Well-Being of EMT

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Copyright © 2016, 2012, 2009 by Pearson Education,

Emergency Care, 13e
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Daniel Limmer | Michael F. O'Keefe
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Planning Your Time: Plan 100 minutes for this chapter.
• Well-Being (15 minutes)
• Personal Protection (30 minutes)
• Diseases of Concern (20 minutes)
• Emotion and Stress (15 minutes)
• Scene Safety (20 minutes)
Note: The total teaching time recommended is only a guideline.
Core Concepts:
• Standard Precautions, or how to protect yourself from transmitted diseases
• The kinds of stress caused by involvement in EMS and how they can affect you, your fellow EMTs, and your family
and friends
• The impact that dying patients have on you and others
• How to identify potential hazards and maintain scene safety

Emergency Care, 13e
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Teaching Time: 15 minutes
Teaching Tip: Lessons on well-being will be lost if the

instructor does not lead by example. Practice07/31/20
what you
preach. Demonstrate healthy choices in the classroom.
Consider healthy snacks and limit caffeine. Actively discuss
other healthy choices, and make well-being the accepted
norm.

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Covers Objective: 2.2
Discussion Topic: How might prevention and a healthy lifestyle protect you in your career as an EMT?
Knowledge Application: Have students work in groups. Assign each group a step toward improving wellness. Have
each group develop a plan to implement such a step in an EMS system.

Assign a research project. Ask each student to seek out a workplace wellness plan (it does not have to be an EMS-
related plan) and discuss it with the class.

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Discussion Topic: Describe at least five steps that you can take to promote well-being in your own life.
Class Activity: After discussing healthy steps toward well-being, list changes that individuals could make toward greater
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well-being. Keep a running count and track progress. Include yourself as well.

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Teaching Tip: Teach realism. Try not to allow students to

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just say "Standard Precautions," but rather make them
actually take precautions. For example, require the use of
appropriate protective equipment during simulated calls.
Use real examples of personal protective equipment.
Provide students the classroom experience of working with
the equipment. Practice good hand hygiene. Not only will it
teach good habits, but it will also decrease disease
transmission in class.

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Points to Emphasize: Equipment and procedures that protect against the blood and body fluids of the patient are
referred to as Standard Precautions. The EMT must assess each situation to determine the most appropriate level of
personal protection.
Talking Points: Precautions are needed against the four types of risks, or routes of infection: inhalation risks such as
TB (protection from HEPA mask); ingestion risks such as eating or drinking in a contaminated area, or touching your
mouth with contaminated fingers; absorption risks such as through mucous membranes and eyes; and injection risks
such as being stuck by a dirty needle. These four routes will also be important when discussing poisonings, overdoses,
hazardous materials, and bioterrorism.
Discussion Topic: Define Standard Precautions. What precautions should you take for every patient?

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Talking Points: Emphasize that the Occupational Safety and Health Administration (OSHA) has issued strict guidelines
about precautions Emergency
against exposure to bloodborne pathogens. Employers and employees share the responsibility
Care, 13e
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these precautions.Daniel Limmer | Michael F. O'Keefe All Rights Reserved
Critical Thinking: EMTs wear gloves on almost every call. Should you put on gloves the moment that you climb into the
ambulance to respond to a call? What are the advantages and disadvantages of doing so?

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Talking Points: Always remove gloves in a manner that does not allow the contaminated surface to come in contact
with bare skin. Disposable
Emergencyarm covers
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Covers objective: 2.4
Point to Emphasize: Because proper hand cleaning prevents the spread of disease, it is an essential component of

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Talking Points: While washing, pay particular attention to the area between fingers, the nail beds, and under
fingernails. (Remember, it is the
Emergency friction
Care, 13e that removes the material, not the soap.) The minimum time spent washing
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should be long enough to sing "Happy Birthday" twice. Patting hands dry reduces abrasion of the Reserved
All Rights skin. If the sink is not
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Knowledge Application: Demonstrate the donning and proper use of various examples of personal protective
equipment.

