Work History
Skills
Accomplishments
Additional Information
Timeline
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Lanesha Sinkfield

Work History

Jones & Bartlett Learning, LLC
  • An Ascend Learning Company 23

Skills

  • Objectives
  • 1 Demonstrate how to properly remove gloves (p 44, Skill Drill 2-1)
  • 2 Demonstrate the steps necessary to manage a potential exposure situation (p 49, Skill Drill 2-2)
  • Readings and Preparation
  • Review all instructional materials including Emergency Care and Transportation of the Sick and Injured, Twelfth Edition, Chapter 2, and all related presentation support materials
  • The Centers for Disease Control and Prevention (CDC) is a useful source
  • Review hazardous materials in the DOT’s Emergency Response Guidebook
  • Review National Fire Protection Association (NFPA) Standard 473, Standard for Competencies for EMS Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents
  • Review NFPA Standard 1999, Standard on Protective Clothing for Emergency Medical Operations
  • Review US Department of Labor, Occupational Safety and Health Administration (OSHA) regulations
  • Support Materials
  • Lecture PowerPoint presentation
  • Case Study PowerPoint presentation
  • Skill Drill PowerPoint presentations
  • Skill Drill 2-1, Proper Glove Removal Technique
  • Skill Drill 2-2, Managing a Potential Exposure Situation
  • Equipment needed to perform the psychomotor skills presented in this chapter
  • Sample of clothing and protective equipment (turnouts, various gloves, helmets, eye protection, earplugs, masks, HEPA respirators, ANSI-compliant vests)
  • Hazardous materials: Emergency Response Guidebook (most current edition), US Department of Transportation
  • Skill Evaluation Sheets
  • Enhancements
  • Direct students to visit Navigate
  • Contact the local public health department for guest speakers from the mental health division regarding dealing with emotional or violent patients
  • Contact the medical examiner’s office for guest speakers and/or local protocols on death determination
  • Contact a member of a local CISM team to provide information about CISM and explain how the teams are organized in your area
  • Contact the CDC in Atlanta, Georgia, for the most current information on following standard precautions and recommended immunizations
  • Contact a local hospice program for guest speakers and/or handout materials on dealing with dying patients
  • Content connections: Emphasize the importance of regular exercise Strength and flexibility building ensures that the body is able to handle the requirements that will be placed on it by lifting patients, performing CPR, and moving heavy equipment A regular program of exercise will increase the EMT’s strength and endurance Remind students that back injuries are a common reason for on-the-job injuries Chapter 8, “Lifting and Moving Patients,” discusses lifting and moving in depth
  • Cultural considerations: Students need to be made aware of the religious or cultural beliefs of coworkers Even the perception of discrimination can weaken morale and motivation and negatively affect the goal of EMS To achieve the full benefits of cultural diversity in the EMS workplace, students must understand how to communicate effectively with coworkers from various backgrounds It is unrealistic to expect students to become cross-cultural experts with knowledge about all ethnicities, but they should learn how to relate to others effectively As part of an effective EMS team, students should make it part of their team culture to play to the group’s strengths Ask students to form groups and determine the strength of each individual within that group, regardless of that person’s cultural background
  • Teaching Tips
  • You must know and explain to your students the local protocols regarding determination of death, CISM, and other issues in this chapter that may have local variations
  • Be sensitive to possible emotional reactions to death and dying from your students Provide an opportunity for private discussion if necessary
  • Use this chapter as an opportunity to discuss and/or reinforce the need for sensitivity and respect between students and instructors regarding differing viewpoints and beliefs
  • Scene and personal safety must be continually stressed The emphasis needs to begin now that safety must be the first consideration at all times Students should be presented with the concept that they must not allow themselves to become part of the incident
  • Role-playing can be helpful in allowing students to practice some of these situations and explore their feelings and reactions
  • Unit Activities
  • Writing assignments: Assign students a research paper on the beliefs of different religious groups when confronted with death and dying
  • Student presentations: Ask each student to give a brief presentation on a particular piece of PPE, explaining how it helps to prevent contamination
  • Group activities: Assign students to small groups and ask them to present scenarios that deal with death of a loved one, focusing on communicating with the grieving family
  • Visual thinking: Provide students with images of PPE, and ask them to explain to the class or in writing how these items can keep them safe
  • Pre-Lecture
  • You Are the Provider
  • You Are the Provider” is a progressive case study that encourages critical thinking skills
  • Instructor Directions
  • 1 Direct students to read the “You Are the Provider” scenario found throughout Chapter 2
  • 2 You may wish to assign students to a partner or a group Direct them to review the discussion questions at the end of the scenario and prepare a response to each question Facilitate a class dialogue centered on the discussion questions and the Patient Care Report
  • 3 You may also use this as an individual activity and ask students to turn in their comments on a separate piece of paper
  • Lecture
  • I Introduction
  • A To take care of others, we must take care of ourselves
  • B Recognition of hazards to your health, safety, and well-being is important:
  • 1 Personal neglect
  • 2 Environmental and human-made threats
  • 3 Mental and physical stress
  • II General Health, Wellness, and Resilience
  • Health is a complex interaction between physical, mental, and emotional connections
  • 1 Chronic physical, mental, or emotional stresses can worsen or increase the chances of developing combinations of physical, mental, or emotional health conditions
  • Wellness and stress management
  • 1 Not all reactions to stress are negative
  • A Eustress creates a positive response
  • I Increased focus, increased energy in the short term, and increased job satisfaction and self-image in the long-term
