Advance Preparation
Student Readiness
Assign the associated section of MyBRADYLab and review student scores.
Review the chapter material in the Instructor Resources, which includes Student Handouts, PowerPoint slides, and the MyTest Program.
Prepare
Review local protocols and operating procedures regarding response to WMD incidents.
Bring examples of nerve agent antidote kits.
Plan 160 to 180 minutes for this class as follows:
Weapons of Mass Destruction: 15 minutes
Provides an overview of types of WMD and issues involved in responding to WMD incidents
Prehospital Response to Terrorism Involving WMD: 30 minutes
Describes the essential components and principles of effective response to WMD incidents
Conventional Weapons and Incendiary Devices: 20 minutes
Explains the effects of explosives and incendiary devices
Chemical Agents: 30 minutes
Describes properties and types of chemical agents likely to be used in WMD
Biological Agents: 30 minutes
Describes the use of biological agents as WMD, including pneumonia-like and encephalitis-like agents, and biological toxins.
Nuclear Weapons and Radiation: 30 minutes
Describes the types of radiation used in nuclear weapons and other mechanisms of dispersing radiation
Discusses the effects of nuclear and radiological weapons.
Personal Protection and Patient Decontamination: 5 minutes
Reviews the use of personal protective equipment in the response to WMD events, and decontamination of patients
The total teaching time recommended is only a guideline. Take into consideration factors such as the pace at which students learn, the size of the class, breaks, and classroom activities. The actual time devoted to teaching objectives is the responsibility of the instructor.
Explain to students what the National EMS Education Standards are. The National EMS Education Standards communicate the expectations of entry-level EMS providers. As EMTs, students will be expected to be competent in these areas. Acknowledge that the Standards are broad, general statements. Although this lesson addresses the listed competencies, the competencies are often complex and require completion of more than one lesson to accomplish.
Objectives are more specific statements of what students should be able to do after completing all reading and activities related to a specific chapter. Remind students they are responsible for the learning objectives and key terms for this chapter.
Assess and reinforce the objectives and key terms using quizzes, handouts from the electronic instructor resources, and workbook pages.
Case Study
Present the Case Study Introduction provided in the PowerPoint slide set.
Lead a discussion using the case study questions provided on the subsequent slide(s).
The Case Study with discussion questions continues throughout the PowerPoint presentation.
Case Study Discussion
Use the case study content and questions to foreshadow the upcoming lesson content
During this lesson, students will learn special considerations related to weapons of mass destruction.
Discussion Questions
What are the general effects of conventional and nuclear bomb explosions?
How are the onset and duration of chemical and biological weapons different from those of more conventional weapons?
Critical Thinking Discussion
What are some likely targets of terrorism?
What is your personal level of worry about the possibility of terrorism in the United States?
What are some ways in which public life has changed since September 11, 2001?
Teaching Tips
Discuss any known high-risk targets for terrorism in your community.
Discussion Question
Why is it difficult for one community to be completely prepared for all possible threats?
Discussion Question
What are some anticipated issues with medical direction in the response to WMD incidents?
Discussion Question
In what ways must EMTs be prepared for response to WMD incidents?
Discussion Questions
What are some specific considerations for scene safety in the response to WMD incidents?
What clues can help you determine what kind of weapon is involved?
Teaching Tips
Identify any high-risk facilities in your community, such as fuel refineries/storage facilities or fertilizer manufacturing/storage facilities.
Discussion Questions
Why are conventional weapons and incendiary devices the most commonly used WMDs?
What types of injuries are produced in each of the three phases of a blast?
Knowledge Application
Students should be able to apply the information in this section when responding to potential WMD incidents.
Class Activity
Assign students to do a "windshield survey" of the community over the next week and report back any facilities that could play a role in supplying materials needed to create a WMD or that could be a target of a WMD.
Teaching Tips
Identify any potential sources of chemical agents in your community.
Discussion Questions
How would you recognize exposure to a nerve agent?
What is the treatment for exposure to nerve agents?
How do vesicants work?
What would be some clues that a large number of people have been exposed to cyanide?
Knowledge Application
Students should be able to apply the information in this section to the response to patients exposed to chemical agents.
Discussion Question
What are some examples of pulmonary agents?
Discussion Question
What are some examples of toxic industrial chemicals?
Discussion Questions
How are biological agents introduced into the population?
What are some indications that illness in a community may be the result of terrorism?
What agents cause pneumonia-like signs and symptoms?
What are biological toxins?
Knowledge Application
Students should be able to apply the information in this section to the response to patients exposed to biological agents.
Discussion Questions
What are the different kinds of radiation?
How does the pattern of injury from a nuclear explosion change according to the distance from the explosion?
Knowledge Application
Students should be able to apply the information in this section to the response to patients exposed to radiation.
Discussion Question
What are the effects of exposure to radiation on different body systems?
Teaching Tipd
Refer students back to Chapter 44 if you desire further discussion on this topic.
Discussion Question
What are the activities of the hot, warm, and cold zones in a hazardous materials incident?
Class Activity
As an alternative to assigning the follow-up exercises in the lesson plan as homework, assign each question to a small group of students for in-class discussion.
Teaching Tips
Answers to In Review questions are in the appendix of the text. Advise students to review the questions again as they study the chapter.