DMACC EMT Chapter 5

1. PREHOSPITALPREHOSPITAL
EMERGENCY CAREEMERGENCY CARE
CHAPTER
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Prehospital Emergency Care, 10th
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TENTH EDITION
Communication
5

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Learning ReadinessLearning Readiness
• EMS Education Standards, text p. 72

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Learning ReadinessLearning Readiness
ObjectivesObjectives
• Please refer to page 72 of your text to
view the objectives for this chapter.

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Learning ReadinessLearning Readiness
Key TermsKey Terms
• Please refer to page 73 of your text to
view the key terms for this chapter.

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Setting the StageSetting the Stage
• Overview of Lesson Topics
 EMS Communication System
 Communicating within the System
 Team Communication and Dynamics
 Therapeutic Communication

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Case Study IntroductionCase Study Introduction
EMTs Krista Martinez and Barb Sanderson
are taking a midmorning break when the
relative quiet of the crew quarters is
broken by the tone that alerts them to an
impending dispatch. "Ambulance 12,
Engine 14. Respond to 2962 Union Street
for a report of difficulty breathing."

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Case StudyCase Study
• What information do the EMTs need to
relay back to dispatch?
• What types of equipment will the EMTs
use to communicate with dispatch and
with the hospital?

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IntroductionIntroduction
• Every EMS call involves communication.
• Radio communication involves
specialized communications equipment.
• EMTs must be able to communicate
effectively with patients, family
members, bystanders, team members,
and other health care providers.

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Base station
 High power
 Serves as a dispatch and coordination
center
continued on next slide

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EMS communications center.
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Mobile radios
 Vehicle-mounted transmitter/receivers
 Lower power than base stations
 10- to 15-mile range
continued on next slide

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A small mobile two-way radio fits next to the driver’s seat in the ambulance and can be used to contact dispatch.
continued on next slide

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A small mobile two-way radio fits next to the driver’s seat in the ambulance and can be used to contact dispatch.
continued on next slide

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An EMT using the two-way radio in the ambulance patient compartment to contact medical direction.
continued on next slide

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The ER doc on the radio with the EMT in the ambulance.
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Portable radio
 Handheld transmitter/receiver
 Used when EMTs are out of the vehicle
 Limited transmission range
 Transmission can be boosted by use of a
repeater.
continued on next slide

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A portable hand-held radio.
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Repeaters
 Receive lower-power transmissions and
amplify them to achieve greater radio
range
 Located in vehicles or at fixed sites
continued on next slide

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Example of an EMS communication system using repeaters.
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Digital equipment
 Allows more radios to operate on
crowded frequencies
 Encoders break down sound into unique
digital codes
 Decoders recognize only specific digital
codes
 Includes mobile data terminals that can
transmit messages at the push of a
button continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Cell (wireless) phones
 Phones transmit through the air, rather
than over wires.
 Wireless service areas are divided into
geographic cells served by a cellular
tower.
 Excellent quality sound
 Networks can become overwhelmed in
disaster situations.
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• Broadcast regulations
 Radio operations are governed by the
Federal Communications Commission
(FCC).
continued on next slide

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Components of an EmergencyComponents of an Emergency
Communications SystemCommunications System
• System maintenance
 Regular maintenance schedule
 Routine cleaning
 Changing and charging batteries
 Backup batteries
continued on next slide

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Communication technologies continue to develop and change.
continued on next slide

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What piece of radio communication equipment amplifies aWhat piece of radio communication equipment amplifies a
low-power radio transmission and rebroadcasts it atlow-power radio transmission and rebroadcasts it at
higher power? Click on your answer below.higher power? Click on your answer below.
Mobile radio
Repeater
Base station
Portable
radio

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Case StudyCase Study
Krista uses the portable radio to
acknowledge the dispatch. Once the
EMTs are in the vehicle, Barb pushes the
status button on the mobile data terminal
that indicates they are en route to the
scene. At the scene, Barb pushes another
button, indicating their arrival. The EMTs
check the scene for safety, and proceed
to the door of the residence at the
dispatched address. continued on next slide

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Case StudyCase Study
• What further communications will need
to take place between the EMTs and
dispatch?
• What information will the EMTs need to
communicate to the receiving facility by
radio?
• What role does communication play in
transferring patient care at the
hospital?

