To provide approved, accredited Emergency Medical Service courses and programs on both the basic (EMR and EMT level) as well as advanced (Paramedic) level, with the student outcome goal being successful National Registry certification. Our programs are designed to meet the need of EMS providers with well trained, employment prepared EMTs and Paramedics. To provide quality opportunities in Allied Health entry level courses for students exploring the field of medical care.
Emergency Medical Responder - EMR The primary focus of the Emergency Medical Responder is to initiate immediate lifesaving care to critical patients who access the emergency medical system. This individual possesses the basic knowledge and skills necessary to provide lifesaving interventions while awaiting additional EMS response and to assist higher level personnel at the scene and during transport. Emergency Medical Responders function as part of a comprehensive EMS response. Emergency Medical Responders perform basic interventions with minimal equipment. Emergency Medical Technician - EMT The primary focus of the Emergency Medical Technician is to provide basic emergency medical care and transportation for critical and emergent patients who access the emergency medical system. This individual possesses the basic knowledge and skills necessary to provide patient care and transportation. Emergency Medical Technicians function as part of a comprehensive EMS response. Emergency Medical Technicians perform interventions with the basic equipment typically found on an ambulance. The Emergency Medical Technician is a link from the scene to the emergency health care system. Paramedic The Paramedic is an allied health professional whose primary focus is to provide advanced emergency medical care for critical and emergent patients who access the emergency medical system. This individual possesses the complex knowledge and skills necessary to provide patient care and transportation. Paramedics function as part of a comprehensive EMS response. Paramedics perform interventions with the basic and advanced equipment typically found on an ambulance. The Paramedic is a link from the scene into the health care system.
EMT Program Director/Program Clinical Coordinator a 10% reassign time and $1500 stipend annually to compensate for the additional duties associated with this required faculty role – this role could and should be the responsibility of the dept chair but will have its own reassign time and stipend.
Paramedic Program Director/Clinical Coordinator a 20% reassign time and $3000 stipend annually to compensate for the additional duties associated with this required faculty role – this role is independent of the department chair.
The division of duties and the compensation package actually makes our Department more effective and able to serve the needs of our students as the administration of these duties do not fall to one person any longer.
Our EMS Program places approximately 200 students in a hospital or field setting annually, year round. This requires extensive pre-placement screening, orientation at each facility, extensive communication with each facility (HR, Administration, Education and each individual department) to get the process in place before each cohort of students. Once students are placed, site visits are required (pedagogically as well as mandated by Title 22). The clinical requirements vary from facility to facility which takes a great deal of time to reduce redundancy and yet remain in compliance to the level of the most conservative standards. Further, our State and National guidelines must be adhered to which require attendance of meetings and coordination with other educators.
High-fidelity patient simulator that can mimic most presentations of the sick and injured to use in EMS scenario training.
Installation and training to take place in January 2018.
Psycho-motor skills are an important component of safe and effective out-of-hospital care. It is not realistic to practice all skills on live patients. The use of simulation provides us with a method to approximate a realistic patient presentation. High-fidelity patient simulators can mimic many patient presentations of the sick and injured. When using simulation it is important to make it as realistic as possible. The simulation lab component provides students a contextual opportunity to demonstrate what they have learned in a simulated environment. Once students have demonstrated skill competence in the simulated environment, they progress to assessing and treating real patients in the clinical phase. This will not only better prepare our students for the rigors of patient care in the field but keep up with the current model of testing and licensing that are standard to the industry. (The industry incorporates high-fidelity manikins as the standard to test and license EMS graduates applying for National Registry Certification)
Full time instructor funded for reassign time to develop and explore the possibility of expanding our Allied Health courses into Program level pathways to a career in the health care field such as Medical Scribe, Medical Assistant and various positions in Public Healthcare administration. This could be an attractive package of programs that would increase student enrollment while addressing a growing need in the field.
Still ongoing in terms of developing these courses. We are anticipating that these courses will increase student enrollment while addressing a growing need in the field. Our hope is to get the first of these courses, Introduction to Public Health (ALH 3), on line in FA 18.
