Change Your Story, Change Your Life—On Demand
Have you ever found yourself at place in life that is no longer fulfilling? What do you do when things look bleak despite your best efforts? In the summer of 2022, Matt found himself in a dark place. To outsiders, he looked successful, but inside he was struggling with negative feelings and emotions. After listening to months of toxic news media, he was convinced that the world was about to experience food shortages, economic collapse and possibly even World War III. He had adopted a prepper’s mentality and had been storing food and supplies. His thoughts and conversations dwelled on doomsday survival situations.
On the advice of his wife, Matt started focusing on the positive things of life. He created a vision board, started doing affirmations, and setting goals—big goals. As a result of this, Matt’s life dramatically improved within 30 days. Since then, goals that previously seemed impossible have been coming true at an alarming rate. This speech is designed to help you if you’ve been wondering “What’s next for my life?” or “Is THIS all there is?”
Learning Objectives:
Upon completion, participant will have knowledge of how to increase their value to their department by setting and achieving goals
Upon completion, participant will have knowledge that they can create the results that they want in their lives
Upon completion, participant will understand how to take 100% responsibility for their life
On the advice of his wife, Matt started focusing on the positive things of life. He created a vision board, started doing affirmations, and setting goals—big goals. As a result of this, Matt’s life dramatically improved within 30 days. Since then, goals that previously seemed impossible have been coming true at an alarming rate. This speech is designed to help you if you’ve been wondering “What’s next for my life?” or “Is THIS all there is?”
Learning Objectives:
Upon completion, participant will have knowledge of how to increase their value to their department by setting and achieving goals
Upon completion, participant will have knowledge that they can create the results that they want in their lives
Upon completion, participant will understand how to take 100% responsibility for their life
Teaching Pharmacology to Paramedic Clinicians—On Demand
Pharmacology education in primary paramedic instruction tends to be focused on emergency pharmacology. When the paramedic continues their education into critical care or community paramedic, they often embark on additional pharmacology training. Unfortunately, not having learned the foundational structure of pharmacology results in much relearning or restructuring how to learn this topic. Borrowing from pharmacology education in other health sciences, which are less emergency focused, the presenter shows attendees alternative ways to introduce pharmacology to the aspiring paramedic practitioner. By approaching pharmacology as a clinician who needs to know much more than the 40-50 drugs in their drug box, new paramedic (and expanding roles) can better learn pharmacology during the onset of their education.
This presentation discussed strategies and resources used in a bachelor's degree paramedic education program. This encompasses how to teach pharmacology knowledge in the classroom as well as applying it to the clinical setting. This presentation does not focus on technical skills taught with pharmacology (e.g., IV or IM administration), but the core knowledge necessary for paramedic to not only understand medications they administer, but also medication patient's take, and potential factors to consider when moving into critical care or community paramedicine.
Learning Objectives:
Upon completion, participant will be able to describe engaging methods to help new paramedic students learn pharmacology.
Upon completion, participant will be able to sequence pharmacology topics into meaningful structures designed to improve cognitive learning.
Upon completion, participant will be able to design a clinician-focused pharmacology learning module.
This presentation discussed strategies and resources used in a bachelor's degree paramedic education program. This encompasses how to teach pharmacology knowledge in the classroom as well as applying it to the clinical setting. This presentation does not focus on technical skills taught with pharmacology (e.g., IV or IM administration), but the core knowledge necessary for paramedic to not only understand medications they administer, but also medication patient's take, and potential factors to consider when moving into critical care or community paramedicine.
Learning Objectives:
Upon completion, participant will be able to describe engaging methods to help new paramedic students learn pharmacology.
Upon completion, participant will be able to sequence pharmacology topics into meaningful structures designed to improve cognitive learning.
Upon completion, participant will be able to design a clinician-focused pharmacology learning module.
