Workforce Safety and Wellness PDF

CHAPTER 2 Workforce Safety and Wellness Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com. National EMS Education Standard Competencies (1 of 5)...

CHAPTER 2 Workforce Safety and Wellness Copyright © 2021 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com. National EMS Education Standard Competencies (1 of 5) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Medicine Applies fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely ill patient. National EMS Education Standard Competencies (2 of 5) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Infectious Diseases Awareness of  How to decontaminate equipment after treating a patient Assessment and management of  How to decontaminate the ambulance and equipment after treating a patient National EMS Education Standard Competencies (3 of 5) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Preparatory Applies fundamental knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical technician (EMT), medical/legal, and ethical issues to the provision of emergency care. National EMS Education Standard Competencies (4 of 5) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Workforce Safety and Wellness  Standard safety precautions  Personal protective equipment  Stress management  Dealing with death and dying  Prevention of response-related injuries National EMS Education Standard Competencies (5 of 5) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Workforce Safety and Wellness (cont'd)  Prevention of work-related injuries  Lifting and moving patients  Disease transmission  Principles of wellness and resilience Introduction Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  To take care of others, we must take care of ourselves.  Recognition of hazards:  Personal neglect  Environmental and human-made threats  Mental and physical stress General Health, Wellness, and Resilience (1 (1 ofof 4)4)  Health is a complex interaction between physical, mental, and emotional connections. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Chronic physical, mental, or emotional stresses can worsen or increase the chance for developing health conditions. General Health, Wellness, and Resilience (2 of 4)  Not all reactions to stress are negative.  Eustress (good stress) creates a positive response. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Distress causes a negative stress response. General Health, Wellness, and Resilience (3 of 4)  Wellness is the active pursuit of a state of good health. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Resilience is the capacity of an individual to cope with and recover from distress.  Eat a healthy and well-balanced diet.  Ensure a minimum of 7 to 9 hours of sleep.  Strengthen positive relationships with family and friends. General Health, Wellness, and Resilience (4 of 4)  Build relationships with peers and colleagues.  Incorporate daily stretching, movement, and exercise. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Build habits of mindfulness and positivity. Strategies to Manage Stress (1 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Minimize or eliminate stressors.  Change partners to avoid a negative or hostile personality.  Change work hours.  Change the work environment.  Cut back on overtime. Strategies to Manage Stress (2 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Change your attitude about the stressor.  Talk about your feelings.  Seek professional counseling if needed.  Do not obsess over frustrating situations.  Try to adopt a relaxed, philosophical outlook. Strategies to Manage Stress (3 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Expand your social support system.  Develop friends and interests outside emergency services.  Limit intake of caffeine, alcohol, and tobacco. Nutrition  Eat regular, well-balanced meals.  Limit consumption of sugars, fats, sodium, Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com and alcohol.  Maintain adequate fluid intake. FIGURE 2-1 The USDA’s MyPlate icon emphasizes healthy portions of vegetables, fruits, grains, proteins, Courtesy and of the USDA dairy. Center for Nutrition Policy and Promotion. Exercise and Relaxation Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Regular exercise enhances the benefits of good nutrition and adequate hydration.  Good physical condition allows you to handle stress more easily.  Engage in at least 30 minutes of moderate or vigorous physical activity 5 days per week. Sleep (1 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  The National Sleep Foundation and the American Academy of Sleep Medicine recommend 7 to 9 hours of sleep per night.  Half of EMS personnel get less than 6 hours of sleep per 24 hours and report severe mental and physical fatigue.  Evidence-based guidelines for fatigue management have been developed under the US DOT and through the National Association of State EMS Officials. Sleep (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Recommendations to combat fatigue  Get an adequate duration and quality of sleep.  Take 20- to 30- minute naps during shift work.  Increase physical activity.  Be careful about caffeine consumption.  Engage in mental exercise. Sleep (3 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Recommendations to improve sleep quality  Avoid caffeine and nicotine for at least 4 hours before bedtime.  Ensure your sleep environment is dark, quiet, and cool.  Exercise early and allow enough time to relax.  Nap early.  Avoid heavy presleep meals.  Balance fluid intake. Sleep (4 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Establish a calming presleep routine.  