Our Department's goals are aiming for a progression in practice from the Emergency Medical Responder level to EMT level to the Paramedic level. That is, personnel at each level are responsible for all knowledge, judgements and behavior at their level and all levels preceding their level. For example, a Paramedic is responsible for knowing and doing everything identified in that specific area, as well as knowing and doing all tasks in the two preceding levels. In short, we want to increase the complexity of knowledge and behaviors through the progression of certification levels that originate, in part, from the National EMS Scope of Practice Model which reflects the difference in the breath, depth and actions required at each level.
Specifically, want to improve the quality of our incoming paramedic students so our faculty has focused on lower level EMS classes to provide the students with more opportunities to develop as a rescuer.
Our National Accrediting body sets a retention standard of 70% in our Paramedic Program regardless of the reason the students leave. While we can’t alter what happens in a student’s personal life that causes them to leave the Program we can bolster the strength of knowledge and their preparedness for the Program so academically they will have a better chance to succeed.
Our goal is to augment the entry level EMS classes with 1) more lab time in some classes (ALH 2) and 2) by creating a new level entry class (EMS 110) that we can use as a framework for knowledge and skills that will be the building block for more advanced course work such as EMT (EMS 111) and the ultimately, the Paramedic Program (EMS 170/171).
As we add more classes and FTE, and flesh out the ones we currently conduct in an effort to strengthen the Department’s overall effectiveness, we will need to augment our supply and equipment budget. With hands-on practice the supplies and equipment take a beating, no matter how careful or frugal we are. Students have to be able to practice with fully functional equipment and have the supplies necessary to “treat” patients fully without having to pretend that “this is how we would do it if we really had what we need”.
| Term | Total | |
| 2012FA | 81.2% | |
| 2013FA | 80.15% | |
| 2014FA | 75.2% | |
| 2015FA | 73.86% | |
| 2016FA | 76.74% | |
As a CTE department our success is measured by the hire-ability of our graduates. To that extent we are guided by a very active Advisory Committee and a close working relationship with the local EMS community. Given that the bulk of our graduates are hired locally, we have almost an immediate ability to get feed-back on their performance in the field. This is where the rubber meets the road and we can have a very good idea of the areas we need to improve or where we have had our successes.
In addition, the college’s re-dedication to prioritizing PLO / SLOs have focused our attention on the importance of evaluating the things we do in our courses and program. We recently completed our first “deep dive” on our paramedic program and our faculty had a 100% completion of SLO reflections upon grade submission over first two semesters this was inaugurated.
The EMS Department has implemented a new pathway designed to increase student success and increased retention at our highest level of training- the Paramedic Program. The new pathway is a National and State approved series of courses that will qualify the student to receive a college certificate of completion, as well as a National and /or State certification at each level. Employment is available at each level as well. In addition, our pathway of courses has the benefit of building on and reinforcing the information and psychomotor skills learned at the previous level. This makes for a more prepared learner at the next level of training. Obviously, our lower level courses have always strived to do this but with varying degrees of success. We believe, however, that this new series will provide a deeper overall understanding because of the more formalized learning pathway structure that allows for repetition of learned skills while introducing new information. This is important because the college does not allow us to screen applicants or require job experience as a prerequisite to our Paramedic Program. This often leads to a student that is only partially prepared to take on the rigors of emergency medical care. Matriculation from layperson to EMT to Paramedic is daunting in its scope. Students that have had little to no hands on experience can be overwhelmed by the complexity of care in real life situations. We strongly anticipate that the student that completes the recommended pathway we have planned will have a better chance successfully completing our Paramedic Program if they choose that route, but can also be successful at any level they choose to enter the EMS field.
Our Department is fully supportive of the College's Strategic Direction. Listed below are several areas that we will be focusing on in the upcoming years:
We have articulation agreements with several local high schools to start their students on a defined pathway to a career in the medical field by providing Medical Terminology (ALH 104), Basic Emergency Response (ALH 2), and EMR (EMS 110) courses. We'd like to expand this to other area schools and potentially offer an on-line version.
We think that there is great potential in expanding our current Allied Healh classes into Program level career pathways. Specifically, completeing the AS-T degree curriculum in Public Health and offering certificates and degrees as a Medical Scribe and a Medical Assistant. These are fast-growing fields that constantly need new professionals with a variety of career options available. We have been funded in this regard and we're hoping to getr the first line of courses approved for FA 18.