Association of Social Determinants of Health with EMS Utilization within a MIH Program: A Research Based Approach—On Demand
Have you ever wondered how we might utilize EMS to improve the lives and health of patients more effectively? The Office of the Medical Director (OMD) and MedStar Mobile HealthCare, located in the Fort Worth Metropolitan area, have collected and analyzed data from their well-established successful Mobile Integrated Healthcare program. The programs include, but are not limited to, admission readmission avoidance, palliative and hospice care, episodic care, hospital at home, high utilizer group management, and opiate response care. A 12-Yr retrospective analysis of a well-established MIH program was conducted to determine program impact on hospital readmission, emergency department and EMS utilization, and a comparative analysis of the social determinants of health (SDoH) within this metropolitan area and those within the MIH programs was performed. An association between these SDoH and resource utilization was found, providing implications on how one might utilize these to improve patient management. Members of our team will provide an engaging, evidence-based approach to MIH program management, and how one might be incredibly impactful and efficient in providing appropriate resources to our patients.
Learning Objectives:
Recognize an association between SDoH and MIH program impact
Describe tools for improving SDoH within their community
Understand how varying SDoHs result in increased EMS utilization and how addressing these SDOHs may reduce utilization
Learning Objectives:
Recognize an association between SDoH and MIH program impact
Describe tools for improving SDoH within their community
Understand how varying SDoHs result in increased EMS utilization and how addressing these SDOHs may reduce utilization
More Bang for the Buck: Moving Past Traditional Continuing Education for a Comprehensive Local Continued Competency Program—On Demand
Emergency medical services is commonly asked to do more with less. Advanced approaches to local credentialling can remove redundances to achieve better results with less time spent on continuing education and skills testing. A robust local credentialing program can meet standards for recertification, licensure, specialty certifications, and local needs while reducing time spent for traditional continuing education. Simple changes can eliminate the need for refresher courses and fully integrate credentialing at multiple levels with regulatory requirements. Traditional continuing education can be inefficient - newer strategies for low dose high frequency training and integration with operational tasks can dramatically reduce total time and cost commitment to provide high quality evidence of continued competency for EMS providers while improving quality and engagement.
This session will explore novel local approaches that can simultaneously address national, state and local requirements with an integrated program. Participants will learn how to remove artificial distinctions between training and operational tasks within emergency medical services, focusing on the single goal of preparedness for the patient's emergency. Tools such as operational needs analysis, assessment tools, and low dose high frequency approaches will align activities and get more bang for the buck to verify continued competency.
Learning Objectives:
Describe the steps of an operational needs analysis to determine focus areas for an integrated continuing competency program that meets local, state and national requirements.
Describe the use of low dose high frequency approaches in the local EMS environment
Describe the use of assessment methodologies for local competency verification in ways that integrate with operational requirements - such as cardiac arrest reviews
This session will explore novel local approaches that can simultaneously address national, state and local requirements with an integrated program. Participants will learn how to remove artificial distinctions between training and operational tasks within emergency medical services, focusing on the single goal of preparedness for the patient's emergency. Tools such as operational needs analysis, assessment tools, and low dose high frequency approaches will align activities and get more bang for the buck to verify continued competency.
Learning Objectives:
Describe the steps of an operational needs analysis to determine focus areas for an integrated continuing competency program that meets local, state and national requirements.
Describe the use of low dose high frequency approaches in the local EMS environment
Describe the use of assessment methodologies for local competency verification in ways that integrate with operational requirements - such as cardiac arrest reviews
Treating PTSD In First Responders: Evaluating The Evidence For Counseling, EMDR, Ketamine, and Hallucinogenics—On Demand
Acute stress and PTSD are well known issues amongst first responders but how much do we know about treatment? Historically, EMS care was rife with anecdotal evidence. Mental health care is not all that different. We'll look beyond the anecdotes for treating PTSD into the support for or against treatments old and new. We will evaluate typical prognoses for clients using counseling services with and without EMDR. We will also look at what evidence is available for newer treatments like ketamine and hallucinogenics.
Learning Objectives:
The learner will be able to discuss some of the basic treatments offered to PTSD sufferers.
The learner will have knowledge of the prognoses for counseling and/or EMDR treatment for PTSD in first responders.
