Chapter 4: Communications and Documentation



Chapter 5

Communications and Documentation

Unit Summary

After students complete this chapter and the related coursework, they will understand the importance of effective communication and documentation skills as they relate to quality emergency medical care. Different types of communication systems are explained, and the techniques and procedures for effective use of these systems are outlined. Students will also learn the purpose of the written report and the information that is necessary to make the report complete.

National EMS Education Standard Competencies

Preparatory

Uses simple knowledge of the emergency medical services (EMS) system, safety/well-being of the emergency medical responder (EMR), and medical/legal issues at the scene of an emergency while awaiting a higher level of care.

Documentation

• Recording patient findings (p 85)

EMS System Communication

Communication is needed to

• Call for resources (pp 76-77)

• Transfer care of the patient (p 77)

• Interact within the team structure (pp 74-78)

Therapeutic Communication

Principles of communicating with patients in a manner that achieves a positive relationship:

• Interviewing techniques (pp 78-83)

Medical Terminology

Uses simple medical and anatomic terms.

Knowledge Objectives

1. Describe the importance of communication and documentation for emergency medical responders (EMRs). (p 74)

2. Describe the different types of equipment used by EMRs in voice, radio, telephone, and data systems. (pp 74-76)

3. Summarize the functions of radio communications during the following phases of a response:

a. Dispatch (p 76)

b. Response to the scene (p 76)

c. Arrival at the scene (p 76)

d. Update of responding emergency medical services (EMS) units (pp 76-77)

e. Transfer of patient care to other EMS personnel (p 77)

f. Postrun activities (p 77)

4. Describe the guidelines for radio communication. (p 78)

5. Discuss the techniques of effective verbal communication. (pp 78-80)

6. Describe guidelines for effective communication with patients. (p 78)

7. Explain the skills that will help EMRs communicate with

a. Patients who are hard of hearing or deaf (pp 80-81)

b. Patients who are visually impaired (p 81)

c. Non–English-speaking patients (pp 81-82)

d. Geriatric patients (p 82)

e. Pediatric patients (p 82)

f. Patients with a developmental disability (p 82)

g. Persons displaying disruptive behavior (pp 82-83)

8. Explain the role of medical terminology. (p 83)

9. Describe the legal significance of documentation. (p 85)

10. List the items that EMRs should include in a patient care report to ensure proper documentation. (p 85)

Skills Objectives

1. Demonstrate proper radio communications. (p 78)

2. Demonstrate an understanding of the rules of communication with colleagues, patients, and bystanders as an EMS professional. (pp 79-80)

3. Demonstrate the techniques for successful cross-cultural communication. (p 80)

4. Demonstrate completion of a patient care report. (p 85)

Readings and Preparation

Review all instructional materials, including Emergency Medical Responder, Sixth Edition, Chapter 5, and all related presentation support materials.

• Review local radio protocols and procedures for conducting both dispatch and medical communications.

• Review local protocols and procedures for operating radio/telephonic communication equipment, including procedures in the event of equipment failure.

Support Materials

• Lecture PowerPoint presentation

• Copies of locally approved prehospital care report forms and refusal of treatment forms

• Display of radio/telephonic equipment used in the local area

Enhancements

• Direct students to visit Navigate 2.

• Provide samples of written patient care reports.

• Ask a representative from the local communications center to participate as a guest lecturer to talk about the specifics of the local system.

• Arrange for a field trip to the local communications center.

• Provide students with a list of the local frequencies and their designations (ie, fire, EMS, police).

• Use walkie-talkies to have students practice communicating with each other using the proper techniques explained in the chapter.

Teaching Tips

• Stress to students that basic effective communication processes are a key factor in resolving an incident successfully. This process must focus on verbal and interpersonal communication skills with all types of patients—children, older or impaired patients, non–English-speaking patients, and other groups that may require special communication needs.

• Stress that written documents become a part of the incident record and the patient’s medical records. Students must understand the importance of legible, thorough, and accurate reporting. This practice can be illustrated through use of locally approved forms during simulations conducted throughout the remainder of the course.

• Local medical communications and procedures should be reviewed with the students, to include procedures for equipment failure, reporting of errors, and methods for processing written reports.

• Incorporate devices that will allow students to “feel” what it is like to be elderly, such as earplugs to simulate hearing loss, reading glasses covered with plastic wrap to simulate visual problems, and so forth.

Unit Activities

Writing assignments: Assign each student a research paper on the topic of aging and the challenges he or she may face as an EMT when responding to calls involving older patients.

Student presentations: Have each student make a presentation to the class regarding appropriate ways to communicate with an elderly patient or a non–English-speaking patient who is in distress.

Group activities: Ask each student to prepare scenarios for patients of various ages with various complaints. Working in small groups, ask students to play out the scenario, reinforcing the importance of communication.

