/12 we reduced the number of annual EMS 102 sections from four to two. This is the only on-line course we offer in the EMS program. It is offered as a hybrid course, composed of primarily on-line/Moodle interface with one face-to-face campus skills day. As requested by our local EMSA we have added an EMT-Refresher-Transition course (EMS 102T) this semester. It will be taught simultaneously with EMS 102 through spring 2016. Because the “grace period” for EMTs to retain their National Registry status at the new EMT level under the new EMS education standards, by taking a course such as EMS 102T, expires on March 31, 2016, we will discontinue the course after that date.


EMS 103 (HazMat): Enrollment Eliminating EMS 103 in fall 2012 and increasing the cap for spring 2013, in an attempt to make the course more efficient, did not accomplish the intended outcome. Instead, the enrollment dropped by 84%. Through evaluation, it became apparent that a scheduling overlap between EMS 103 and the mandatory EMS 201 Saturday skills day significantly impacted EMS 103 enrollment. Because EMS 103 and EMS 201 attract the same students, the overlap was a barrier to enrollment for those students wanting to take both courses. In an attempt to increase EMS 103 enrollment we adjusted the schedule and actively promoted the course to our EMS 201 completers and current students. We will continue to evaluate this course for demand and efficiency.


HazMat (EMS 103): Enrollment

Paramedic Program: Enrollment Because students move through the year-long paramedic program as a cohort, taking courses sequentially, having to successfully complete each one in order to progress to the next, it is challenging to do an analysis of the program based on evaluating individual course enrollment. It is also difficult to extract accurate information because the course numbers, and the top codes used to identify the courses in the program have changed since the program’s inception. Additionally, courses that at one time were exclusively offered to students in the paramedic program were opened to the general public; so data would need to be analyzed by program student cohort (student Banner ID numbers) in order to truly disaggregate paramedic program specific information. Nevertheless, in regards to the paramedic program it is most helpful to evaluate enrollment in terms of enrollment in the program by “entering class” and/or “graduating class” rather than course by course enrollment. For historical reference, the course groupings have consisted of the following:


Paramedic Program: Changes in Course Numbers Used - (2006-2007 through 2013-2014)

For the purpose of this annual report the data for the paramedic program will be extracted as a “group” of courses, inclusive of all courses required to complete the paramedic program: EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B, unless otherwise specified. This is with the awareness that the data will not reflect the outcomes with complete accuracy based on what has been described above. Paramedic Program: 2014/15 Change in Course Numbers

2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

EMS 106 X X X X X X X X

EMS 107 X X X X X X X X

EMS 107L X X X

EMS 108 X X X X

EMS 108A X X X X

EMS 108B X X X X

EMS 107A X X X

EMS 107B X X X

EMS 107C X X X

EMS 210 X

EMS 211 X

EMS 211L X

EMS 212 X

EMS 213 X

EMS 105 X X X X X

EMS 105L X X X X

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Cuesta College Paramedic Program: Change in Course Numbers (2006-2007 - 2014-2015)

Cuesta Course #

Course Title CreditsCuesta

Course #Course Title Credits

EMS106 Paramedic Theory I 14.0 EMS 210 Paramedic Theory I 17.0

EMS107 Paramedic Theory I 3.0 EMS 211 Paramedic Theory I 5.0

EMS 107L Paramedic Clinical 3.0 EMS 211L Paramedic Skil ls 1.5

EMS 107A Advanced Cardiac Life Support 1.0 EMS 212 Paramedic Clinical 3.5

EMS 107B Pediatric Advanced Life Support 1.0 EMS 213A Paramedic Internship I 2.0

EMS 107C Pre-hospital Trauma Life Support 1.0 EMS 213B Paramedic Internship II 7.0

EMS108A Paramedic Internship I 1.0 Total Credits 36.0

EMS108B Paramedic Internship II 8.0

Total Credits 32.0

Cuesta College: Pre-2014/2015 Paramedic Courses

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Cuesta College: 2014/2015 Approved Paramedic Courses

Core Paramedic Content is based on minimum National EMS Education Standards, Governed by the

National Highway Traffic Safety Administration (NHTSA) & CA Code of Regulations, Title 22

As per Title 22, Minimum required hours: 450 didactic hours; 160 clinical hours; 480 field internship hours (1090 total hours)


In general, enrollment concerns in the paramedic program have been in the area of initial recruitment. In its 9th year, the program’s enrollment has ranged from a low of 9 students (first year) to full enrollment of 24 students in 2010. This year the program started with 18 students and lost 2 to employment opportunities with fire departments.

Meeting cap in the paramedic program has been a challenge since the program’s inception. It is not surprising that the most significant decline is noted in 2012/13 as it marked the program’s 8th year. The demand for paramedics in our community is minimal and our ability to advertise beyond our district is limited. Our local EMS community has only had 427 locally accredited Paramedics in its history (compared with 4350 EMTs). Our program is a reflection of our local community and we will need to attract students from outside the area to improve our fill rates in the program. Because students move through the program as a cohort there is no opportunity to increase enrollment in the sequenced courses once the program starts. As attrition occurs the enrollment in the subsequent courses naturally declines. Historically, most attrition occurred in the fall, during the didactic portion of the program. With the significant change in curriculum, 2014-2015 is the first year that a larger portion of the didactic content is being taught in the spring semester. It is too early to know the impact of this change but we will assess and evaluate the outcomes.

Up until 2014/15, EMS 106 has been the first course in the sequence of courses for the paramedic program and EMS 108 or 108B have been the last course. Therefore they are of significance in terms of evaluating enrollment, based on what was noted above regarding enrollment in the program by “entering class” and/or “graduating class” rather than evaluating course by course enrollment.