The learner will have knowledge of the research for/against the use of Ketamine and hallucinogenics in the treatment of PTSD in first responders.
Learning Objectives:
The learner will be able to discuss some of the basic treatments offered to PTSD sufferers.
The learner will have knowledge of the prognoses for counseling and/or EMDR treatment for PTSD in first responders.
The learner will have knowledge of the research for/against the use of Ketamine and hallucinogenics in the treatment of PTSD in first responders.
EMS Education Rookie: The Transition From Provider to Instructor—On Demand
This interactive and informative session will discuss the transition from provider to educator including field preceptor, skills training, and course instruction. Emphasis will be placed on both in person and online instruction. The presentation will review the background and history of EMS education, the importance of having a passion for education, the specific methods and behaviors essential in preparing to be an educator, a discussion of the different opportunities and roles in EMS education, and strategies to transition from provider roles to education roles. The presenters will provide attendees with resources and recommendations for preparing to become or advance in their role as an EMS educator.
Learning Objectives:
Discuss the background and history of EMS education
Value the importance that the role an individuals’ passion for EMS and education plays in being an effective educator
Discover the specific methods and behaviors that are essential for becoming effective educators
Learning Objectives:
Discuss the background and history of EMS education
Value the importance that the role an individuals’ passion for EMS and education plays in being an effective educator
Discover the specific methods and behaviors that are essential for becoming effective educators
Prehospital Alternative Low Risk Triage (Pre-ALRT)—On Demand
The stubbornly escalating phenomenon of ambulance off-load delays (AOD) is not new to EMS and not exclusive to the US. What may be rare within risk-averse EMS systems are solutions that put paramedics in the driver’s seat with respect to transport decisions. Ambulance New Brunswick is a Canadian Provincial Service performing 133,000 calls per year with 1000 paramedics, approximately 150 ambulances and serving a bilingual population of nearly 815,000 people.
Learning and adapting from other services, and applying our own innovation, we have created a safe and effective triage system that empowers paramedics to apply certain tools at point-of-care, and with peer support, to direct low-acuity patients to other, more appropriate entries into the healthcare system. This has had the positive effect of dramatically reducing the patients we bring to the ED, thereby reducing AOD and promoting overall system efficiency.
Learning Objectives:
have an understanding of the Canadian EMS system, our goals of care and our challenges with respect to ambulance offload delay.
appreciate how the development and growth of this program has contributed to a positive patient experience and has been a significant factor in reducing offload delays.
create a system similar or equal to this one and to gain insight into how this program may be (should be) linked with others to achieve the desired outcome.
Learning and adapting from other services, and applying our own innovation, we have created a safe and effective triage system that empowers paramedics to apply certain tools at point-of-care, and with peer support, to direct low-acuity patients to other, more appropriate entries into the healthcare system. This has had the positive effect of dramatically reducing the patients we bring to the ED, thereby reducing AOD and promoting overall system efficiency.
Learning Objectives:
have an understanding of the Canadian EMS system, our goals of care and our challenges with respect to ambulance offload delay.
appreciate how the development and growth of this program has contributed to a positive patient experience and has been a significant factor in reducing offload delays.
create a system similar or equal to this one and to gain insight into how this program may be (should be) linked with others to achieve the desired outcome.
How To Get Your First Conference Poster—On Demand
Conference Posters are the first step on the medical research ladder, but how does the process actually work?
This class is intended for total beginners who like the idea of producing a conference poster but don’t know where to start. We’ll cover you all you need to know, from coming up with a project idea (clue: there will be something you can produce from within your workplace in a matter of days, if you wished to do so…), identifying your target conference, assessing your findings, deciding on the best angle to include in your abstract, top tips on abstract submissions, design basics, the practicality of travelling to conferences with a poster in tow, and what to do if your abstract scores sufficiently highly that you are invited to give a Free Paper (short presentation) instead of – or in addition to - a poster!
The presenter has helped dozens of medical students, paramedics and EM residents to achieve their first conference poster, and particularly relishes thinking up projects capable of resulting in a great poster with minimum effort!