Pre-Lecture

You are the Provider

“You are the Provider” is a progressive case study that encourages critical thinking skills.

Instructor Directions

1. Direct students to read the “You are the Provider” scenario found throughout Chapter 5.

2. You may wish to assign students to a partner or a group. Direct them to review the discussion questions at the end of the scenario and prepare a response to each question. Facilitate a class dialogue centered on the discussion questions.

3. You may also use this exercise as an individual activity and ask students to turn in their comments on a separate piece of paper.

Lecture

I. Introduction

A. Communications are important during every phase of a call.

1. The dispatcher must communicate the location and type of call to the designated responders.

2. EMRs need to communicate with patients, bystanders, family members, dispatchers, and other members of the public safety community.

3. Once you have completed a call, it is important to document the condition of the patient and the treatment given.

II. Data and Communications Systems

A. The purpose of a communications system is to send information from one location to another when it is impossible to communicate face-to-face.

B. The results of using a communication system will be only as accurate as the information that is put into the system.

C. You must have a basic idea of how your department’s communications system works.

D. Communications systems can be divided into two categories:

1. Those that transmit voice communications

2. Those that transmit data

E. Voice systems

1. Voice communications systems

a. Transmit the spoken word from one location to another

2. Radio systems

a. You must understand the basics of a radio communication system and know how to properly operate the radio system used by your department.

b. Radio communications are regulated by the Federal Communications Commission (FCC).

c. Frequencies (channels) are assigned according to the function of the organization.

d. Several types of radios exist.

i. Base station: A powerful stationary two-way radio that is located in a fixed place and attached to one or more fixed antennas

ii. Mobile radio: A device that is mounted in a vehicle and draws electricity from the electrical system of the vehicle

iii. Portable radios: A handheld, self-contained unit that includes a two-way radio with a battery, a built-in microphone, and a built-in antenna

iv. Repeater: A device that receives a weak radio signal, strengthens that signal, and then automatically rebroadcasts it

3. Telephone systems

a. Telephone systems primarily send voice communications.

b. Landline phone systems are tied together through an above-ground or below-ground hardwired system.

c. Mobile phones rely on radio waves between a mobile phone and a cellular tower to send and receive phone messages.

i Smart phones use advanced operating systems that combine the features of a cellular phone with those of a personal computer and global positioning systems (GPS).

F. Data systems

1. Communication systems are increasingly used to send and receive data.

a. Data can be transmitted through radios phones, or the Internet.

2. Paging systems can transmit text messages or voice communications.

3. Mobile data terminals (MDTs) transmit data messages through a radio system and are frequently incorporated into a mobile radio system.

4. Fax machines use phone lines or radio systems to send written data.

5. Telemetry is used by advanced life support (ALS) providers to transmit electrocardiograms and other patient data to online medical control.

6. Digital messaging is a technology that includes e-mail, text messages, and social media, which are increasingly used by EMRs to send and receive information within public safety agencies.

G. The functions of radio communications

1. Communication systems are used for different functions.

2. Calls for medical assistance can be broken into six phases:

a. Dispatch

b. Response to the scene

c. Arrival at the scene

d. Update responding EMS units

e. Transferring the care of patient to other personnel

f. Postrun activities

3. Dispatch

a. Dispatch may use voice, text messaging, or an MDT to alert responders to an emergency.

b. It is your responsibility to keep your equipment ready to receive a call whenever you are on duty.

c. If you are not sure that all information has been received correctly, ask the dispatcher to repeat it.

4. Response to the scene

a. You need to know your response area.

b. Learn how to use maps or global positioning system (GPS) devices.

c. The dispatcher may give you further information about the location of the call or the condition of the patient while you are en route to the scene.

d. If you are unexpectedly delayed or encounter any problems en route, notify dispatch of the situation.

5. Arrival at the scene

a. Perform a visual survey of the scene as you arrive.

b. Give the communications center a brief verbal description of the scene.

c. Your report should verify

i. Location of the incident

ii. Type of incident

iii. Any hazards present

iv. Number of patients

v. Any additional assistance required

6. Update responding EMS units

a. You will be expected to update responding EMS units about the condition of your patient.

b. Your report should include

i. Age and sex of the patient

ii. Chief complaint

iii. Level of responsiveness

iv. Status of airway, breathing, and circulation

7. Transfer of patient care to other EMS personnel

a. When EMTs or paramedics arrive on the scene, it is important for you to provide them with a “hand-off” report.

b. The easiest way to report your patient assessment results is to use the same systematic approach that you follow during patient assessment:

i. Provide the age and sex of the patient.

ii. Describe the history of the incident.

iii. Describe the patient’s chief complaint.

iv. Describe the patient’s level of responsiveness.

v. Describe how you found the patient.

vi. Report the status of the patient’s vital signs, airway, breathing, and circulation.

vii. Describe the results of the physical examination.

viii. Report any pertinent medical conditions using the SAMPLE format.

ix. Report the interventions provided and the patient’s response to them.

c. Use the same systematic approach you follow during patient assessment to help ensure that you do not overlook any significant symptoms, signs, or injuries.

d. Online medical control is generally used by EMTs and paramedics to

i. Secure permission to perform certain skills

ii. Get direction regarding patient care

iii. Give patient care reports to the hospital

e. If your EMS system uses online medical control for EMRs, you will need to learn how and when to contact medical control.