EMS 106: Enrollment

EMS 108/EMS 108B: Enrollment


We are unable to explain the enrollment of 10 listed in 2009/10 because 17 paramedic certificates were awarded that year. It is illogical to have 10 students enrolled and 17 students successfully complete the culminating course of the year-long program. They clearly had to be enrolled to earn the certificate. The attrition in 2013/14 was due to 5 students failing to continue beyond EMS 106 in fall 2013. The reasons were varied; a few were academically underprepared and the others had life circumstances that interfered with successful completion.

NOTE: Data reviewed in this report, for the “Paramedic Program” are compiled from EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B. Future paramedic program data will be reflected through the new course numbers, as listed in the chart below. Paramedic enrollment data viewed from a perspective that includes all the related program courses, follows. Paramedic Program: Enrollment (inclusive of EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B) The paramedic courses had two very strong years of positive % change in enrollments. 2010/11 showed a positive change in enrollments of 25.0% compared to the –14.96% change shown for the overall college enrollment. And in 2011/12 the paramedic program had a positive % change in enrollment of 84.7%, compared to the -2.42% change in overall college enrollment. Not surprisingly, after two years of exceptional growth, the paramedic program’s enrollment had a negative % change in 2012/13 and 2013/14, not unlike that of the college’s overall negative % change.


Paramedic Program: Enrollment (inclusive EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B)


Paramedic Preparatory (EMS 105 and EMS 105L): Enrollment This is a pre-program optional course for students entering the paramedic program. We suspended the course in summer 2014 but it is scheduled to be offered in summer 2015. Generally, the number of students enrolled in this course has been the same of slightly lower than the number of students intending to start the paramedic program in the fall semester immediately following the summer of their enrollment in this course.


B. Student Demand (Fill Rates)

The EMS course fill rates are in step with that of the rest of the college; showing a decline over the past five years. The more disparate decline in 2012/13 - 2013/14 is attributed to specific program challenges which are tied to community needs and demands. Disaggregated fill rate data are highlighted below.

All EMS Courses: Fill Rates

All EMS Courses: Fill Rates

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 15 24 14 18 17 19

Fill Rates 82.7% 95.5% 93.9% 82.9% 71.5% 73.4%

Enrollments 310 567 357 379 323 304

Headcounts 262 389 268 224 209

FTES 62.18 88.20 92.05 85.11 86.06 70.57

FTEF 4.55 5.80 5.03 5.54 5.72 6.25

FTES/FTEF 13.65 15.21 18.31 15.36 15.04 11.29

Success Rates 81.0% 91.4% 86.9% 84.8% 87.4% 91.5%

Retention Rates 90.0% 94.9% 88.8% 87.3% 91.1%



EMT-Basic (EMS 201): Fill Rates

EMT-Basic is the cornerstone of the EMS program. It has traditionally had fill rates higher than the overall college fill rate, with the exception of the slightly lower rate in 2011/12 when it showed a dip. We attribute this to the curriculum change when the course increased by 2.5 units, from 6.0 to 8.5 units in spring 2012. Current EMS 201 fill rates of 95% are significantly above the overall college rate of 82.28%.

EMT-Refresher (EMS 102): Fill Rates

EMS 102 has maintained fill rates consistent with or higher than the overall college rates. There was a slight dip in 2012/13 which we can’t account for but it appears to have been a one year decline.


HazMat (EMS 103): Fill Rates After identifying and addressing the possible causes for the dramatic decline in EMS 103 enrollments, we are now seeing a slight improvement and the fill rates are beginning to improve. We will continue to monitor the enrollments and fill rate of this course.

Paramedic Program: Fill Rates (inclusive of EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B) Fill rates in the paramedic courses move in concert with the enrollments of the program. Again, even if the program begins at full capacity (24 students), it is unlikely that the fill rates will remain stable over the course of the academic year. Because the paramedic program consists of courses which are sequenced over 3 semesters, students move through the program as a cohort. When students leave the program, prior to program completion, fill rates for the subsequent semesters decline. An increase in fill rates for paramedic program spring and summer courses will only be seen if students who had requested a “leave of absence” re-enroll the following year. Up until 2012/2013 the paramedic program’s fill rates have been above 80%. Over the past two years they have declined at a rate faster than the college’s rate of decline. This is directly attributed to having a low number of qualified and interested applicants in the past two years, and thus beginning the program with spaces available and not meeting our intended course cap of 24 students. Regardless of knowing the primary factor impacting the programs fill rates, it is still difficult to determine what courses to include or not include to accurately evaluate and assess overall program outcomes in light of the possible factors attributing to the data not being “clean”. Nonetheless, the fill rate data below is inclusive of data available relevant to all required paramedic program courses.


Paramedic Program: Fill Rates (inclusive of EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B)

In keeping with the theme used when looking at paramedic program enrollments, an analysis of the first and last courses in the program are below.

EMS 106: Fill Rates


EMS 108 and EMS 108B: Fill Rates The significant decline in the 2013/14 fill rate for EMS 108B is directly related to the 5 students we lost to attrition due to being academically underprepared and to life circumstances after the first semester of the program.

It is evident that the single most significant thing that can be done to improve the “health” of the paramedic program is to start each new student cohort with 100% enrollment. It is essential to make every effort to promote the program and to increase the applicant pool. Paramedic Preparation (EMS 105 and EMS 105L): Fill Rates Again, these courses work in concert with paramedic program enrollment. The success of these courses is dependent on the number of students entering the paramedic program.