We have just started to reach out to ambulance providers outside of Butte County to augment and expand our preceptor network. This will ensure that we can operate at full class capacity in our Paramedic Program as well as introduce our students to prospective employers during their field internship.
We are currently in our second year of incorporating to a new instructional paradigm that was mandated by our accrediting board to insure technical competence in our paramedic students. We are evaluating our effectiveness and planning for future refinements. Simulation and the "reverse classroom" play a predominent role in this paradigm.
Strategy 1 - Travel
Increase in Travel - Regular Budget.
Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law.
I am requesting an annual augmentation of $2000 to cover our travel expenses, Currently, the District provides $345.
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Strategy 2 - Dues, Memberships and Accreditation Funding
Institutional fees that pay for our program accreditation
55300 – Dues and Membership
Current ongoing annual expenses: $550 – CoAEMSP Annual Institution Fee
$1,700 – CoAEMSP Annual Accreditation Fee
$450 – CAAHEP Annual Institution Fee
$250 – Oroville Hospital Annual Site Fee
Total ongoing annual Dues and Memberships is $2950. Currently the District is only providing $1,450. We need to request a $2,000 increase in this budget for annual dues.
We need to request a $2,000 increase in this budget for annual dues. In addition, we are due for reaccreditation with CoAEMSP. There are two parts to this. 1) A $750 Self Study fee and 2) a reaccreditation fee is $3450. So, a one time accreditation fee of $4200. Without this reaccreditation we can not operate as a Paramedic training institution.
Strategy 3 - Institutionalize Program Assistant Position
Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this returned to a district funded position.
Our Program Assistant is crucial to the clerical support of our programs and requires long term stability.
Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 to cover salary and benefits on an annual basis.
Strategy 4 - Professional Development
Professional Development Funds
We currently do not have funds budgeted for Professional Development. Conferences, Nat'l Association of EMS Educator seminars, EMS training, product and equipment conventions etc
Strategy 5 - Software Update
Update the software and training modules on our simulation manikins
Software needs an update to accomodate changing training standards. We would also like to add more modules that will expand the kinds of scenarios we'd like to expose to our students.
Strategy 6 - Splinting and Immobilizing Devices
Sager Splints, Seated Spinal Immobilizing devices, Sam Splints, air and vacuum splints, scoop stretcher
We hold 12 or more EMS classes per year that incorporate the immobilizing skill into their curriculum. Our equipment is worn out and, for the most part, held together piecemeal. We need these pieces of equipment to teach essential skills. Currently, much of our equipment has been donated (2nd hand) or if purchased new, hasn't been replaced in many years.
Strategy 7 - Stryker Ambulance Gurneys (2)
Our current gurneys are out dated models that the students will not see in the field. If they don't learn to operate what is currently being used this puts their training and patient safety at a disadvantage to say the least and potentially compromising patient safety at worst. They are at a disadvantage when seeking employment not being familiar with current stretcher technology.
Strategy 8 - Birthing Simulators
Mama Natalie Complete birthing simulator, Placenta w/umbilical cord, blood concentratre, neo-natal suctioj, fetal stethoscope, fluid collection tray and drain, and neo-natal baby
Our EMT and Paramedic students need a realistic birthing simulator to prepare them for delivery in the field. It's been difficult to find a realitic simulator. This is reasonably priced while being accurate and life like (ex: bleeding and fluid explusion)
Strategy 9 - Adding Allied Health Programs
We would like to explore the possibility of expanding our Allied Health courses into Program level pathways to a career in the health care field such as Tobacco Cessation, Medical Scribe, Medical Assistant and various positions in Public Healthcare administration. Funding for reassign time to develop and market these programs.
There is a growing need for ancillary positions in the health care field such as Medical Scribe, Medical Assistant as well as positions in Public Health Administration. This could be an attractive package of programs that would increase student enrollment while addressing a growing need in the field.
Strategy 10 - Tobacco Cessation Certification
One of the classes we're proposing is Tobacco Cessation. Our instructor needs to renew her certification. $1500 covers the cost of the training program, national registry application, and the certifying exam.