  • B Distress causes a negative stress response
  • 2 Wellness is the active pursuit of a state of good health
  • 3 Resilience is the capacity of an individual to cope with and recover from distress
  • A The following practices can help increase resilience:
  • I Eat a healthy and well-balanced diet
  • Ii Ensure a minimum of 7 to 9 hours of sleep per day
  • Iii Strengthen positive relationships with close family and friends
  • Iv Build relationships with peers and colleagues
  • V Incorporate daily stretching, movement, and exercise
  • Vi Build habits of mindfulness and positivity
  • 4 Stress management refers to tactics that have been shown to alleviate or eliminate stress reactions
  • A Strategies to manage stress
  • I Minimize or eliminate stressors as much as possible
  • Ii Change partners to avoid a negative or hostile personality
  • Iii Change work hours
  • Iv Change the work environment
  • V Cut back on overtime
  • Vi Change your attitude about the stressor
  • Vii Talk about your feelings with people you trust
  • Viii Seek professional counseling if needed
  • Ix Do not obsess over frustrating situations that you are unable to change, such as relapsing alcoholics and nursing home transfers; focus on delivering high-quality care
  • X Try to adopt a relaxed, philosophical outlook
  • Xi Expand your social support system beyond your coworkers
  • Xii Develop friends and interests outside emergency services
  • Xiii Limit intake of caffeine, alcohol, and tobacco use
  • 5 Nutrition
  • A Eat regular, well-balanced meals
  • B Limit your consumption of sugar, fats, sodium, and alcohol
  • C Complex carbohydrates are comparable to simple sugars in their ability to produce energy
  • I Complex carbohydrates such as pasta, rice, and vegetables are among the most reliable sources for long-term energy production
  • D Fats are easily converted to energy, but eating too much fat can lead to obesity, cardiac disease, and other long-term health problems
  • E, Maintain adequate fluid intake Water is generally the best fuel available
  • 6 Exercise and relaxation
  • A Regular exercise will enhance the benefits of maintaining good nutrition and adequate hydration
  • B When you are in good physical condition, you can handle stress more easily
  • C Engage in at least 30 minutes of moderate or vigorous physical activity 5 days per week Include cardiovascular endurance, muscle strength building, and muscle flexibility
  • C Sleep
  • 1 The National Sleep Foundation and the American Academy of Sleep Medicine recommend that adults sleep a minimum of 7 to 9 hours per night
  • 2 Half of EMS personnel get less than 6 hours of sleep per 24 hours and report severe mental and physical fatigue
  • A Short term effects of sleep deprivation can lead to medical errors, vehicle crashes, and other harm to patients, bystanders, and other EMS providers
  • B Long term effects include hypertension, sleep apnea, respiratory issues, diabetes, depression, and other medical conditions
  • C Increased stress can contribute to sleep deprivation and fatigue issues
  • 3 Evidence-based guidelines for fatigue management have been developed under the US Department of Transportation and through the National Association of State EMS Officials
  • A Fatigue/sleepiness instruments should measure and monitor fatigue among EMS personnel
  • B EMS personnel should work shifts shorter than 24 hours duration
  • C EMS personnel should have access to caffeine to stave off fatigue
  • D EMS personnel should have the opportunity to nap while on duty to mitigate fatigue
  • E EMS personnel should receive education and training to mitigate fatigue and fatigue-related risks
  • 4 Recommendations to combat fatigue:
  • A Get an adequate duration and quality of sleep
  • B Where allowed, take 20- to 30- minute naps or rest breaks during shift work
  • C Increase physical activity
  • D Be careful about caffeine consumption
  • E Engage in mental exercise, such as having a conversation or playing a game
  • 5 Recommendations to improve sleep quality
  • A Avoid caffeine, nicotine, and other chemicals that interfere with sleep for at least 4 hours prior to bedtime
  • B Ensure your sleep environment is dark, quiet, and cool
  • C Exercise early, but with enough time to relax before you try to fall asleep
  • D Nap early
  • E Avoid heavy presleep meals
  • F Balance fluid intake
  • G Establish a calming presleep routine
  • H Sleep when truly tired
  • I Don’t watch the clock
  • J Keep your sleep schedule as consistent as possible
  • K When possible, expose yourself to natural light during your waking hours to maintain healthy sleep-wake cycles
  • D Disease prevention and health promotion
  • 1 Disease prevention focuses on medical care and prevention to avoid or reduce the effect of disease on an individual
  • 2 Health promotion is focused on personal practices and social habits to improve one’s health
  • 3 Smoking, vaping, or chewing nicotine
  • A Tobacco products can lead to cardiovascular and respiratory diseases
  • B Smokeless tobacco is associated with cancers of the throat, mouth, and pancreas
  • C Vaping has been shown to cause cardiovascular and respiratory illnesses and diseases
  • D Strategies for quitting products containing nicotine:
  • I Create a plan that addresses the challenges that may trigger the use of the product(s)
  • Ii Set a quit date
  • Iii Tell friends, family, and coworkers your plan to quit
  • Iv Remove tobacco and vaping products from your home, car, and work
  • V Talk to your doctor about other resources that may be available to help you quit
  • 4 Alcohol abuse
  • A Acceptable alcohol consumption is described to be one drink per day for women and two drinks per day for men
  • B According to the Centers for Disease Control and Prevention (CDC), excessive alcohol use causes approximately 88,000 deaths per year in the United States with an economic cost of more than $200 billion per year
  • C Approximately 75% of the total cost of alcohol abuse is attributed to binge drinking
  • D Excessive alcohol use may adversely affect the cardiovascular, hepatic, immune, and central nervous systems and may increase the risk of developing cancer of the mouth, throat, breast, esophagus, and liver
  • 5 Drug use
  • A Both prescription medications and illegal, or illicit drugs may be abused or misused
  • B According to the CDC, drug abuse costs the United States more than $190 billion annually in lost work productivity, health care, and crime
  • C Many EMS agencies drug test their employees for illegal and prescription drugs
  • E Balancing work, family, and health
  • 1 When possible, rotate your schedule to give yourself time off