Learning Objectives:
Describe the process of preparing and submitting a scientific abstract
Understand core graphic design principles applicable to creation of scientific posters
Describe the hierarchy of scientific conference publications.
This class is intended for total beginners who like the idea of producing a conference poster but don’t know where to start. We’ll cover you all you need to know, from coming up with a project idea (clue: there will be something you can produce from within your workplace in a matter of days, if you wished to do so…), identifying your target conference, assessing your findings, deciding on the best angle to include in your abstract, top tips on abstract submissions, design basics, the practicality of travelling to conferences with a poster in tow, and what to do if your abstract scores sufficiently highly that you are invited to give a Free Paper (short presentation) instead of – or in addition to - a poster!
The presenter has helped dozens of medical students, paramedics and EM residents to achieve their first conference poster, and particularly relishes thinking up projects capable of resulting in a great poster with minimum effort!
Learning Objectives:
Describe the process of preparing and submitting a scientific abstract
Understand core graphic design principles applicable to creation of scientific posters
Describe the hierarchy of scientific conference publications.
But It’s My Data! What the Law Really Says About “Your” ePCR Data—On Demand
Over the years, there’s been a debate over who “controls” PCR data. NEMSIS asked the law firm of Page, Wolfberg & Wirth to take on some of the most hotly contested issues concerning ePCR data and in this session, we’ll reveal the answers to key questions like:
1. Who legally “owns” the PCR data?
2. When does a PCR become a “legal document?”
3. When can a PCR be amended, and by whom?
4. Who bears “legal responsibility” for what is in the PCR?
5. What can third parties do with an EMS agency’s PCR data?
And much, more. Come energized and ready to ask questions you’ve been wondering about regarding your PCR data.
Learning Objectives:
Discuss key attributes of EMS data responsibilities.
Identify best practices for creating, storing and sharing data.
Dispel myths and assumptions around who’s responsible for what in the PCR.
Revenge of the Nerds - 2023 Edition—On Demand
Do you like your science served up with a bit of snark? Perhaps a nice, academic no-holds-barred debate on the literature guiding our clinical practice? If so, come see a panel of highly opinionated EMS physicians in a wide-ranging discussion of the key topics of the day. Topics are likely to change to assure they are “hot-off-the-presses” current, but are likely to include cardiac arrest management, medications, and airway management.
Learning Objectives:
describe the main findings of relevant peer reviewed papers on TXA in brain injuries
describe the main findings of relevant peer reviewed papers on heads up CPR
describe the main findings of relevant peer reviewed papers on rapid sedation of violent, agitated patients
Learning Objectives:
describe the main findings of relevant peer reviewed papers on TXA in brain injuries
describe the main findings of relevant peer reviewed papers on heads up CPR
describe the main findings of relevant peer reviewed papers on rapid sedation of violent, agitated patients
The Economics of Community Paramedicine (How To Get Paid for Mobile Integrated Health)—On Demand
In virtually every forum where Mobile Integrated Health is presented as the future of Mobile Medicine (broadly defined as fire, EMS, non-emergency medical / interfacility transport, critical care, and community paramedicine), the question inevitably arises: HOW DO YOU PAY FOR IT? Many agencies have discovered that readmission avoidance is actually the weakest of all economic models to successfully compensate and sustain CP/MIH. So what models work better? How do agencies translate their efforts into economics and finance? How do they convince payers to fund their programs? What payers should agencies be targeting, and what language—including data, which is basically a mathematical language—should they use to convey value in a way that goes beyond tugging heartstrings, to opening checkbooks? We will cover all of these in this presentation, and attendees will leave with an understanding of at least four specific models that can be used to translate their efforts into fee-for-VALUE calculations that get their CP/MIH programs compensated to the point where they can sustain, grow, and even help their neighbors.
Learning Objectives:
Define what "ACTUARIAL RISK" is, and why it is critical to getting paid for Community Paramedicine in the long run.
Identify the FOUR top sustainable sources of Community Paramedic impact that can be measured, modeled, and compensated.