This certification will allow our instructor to offer classes at Butte to provide tobacco cessation training courses to health care providers in the field and also current or fututure students entering the work force as a health care provider.
Strategy 11 - EKG Simulator and Software
EKG Simulator set that can replicate a monitor / defibrillator and create various heart rhythms using software and an iPad remotely controlled by another iPad.
At a fraction of the cost of a real monitor / defibrillator ($50,000 vs $8500) this essential paramedic tool will allow us to replicate various heart rhythms to train our students to read and interpet EKGs in the field. This skill is one of the few prehospital diagnostic tools we have to determine whether a patient is having a heart attack. Our current stock of monitors / defibrillators is aging and becoming obsolete. The software allows us to train our students on a variety of brands that they might encounter.
Strategy 12 - Simulation Stethoscope
This simulator stethoscope once placed on the body, activates a sensor that triggers the sound file which the instructor has selected and the student hears the sounds through the stethoscope.
When the student removes the stethoscope, the sounds stops. The stethoscope is completely wireless, automatically calibrated and receives stethoscope sounds from the device at a range of up to 10 meters (30 feet). System comes packaged with device and app, including multiple different heart, lung and bowel sounds.
Replicating lung and heart sounds is difficult and just about impossible in an EMS field scenario. Traditionally we've had to use a specific sound generating manikin that is different than the patient the student was practicing on. This simulator stethoscope allows the sounds to be portable and directly linked to the patient without having to use other devices, thereby creating a more realitic scenario.
Strategy 13 - ShockLink System
Hardware compatible with our current monitor / defibrillators to simulate EKG rhythms. ShockLink allows you to connect a live defibrillator to a training manikin, which creates a more realistic BLS or defibrillation training scenario. The shock energy delivered from a defibrillator is defused in the ShockLink cable. This allows for training on most manikins. This eliminates the need to have specialized defibrillator training manikins with chest-studs or a load box to absorb the shock.
A relatively inexpensive way to utize all our manikins in the cardiac simulations we run. The ShockLink not the manikin becomes the technology in simulation at a fraction of the cost ($500 vs $50000)
Strategy 14 - Stop the Bleed Training & Kits
Bleeding control training kit (1) $950 ea
The following components are packaged in a hard plastic case.
and multi patient kits (5) $650 ea containing
Bag includes 8 Personal Kits containing:
Bleeding control training and bleeding control kits for Butte College. We propose to train the faculty and staff in bleeding control and distribute the kits throughout the college in the event of an active shooter or other mass casualty incident.
No one expects to encounter a bleeding emergency, but in case we do, will we be prepared?
These bleeding control products were developed and approved by the American College of Surgeons (ACS). The ACS Committee on Trauma, and the Hartford Consensus – founders of www.bleedingcontrol.org, along with the Department of Defense, Department of Homeland Security, the FBI, and other recognized emergency response organizations. These Bleeding Control Kits® will provide you with the tools and information you need to act quickly to stop bleeding and save a life. The tourniquets and hemostatic dressings in these kits are the primary products and same technology the Department of Defense has tested and approved for use by all U.S. military forces.
Strategy 15 - Electrical outlets in AHPS 239
Add several electrical outlets in AHPS 239. Originally designed as a storage room, AHPS 239 was never adequately plumbed with normal elecrical outlets.
As our program increasingly relies on simulation, the electrical wall plug becomes more important to keep these devices charged or just having the devics run off AC.
Strategy 16 - Ambulance
Mobile Intensive Care Unit (Ambulance) for training Paramedics and EMTs and repainting with Butte College EMS Training emblems / logos
We need to replace our current ambulance with a newer reliable one that can be used in training our Paramedic and EMT classes. The vehicle is essential for student success as much of what we do, as far as patient care goes, is in the ambulance. Our current one is old, unreliable as far as holding a charge, is off gassing engine fumes into the vehicle, and dangerous on the road.
Strategy 17 - Department Administrative Support
Create new full time Secretary I position to provide administrative/clerical support to Health Occupations.