Accomplishments

  • Take vacations
  • If at any point you feel the stress of work is more than you can handle, seek help
  • III
  • Infectious and Communicable Diseases
  • A
  • An infectious disease is caused by harmful organisms within the body
  • B
  • A communicable disease can be spread: From person to person From one species to another
  • C
  • Infection risk can be minimized by: Immunizations Protective techniques Handwashing
  • D
  • Terminology Pathogen: a microorganism that is capable of causing disease in a susceptible host
  • Contamination: the presence of pathogens or foreign bodies on or in objects such as dressings, water, food, needles, wounds, or a patient’s body
  • Exposure: a situation in which a person has had contact with blood, body fluids, tissues, or airborne particles in a manner that may allow disease transmission to occur
  • Personal protective equipment (PPE): protective equipment that an individual wears to prevent exposure to a pathogen or other hazardous condition
  • E
  • Routes of transmission Transmission is the way an infectious disease is spread
  • A
  • Direct contact (eg, bloodborne pathogens) b
  • Indirect contact (eg, needlesticks) c
  • Airborne transmission (eg, sneezing) d
  • Foodborne transmission (eg, contaminated food) e
  • Vector-borne transmission (eg, fleas)
  • F
  • Risk reduction and prevention for infectious and communicable diseases The Occupational Safety and Health Administration (OSHA) develops, publishes, and enforces guidelines concerning reducing hazards in the workplace
  • All EMTs are trained in handling bloodborne pathogens
  • The CDC has developed standard precautions for health care workers to use in treating patients
  • A
  • Standard precautions are protective measures designed to prevent health care workers from coming into contact with objects, blood, body fluids, and other potential risks that can lead to exposure to germs
  • B
  • The CDC recommendation from 2016 is to assume that every person is potentially infected or can spread an organism that could be transmitted in the health care setting
  • I
  • Apply infection control procedures to reduce infection
  • Ii
  • OSHA refers to the same concept as universal precautions
  • C
  • Notify your designated officer if you were exposed
  • Donning and doffing full PPE a
  • Putting on (donning) and taking off (doffing) the full complement of PPE in a consistent sequence is essential to reduce the risk of contamination
  • B
  • The most common components of PPE are a mask, eyewear or full face shield, gloves, and gown
  • Proper hand hygiene a
  • The simplest, yet most effective way to control disease transmission
  • B
  • Wash hands before and after patient contact, even if you wear gloves
  • C
  • If there is no running water, use a waterless handwashing substitute.