ACLS, PALS, PHTLS (EMS 107A, EMS 107B, and EMS 107C): Fill Rates These certification courses were originally only available to students in the paramedic program so the fill rates matched those of the other paramedic program courses. In spring 2014 additional sections were added and made available to the “general public”. The data below is not disaggregated by CRN so we are unable to determine the actual enrollments/fill rates/outcomes of the courses offered to the “general public” at this time. But beginning in 2014/15 the paramedic students will complete the content of these certification courses within EMS 212; so during the next evaluation cycle we will be able to assess them with greater accuracy. Although these certification courses have a prerequisite of being a licensed RN, MD or Paramedic, we anticipate them being in high demand because Cuesta is the only organization that offers them between Santa Barbara and Monterey. In fact, our own paramedic graduates and RN students are the perfect target audience for these certificate courses. In spring 2014, through careful planning the additional courses were strategically offered immediately following the end of the spring semester and heavily promoted to the graduating RN class. The courses filled to capacity and had 15 + students on the wait lists up until the day before the first day of class. We learned that the director of nursing advised all of the RN students to drop the courses because their time would be better spent preparing for the NCLEX exam. This last minute mass withdrawal dramatically impacted our fill rates. Realistically we will not know the demand for these courses until we are able to run them for a semester or two without the overlap of the paramedic student enrolled in them and without this form of last minute withdrawal. ACLS, PALS, PHTLS (EMS 107A, 107B, 107C): Fill Rates


C. Efficiency (FTES/FTEF) EMS program efficiency has been equal to or higher than the college average up until last year. The decline in efficiency is consistent with the program’s decline in enrollment and fill rates. From a five year perspective, EMS’s five year average FTES/FTEF of 15.04 is still in step with the college’s five year average of 14.90. All EMS Courses: FTES/FTEF

All EMS Courses: FTES/FTEF

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 15 24 14 18 17 19

Fill Rates 82.7% 95.5% 93.9% 82.9% 71.5% 73.4%

Enrollments 310 567 357 379 323 304

Headcounts 262 389 268 224 209

FTES 62.18 88.20 92.05 85.11 86.06 70.57

FTEF 4.55 5.80 5.03 5.54 5.72 6.25

FTES/FTEF 13.65 15.21 18.31 15.36 15.04 11.29

Success Rates 81.0% 91.4% 86.9% 84.8% 87.4% 91.5%

Retention Rates 90.0% 94.9% 88.8% 87.3% 91.1%



EMT-Basic (EMS 201): FTES/FTEF

Although the efficiency in the EMT-Basic course has declined it continues to be the backbone of the EMS program. It is still by far the most efficient EMS course offered, with its FTES/FTEF consistently higher than that of the overall college FTES/FTEF.

EMT-Refresher (EMS 102): FTES/FTEF

Surprisingly as our only on-line EMS course, EMS 102 is not highly efficient. Our full-time EMS faculty recently started teaching this course. She moved the teaching platform from Blackboard to Moodle; and we have already seen a rise in retention and success rates. We will continue to monitor and evaluate this course for efficiency and determine what interventions can be implemented, if needed.


HazMat (EMS 103): FTES/FTEF As the weakest of our EMS offerings, the efficiency of this course is in line with its weak enrollments and poor fill rates. There was a slight increase in enrollment this semester and we will discuss options with the 3 instructors who co-teach this course to determine options for improving its outlook.

Paramedic Program: FTES/FTEF (inclusive of EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS 108A, EMS 108B)

As expected, the paramedic program’s efficiency has decreased over the past two years along with its enrollment and fill rates but it was above or equal to the overall college efficiency rate until 2013/14. This is another area that will improve with increased enrollment.


EMS 106: FTES/FTEF As is to be expected, EMS 106, the most heavily lecture loaded portion of the program is the least efficient.

EMS 108/EMS 108B: FTES/FTEF Not surprisingly, EMS 108/EMS 108B is highly efficient because it is noted as a lecture class loaded at a lab rate. This is because this is the field internship portion of the training and requires a large number of units in order to meet the mandated hours, but the students are in the field being supervised by a preceptor. While the instructor has ultimate oversight and responsibility for coordinating, monitoring and organizing the students’ internships, he/she is not with the student every hour of the experience – thus this course is loaded differently and makes it far more efficient.


D. Student Success – Course Completion EMS courses are being completed at a much higher rate than most courses at Cuesta.

All EMS Courses: Student Success

Overall 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14

Sections 15 24 14 18 17 19

Fill Rates 82.7% 95.5% 93.9% 82.9% 71.5% 73.4%

Enrollments 310 567 357 379 323 304

Headcounts 262 389 268 224 209

FTES 62.18 88.20 92.05 85.11 86.06 70.57

FTEF 4.55 5.80 5.03 5.54 5.72 6.25

FTES/FTEF 13.65 15.21 18.31 15.36 15.04 11.29

Success Rates 81.0% 91.4% 86.9% 84.8% 87.4% 91.5%

Retention Rates 90.0% 94.9% 88.8% 87.3% 91.1%



All EMS Courses: Student Success


EMT-Basic (EMS 201): Student Success The dip in EMS 201 course completion coincides with the semester we changed the curriculum. In spring 2012 the course increased in hours, moving from 2 days per week format to 3 days per week format and from 6.0 to 8.5 credits. After now offering the course in this enhanced format for 2 years, the course completion rate is higher than it was five years ago. The 2013/14 course completion rate was 87.72%, significantly higher than the college average of 74.21%.


EMT-Refresher (EMS 102): Student Success The dramatic increase in course completion/student success from 67.74% in 2012/13 to 94.44% in 2013/14 coincides with our new full-time faculty taking over the class. She updated the curriculum and delivery of the course by moving the on-line platform from Blackboard to Moodle. The course completion and success rate is now higher than it has ever been.


HazMat (EMS 103): Student Success Success rate remains higher than the college average.


Paramedic Program: Student Success (inclusive of EMS 106, EMS 107, EMS 107L, EMS 107A, EMS 107B, EMS 107C, EMS 108, EMS The overall success rates of the paramedic program are high. Generally if students are able to successfully complete the didactic portion of the training (the first semester), they are able to successfully complete the program. This success is matched by our equally high first time NREMT-P pass rates, which are higher than the national average..