The workload in the Health Occupations Office has reached a point where the 1 full time Program Assistant is responsible for six Programs a year ((2)RN, LVN, (2)RT, & Paramedic) + an academic discipline (ALH) and is also perpetually immersed in processing employment applications, managing the budget and paying bills for all of the Departments’ programs. When compared to the Academies who have 2 full time secretaries, each responsible for three academies a year + an academic discipline (either AJ or FSC), and a Program Assistant who manages the Department’s budgets, it is obvious the one assistant for Health Occupations is very heavily over load. The addition of this lower level clerical position would insure that there is receptionist/counter coverage during peak hours and reduce the challenge of trying to find students who can keep up with the pace of the office and provide long overdue relief for the Health Occupations Program assistant that has been asked to do more than any other Program Assistant in the history of Butte College.
Strategy 18 - Portable Suction Units
Portable suction units are a vitale tool for maintaining breathing patency on unstable airways.
Currently we have two working suction units for a class of 30. We need to replace our aging units as well as increase the number of units for sufficient practice time.
Strategy 19 - Patient Simulation Manikin
We need multi-use manikin for simulated patient care. This "low tech" durable manikin would be suitable for Paramedic, EMT and EMR training. It combined a life size patient with airway training capabilities.
Strategy 20 - Oxygen cylinders and Oxygen
10 "D" tank cylinders and more oxygen refilling
With 5 EMT classes, 2 EMR, 2 CPR and one year long Paramedic class we go thru a lot of oxygen. We'd like one time funding for 10 more "D" tanks ($75 ea) and ongoing increase of funding ($700) to keep them filled
We are going to need more classroom space as our Program grows.
In addition, we anticipate the new Paramedic testing process to require dedicated space for simulations. The simulation manikins are very expensive and should be stored and used in a secure site to insure their safety and longevity of use.
Perkins Funding when avaiable
| Original Priority | Program, Unit, Area | Resource Type | Account Number | Object Code | One Time Augment | Ongoing Augment |
| Description | Supporting Rationale | Potential Alternative Funding Sources | Prioritization Criteria | |||
| 1 | EMS | Operating Expenses | 11-000-519-1-125000 | 55300 | $3,950.00 | $4,400.00 |
| Institutional fees that pay for our program accreditation | 55300 – Dues and Membership Current ongoing annual expenses: Breakdown of Dues: $1,700 to CoAEMSP for Annual Accreditation fee from 7/1/18 – 6/30/19 $550 to CAAHEP for 2018/2019 Institutional Fee $1,900 to Sierra-Sacramento Valley EMS for Program Monitoring Fee bi-annual due 18/19 $250 to Oroville Hospital training site fee bi-annual due 18/19 Total $4400 ongoing costs In addition, we are due for re accreditation with CoAEMSP. There are two parts to this. 1) A $750 Self Study fee and 2) a re accreditation site visit fee is $3200. So, a one time accreditation fee of $3950. Without this re accreditation we can not operate as a Paramedic training institution. |
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| 2 | EMS | Equipment | 110005191125000 | 56410 | $7,600.00 | $0.00 |
| Stethoscope Simulator (4) | This simulator stethoscope once placed on the body, activates a sensor that triggers the sound file which the instructor has selected and the student hears the sounds through the stethoscope. When the student removes the stethoscope, the sounds stops. The stethoscope is completely wireless, automatically calibrated and receives stethoscope sounds from the device at a range of up to 10 meters (30 feet). System comes packaged with device and app, including multiple different heart, lung and bowel sounds. ($1900 ea) |
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| 3 | EMS | Equipment | 11000519125000 | 56610 | $18,500.00 | $0.00 |
| EKG Simulator and software (2) | EKG Simulator set that can replicate a monitor / defibrillator and create various heart rhythms using software and an iPad remotely controlled by another iPad. At a fraction of the cost of a real monitor / defibrillator ($50,000 vs $9200) this essential paramedic tool will allow us to replicate various heart rhythms to train our students to read and interpet EKGs in the field. This skill is one of the few prehospital diagnostic tools we have to determine whether a patient is having a heart attack. Our current stock of monitors / defibrillators is aging and becoming obsolete. The software allows us to train our students on a variety of brands that they might encounter. Asking for 2 ($9200 ea) |
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| 4 | EMS | Equipment | 110005191125000 | 56410 | $3,000.00 | $0.00 |