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Communicating within the SystemCommunicating within the System
• EMTs communicate with:
 Dispatch
 Medical direction
 Receiving facility personnel
continued on next slide

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Progression of radio transmissions.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Turn on the radio and select the
frequency.
 Listen before transmitting and adjust
volume.
 Press the "push-to-talk" button and wait
1 second before speaking.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Place the microphone 2 to 3 inches from
your mouth; speak slowly, clearly, and
calmly.
 The unit you are calling should respond
with "go ahead" or "stand by".
continued on next slide

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Hold the microphone about 2 inches from your lips as you speak into it.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Keep transmissions brief.
 Be organized, use plain English; avoid
slang and jargon.
 When a number could be confusing over
the air, follow it with the digits.
• E.g., "Thirteen," would be stated "One-
three".
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Give objective information and selected
subjective information from the patient
assessment.
 Echo medical orders.
 Write down important information, such
as addresses and medication orders.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Remember that others can hear what
you are saying.
 Use "we," rather than "I".
continued on next slide

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Communicating within the SystemCommunicating within the System
• Ground rules for radio communication
 Use "affirmative" for "yes," and
"negative" for "no".
 When finished, say "over," and wait for
confirmation from the receiving party.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Phone/cell phone communication
 Format of reports is the same.
 Be aware of cellular dead spots.
 Have a backup plan for communication.
 Know important telephone numbers.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with dispatch
 Dispatch receives information from
callers and directs emergency services
to the scene.
 Emergency medical dispatchers provide
instructions to the caller while awaiting
EMS arrival.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with dispatch
 Dispatchers may receive information
from the advanced automatic collision
notification (AACN) systems in some
newer vehicle models.
 Information provided can be critical in
locating the collision and predicting
severity of injury.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with dispatch
 Recorded communications can be part of
the legal record for a call.
 Dispatch gives the time following each
part of the communication with EMS
units.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate with dispatch at these
points:
 To acknowledge that dispatch
information was received
 To advise dispatch when the unit is en
route to a call
 To estimate your time of arrival and
report any delays
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate with dispatch at these
points:
 To announce the unit's arrival on scene
and, if needed, request additional
resources
 To announce the unit's departure from
the scene, transport destination,
number of patients, and estimated
arrival time
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate with dispatch at these
points:
 To announce arrival at the receiving
facility
 To announce when you are available for
another call
 To announce when you are en route
back to the station
 To announce arrival at your station
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with health care
professionals
 Medical direction may be located at the
receiving facility or elsewhere.
 On many calls you will consult with
medical direction.
 Medical direction may give orders and
advice.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate this information to
medical direction:
 Your unit's identification number and
level of care
 The patient's age and sex
 The patient's chief complaint
 History of the present illness
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate this information to
medical direction:
 Patient's past medical history
 Patient's mental status
 Patient's baseline vital signs
 Physical exam findings
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicate this information to
medical direction:
 Emergency care provided
 Patient's response to emergency care
 Patient's current condition
 Request for further interventions
 Estimated time of arrival
continued on next slide

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Communicating within the SystemCommunicating within the System
• Additional guidelines for communicating
with medical direction
 Be clear.
 Echo orders.
 Ask for clarification of orders, if needed.
 If the order seems inappropriate, ask
questions.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Additional guidelines for communicating
with medical direction
 Use SBAR to organize information.
• Situation
• Background
• Assessment
• Recommendation
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with the receiving
facility
 Pertinent information allows the facility
to prepare for the patient.
 The information provided is similar to
that provided for medical direction.
 Notify the facility of changes that occur
after the report is given.
continued on next slide

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Communicating within the SystemCommunicating within the System
• Communicating with the receiving
facility
 Provide an oral report on arrival.
continued on next slide

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You will deliver an oral report at the receiving facility.
continued on next slide

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Communicating within the SystemCommunicating within the System
• The oral report should contain this
information:
 Chief complaint
 Vital signs taken en route
 Treatment provided and the response to
it
 Pertinent history not given in the radio
report
continued on next slide

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Communicating within the SystemCommunicating within the System
• When transferring patient care, the
report should include:
 The patient's current condition
 The patient's age and sex
 The patient's chief complaint
 A brief, pertinent history
 A description of how you found the
patient
continued on next slide

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Communicating within the SystemCommunicating within the System
• When transferring patient care, the
report should include:
 Major past illnesses
 Vital signs
 Pertinent exam findings
 Treatment provided
 Patient's response to treatment

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You are transporting a 30-year-old patient who is complaining of leftYou are transporting a 30-year-old patient who is complaining of left
arm pain as a result of a motor vehicle collision. Which piece ofarm pain as a result of a motor vehicle collision. Which piece of
information is MOST relevant during your radio report to theinformation is MOST relevant during your radio report to the
receiving facility? Click on your answer.receiving facility? Click on your answer.
A. The name of the patient's primary care
physician
B. All of the medications the patient takes,
including vitamins and over-the-counter
medications
C. The patient's age and gender
D. A history of the patient's childhood
illnesses

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Case StudyCase Study
Krista and Barb arrive at the patient's
residence just prior to the engine. Upon
entering the residence, Krista approaches
the patient, 32-year-old Alyssa Tandy,
while Barb takes a moment to speak with
Alyssa's husband, David. A few minutes
into the assessment, the engine arrives
and paramedic Sam Bowles enters the
scene.
continued on next slide

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Case StudyCase Study
• What skills are needed to establish
rapport with the patient at the scene
and obtain the necessary information?
• How should the crew interact with each
other, and with other responders and
medical personnel, to facilitate good
patient care?