Additional Information

  • Emergency Care and Transportation of the Sick and Injured, Twelfth Edition Chapter 2: Workforce Safety and Wellness Chapter 2 Workforce Safety and Wellness Unit Summary After students complete this chapter and the related course work, they will understand the importance of recognizing important hazards; coping with physical and mental stress; assisting patients and families with the emotional aspect of injuries, illness, and/or death; taking appropriate preventive actions to ensure personal safety; dealing with patients and coworkers with sensitivity; taking proper precautions when dealing with infectious diseases; and preventing on-the-job injuries. National EMS Education Standard Competencies Medicine Applies fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely ill patient. Infectious Diseases Awareness of How to decontaminate equipment after treating a patient (pp 50–51) Assessment and management of How to decontaminate the ambulance and equipment after treating a patient (pp 50–51) Preparatory Applies fundamental knowledge of the safety/well-being of the emergency medical technician (EMT), medical/legal, and ethical issues to the provision of emergency care. Workforce Safety and Wellness Standard safety precautions (pp 41–49) Personal protective equipment (p 38, 41–49, 61–65) Stress management (pp 32–35, 69–75) – Dealing with death and dying (pp 67–69) Prevention of response-related injuries (pp 54–61) Prevention of work-related injuries (pp 54–61, 77) Lifting and moving patients (p 35) Disease transmission (pp 38–40) Principles of wellness and resilience (pp 31–38) Knowledge Objectives 1. Explain the steps that contribute to wellness and resilience and their importance in managing stress. (pp 31–38) 2. Differentiate infectious disease and communicable disease. (p 38) 3. Identify the risks and hazards of sleep deprivation in EMS. (pp 35–36) 4. State the routes of disease transmission. (pp 38–40) 5. Describe the specific routes of transmission and the steps to prevent and/or deal with an exposure to hepatitis, tuberculosis, or human immunodeficiency (HIV)/acquired immunodeficiency disorder (ADIS). (pp 38–49) 6. Apply the standard precautions used in treating patients to prevent infection. (pp 41–49) 7. Explain the steps to take for personal protection from airborne and bloodborne pathogens. (pp 41–49) 8. Demonstrate proper handwashing techniques. (pp 41–43) 9. Explain the ways in which immunity to infectious diseases is acquired. (pp 51–53) 10. Summarize postexposure management of exposure to patient blood or body fluids, including completing a postexposure report. (pp 53–54) 11. Discuss the steps necessary to determine scene safety and to prevent work-related injuries at the scene. (pp 54–61) 12. Describe the different types of protective clothing worn to prevent injury. (pp 61–65) 13. Differentiate issues concerning care of the dying patient, death, and the grieving process of family members. (pp 67–69) 14. Recognize the physiologic, physical, and psychological responses to stress. (pp 69–70) 15. Explain posttraumatic stress disorder (PTSD) and steps that can be taken, including critical incident stress management, to decrease the likelihood that PTSD will develop. (pp 71–72) 16. Identify the emotional aspects of emergency care. (pp 73–74) 17. Recognize the stress inherent in many situations, such as mass-casualty scenes. (pp 74–75) 18. Recognize the possibility of violent situations and the steps to take to deal with them. (pp 60–61) 19. Identify behavioral emergencies. (pp 60–61) 20. Discuss workplace issues such as cultural diversity, sexual harassment, and substance abuse. (pp 75–77) 21. Identify resources for positive mental health and suicide prevention. (pp 72–73)

Timeline

Jones & Bartlett Learning, LLC

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