EMS 106 The drastic drop in course completion in 2013/14 is directly related to the 5 students we lost to attrition due to being academically underprepared and to life circumstances after the first semester of the program. The first semester tends to be the most difficult in that it is the portion of the program with the most didactic content. Students are generally most academically stressed and challenged by this.


EMS 108/EMS 108B

The paramedic courses have consistently high completion rates because students are generally counseled out prior to failing out of the program.


Course Completion by Modality EMT-Refresher (EMS 102) This hybrid course is the only online course taught in the EMS program. Its success rate has increased dramatically since our full time faculty began teaching it. The success rate of 95% far exceeds the college overall rate course completion for all modalities. Even before this phenomenal improvement the success rates were always very good.


E. Degrees and Certificates Awarded Institutional data relevant to EMS degrees and certificates awarded are inaccurate but knowing that all except the paramedic program EMS certificates are awarded upon successful completion of a one semester course, we are able to disaggregate the data to accurately account for the actual number of certificates awarded with some degree of certainty. The numbers in the chart below differ from MIS data; but because we work closely with Admissions and Records to immediately award certificates to all successful program (course) completers, we know this count to be accurate. Our students must receive their official course completion certificates for submission to the State Certifying/Licensing Boards in order to take their certification/licensing exams. They cannot work without State certification/licensure. The Nursing and Allied Health office submits certificate applications to the Admissions and Records office by course cohorts and distributes them to the individual students.

Certificates 2009-2010 2010-2011 2011-2012 2012-2013 2013-1014Total Certificates 2009/10 - 2013/14

EMT Basic Certificates (EMS 201)

145 134 89 116 100 584

EMT - Refresher Certificates (EMS 102)

40 46 27 21 34 168

HazMat Certificates (EMS 103)

7 11 12 4 8 42

Paramedic Certificate 17 18 18 12 6 71

other EMS Certificates < 12.0 semester credits

24 11 58 45 61 199

Total EMS Certificates 233 220 204 198 209 1064

SLOCCCD Program Review Data: Emergency Medical Services

Program Awards - Degrees and Certificates


Issues that need to be addressed with our reporting and data collection: Above is what is available through the Institutional Research Office – Tableau Workbook Below are certificates available listings from the catalogue and website Emergency Medical Services A.S., Paramedic (OK- New fall 2014 – will appear next year) C.A., Paramedic (Not listed as EMS certificate/award – Has been offered since 2006/07) C.S., Emergency Medical Services Hazardous Materials First Responder Operational C.S., Emergency Medical Services Technician Refresher C.S., EMT – Refresher (appears to have replaced EMS Technician Refresher based on the reporting of certificates awarded but it is not listed on the website as a course/certificate option) C.S., Emergency Medical Services Technician C.S., EMT - Basic to Emergency medical Technician (EMT) Transition (OK - New Spring 2015 – will appear next year)


F. Other Relevant Program Data

Date Range# of Students that

Attempted the Exam

First Attempt Pass

Cumulative Pass Within 3 Attempts

Cumulative Pass Within 6 Attempts

Failed All 6 Attempts

Eligible For Retest

Did Not Complete Within

2 Years49% 64% 67% 0% 33% 0%

(45 / 91) (58 / 91) (61 / 91) (0 / 91) (30 / 91) (0 / 91)57% 74% 74% 0% 26% 0%

(31 / 54) (40 / 54) (40 / 54) (0 / 54) (14 / 54) (0 / 54)73% 84% 85% 0% 0% 15%

(49/67) (56 / 67) (57 / 67) (0 / 67) (0 / 67) (10 / 67)83% 90% 90% 0% 5% 4%

(77 / 93) (84 / 93) (84 / 93) (0 / 93) (5 / 93) (4 / 93)73% 80% 80% 0% 20% 0%

(48 / 66) (53 / 66) (53 / 66) (0 / 66) (13 / 66) (0 / 66)

2nd Quarter 2008 to

2nd Quarter 2014376970 68% 79% 80% 0% 5% 15%

Attempted the exam: Number of graduates that make at least one attempt at the exam.First attempt pass: Number and percent of those who attempt the exam that pass on the first attempt.Cumulative pass within 3 attempts: Number and percent of those who attempt the exam who pass on the first, second, or third attempt.Cumulative pass within 6 attempts: Number and percent of those who attempt the exam who pass on the first, second, third, fourth, fifth, or sixth attempt.Failed all 6 attempts: Number and percent of those who fail the exam six times.Eligible for retest: Number and percent of those who failed their last attempt, but remain eligible for retest (less than six attempts, less than two years from course completion.)Did not complete within 2 years: Number and percent of those who fail their last attempt and are no longer eligible for retest (more than two years from course completion.)

National EMT: NREMT Pass/Fail Rates

Cuesta College EMT: NREMT Pass/Fail Program Report

8/16/2009 to 8/15/2010

91

8/16/2010 to 8/15/2011

54

8/16/2011 to 8/15/2012

67

8/16/2012 to 8/15/2013

93

8/16/2013 to 8/15/2014

66

Date Range

# of Students that

Attempted the Exam

First Attempt Pass

Cumulative Pass Within 3

Attempts

Cumulative Pass Within 6

Attempts

Failed All 6 Attempts

Eligible For Retest

Did Not Complete

Within 2 Years

82% 97% 98% 0% 2% 0%

(78 / 95) (92 / 95) (93 / 95) (0 / 95) (2 / 95) (0 / 95)

1st Quarter 2007 to

1st Quarter 201476484 69% 84% 87% 1% 4% 9%

Attempted the exam: Number of graduates that make at least one attempt at the exam.First attempt pass: Number and percent of those who attempt the exam that pass on the first attempt.Cumulative pass within 3 attempts: Number and percent of those who attempt the exam who pass on the first, second, or third attempt.Cumulative pass within 6 attempts: Number and percent of those who attempt the exam who pass on the first, second, third, fourth, fifth, or sixth attempt.Failed all 6 attempts: Number and percent of those who fail the exam six times.Eligible for retest: Number and percent of those who failed their last attempt, but remain eligible for retest (less than six attempts, less than two years from course completion.)Did not complete within 2 years: Number and percent of those who fail their last attempt and are no longer eligible for retest (more than two years from course completion.)