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Talking Points: You may also consider covering the patient's face with a mask to reduce the spread of droplet-borne
disease. However, this will restrict your ability to observe and monitor the airway. It is also a good idea to make sure
that others are complying with Standard Precautions. This is assuring the safety of others as well as reducing the risk
to yourself.
Discussion Topic: For each piece of personal protective equipment discussed, describe an example of a situation in
which that level of protection would be necessary.
Class Activity: Send students on a clinical scavenger hunt. Assign a clinical objective that requires students to locate
different types of personal protective equipment while they are attending clinical situations. Consider making this
activity a contest by giving a prize to the student who can find the greatest variety at one site.
Knowledge Application: Present various patient scenarios. Discuss with the class the most appropriate level of

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Point to Emphasize: Hepatitis B, hepatitis C, tuberculosis, and HIV/AIDS are communicable diseases that EMTs may
encounter while performing their duties.

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AIDS: Etiology andDaniel
Pathophysiology
Limmer | Michael F. O'Keefe
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Discussion Topic: Compare and contrast the infectious diseases that concern health care workers. Discuss routes of
transmission, protective measures, and consequences of infection.
Knowledge Application: Have students work in small groups. Assign each group a particular disease. Have the group
research the disease and present its findings to the class.

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07/31/20
Discussion Topic: Compare and contrast the infectious diseases that concern health care workers. Discuss routes of
transmission, protective measures, and consequences of infection.
Knowledge Application: Have students work in small groups. Assign each group a particular disease. Have the group
research the disease and present its findings to the class.

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Class Activity: Consider having the class volunteer at an immunization clinic. Flu shot season traditionally presents
many opportunities. Use this as an opportunity to discuss the role of the EMT in public health.
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Critical Thinking: Pandemic flu is a major concern to EMS workers. Discuss how the role of an EMT might change if the
United States ever had to face a true pandemic emergency.

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Point to Emphasize: Immunization is a key component of disease prevention.

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Teaching Tip: Everyone has experienced stress. Relate

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class-related stress (tests, quizzes, and the like) to your
discussion. Utilize stress-mitigation strategies during the
class (and not just during this lesson). Imprint important
habits now that will relate to various job-related stressors
later. Have students play different parts in various stress-
related scenarios. Topics should include death and dying
and recognizing the signs of stress.

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Point to Emphasize: Stress has a distinct and significant physiologic effect.

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Point to Emphasize: Stress can elicit acute, delayed, and cumulative reactions. Each of these can harm the well-being
of an EMT.
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Point to Emphasize: There are many causes of stress, and these causes may vary from individual to individual. EMTs
must learn to recognize their own stressors and to detect the signs of stress in their lives.
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Discussion Topic: Define stress. What kinds of situations might cause stress in your career as an EMT?
Critical Thinking: How does stress relate to the previous discussion about well-being? What are the roles of wellness
strategies in stress reduction?
Knowledge Application: Conduct a stress inventory. Have students anonymously submit causes of stress with which
they are familiar. Discuss how these stressors vary from person to person.

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Talking Points: Explain the difference between eustress and distress.
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Discussion Topic: What are the signs of stress?

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Covers Objective: 2.11 07/31/20
Talking Points: If the actions of a partner are beginning to be unsafe, there is an obligation to act. Action may begin
with a simple one-on-one conversation, but may require action by administration or management. Most departments
have resources available for employees who are having difficulty dealing with job stress. Some people feel that
admitting to being stressed out is a sign of weakness. This is not a healthy attitude; stress that is not dealt with does
not get better on its own. This may lead to serious consequences for all involved.

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Point to Emphasize: Lifestyle changes and critical incident stress management can help EMTs overcome work-related
stress.
Discussion Topic: Discuss lifestyle changes that help many people deal with stress. How would you build these
changes into a daily routine?