Sleep when truly tired.  Don’t watch the clock.  Keep a consistent sleep schedule.  Expose yourself to natural light during your waking hours. Disease Prevention and Health Promotion (1 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Disease prevention  Focuses on medical care and prevention to avoid the effects of disease  Health promotion  Focuses on personal practices and social habits to improve one’s health Disease Prevention and Health Promotion (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Smoking, vaping or chewing nicotine can lead to cardiovascular and respiratory illness, as well as cancer.  Strategies are available to assist with quitting nicotine containing products. Disease Prevention and Health Promotion (3 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Alcohol abuse  Acceptable alcohol consumption is described to be one drink per day for women and two drinks per day for men.  Excessive alcohol use can adversely affect many body systems and increase the risk of developing certain cancers. Disease Prevention and Health Promotion (4 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Drug use  Both prescription medications and illegal or illicit drugs may be abused or misused.  Many EMS agencies drug test their employees for illegal and prescription drugs. Balancing Work, Family, and Health  Rotate your schedule to give yourself time off. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Take vacations.  Seek help when stress becomes more than you can handle. Infectious and Communicable Diseases (1 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Infectious disease is caused by organisms within the body.  Communicable disease can be spread  From person to person  From one species to another Infectious and Communicable Diseases (2 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Infection risk can be minimized by  Immunizations  Protective techniques  Handwashing  Terminology  Pathogen  Contamination  Exposure  PPE Routes of Transmission Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Routes include:  Direct contact (eg, bloodborne pathogens)  Indirect contact (eg, needlesticks)  Airborne transmission (eg, sneezing)  Foodborne transmission (eg, contaminated food)  Vector-borne transmission (eg, fleas) Risk Reduction and Prevention for Infectious and Communicable Diseases Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  All EMTs are trained in handling bloodborne pathogens.  CDC developed standard precautions:  Hand hygiene  Personal protective equipment  Gloves  Gown  Mask, eye protection, face shield Donning and Doffing PPE Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Donning: putting on full PPE  Doffing: removal of full PPE  Perform in a consistent sequence to reduce the risk of contamination. Proper Hand Hygiene (1 of 2)  Handwashing is the simplest, yet most effective way to control disease Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com transmission.  Wash hands before and after patient contact, even if you wear gloves. FIGURE 2-8 When washing your hands, rub your hands together for at least 20 seconds to work up a lather. Pay particular attention © Jones & Bartlett Learning. Courtesy of to your fingernails, the MIEMSS. areas between fingers, and the back of the hands. Proper Hand Hygiene (2 of 2)  If there is no running water, use a waterless handwashing substitute. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com FIGURE 2-9 Use a waterless handwashing solution if running water is not available. Be sure to wash your hands © Svanblar/ShutterStock. with soap and water once you arrive at the hospital. Gloves (1 of 2)  Wear gloves if there is any possibility for exposure to blood or body fluids. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Vinyl, nitrile, and latex gloves are effective protection. FIGURE 2-10 Use heavy-duty utility gloves to clean the unit. You should not use lightweight latex or vinyl © Jones &gloves for cleaning. Bartlett Learning. Gloves (2 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Removing gloves requires a special technique.  Avoid contaminating yourself with materials on the outside of the gloves. Eye Protection and Face Shields  Eye protection protects from blood splatters. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Prescription glasses are not adequate.  Goggles or face shields are best. FIGURE 2-11 Wear eye protection with side shields to prevent blood splatter or airborne droplets from getting into your eyes. © Jones & Bartlett Learning. Courtesy of MIEMSS. Gowns Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Provide protection from extensive blood splatter.  Worn in situations such as:  Aerosol-generating procedures  Field delivery of a baby  Major trauma Masks, Respirators, and Barrier Devices (1 of 2)  Standard surgical mask for fluid spatter Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Surgical mask on patient with communicable disease  Mask with particulate air respirator on yourself if disease is tuberculosis FIGURE 2-13 Wear a particulate respirator to protect yourself from airborne disease © European transmission. Centre for Disease Prevention and Control (ECDC) 2020 Masks, Respirators, and Barrier Devices (2 of 2)  Mouth-to-mouth resuscitation may transmit disease. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  With an infected patient, use:  Pocket mask  Bag-mask device  Dispose of these devices according to local guidelines. FIGURE 2-14 Barrier devices such as a pocket mask provide protection when providing mouth-to- mask ventilation. © Bart J/ShutterStock. These devices should not be used, Proper Disposal of Sharps  Proper disposal helps avoid HIV and hepatitis Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Do not recap, break, or bend needles.  