1st Quarter 2007 to

1st Quarter 201495

National Paramedic: NREMT-P Pass/Fail Rates

Cuesta College Paramedic Program at Cuesta College - NREMT-P Pass/Fail Program Report


A. Program Outcomes Assessment and Improvements - Assessment cycle calendar

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Spr 2012

Sum 2012

Fall 2012

Spr 2013

Sum 2013

Fall 2013

Spr 2014

Sum 2014

Fall 2014

Spr 2015

Sum 2015

Fall 2015

Spr 2016

Sum 2016

Fall 2016

Spr 2017

Sum 2017

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Cuesta College Emergency Medical Services (EMS): Assessment and Evaluation Cycle Calendar

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B. Program-level Course or Program Assessment Summary (CPAS) for each of the degrees/certificates in your program.

PROGRAM OUTCOMES & ASSESSMENT DIVISION: Nursing and Allied Health PROGRAM: C.S. Emergency Medical Technician COURSE IN PROGRAM: EMS 201 DATE: evaluation of spring 2013 program outcomes used for 2013-2014 planning FACULTY & STAFF INVOLVED IN ASSESSMENT & ANALYSIS: Heather Tucker, Darren Gennuso, Michael Smiley, Jason Sajulon, Michael Hoese, Pamela Peachey, Lisa Wearda Course-to-program outcome mapping document** is completed: Yes Upon completion of the Program, the student will be able to:

OUTCOME

MAPPING Course #

that correlates

to the outcome

ASSESSMENT METHOD/TOOL (Describe how the tool will

be implemented & Attach the tool)

RESULTS OF ASSESSMENT(S) OR TOOL(S)

PLANS FOR IMPLEMENTATION OF IMPROVEMENT

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

EMS 201 a. Employer/ Facilities used for clinical Surveys Benchmark “always” or “almost always” Ethical and Safe must be a Benchmark of “Always”

a. 100% of the agencies noted that EMT basic students were always or almost always ethical 100% of the agencies noted that EMT basic students were always or almost always competent in skills 100% of the agencies noted that EMT basic students were always or almost always safe when delivering patient care. 100% of the agencies always agreed that EMT basic students worked within the EMT basic Student scope of practice

a. Benchmark not met---no change in course. However will consistently emphasize safety in patient care, HIPPAA, and competency in skills. This is a benchmark to always keep at 100% Survey showed that 67% (2/3) agencies responding to the survey stated that students “Almost Always” demonstrated safe patient care. We will contact those individual agencies to determine the reason they answered “Almost Always” instead of “Always’ to this critical benchmark. This is the 2nd survey where an agency (or agencies) has responded this way.


OUTCOME

MAPPING Course #

that correlates

to the outcome

ASSESSMENT METHOD/TOOL (Describe how the tool will

be implemented & Attach the tool)

RESULTS OF ASSESSMENT(S) OR TOOL(S)

PLANS FOR IMPLEMENTATION OF IMPROVEMENT

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

EMS 201 a. National Registry Exam Results—benchmark 75% will pass on the first attempt

b. National Registry Exam Results—benchmark 90% will pass OVERALL with in the allowable attempts.

c. Advisory committee

input/minutes (biyearly) d. Employer & Facilities

(used for clinical) Surveys Benchmark “always” or “almost always”

a. 84% First time pass rate b. 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.

c. 100% of the employer surveys state (“always or almost always”) that our students demonstrate knowledge necessary to become nationally certified.

a. Benchmark met. No change to program. Benchmark met

b. We will continue to monitor those who need to retest and those who have yet to test to see if we meet the goal of 90% overall pass rate. No change at this time.

c. Benchmark met. No program change.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Presentation/Faculty Dialogue took place at the EMT faculty meeting in August 2013. 5 EMT faculty/director attended the 15 minute presentation. RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. The following was suggested: (1) evaluate the content of the newly developed employer/clinical survey to see if it measures the SLO accurately; (2) identify methods to promote return of surveys; (3) consider changing the assessment and evaluation cycle – decrease frequency.


PROGRAM OUTCOMES & ASSESSMENT PROGRAM: C.S. Emergency Medical Services Technician Refresher

DIVISION: Nursing and Allied Health COURSE IN PROGRAM: EMS 102 DATE: evaluation of fall 2011 program outcomes used for 2012-2013 planning FACULTY & STAFF INVOLVED IN ASSESSMENT & ANALYSIS: Chris Stubendorff, Pamela Peachey, Lisa Wearda Course-to-program outcome mapping document** is completed: Yes

Upon completion of the course, the student will be able to:

OUTCOME METHOD OF ASSESSMENT

(Describe Below & Attach the Instrument)

RESULTS OF ASSESSMENT(S) (Student Evaluations; Revisions to

the Program based on results)

EVALUATE THE NEED FOR CHANGE

1. Demonstrate

knowledge of content taught in this course

Completers/ability to pass the quizzes: Benchmark 95% of the students will pass the course (this means pass ALL the required quizzes)

Fall 2011 • 88% successful completion of

theory portion of course • Upon review of quizzes and # of

attempts it took students to achieve success, content that proved to be most difficult was “special operation exams”.

Fall 2011 Benchmark met—no changes. The students that did not pass the course did not attempt the online material, did not respond to emails, and did not participate in the mandatory skills day.