| Portable Suction Units (4) | Currently we have two working suction units for a class of 30. We need to replace our aging units as well as increase the number of units for sufficient practice time. We'd like to buy 4 (about $700 ea) |
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| 5 | EMS | Equipment | 110005191125000 | 56410 | $9,200.00 | $0.00 |
| Multi Purpose Patient Manikin (2) | We need multi-use manikin for simulated patient care. This "low tech" durable manikin would be suitable for Paramedic, EMT and EMR training. It combined a life size patient with airway training capabilities. We'd like 2 ($4600 ea) |
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| 6 | EMS | Equipment | 11--000-519-1-125000 | 56410 | $2,000.00 | $0.00 |
| Birthing Simulators (2) | Our EMT and Paramedic students need a realistic birthing simulator to prepare them for delivery in the field. It's been difficult to find a realistic simulator. This is reasonably priced while being accurate and life like (ex: bleeding and fluid expulsion) |
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| 7 | EMS | Equipment | 110005191125000 | 56410 | $2,500.00 | $0.00 |
| ShockLink System EKG Simulator (4) | Hardware compatible with our current monitor / defibrillators to simulate EKG rhythms. ShockLink allows you to connect a live defibrillator to a training manikin, which creates a more realistic BLS or defibrillation training scenario. The shock energy delivered from a defibrillator is defused in the ShockLink cable. This allows for training on most manikins. This eliminates the need to have specialized defibrillator training manikins with chest-studs or a load box to absorb the shock. A relatively inexpensive way to utize all our manikins in the cardiac simulations we run. The ShockLink not the manikin becomes the technology in simulation at a fraction of the cost ($500 vs $50000) |
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| 8 | EMS | Equipment | 11-000-519-1-125000 | 56411 | $3,000.00 | $0.00 |
| Update the software and training modules on our simulation manikins | Software needs an update to accomodate changing training standards. We would also like to add more modules that will expand the kinds of scenarios we'd like to expose to our students. |
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| 9 | EMS ALH | Operating Expenses | 110005191125000 | 54300 | $800.00 | $800.00 |
| Oxygen cylinders and refill Oxygen | With 5 EMT classes, 2 EMR, 2 CPR and one year long Paramedic class we go thru a lot of oxygen. We'd like one time funding for 10 more "D" tanks ($75 ea) and ongoing increase of funding ($700) to keep them filled |
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| 10 | ALH | Operating Expenses | 11000519125000 | 55200 | $1,500.00 | $0.00 |
| Tobacco Cessation Certification | This certification will allow our instructor to offer classes at Butte to provide tobacco cessation training courses to health care providers in the field and also current or fututure students entering the work force as a health care provider. |
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| 11 | EMS | Equipment | 110005191125000 | 56610 | $55,000.00 | $0.00 |
| Ambulance | We need to replace our current ambulance with a newer reliable one that can be used in training our Paramedic and EMT classes. The vehicle is essential for student success as much of what we do, as far as patient care goes, is in the ambulance. Our current one is old, unreliable as far as holding a charge, is off gassing engine fumes into the vehicle, and dangerous on the road. |
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| 12 | EMS | Equipment | 110005191125000 | 56410 | $5,000.00 | $0.00 |
| Bleeding Control Training & Kits | Bleeding control training and bleeding control kits for Butte College. We propose to train the faculty and staff in bleeding control and distribute the kits throughout the college in the event of an active shooter or other mass casualty incident. No one expects to encounter a bleeding emergency, but in case we do, will we be prepared? These bleeding control products were developed and approved by the American College of Surgeons (ACS). The ACS Committee on Trauma, and the Hartford Consensus – founders of www.bleedingcontrol.org, along with the Department of Defense, Department of Homeland Security, the FBI, and other recognized emergency response organizations. These Bleeding Control Kits® will provide you with the tools and information you need to act quickly to stop bleeding and save a life. The tourniquets and hemostatic dressings in these kits are the primary products and same technology the Department of Defense has tested and approved for use by all U.S. military forces. |
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| 13 | EMS | Facilities | 110005191125000 | 55520 | $5,000.00 | $0.00 |
| Add electrical outlets in AHPS 239 | As our program increasingly relies on simulation, the electrical wall plug becomes more important to keep these devices charged or just having the devices run off AC. |