Describe the data needed to model actuarial risk and submit the "delta" (change function) to insurance companies to prove the impact of the CP/MIH program on patient prognosis over time.
Learning Objectives:
Define what "ACTUARIAL RISK" is, and why it is critical to getting paid for Community Paramedicine in the long run.
Identify the FOUR top sustainable sources of Community Paramedic impact that can be measured, modeled, and compensated.
Describe the data needed to model actuarial risk and submit the "delta" (change function) to insurance companies to prove the impact of the CP/MIH program on patient prognosis over time.
The 6th Link: From Cardiac Arrest Survival to Interventions for Survivorship for All Who are Affected—On Demand
The American Heart Association survivorship statement recognizes the unmet needs of cardiac arrest survivors, families, lay rescuers, and professional responders after an out-of-hospital cardiac arrest (OHCA). The 6th link of the Chain of Survival, Recovery, addresses physical, cognitive, and psychosocial supports, including the need for interventions to improve survivorship and Quality of Life (QoL).
The experiences and QoL of OHCA survivors vary greatly. Similarly, caregivers of survivors and bereaved families are affected by physical and psychosocial manifestations of witnessing the OHCA and subsequent hospitalization. EMS, first responders, dispatchers, and lay rescuers are involved from the moment of the event but often never learn the outcome of the patient they treated.
The fear of recurrence, prolonged grief, depression, fatigue, hyper-vigilance, sleep disturbances, posttraumatic stress and feelings of isolation are prevalent among all who are touched by OHCA. The impact on long-term QoL is real, and interventions for optimal survivorship for survivors, families, EMS professionals, and lay rescuers are needed urgently.
Panel discussion will address interventions for optimal OHCA survivorship:
- Scientific advancements to optimize recovery for those impacted by OHCA
- Post-OHCA advocacy as an intervention
- A roadmap for online community engagement
- Creating EMS support systems for psychological well-being
Learning Objectives:
Learn how scientific research is informing the creation of new interventions to improve survivorship among all affected by cardiac arrest.
Learn how advocacy, online community engagement, and peer-to-peer support groups can enhance cardiac arrest survivorship and healing of all affected by cardiac arrest.
Learn about support systems for the psychological well-being of EMS, first responders, and dispatchers who routinely manage Cardiac Arrest events.
The experiences and QoL of OHCA survivors vary greatly. Similarly, caregivers of survivors and bereaved families are affected by physical and psychosocial manifestations of witnessing the OHCA and subsequent hospitalization. EMS, first responders, dispatchers, and lay rescuers are involved from the moment of the event but often never learn the outcome of the patient they treated.
The fear of recurrence, prolonged grief, depression, fatigue, hyper-vigilance, sleep disturbances, posttraumatic stress and feelings of isolation are prevalent among all who are touched by OHCA. The impact on long-term QoL is real, and interventions for optimal survivorship for survivors, families, EMS professionals, and lay rescuers are needed urgently.
Panel discussion will address interventions for optimal OHCA survivorship:
- Scientific advancements to optimize recovery for those impacted by OHCA
- Post-OHCA advocacy as an intervention
- A roadmap for online community engagement
- Creating EMS support systems for psychological well-being
Learning Objectives:
Learn how scientific research is informing the creation of new interventions to improve survivorship among all affected by cardiac arrest.
Learn how advocacy, online community engagement, and peer-to-peer support groups can enhance cardiac arrest survivorship and healing of all affected by cardiac arrest.
Learn about support systems for the psychological well-being of EMS, first responders, and dispatchers who routinely manage Cardiac Arrest events.
Advances in Pre-hospital Stroke Care: Assessment, Triage and Innovative Technologies—On Demand
Over the past decade, there have been significant advances in acute ischemic stroke care with the proven effectiveness of reperfusion therapies for large vessel occlusion (LVO). EMS providers have an important role in delivery of acute stroke care. Pre-hospital management of acute stroke patients involves: 1) assessment with a validated LVO scale, 3) destination triage to the most appropriate stroke center, 3) communicating pertinent stroke alert information to the receiving facility. Each of these steps requires training and education of frontline paramedics. For accountability, EMS agencies should also understand quality of care delivered at stroke centers through benchmarking metrics and outcomes data.