1. Demonstrate required

proficiency in skill performance

Completers--those students who complete the skills check off list: Benchmark: 95% of students

Fall 2011 • 100% successfully complete

skills portion (most difficult skills were CPR and AED)

Fall 2011 Benchmark met—no changes

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Presentation/Faculty Dialogue took place at a meeting on June 2012. 1 Refresher EMS faculty/Division Chair/ 1 Associate Director. RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results. It was suggested (1) make sure that no EMS-basic or refresher skills day/extrication day overlap with dates of EMS Hazmat. Discussion has started regarding some EMS regulatory changes that might require curriculum revision. We will repeat the evaluation and discussion of Program SLOs yearly. No other comments.


PROGRAM OUTCOMES & ASSESSMENT PROGRAM: C.S. Emergency Medical Services - Hazardous Materials First Responder Operational

DIVISION: Nursing and Allied Health COURSE IN PROGRAM: EMS 103—EMS HAZMAT DATE: evaluation of fall 2011 program outcomes used for 2011-2012 planning FACULTY & STAFF INVOLVED IN ASSESSMENT & ANALYSIS: Mike Beeman, Patrick Simoneau, Pamela Peachey, Lisa Wearda Course-to-program outcome mapping document** is completed: Yes Upon completion of the Certificate, the student will be able to:

OUTCOME

MAPPING Course #

that correlates

to the outcome

ASSESSMENT METHOD/TOOL (Describe how the tool will be

implemented & Attach the tool)

RESULTS OF ASSESSMENT(S)

OR TOOL(S)

PLANS FOR IMPLEMENTATION OF

IMPROVEMENT

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

EMS 103

a. Student Survey—Benchmark is 75% state “very often or always agreed”

b. Final exam --Benchmark 85% pass the

final

a. 77% of the students very often or always agreed that they could contain a hazardous materials spill in a pre-emergent and emergent situation

b. 12 out of 13 (92%) students

passed the final exam > 85%. 1 student was a ‘no show”

a. Able to meet the benchmark—will continue to review text books and course organization to increase the % of students who are able to meet this SLO

b. No change. However, any

changes in state standards will impact the need the change the course—content or books---Attrition is high---

2. Explain various types of Hazardous Materials

EMS 103

a. Student Survey-- Benchmark is 75% state “very often or always agreed”

b. Final exam --Benchmark 85% pass

the final

a. 100% of the students very often or always agreed that they could explain various types of Hazardous Materials.


passed the final exam > 85%. 1 student was a no show

a. No change b. No change. However, any

changes in state standards will impact the need the change the course—content or books


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

EMS 103

a. Student Survey-- Benchmark is 75% state “very often or always agreed”

b. Final exam --Benchmark 85% pass

the final

a. 100% of the students very often or always agreed that they could explain the proper safe first responder actions in a Hazardous Waste event


passed the final exam > 85%. 1 student was a no show

a. No Change b. No change. However, any

changes in state standards will impact the need the change the course—content or books

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO discussion took place 3/20/12. with 2 HAZMAT faculty/associate director and division chair after a 15 minute presentation. Dialogue took place on program needs based on course/certificate SLO results. RECOMMENDATIONS FOR CHANGE: We plan to not offer this course, Fall 2012. This decision was supported by the community who was ok with us offering 1x per year. We plan to increase the CAP in spring 2013 and will market the course better through LEMSA. We already made sure that EMS student will not have any conflicting EMS courses on a Saturday to prevent them from missing a class. When we choose to offer again, we will evaluate the course/cert SLOs yearly. No other comments.


PROGRAM OUTCOMES & ASSESSMENT

DIVISION: Nursing and Allied Health PROGRAM: C.A. Paramedic

COURSES IN PROGRAM: EMS 105, EMS 105L, EMS 106, EMS 107, EMS 107L, EMS 106, EMS 107A, EMS 108A, EMS 108B DATE: evaluation of spring 2012 program outcomes used for 2012-2013 planning FACULTY & STAFF INVOLVED IN ASSESSMENT & ANALYSIS: Dennis Rowley, Douglas Brim, Tim Hallmark, Kris Strommen, Pamela Peachey, Lisa Wearda Course-to-program outcome mapping document** is completed: Yes Goals of the Paramedic Program:

1. Students will obtain licensure/certification and be qualified to pursue a career as an EMS provider. 2. Student will demonstrate the ability to provide optimal care for pre-hospital needs for individuals, families and groups.

Upon completion of the Paramedic program, the student will demonstrate:

OUTCOME

MAPPING

Course # that correlates to the outcome

METHOD OF ASSESSMENT

RESULTS OF

ASSESSMENT(S)


COMPREHENSIVE EMS KNOWLEDGE: a. Comprehend EMS knowledge necessary to

function in a healthcare setting.

b. Comprehend general medical knowledge necessary to function in a healthcare setting.

c. Be a strong entry level paramedic by giving

me sufficient knowledge of current practice.

EMS 105/L EMS 106

EMS 107A EMS 107L EMS 108A EMS 108B

a. Student self-assessment

(DataArc survey). Benchmark: 80%.

b. NREMT-P

Benchmark-stay above the national average and to have all students pass by 2nd attempt

c. Program Student Survey

a. 15 students completed

survey a) 100% b) 100%

b. 100% of the 22 graduates

passed the NREMT-P c. none

a. Met the benchmarks – no need

for change at this time b. Met the benchmarks – no need

for change at this time. c. Will implement summer 2012 by

administering survey at time of student exit interview with the Paramedic Director.

FACULTY/Paramedic Director/Associate Director of N&AH DISCUSSION: Revise results to include breakdown of number of attempts needed to pass NREMT-P.