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| 14 | EMS | Equipment | 110005191125000 | 56610 | $7,000.00 | $0.00 |
| Stryker Ambulance Gurneys (2) | Our current gurneys are out dated models that the students will not see in the field. If they don't learn to operate what is currently being used this puts their training and patient safety at a disadvantage to say the least and potentially compromising patient safety at worst. They are at a disadvantage when seeking employment not being familiar with current stretcher technology. |
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| 15 | EMS | Equipment | 11000519125000 | 56410 | $3,000.00 | $0.00 |
| Sager Splints, Seated Spinal Immobilizing devices, Sam Splints, air and vacuum splints, scoop stretcher | We hold 12 or more EMS classes per year that incorporate the immobilizing skill into their curriculum. Our equipment is worn out and, for the most part, held together piecemeal. We need these pieces of equipment to teach essential skills. Currently, much of our equipment has been donated (2nd hand) or if purchased new, hasn't been replaced in many years. |
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| 16 | ALH /EMS | Personnel | 11-000-519-1-125000 | 52120 | $10,000.00 | $0.00 |
| We would like to explore expanding our Allied Health courses into Program level pathways to a career in the health care field such as Medical Scribe, Medical Assistant and various positions in Public Healthcare administration. | There is a growing need for ancillary positions in the health care field such as Medical Scribe, Medical Assistant and Public Health administrator. This could be an attractive package of programs that would increase student enrollment while addressing a growing need in the field. |
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| 17 | ALH/EMS | Operating Expenses | 11-000-519-1-125000 | 55200 | $0.00 | $5,000.00 |
| Professional Development | We currently do not have funds budgeted for Professional Development. Conferences, Nat'l Association of EMS Educator seminars, EMS training, product and equipment conventions etc |
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| 18 | EMS | Operating Expenses | 11-000-519-1-125-000 | 55200 | $0.00 | $2,000.00 |
| Travel and mileage reimbursement | Travel augmentation is necessary to off set the cost of our faculty traveling to the various clinic sites and ambulance stations throughout Butte and Shasta Counties. To meet required training statutes, students must have clinic and ambulance internships to complete their training. Travel to oversee students "in the field" is required on an almost daily basis throughout the Winter and Spring sessions. The most labor intensive students are the Paramedic students, up to 20 each Winter/Spring. In addition, there are about 150 EMT students year round that require site supervision as well. We currently do not have the budget to compensate our faculty for the travel they put in. This is a violation of State labor law. I am requesting an annual augmentation of $2000 to cover our travel expenses, |
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| 19 | EMS | Personnel | 11-000-519-1-125000 | 52120 | $0.00 | $58,650.00 |
| Program Assistant - Provide 100% District Funding | Our Program Assistant is crucial to the clerical support of our programs and requires long term stability. Our Allied Health Programs and Services Program Assistant salary is currently grant funded position. We would like to see this moved to a district funded position. The amount requested is $58,650 cto cover salary and benefits on an annual basis. |
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| 20 | EMS / ALH | Personnel | 110005191125000 | 52120 | $0.00 | $20,000.00 |
| Administrative Support | The workload in the Health Occupations Office has reached a point where the 1 full time Program Assistant is responsible for six Programs a year ((2)RN, LVN, (2)RT, & Paramedic) + an academic discipline (ALH) and is also perpetually immersed in processing employment applications, managing the budget and paying bills for all of the Departments’ programs. When compared to the Academies who have 2 full time secretaries, each responsible for three academies a year + an academic discipline (either AJ or FSC), and a Program Assistant who manages the Department’s budgets, it is obvious the one assistant for Health Occupations is very heavily over load. The addition of this lower level clerical position would insure that there is receptionist/counter coverage during peak hours and reduce the challenge of trying to find students who can keep up with the pace of the office and provide long overdue relief for the Health Occupations Program assistant that has been asked to do more than any other Program Assistant in the history of Butte College. |
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