In this session, neuro-interventioinalists from the Society of Vascular and Interventional Neurology (SVIN) will provide an overview of the latest advances in pre-hospital acute stroke care and discuss best practices for EMS integration with local stroke centers as part of an expert panel.
Learning Objectives:
Review the advantages and limitations of validated large vessel occlusion scales.
Understand the differences between Primary, Thrombectomy Capable and Comprehensive Stroke Centers to determine appropriate triage destination for acute stroke patients eligible for intravenous thrombolysis and/or endovascular thrombectomy.
Learn about current and future technologies aimed to improve assessment, treatment and triage of stroke patients in the field.
In this session, neuro-interventioinalists from the Society of Vascular and Interventional Neurology (SVIN) will provide an overview of the latest advances in pre-hospital acute stroke care and discuss best practices for EMS integration with local stroke centers as part of an expert panel.
Learning Objectives:
Review the advantages and limitations of validated large vessel occlusion scales.
Understand the differences between Primary, Thrombectomy Capable and Comprehensive Stroke Centers to determine appropriate triage destination for acute stroke patients eligible for intravenous thrombolysis and/or endovascular thrombectomy.
Learn about current and future technologies aimed to improve assessment, treatment and triage of stroke patients in the field.
A Zebra Disguised As A Horse: Common Complaints That Can Kill—On Demand
Common things being common, when you hear hoof beats, don't waste time looking for a zebra. Or so the saying goes. In EMS, we aren't worried about the common complaints, we're worried about the complaints that can kill. We should really worry about the benign sounding complaints (really? Another back pain?) that are actually dangers. Dr. Jarvis will present a 'red flag' approach to several frequently encountered presentations that help us isolate the lethal zebras from the rest of the heard.
Learning Objectives:
describe what a “red flag” approach to history taking is and how to use it in patient care.
describe at least two ‘red flags’ for low back pain
describe at least two ‘red flags’ for headache.
Learning Objectives:
describe what a “red flag” approach to history taking is and how to use it in patient care.
describe at least two ‘red flags’ for low back pain
describe at least two ‘red flags’ for headache.
Constructivism in EMS Education—On Demand
Constructivism is a form of knowledge-, skill- and competency-building used in modern education through many fields. It has its merits and its critics. so how can it be embedded in EMS education? Is "building your own world - it is the only one you live in" even compatible with a best practice driven professional field like EMS? Does evidence based medicine allow for "the importance of uncertainty" stated by radical constructivism?
Learning Objectives:
..will be able to describe the roots and main streams of constructivism.
...reflect on constructivism as an educational tool.
...reflect on the possible use of constructivism as part of his / her educational efforts.
Learning Objectives:
..will be able to describe the roots and main streams of constructivism.
...reflect on constructivism as an educational tool.
...reflect on the possible use of constructivism as part of his / her educational efforts.
Hormones, Glands & Steroids: An Endocrine Review—On Demand
During this presentation we will discuss the major endocrine disorders that may be encountered in emergency and transport settings. In addition to diabetes, pituitary, thyroid and adrenal conditions can complicate acute illness or injury, or are the primary reason the patient needs emergency care and transport. The pathophysiology, clinical manifestations, and management of these conditions and emergencies will be reviewed.
Learning Objectives:
Describe the pathophysiology related to the major endocrine disorders that may be encountered in transport and emergency care settings.
Recognize the signs and symptoms of the major endocrine disorders.
Discuss the management priorities when treating patients with an emergent endocrine disorder.
Learning Objectives:
Describe the pathophysiology related to the major endocrine disorders that may be encountered in transport and emergency care settings.
Recognize the signs and symptoms of the major endocrine disorders.
Discuss the management priorities when treating patients with an emergent endocrine disorder.