OUTCOME

MAPPING



RESULTS OF

ASSESSMENT(S)


LEADERSHIP: a. Be responsible and accountable for my

paramedic practice. b. Conduct myself in an ethical and professional

manner when practicing paramedicine. c. Demonstrate an interest in continued

professional development. d. Know the need to follow agencies and

regulatory policies and procedures. e. Make appropriate decisions while functioning

in a stressful prehospital/EMS condition. f. Integrate entry level paramedic critical

thinking to patient situations. g. Consult with appropriate healthcare

professional as needed for decision making. h. Value the use of evidence based practice

and apply it to my practice. i. Consider physiologic, psychosocial, and

spiritual needs of the patient when making decision.

j. Coordinate care as being a team leader. k. Perform effective professional

communication with the EMS team. l. Perform effective written/electronic

documentation (PCR) that meets policies of the prehospital healthcare setting

m. Apply expected legal guidelines to documentation and patient care.

n. Effectively teach and evaluate patient learning.

EMS 105/105L EMS 106 EMS 107A EMS 107L EMS 108A EMS 108B

a. Student self-

assessment (DataArc survey) Benchmark is 80%

b. Final field (major)

preceptor evaluation – Benchmark is 100% Students cannot graduate until they meet this benchmark.


a. 15 students completed

survey a) 93% b) 100% c) 86% d) 79%

b. 22 grads

a) 100% b) 100% c) 100% d) 100%

c. none

a. Met the Benchmark for ‘sound

judgment’, ‘ethical’/’professional’ and ‘effective communication’

Barely met the Benchmark for ‘managing time efficiently’.

FACULTY/Paramedic Director/Associate Director of N&AH DISCUSSION: Provide students with more exposure to “life scenarios” to better use “multi-tasking” skills in an attempt to better manage time.

b. Met the benchmark c. Will implement summer 2012


OUTCOME

MAPPING



RESULTS OF

ASSESSMENT(S)


PATIENT ASSESSMENT: a. Perform effective therapeutic communication

with patients. b. Collect data from charts and patients. c. Interpret patient data. d. Recommend appropriate diagnostic and

therapeutic procedures. e. Perform patient assessment systematically

and thoroughly.

EMS 105/L EMS 106 EMS 107A EMS 107L EMS 108A EMS 108B

a. Student self-assessment (Data Arc)

Benchmark is 80% (1-5) scale of students agree (4) or strongly agree (5).

b. Final field (major) preceptor evaluation Benchmark is 100% (3 on a 1-3 grading scale). Students cannot graduate until they have met this benchmark


a. 15 students completed survey a) 86% b) 92% c) 86% d) 99%

b. 22 grads

a) 100% b) 100% c) 100% d) 100%

c. none

a. Met the benchmarks – no need for change at this time.

b. Met the benchmarks – no need

for change at this time. c. Will implement Summer 2012

TREATMENT: a. Follow the local protocols of a given EMS

area. b. Plan, prioritize, and implement patient care. c. Organize my time and work efficiently in a

triage type method. d. Perform approved therapeutic procedures

and modalities safely and with confidence. e. Assess accurately and recognize change

from patient baseline and make adjustments accordingly.

f. Utilize behaviors of prevention, maintenance, and restorative interventions when providing care.

g. Administer medications using an organized system, within time requirements.

h. Follow the seven rights of patient safety when administering medications.

i. Perform and interpret diagnostic procedures safely and accurately.

EMS 105/105L EMS 106 EMS 107A EMS 107L EMS 108A EMS 108B

a. Student self-assessment (DataArc survey)

Benchmark is 80% (1-5) scale of students agree (4) or strongly agree (5). b. Final field (major)

preceptor evaluation – Benchmark is 100% (3 on a 1-3 grading scale). Students cannot graduate until they have met this benchmark

c. Program Student Surveys

a. 15 students completed survey a) 99% b) 99% c) 100%

b. 22 grads

a) 100% b) 100% c) 100%

c. none

a. Met the benchmarks – no need for change at this time

b. Met the benchmarks – no need

for change at this time c. Will implement in Summer 2012


OUTCOME

MAPPING



RESULTS OF

ASSESSMENT(S)


j. Provide non-judgmental care to diverse populations.

k. Consider cultural sensitivity when providing patient care.

l. Apply age appropriate patient care.

FIELD INTERNSHIP FINAL COMPETENCY: Competently demonstrate:

a. Scene Management b. Assessment/Treatment c. Communication d. Leadership e. Equipment f. Airway g. Circulation h. Musculoskeletal Skills i. Pharmacology

EMS 108A EMS 108B

a. Preceptor evaluation of student: Preceptor rates his/her student at the end of his/her internship - evaluation on a grading scale of 1-3 Benchmark 90% A rating of “3” which is passing

b. Advisory committee

input/minutes c. Program Student Surveys

FIELD INTERNSHIP FINAL COMPETENCY: a. 100% of the 22 graduates

passed their internships with 3’s as a final evaluation for internship

b. Advisory committee

feedback –more equipment was needed for the cert classes: ACLS, PALS, PHTLS; seek out more experiences during internship

c. none

a. Met the benchmarks – no need for change at this time

b. Needed equipment will be

purchased with grant or foundation funds or outside donations

c. Will implement Summer 2012

FACULTY/Paramedic Director/Associate Director of N&AH DISCUSSION: Ask pertinent questions during Advisory to address program needs: equipment, content, experiences etc.

DISCUSSION OF ASSESSMENT PROCEDURE & RESULTS & PLANS: Program SLO Presentation/Faculty Dialogue took place at the Paramedic faculty meeting on May 4, 2012 meeting. 4 paramedic faculty/1 associate director attended the 30 minute presentation. RECOMMENDATIONS FOR CHANGE: Dialogue took place on program needs based on SLO results – see above. Need to develop student program survey and methods to increase responses for Program, Grads and Employers. Need to establish calendar for assessment cycle.