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Talking Points: These are inevitable hurdles in an EMS career. Members of the dead person's family will respond in
many different ways, including directing their grief, anger, and frustration at the EMT.

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c Copyright © 2016, 2012, 2009 by Pearson Education,
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Covers Objectives 2.17 and 2.21
Point to Emphasize: Go home at the end of your shift! All EMTs must recognize that this is one of the most valuable
lessons that they can learn. Teach the true importance of scene safety.
Talking Points: TV shows give false information on the dangers of EMS. Even so, determining scene safety is the first
step in the assessment process.
Knowledge Application: Oklahoma City, 9/11, and the Eric Rudolph bombings are a few major events in which rescue
workers faced terrorist violence. Use these historical examples to discuss scene safety hazards and strategies of safe
response.

Emergency Care, 13e
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Covers Objectives 2.17, 2.19, and 2.21
Point to Emphasize: Emergency medical scenes can threaten the lives of EMTs. Hazardous materials, terrorism, and
potentially dangerous rescue operations all pose risks to emergency responders.
Discussion Topic: Describe the scene safety concerns of the EMT. Use specific examples.

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Covers Objectives 2.17, 2.19, and 2.21
Point to Emphasize: Emergency medical scenes can threaten the lives of EMTs. Hazardous materials, terrorism, and
potentially dangerous rescue operations all pose risks to emergency responders.
Discussion Topic: Describe the scene safety concerns of the EMT. Use specific examples.

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Point to Emphasize: Scene safety requires pre-planning, teamwork, communication, and appropriate levels of personal
protection.

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Point to Emphasize: Scene safety requires pre-planning, teamwork, communication, and appropriate levels of personal
protection. Emergency Care, 13e
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Point to Emphasize: All EMTs should prepare themselves to recognize, attempt to prevent, and react to violence.

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Knowledge Application: To help students recognize and respond to violence, role-play potentially violent scenarios.
Discuss planning, observation, and reaction in each case.
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Discussion Topic: Describe the role of planning, observation, and reaction with regard to a potentially violent situation.
Critical Thinking: Compare wellness strategies to scene safety strategies. Which are more important? Which have a
greater impact on keeping EMTs healthy and "on the job"? Discuss.

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Knowledge Application: To help students recognize and respond to violence, role-play potentially violent scenarios.
Discuss planning, observation, and reaction in each case.
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Critical Thinking: Compare wellness strategies to scene safety strategies. Which are more important? Which have a
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greater impact on keeping EMTs healthy and "on the job"? Discuss.

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Critical Thinking: Compare wellness
Daniel Limmer strategies
| Michael to scene safety strategies. Which are more
F. O'Keefe important? Which
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have a
Talking Points: Gloves should be the minimum precaution for a patient with an open wound.
Exercise, diet, and relaxation techniques will help deal with stress.
This stage is denial.

Emergency Care, 13e
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Talking Points: Keep a safe distance from the danger and radio for police. Keep an escape route in mind if you need to
retreat. Once police have secured the scene, take standard precautions to care for a patient who is bleeding. Maintain
a level of alertness in case violence starts again.

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This video appears later in the presentation; you may want to preview it prior to class to ensure it loads and

Copyright © 2016, 2012, 2009 by Pearson Education,

Note: The total teaching time recommended is only a guideline.

Copyright © 2016, 2012, 2009 by Pearson Education,

Teaching Tip: Lessons on well-being will be lost if the

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Teaching Tip: Teach realism. Try not to allow students to

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.3

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.3

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.4

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.3

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.6

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objective: 2.6

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Point to Emphasize: Immunization is a key component of disease prevention.

Copyright © 2016, 2012, 2009 by Pearson Education,

Teaching Tip: Everyone has experienced stress. Relate

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Point to Emphasize: Stress has a distinct and significant physiologic effect.

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Talking Points: Explain the difference between eustress and distress.

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objectives 2.18 and 2.21

Copyright © 2016, 2012, 2009 by Pearson Education,

Covers Objectives 2.18 and 2.21