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Team Communication andTeam Communication and
DynamicsDynamics
• EMTs interact with fire, rescue, law
enforcement, and other health care
professionals.
• Good team communication improves
team function and the quality of patient
care.
continued on next slide

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Team Communication andTeam Communication and
DynamicsDynamics
• EMTs must be able to confidently take
charge.
• Personal appearance and professional
demeanor help communicate that you
are in charge.
• Interact with the person providing care
prior to your arrival.
continued on next slide

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Team Communication andTeam Communication and
DynamicsDynamics
• Radio codes
 Advantages
• Can shorten radio air time
• Can provide information clearly and
concisely
• Can allow for privacy by transmitting
information not easily understood by
bystanders
continued on next slide

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Team Communication andTeam Communication and
DynamicsDynamics
• Radio codes
 Disadvantages
• Useless unless they are understood by all
in the system
• Medical communication may be too
complex to be conveyed in codes
• Some codes are used infrequently and
must be looked up
continued on next slide

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Team Communication andTeam Communication and
DynamicsDynamics
• Times
 Clocks must be accurate and
synchronous.
 Military time system is generally used.
continued on next slide

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Team Communication andTeam Communication and
DynamicsDynamics
• Radio Terms
 Frequently used words or short phrases
are used to concisely convey meaning.
 Examples include:
• Break, clear, copy, ETA, and 10-4

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Therapeutic CommunicationTherapeutic Communication
• Forming a positive relationship with
patients through therapeutic
communication makes it easier for you
to get the information you need to
provide emergency care.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• The communication process
 A sender encodes messages using words
and symbols.
 The sender must interpret the meaning
through decoding.
 Decoding is affected by characteristics
of the receiver.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• The communication process
 Feedback is information a person
receives about his behavior, including
messages sent.
 Feedback can be verbal or nonverbal;
positive or negative.
 The receiver sends feedback to the
original sender of the message.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Communication responses
 Pay attention to your patient's feedback
about your messages to help you select
your responses.
 Techniques that can facilitate
communication include:
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Clarification
 Asking questions can help clarify the
meaning of a message.
• Summary
 Rephrase what you have heard and ask
if your summary is what the patient
intended to convey.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Explanation
 Consider the patient's age and language
barriers when selecting a way to explain
what is going on.
 Look for feedback to determine whether
the patient understands your
explanation.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Silence
 Allows the patient time to think and
formulate responses
 Silence may be therapeutic.
• Reflection
 Let the patient know you understand
what he said or how he feels.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Empathy
 Putting yourself in the patient's position
to gain understanding
• Confrontation
 Not done through anger or aggression
 Used to point out inconsistencies and
clarify them
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Facilitated communication
 Use of an assistive communication
device
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Communicating with the patient
 People at an emergency scene may be
experiencing high-intensity emotions,
which can affect communication.
 Use confidence and compassion to gain
cooperation and build rapport.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Patient contact
 First impressions are critical, and include
your appearance and professionalism.
 Introduce yourself and ask the patient's
name.
• Determine what he or she wishes to be
called.
• Use the patient's name.
continued on next slide

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Therapeutic CommunicationTherapeutic Communication
• Patient contact
 Introduce the emergency response
team.
 Obtain permission to treat.
 If the patient refuses, seek to
understand the reason, which may be
related to fear or defense mechanisms.
continued on next slide

77. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• Patient contact
 Speak clearly, calmly, slowly; use plain
language that avoids jargon.
 Speak professionally and with concern
and compassion.
 Respect the patient's privacy.
continued on next slide

78. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• Patient contact
 Limit interruptions in communication.
 Be aware of your position relative to the
patient, body language, and the use of
space.
 Control the physical environment, if
possible, for the amount of noise and
light.
continued on next slide

79. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• Patient contact
 Be courteous, give choices when
possible.
 Actively listen.
 Be honest.
continued on next slide

80. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Posture and positioning
continued on next slide

81. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Standing over a patient with crossed arms conveys an intimidating sense of yourself as an authority figure.
continued on next slide

82. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Position yourself at the patient’s eye level to indicate that you see the patient as your equal.
continued on next slide

83. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Distance
• A space of less than 1½ feet is the
intimate zone, and may feel threatening to
your patient.
• Except when closeness is needed for the
physical exam, a space of 1 to 4 feet is
appropriate.
continued on next slide

84. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Distance
• Inform the patient before you enter his
personal space.
• The interpretation of space varies among
different cultures.
continued on next slide

85. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Gestures
• Gestures and facial expressions convey
emotion.
• Use a warm smile to indicate concern and
that you welcome the patient's
communication.
continued on next slide

86. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Eye contact
• Make and maintain eye contact when
speaking.
• Be aware that other cultures may interpret
direct eye contact as impolite or
aggressive.
continued on next slide

87. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Nonverbal communication
• Haptics—the study of touching
• Touch can be welcome.
• Age, gender, culture, and experience can
affect how touch is perceived.
• Read the patient's body language to
determine whether touch is appropriate.
continued on next slide

88. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Most patients welcome a warm, compassionate touch.
continued on next slide

89. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Asking questions
• Ask one question at a time.
• Give the patient time to answer.
• Listen to the response.
• Choose language the patient
understands.
continued on next slide

90. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Open-ended questions
• Allow the patient to give a detailed
response.
• Answers provide detailed information.
• An example is, "How are you feeling?"
continued on next slide

91. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Closed questions
• Also called direct questions
• Used to get information quickly or to
follow up on open-ended questions to get
specifics
• An example is, "What medications do you
take?"
continued on next slide

92. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Do not ask leading or biased questions.
 Do not interrupt the patient.
 Be aware of too much talking by you or
the patient.
 Do not provide false reassurance.
continued on next slide

93. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Do not give inappropriate advice.
 Do not ask "why" questions that imply
blame.
 Manage the presence and interactions of
family members.
continued on next slide

94. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Motivating a patient to talk
• It may be necessary to move from open-
ended to closed questioning.
• Give positive feedback for
communication.
continued on next slide

95. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Hostile patients
• Be aware of your own safety.
• Request help from law enforcement, if
needed.
• Know your protocols for patient restraint.
• Consider using additional personnel as
witnesses.
continued on next slide

96. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Hostile patients
• Try to establish good rapport.
• Remain professional.
• Try to provide an appropriate way for the
patient to express himself.
continued on next slide

97. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Special circumstances
• Culture affects how illness is viewed and
what treatments are acceptable.
• Ethnocentrism is the view that one's
culture is the "right" way.
• Respect others' values and beliefs.
continued on next slide

98. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Special circumstances
• Cultures view space differently; watch for
feedback.
• If there is a language barrier, seek an
interpreter.
• Be aware of potential filtering of
information by interpreters.
continued on next slide

99. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Special circumstances
• Additional time may be needed when
interviewing elderly patients.
• Do not make assumptions about hearing
and vision problems, but be alert that
they may exist.
• Retrieve hearing aids or write questions
on a pad of paper, if needed.
continued on next slide

100. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Special circumstances
• Never be impatient with the elderly.
• Never speak to the elderly as if they are
children or are mentally incapacitated.
• Be respectful.
continued on next slide

101. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Therapeutic CommunicationTherapeutic Communication
• The patient interview
 Special circumstances
• Use extra patience with children.
• Obtain the parents' assistance in
communicating with the child.
• Position yourself at the child's eye level.
• Use simple, direct language.
• Be honest.

102. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Case Study ConclusionCase Study Conclusion
Krista performs a primary assessment
and begins administering oxygen to
Alyssa. Barb learns from David that
Alyssa seems to have the flu, which
triggered an asthma attack. When
paramedic Sam Bowles arrives, Krista
introduces him to Alyssa. Sam crouches
next to the sofa and begins his interview
by asking Alyssa how she is feeling.
continued on next slide

103. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Case Study ConclusionCase Study Conclusion
Both Alyssa and David are much calmer
now that the providers have shown that
they are confident and competent, as
well as compassionate and empathetic.
continued on next slide

104. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Case Study ConclusionCase Study Conclusion
After beginning treatment at the scene,
the providers place Alyssa in the
ambulance, and notify dispatch that they
are en route to Brown County Hospital.
Sam gives an organized radio report,
telling the receiving facility that they
have an ETA of 15 minutes.
continued on next slide

105. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
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Case Study ConclusionCase Study Conclusion
When they arrive at the hospital, Sam
gives a transfer of care report, and the
crew wishes Alyssa well before notifying
dispatch that they are ready for the next
call.

106. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Lesson SummaryLesson Summary
• EMS system communication and
therapeutic communication are key
EMT skills.
• Radio equipment includes base
stations, mobile radios, portable radios,
and repeaters.
• Follow basic ground rules for radio
communication.
continued on next slide

107. Prehospital Emergency Care, 10th
edition
Mistovich | Karren
Copyright © 2014, 2010, 2008 by Pearson Education, Inc.
All Rights Reserved
Lesson SummaryLesson Summary
• EMTs communicate with dispatch at key
points during calls.
• EMTs communicate with medical
direction and personnel at the receiving
facility.
• Therapeutic communication is critical to
good patient care.