Saving Our Personnel: What We Know About Occupational Risks and What We Can do to Prevent Them—On Demand
EMS personnel have an occupational fatality rate that is comparable to police and fire fighters and much higher than the average rates for all U.S. workers. This session will describe the risks and analyze solutions for reducing those risks. The first part of the session will be a synthesis of what we know about risks of occupational injury and fatality for EMS personnel. The review will include information from published journal articles as well as insights from three papers that are about to be submitted for publication. By the end of the first half of the session the attendees will be able to summarize: how paramedicine clinicians are killed and injured; how those risks vary by sex and age; and, how the risks for EMS personnel compare to other occupational groups.
The second half of the session will be a discussion of ways to reduce the risks of injury and fatality for our personnel. We will review solutions that have worked for EMS personnel as well as what we can learn from interventions that worked in other settings. Attendees will leave with a toolbox of solutions that they can use to create risk reduction interventions for their own departments.
Learning Objectives:
Upon completion, participant will be able to summarize how paramedicine clinicians are killed and injured.
Upon completion, participant will be able to compare the risks for paramedicine clinicians to other occupational groups.
Upon completion, participant will be able to create risk reduction interventions for their own departments.
The second half of the session will be a discussion of ways to reduce the risks of injury and fatality for our personnel. We will review solutions that have worked for EMS personnel as well as what we can learn from interventions that worked in other settings. Attendees will leave with a toolbox of solutions that they can use to create risk reduction interventions for their own departments.
Learning Objectives:
Upon completion, participant will be able to summarize how paramedicine clinicians are killed and injured.
Upon completion, participant will be able to compare the risks for paramedicine clinicians to other occupational groups.
Upon completion, participant will be able to create risk reduction interventions for their own departments.
Physical Disabilities: Considerations for EMS—On Demand
A physical disability is an impairment involving the bones, joints, and muscles, can be a direct or indirect cause for a 911 disaptch, and can cause complications with EMS assessment, interventions, and transport. These impairments can be the result of a prenatal or postnatal injury, a genetic or nongenetic condition, or a disease. This session will address various types of physical disabillites including cerebral palsy, spina bifida, cleft lip/palate, spinal cord injuries, and others. Also addressed will be implications for EMS assessment, intervention, and transport when a patient has a physical disability. Wheelchair etiquette and service animals will also be discussed.
Learning Objectives:
By the end of the session, participants will be able to describe: Characteristics of physical disabilities they may encounter in the field
By the end of the session, participants will be able to describe: The impact of physical disabilites on assessment and transport
By the end of the session, participants will be able to describe: The role of service animals and expectations of EMS providers when encountering a service animal Basic wheelchair etiquette
Learning Objectives:
By the end of the session, participants will be able to describe: Characteristics of physical disabilities they may encounter in the field
By the end of the session, participants will be able to describe: The impact of physical disabilites on assessment and transport
By the end of the session, participants will be able to describe: The role of service animals and expectations of EMS providers when encountering a service animal Basic wheelchair etiquette
Don’t Waste Your Time! Top 8 Meaningless Phrases Used in Patient Care Reports and How to Avoid Them—On Demand
When swamped with calls, you need to make the best use of your time. Patient care documentation consumes a lot of that time yet is so essential to all that we do as EMS practitioners. Yet we often use words and phrases in documentation that are not descriptive and that don’t help paint the picture of the patient’s condition – those words are essentially meaningless, so why waste your time writing them? This session will highlight the top 8 meaningless phrases we see in PCR documentation and provide strategies for “making every word count” in your PCR, and hopefully make your job a bit easier!
Learning Objectives:
Identify eight phrases that provide no substantive value to describing the patient condition in EMS documentation
use more descriptive words in creating a clinical narrative that describes the patient's condition
better organize the PCR to ensure that all words are effective and help paint the picture of the patient's condition and improve the efficiency of report writing
Learning Objectives:
Identify eight phrases that provide no substantive value to describing the patient condition in EMS documentation
use more descriptive words in creating a clinical narrative that describes the patient's condition
better organize the PCR to ensure that all words are effective and help paint the picture of the patient's condition and improve the efficiency of report writing