C. Improvements that have been implemented since the last APPW or CPPR.

The most significant improvement the EMS program has received in the past year is the addition of a full time tenured faculty. Without doubt, Heather Tucker’s full time presence, contributions and support to the program, department, and college have been an enormous asset. She has given strength, stability and continuity to all aspects of the program. Heather has also graciously taken on the role of Interim Paramedic Program Director and is successfully keeping the program moving forward and thriving. Other positive personnel additions include hiring a new Medical Director, several new lead paramedic and EMT instructors and numerous new teaching assistants. Through the use of CTEA dollars we provided professional development training for our new faculty, who were able to complete the state-required 40 hour, EMS instructor methodology course. Other EMS program improvements include the introduction of the new 2014 – 2015 Paramedic Program curriculum. Along with the new Chancellor approved A.S. Paramedic degree, Class 9 started fall 2014 with all new transfer level curriculum/courses. In addition to the current students, other students who have satisfied the A.S. Paramedic degree requirements are applying for the degree. The college will soon be awarding the first Cuesta College A.S. Paramedic degree. Our Foundation partnerships have successfully secured funds for the EMS program. P.G.&E awarded the program $10,000 and Mr. and Mrs. Clark continue to generously contribute on a regular basis. We are currently discussing and writing up plans to purchase and modify an ambulance. Before the end of the year we will have a state of the art Ambulance Simulator for hands-on EMT and Paramedic student training. Additionally we have been able to purchase grant funded iPads to enhance instructional delivery. Both EMT and Paramedic students will use these for online testing to better prepare for taking their national exams, and to practice the skill of electronic patient care report writing and other mobile applications during labs. The Paramedic Program name and logo was changed from Central Coast Paramedic Program to Cuesta College Paramedic Program. D. Budget requests related to student learning outcomes assessment results or

institutional objectives. 1. 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.

2. This position is not optional. It is mandated by the EMS accrediting/regulatory agencies. All Paramedic Programs must have a Paramedic Program Director to remain accredited.


• Identify how the college wants the position of the Paramedic Program Director to be defined. Is it a management position, a faculty position with release time, or a faculty position with a stipend?

• Once this is determined, a commitment needs to be made to fund the position on a sustainable basis. Relying on donations to fund this is not sustainable.

• If it is determined that the position must be a stipend faculty position, who is the faculty that can take on this kind of commitment and for what amount of money and time?

• If it is a faculty position with release time, what amount of release time will be allocated to it?

• If it is a management position, how much will the college be willing to pay for the position and what is the expected time commitment?

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

4. Continue to review skills kit content for currency, necessity and cost of supplies. 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.

5. Funding for high quality print material for promoting our program through outreach and marketing efforts.

6. 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.

7. Funding to pay for an EMS faculty position to teach in EMS labs and also coordinate all labs and simulation for EMS programs.

8. Funding for additional Simulation manikin and Sim-Pads to run simulation labs. 9. 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.

10. Update and replacement of equipment including enhancement of simulation equipment for the EMT and Paramedic programs (Traction Splint Trainer, Intubation Heads and Torso Manikins).

11. 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.

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


13. 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)

14. 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)).

15. Funding for personnel needed as program grows and needs increase.

III. Program Development/Forecasting for the Next Academic Year

A. New or modified action steps for achieving Institutional Goals and Objectives B. New or modified action steps for achieving Institutional Learning Outcomes C. New or modified action steps for achieving program outcomes

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.

1. Aggressively modify the approach of recruiting Paramedic Program applicants. Identify strategies and key personnel who can dedicate time and effort towards recruitment to ensure starting the program with 24 students annually. This can only be accomplished with intentional, dedicated effort. Applicants will not find us by accident. The survival of the program is dependent on this becoming an intentional activity.

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

3. Evaluate the possibility of establishing one on one, preceptor/student relationships for the clinical, in hospital portion of the training.

4. Continue to foster agency relationships to insure availability of internship site/contracts and adequate number of field preceptors.

5. Add Teaching Assistant survey as a tool to attain valuable input for future program needs (i.e. skills equipment, additional TA training, etc.).

6. Conduct employer and alumni surveys to assess effectiveness of programs and services.

7. 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.

8. SIM lab augmentation to include needs of EMS – Ambulance simulation equipment. 9. Create high quality print material for promoting our program through outreach and

marketing efforts. 10. Pursue Student Success Specialist services and/or specialized tutoring/study skills

workshops for students in the EMS program.

D. Anticipated changes in curriculum and scheduling a. Consider course development of a Summer EMS 201 (EMT Basic) course to be

offered in a hybrid, online format. Target audience: Cal Poly EMS club, previously certified EMTs whose certification has lapsed, and/or currently certified First Responders. This could possibly augment summer FTES.

b. 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.

c. 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.

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

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

f. Open discussions with Cal Fire to re-activate the suspended Fire courses. g. Exploring dual enrollment high school health pathway course - possibility of EMS

career exploration course. h. Initiated development of EMS career exploration course to be offered to Grizzly

Academy students. i. Join Cuesta Colleges Skills USA team and select/coach students for these

opportunities in Health Care (CPR/First Aid Skills, Medical Terminology, etc.). j. 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).

k. 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.


E. 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. d. Pursue Student Success Specialist services and/or specialized tutoring/study skills

workshops for students in the EMS program.

F. Facilities changes a. Permanent classroom space with storage for EMS courses and Paramedic Program. b. Additional classroom space for skills lab days – up to 3 classrooms needed on skills

days. c. Office space for full-time EMS faculty located adjacent to other division faculty and

staff. d. Pad and “carport” with electrical outlets to park simulation ambulance. e. Simulation lab space including area to create a “Sim City”.

• Inclusive of an ambulance, “house”, “hospital”. f. Office space for 8+ part-time EMS faculty members.

G. Staffing projections

a. Establish a concrete plan to institutionalize the Paramedic Program Director position.

b. Lab technician for ongoing support in setting up labs and equipment and inventory/ maintenance.

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

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

program. H. 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. c. 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.

ANNUAL PROGRAM PLANNING WORKSHEET (APPW): 2015-2016 · Certificates 2009-2010 2010-2011 2011-2012...

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