8. Postrun activities

a. After you have turned over the care of the patient to other EMS providers, you need to report your status to your communications center.

b. Let the communications center know how long it will take you to get your unit ready for service and when you will be available for another call.

c. Providing a written report of a call is covered under the section on documentation.

III. Verbal Communication

A. Effective communication means that the person receiving the message understands exactly what the person who sent the message meant.

1. Effective communication requires feedback; the receiver needs to communicate to the sender that the message has been received and understood.

B. Both external and internal distractions can negatively affect communication.

1. Noise and other the use of electronic devices constitute external distractions.

2. Internal distractions, such as letting yourself think about a personal matter while on scene, can negatively affect your ability to communicate.

3. Communication can also be affected when an EMR lacks empathy for a patient or shows prejudice against a certain type or group of people.

C. Verbal communications with the patient, the family, and the rest of the health-care team are an essential part of high-quality patient care.

1. You must be able to determine what the patient needs and then explain this information to others.

D. Guidelines for effective communication with patients

1. Your gestures, body movements, and attitude toward the patient are critically important in gaining the trust of both the patient and family.

2. The following guidelines for communication will help you calm and reassure your patients:

a. Introduce yourself by name and title.

b. Ask the patient’s name and use it.

c. Make and keep eye contact.

d. Use language that the patient can understand.

e. Speak slowly and clearly.

f. Tell the truth.

g. Allow time for the patient to respond.

h. Limit the number of people talking with the patient.

i. Be aware of your body language.

j. Act and speak in a calm, confident manner.

k. Respect the cultural norms of the patient.

l. Use open-ended and closed-ended questions appropriately.

m. Treat all patients as if they were members of your family.

E. Communicating with patients with special needs

1. Communicating with patients who are hearing-impaired

a. A patient of any age may be unable to hear you for a variety of reasons:

i. Hereditary deafness

ii. Long-term deafness caused by illness, ear infections, or injury

iii. Temporary deafness caused by an explosion or other loud noise

b. Ask, or write out the question, “Can you hear me?”

c. After you determine that the patient is hearing impaired or deaf, do not continue to rely on verbal communication.

d. When working with patients who are hard of hearing or deaf, use the following techniques:

i. Identify yourself by showing the patient your patch or badge.

ii. Touch the patient; a patient who is hard of hearing or deaf needs human contact just as much as a hearing patient.

iii. Face the patient when you speak so he or she can see your lips and facial expressions.

iv. Speak slowly and distinctly; do not shout.

v. Watch the patient’s face for expressions of understanding or uncertainty.

vi. Repeat or rephrase your comments in clear, simple language.

vii. If all this fails, write down your questions and offer paper and a pencil to the patient to respond.

viii. Some people are both deaf and blind. Take your time, be patient, and use touch as a way of communicating.

e. Like all other parents in similar circumstances, deaf parents must give their consent for you to treat their child.

2. Communicating with patients who are visually impaired

a. Look for signs that suggest the patient may be visually impaired.

b. Tell the patient what is happening, identify noises, and describe the situation and surroundings, particularly if you must move the patient.

c. Learn the patient’s name and use it throughout your examination and treatment, just as you would with a sighted patient.

c. If the patient has a service dog, try to keep the patient and dog together.

d. Visual impairment and hearing impairment are not related; it is not necessary to talk louder to a visually impaired patient.

3. Communicating with non–English-speaking patients

a. You may be able to adapt some of the techniques recommended for communicating with a patient who is hard of hearing or deaf.

b. Supplement your questions with hand gestures, finger-pointing, and facial expressions.

c. Determine how much English the patient speaks, if any, and find out if a family member or a friend can function as an interpreter for you.

d. Some communities offer language assistance services that EMRs can access by telephone or through the agency dispatcher.

4. Communicating with geriatric patients

a. When dealing with older patients who suffer from hearing or visual impairment, use the same communication skills you would with any other patients with similar conditions.

b. Do not assume that all older patients have physical or mental impairments.

c. Assess all patients carefully and give them time to respond to your questions.