Dispose of used sharp items in an approved closed container. FIGURE 2-15 Properly dispose of sharps in a closed, rigid, marked container. © Jones and Bartlett Learning. Courtesy of MIEMSS. Employer Responsibilities Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  No guarantee of a 100% risk-free environment  Risk of exposure to communicable disease is a hazard of your job.  Follow OSHA and other national guidelines.  Know your department’s infection control plan and follow it! Establishing an Infection Control Routine Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Infection control should be part of your daily routine.  Clean the ambulance after each run and on a daily basis.  Cleaning should be done at the hospital whenever possible. Immunity Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Even if germs reach you, you may not become infected.  You may be immune.  Preventive measures  Maintain your personal health.  Receive immunizations. Immunizations Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  The CDC recommends immunizations for:  Hepatitis B  Influenza  Measles, mumps, and rubella (MMR)  Varicella vaccine or having had chickenpox  Tetanus, diphtheria, pertussis (Tdap)  Skin test for tuberculosis General Postexposure Management Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  If you are exposed to a patient’s blood or bodily fluids:  Turn over patient care to another EMS provider.  Clean the exposed area.  Rinse your eyes if necessary (20 minutes).  Activate your department’s infection control plan.  Complete an exposure report. Scene Safety  Begin protecting yourself as soon as you are dispatched. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Continue to protect yourself once on scene. FIGURE 2-18 Make sure the crash scene is well marked to prevent a second crash that may damage the ambulance or result in injury to you, your © Glen E. partner, Ellman. or the patient. Scene Hazards (1 of 4)  Hazardous materials  Identify what you can from a distance. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Do not enter unless safe to do so. FIGURE 2-21 The US Department of Transportation’s Emergency Response Guidebook lists many hazardous materials and the proper procedures for scene control andof emergency Courtesy care of patients. US Department of Transportation. Scene Hazards (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Electricity  Beyond the scope of EMT training  Mark off a danger zone.  Lightning  A repeat strike can occur.  Either direct hit or ground current is possible. Scene Hazards (3 of 4)  Fire  Fire hazards include smoke, oxygen Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com deficiency, high temperatures, toxic gases, and building collapse.  Use proper protection. FIGURE 2-23 EMTs who are also firefighters should be trained in the use of self-contained breathing apparatus © Courtesy of Lance Cpl. Brian Kester/U.S. Marines. and have it available if working near fire scenes. Scene Hazards (4 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Vehicle crashes  Common events for EMS providers  Traffic  Unstable vehicles  Downed power lines  Sharp objects  Use protective gear  Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Scenes of Violence (1 of 4)  Hostage situations  Assaults  Riots Scenes of Violence (2 of 4)  Mass violence  Know who is in command. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Remain vigilant for the potential for violence.  Allow law enforcement to clear the scene.  At scenes involving projectiles find protection.  Cover  Concealment Scenes of Violence (3 of 4)  Recommendations for preventing violence  Training and practice identifying scenes of potential violence Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Training and practice with deescalation strategies and techniques  Training and practice improving interpersonal communication  Dispatch identification and alerting of past or potential threats of violence Scenes of Violence (4 of 4)  Recommendations for protection against violence:  Training and practice in self-defense and escape techniques Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Training and practice with physical and chemical escape techniques  Fitting and use of body armor  Training and practice in operations with law enforcement Protective Clothing: Preventing Injury (1 of 3)  Critical to personal safety  Become familiar with various types Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Cold-weather clothing  Three layers  Turnout gear  Heat, fire, sparks, and flashover FIGURE 2-25 Turnout gear, or bunker gear, is protective clothing designed for use in firefighting © Jones & Bartlett Learning. Photographed by Glen E. Ellman.  Protective Clothing: Preventing Injury (2 of 3)  Gloves  Heat, cold, cuts Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  May reduce dexterity  Helmets  Falling objects  Boots FIGURE 2-26 Firefighting FIGURE 2-27 A helmet  Steel-toed is preferred gloves protect your hands with top and side impact and wrists from heat, cold, protection. © Jones & Bartlett Learning. Courtesy of MIEMSS. © Jones & Bartlett Learning. Photographed by and injury. Glen E. Ellman. FIGURE 2-28 Boots should cover and protect your ankles, keeping out stones, debris, and snow. Steel-toed boots © areLearning. Jones & Bartlett preferred. Courtesy of MIEMSS. Protective Clothing: Preventing Injury (3 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Eye protection  Glasses with side shield  Ear protection  Foam earplugs  Skin protection  Sunblock  Body armor  Vests Caring for Critically Ill and Injured Patients (1 of 3)  Let the patient know who you are and what you are doing. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Let the patient know you are attending to his or her immediate needs. FIGURE 2-29 Let the patient know immediately that you are there © Boston to help. Globe/Boston Globe/Getty Images Caring for Critically Ill and Injured Patients (2 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Communicating with the critical patient:  Avoid sad and grim comments.  Orient the patient.  Be honest.  Deal with possible initial refusal of care.  Allow for hope.  Locate and notify family members. Caring for Critically Ill and Injured Patients (3 of 3) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Injured and critically ill children  Ask a responsible adult to accompany the child.  Death of a child  A tragic event  Help the family in any way you can.  Let the family’s actions be your guide.  Prepare the parents. Death and Dying (1 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Death occurs:  Quite suddenly  After a prolonged, terminal illness  The EMT will face death. Death and Dying (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Stages of grieving:  Denial  Anger, hostility  Bargaining  Depression  Acceptance Death and Dying (3 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com The EMT’s role:  Ask how you can help.  Reinforce reality.  Be honest.  Allow the patient and family to grieve.  Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Death and Dying (4 of 4) Stress Management on the Job (1 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  EMS is a high-stress job.  Important to know causes and how to deal with stress  General adaptation syndrome  Alarm response to stress  Reaction and resistance  Recovery—or exhaustion Stress Management on the Job (2 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Physiologic signs of stress  Increased respirations and heart rate  Increased blood pressure  Cool, clammy skin  Dilated pupils  Tensed muscles  Increased blood glucose level  Perspiration  Decreased blood flow to gastrointestinal tract Stressful Situations (1 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Dangerous situations  Physical and psychological demands  Critically ill or injured patients  Dead and dying patients  Overpowering sights, smells, and sounds Stressful Situations (2 of 2) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Multiple patient situations  Angry or upset patients, family, or bystanders  Unpredictability and demands of EMS Stress Reactions (1 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Acute stress reactions  Occur during a stressful situation  Delayed stress reactions  Manifest after stressful event  Cumulative stress reactions  Prolonged or excessive stress Stress Reactions (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Physical symptoms of stress  Fatigue  Changes in appetite  GI problems  Headaches  Insomnia or hypersomnia  Irritability  Inability to concentrate  Hyperactivity or underactivity Stress Reactions (3 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Psychological symptoms  Fear  Dull or nonresponsive behavior  Depression  Guilt  Oversensitivity, anger, irritability, and frustration Stress Reactions (4 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Critical incident stress is caused by acute severe stressors.  Mass-casualty incidents  Serious injury or traumatic death of a child  Crashes with injuries caused by an emergency provider while traveling to or from a call  Death or serious injury of a coworker in the line of duty Posttraumatic Stress Disorder (1 of 2)  May develop following a psychologically distressing event Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Characterized by reexperiencing the event and overresponding to stimuli that recall the event Posttraumatic Stress Disorder (2 of 2)  Critical incident stress management Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Used to help providers relieve stress  Can occur formally or at an ongoing scene  Facilitated by trained professionals Burnout  A combination of exhaustion, cynicism, and reduced performance resulting from long-term job stress Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Affects the well-being of the EMT along with that of crew members and patients Compassion Fatigue  Also known as secondary stress disorder Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Characterized by gradual lessening of compassion  Symptoms:  High absenteeism  Inability to work in teams  Lack of empathy for patients  Judgmental attitude towards patients Responder Risk for Suicide  Suicide rate among emergency responders is higher than the rest of the population. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Job stress is considered to be the largest contributing factor to suicide.  Several organizations and mental health services are available to provide emotional support. Emotional Aspects of Emergency Care  At times health care providers have trouble overcoming personal reactions and proceeding without hesitation. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  The struggle to remain calm in the face of horrible circumstances contributes to emotional stress. Stressful Situations  Many factors influence how a patient reacts to the stress of an EMS incident. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Quickly and calmly assess the actions of the patient, family members, and bystanders.  Use a professional tone and show courtesy.  Allow the patient to express their fear.  Respect religious customs and needs. Workplace Issues (1 of 4)  Cultural diversity on the job Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  You are expected to work with coworkers of varying backgrounds, beliefs, and values.  Culture includes nationality, age, disability, sex, sexual orientation, marital status, work experience, and education.  Communicate in a way that is sensitive to everyone’s needs.  Remain curious and openminded. Workplace Issues (2 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Sexual harassment  Two types  Quid pro quo: request for sexual favors  Hostile work environment: jokes, touching, etc.  Report harassment to your supervisor immediately and keep notes. Workplace Issues (3 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Substance abuse  Increases risks on the job  Leads to poor decision making  Seek help or find a way to confront an addicted coworker.  Employee assistance programs (EAPs) are often available. Workplace Issues (4 of 4) Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com  Injury and illness prevention  Program should contain:  Management leadership  Worker participation  Hazard identification and assessment  Hazard prevention and control  Education and training  Program evaluation and improvement Review 1. A disease that can be spread from person-to-person is known as: A. an infectious disease. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com B. a communicable disease. C. a transmittable disease. D. a spreadable disease. Review Answer: B Rationale: A communicable disease can be spread from one person or a species Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com to another. Review 1. A disease that can be spread from person-to-person is known as: A. an infectious disease. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: An infectious disease is a medical condition caused by the growth and spread of small, harmful organisms within the body. B. a communicable disease. Rationale: Correct answer C. a transmittable disease. Rationale: The correct answer is an infectious disease. D. a spreadable disease. Rationale: The correct answer is an infectious disease. Review 2. The MOST effective way of preventing the spread of disease is: A. handwashing. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com B. keeping your immunizations up-to-date. C. placing a HEPA respirator on the patient. D. wearing goggles, gloves, a gown, and a mask. Review Answer: A Rationale: According to the CDC, the most effective way of preventing the spread Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com of disease is thorough handwashing—especially in between patients. Up-to-date immunizations and PPE will minimize the risk of contracting a disease. Review 2. The MOST effective way of preventing the spread of disease is: A. handwashing. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: Correct answer B. keeping your immunizations up-to-date. Rationale: This is part of the overall prevention process. C. placing a HEPA respirator on the patient. Rationale: This PPE helps to block the entry of an organism into the rescuer. D. wearing goggles, gloves, a gown, and a mask. Rationale: This PPE is selected according to manner in which a communicable disease is spread. Review 3. While caring for a trauma patient, the EMT has blood splashed into her eyes. This is an example of: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. infection. B. exposure. C. indirect contact. D. transmission. Review Answer: B Rationale: Exposure occurs when a person comes in (direct or indirect) contact Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com with blood or other bodily fluids. Blood splattered into the eyes is an example of direct contact. It is important to note that exposure does not always lead to infection. Proper use of PPE minimizes this risk. Review 3. While caring for a trauma patient, the EMT has blood splashed into her eyes. This is an example of: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. infection. Rationale: This is an abnormal invasion by an organism. B. exposure. Rationale: Correct answer C. indirect contact. Rationale: This is exposure through contact with a contaminated object. D. transmission. Rationale: This is the way an infectious agent is spread including direct, indirect, and airborne transmission. Review 4. Protective measures that prevent health care workers from coming into contact with germs are referred to as: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. exposure. B. standard precautions. C. transmission. D. PPE. Review Answer: B Rationale: Standard precautions prevent health care workers from coming into Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com contact with germs. Review 4. Protective measures that prevent health care workers from coming into contact with germs are referred to as: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. exposure. Rationale: Exposure occurs when a person comes into contact with blood or body fluids. B. standard precautions. Rationale: Correct answer C. transmission. Rationale: Transmission is the way in which an infectious agent is spread. D. PPE. Rationale: PPE is the equipment used to shield health care workers from infectious agents. Review 5. What is the second stage of response in the stress response known as the general adaptation syndrome? Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. Recovery B. Exhaustion C. Alarm D. Reaction and resistance Review Answer: D Rationale: The body typically reacts to stress in three stages: the alarm response, Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com which is followed by reaction and resistance, and then recovery. If the individual cannot reduce stress, the last stage may progress to exhaustion. Review 5. What is the second stage of response in the stress response known as the general adaptation syndrome? Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. Recovery Rationale: This is the third stage. B. Exhaustion Rationale: If the third stage (recovery) is prolonged, then exhaustion occurs. C. Alarm Rationale: This is the first stage. D. Reaction and resistance Rationale: Correct answer Review 6. A condition characterized by reexperiencing an event and overresponding to stimuli that recall the event is called: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. acute stress reaction. B. delayed stress reaction. C. cumulative stress reaction. D. posttraumatic stress disorder (PTSD). Review Answer: D Rationale: PTSD may develop after a person has experienced a psychologically Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com distressing event. Review 6. A condition characterized by reexperiencing an event and overresponding to stimuli that recall the event is called: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. acute stress reaction. Rationale: This occurs during a stressful event. B. delayed stress reaction. Rationale: This occurs after a stressful event. C. cumulative stress reaction. Rationale: This occurs when the EMT is exposed to prolonged or excessive stress. D. posttraumatic stress disorder. Rationale: Correct answer  Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com 7. ______ is the fuel to make the body run. D. Work/life balance B. Exercise A. Sleep C. Food Review Review Answer: C Rationale: To perform efficiently, you must eat nutritious food. The physical Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com exertion and stress of your job require high energy output. Review 7. ______ is the fuel to make the body run. A. Sleep Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: A consistent cycle of sleep will improve concentration and motivation. B. Exercise Rationale: A regular program of exercise will increase strength and endurance. C. Food Rationale: Correct answer D. Work/life balance Rationale: A balance will allow you to relax off the job and motivate you on the job. Review 8. Which stage of grieving commonly results in blame? A. Denial Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com B. Anger, hostility C. Bargaining D. Depression Review Answer: B Rationale: The person may lash out at the EMT or blame the EMT for the Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com unfortunate event. Review 8. Which stage of grieving commonly results in blame? A. Denial Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: Denial is refusal to accept the circumstances. B. Anger, hostility Rationale: Correct answer C. Bargaining Rationale: The patient may try to make a deal. D. Depression Rationale: Depression commonly results in a silent patient. Review 9. Placards are used on: A. buildings. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com B. individual packages. C. storage lockers. D. storage papers.  Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: Placards are used for buildings and transportation vehicles. Answer: A Review Review 9. Placards are used on: A. buildings. Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com Rationale: Correct answer B. individual packages. Rationale: Labels are used to identify packages. C. storage lockers. Rationale: Placards are used for buildings and transportation vehicles. D. storage papers. Rationale: Placards are used for buildings and transportation vehicles. Review 10. The five most common hazards associated with a structural fire include: A. smoke, oxygen deficiency, high ambient temperatures, toxic gases, and Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com building collapse. B. smoke, oxygen deficiency, inhalation of tar particles, injury from breaking glass, and building collapse. C. smoke, high ambient temperatures, toxic gases, electric shock, and inhalation of tar particles. D. oxygen deficiency, high ambient temperatures, toxic gases, electric shock, and injury from breaking glass. Review Answer: A Rationale: The five hazards most commonly associated with a structural fire are Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com smoke, oxygen deficiency, high ambient temperatures, toxic gases, and building collapse. Review (1 of 2) 10. The five most common hazards associated with a structural fire include: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com A. smoke, oxygen deficiency, high ambient temperatures, toxic gases, and building collapse. Rationale: Correct answer B. smoke, oxygen deficiency, inhalation of tar particles, injury from breaking glass, and building collapse. Rationale: Smoke is made up of particles of both tar and carbon. Review (2 of 2) 10. The five most common hazards associated with a structural fire include: Copyright © 2022 by Jones & Bartlett Learning, LLC an Ascend Learning Company. www.jblearning.com C. smoke, high ambient temperatures, toxic gases, electric shock, and inhalation of tar particles. Rationale: Smoke is made up of particles of both tar and carbon. D. oxygen deficiency, high ambient temperatures, toxic gases, electric shock, and injury from breaking glass. Rationale: Smoke is missing from this option.