5. Communicating with pediatric patients

a. Caring for ill or injured children is a stress-producing situation for most EMS providers.

b. Children and their parents or caregivers are often frightened and anxious.

c. Familiar objects and faces can help calm a child.

d. Talk to both the parents and the child as much as possible and tell them what is happening.

e. Ask a parent to hold the child if the illness or injury permits.

f. Tell the child your first name and explain what you are doing.

g. Squat, kneel, or sit down to the child’s level and establish eye contact.

h. Be honest.

6. Communicating with patients with a developmental disability

a. Ask the family or caregiver about the patient’s typical level of communication.

b. Speak slowly, using short sentences and simple words.

c. You may need to repeat or rephrase statements several times until the patient understands what you want.

d. You may be able to adapt many of the techniques that you use when treating children to your work with developmentally disabled patients.

7. Persons displaying disruptive behavior

a. Disruptive behavior can present a danger to you, the patient, and other persons at the scene and can cause delays in treatment.

b. In managing any patient who is exhibiting disruptive behavior, take the following steps:

i. Assess the situation. Try to determine the cause of the patient’s disruptive behavior.

ii. Protect the patient and yourself.

iii. Stay between the patient and an exit whenever possible.

iv. Do not take your eyes off the patient or turn your back.

v. If the patient has a weapon, stay clear and wait for law enforcement personnel—no matter how badly injured the patient seems to be.

vi. As soon as your personal safety is assured, provide the appropriate emergency medical care.

c. Sometimes family members or friends of the disruptive patient may insist that you take the person to the hospital, but you cannot take a competent individual against his or her wishes.

IV. Medical Terminology

A. Medical terminology is a collection of technical terms used by medical personnel for the following purposes:

1. Identify anatomic parts of the body

2. Specify illnesses and injuries

3. Indicate treatments given

B. Medical terminology is intended to clarify language so that one person can communicate clearly to another the anatomic location of an injury, signs and symptoms of a disease, and treatments given.

C. You job as an EMR is to communicate your message to other medical providers as clearly as possible.

1. Do not use medical terms if you are unsure of their meaning.

2. As new terminology is introduced, look at the parts of each word.

3. By learning commonly occurring prefixes and suffixes, you will gain some insight into new words.

V. Documentation

A. Documentation is the second major type of communication that you will use in your daily work as an EMR.

B. Documentation is a process for verifying your actions using written records or computer-based (electronic) records.

1. By recording your actions, you provide a record for others and a document you can refer to in the future if necessary.

2. Documentation provides a legal record of the actions you took.

3. It also offers a basis to evaluate the quality of care given.

C. Proper documentation includes the following:

1. The age and sex of the patient

2. The history of the incident

3. The condition of the patient when found

4. The patient’s description of the injury or illness

5. The patient’s chief complaint

6. The patient’s level of responsiveness

7. The status of initial and subsequent vital signs: airway, breathing, and circulation

8. The results of the physical examination

9. Pertinent medical conditions using the SAMPLE format

10. The treatment you gave the patient

11. Any change in the patient’s condition after treatment

12. The agency and personnel who took over treatment of the patient

13. The following times:

a. The time you were dispatched

b. The time you arrived on the scene

c. The time other providers arrived on the scene

d. The time you departed the scene

14. Any reportable conditions present

15. Any infectious disease exposure

16. Anything unusual about the case

17. Any other helpful facts

D. Complete your patient care report as soon as possible after each call.

1. Your documentation should be clear, concise, and accurate.

2. If you make a mistake, draw a line through it, initial the error, and correct it.

E. Your organization may rely on patient care reports for documenting reportable events.

1. Reportable events include certain crimes and infectious diseases.

a. Knife wounds

b. Gunshot wounds

c. Motor vehicle collisions

d. Suspected child abuse

e. Domestic violence

f. Elder abuse

g. Dog bites

h. Rape

2. It is important that you learn how the reporting process is handled in your agency and what you are required to do.

VI. Summary

A. Communications systems allow you to relay information from one location to another when it is impossible to communicate face to face. Excellent communication skills are crucial during every phase of a call.

B. It is important for you to have a basic idea of how your department’s communications system works.

C. You must be familiar with two-way radio communications and have a working knowledge of mobile and hand-held portable radios. You must know when to use them and which types of information you can transmit.

D. Throughout the different phases of an EMS call, communication systems are used for different functions. The phases of an EMS call include dispatch, response to the scene, arrival at the scene, updating the responding EMS units, transferring care of the patient to other personnel, and postrun activities.

E. The protocols for communicating with others during each phase of an EMS call vary from one system to another. It is important that you learn and follow the standard procedures and protocols used by your department.

F. In addition to radio and oral communications, you must have excellent person-to-person communication skills. You should be able to effectively interact with the patient and any family members, friends, or bystanders.

G. People who are sick or injured may not understand what you are doing or saying. For this reason, your body language and attitude are very important in gaining the trust of both the patient and the family. You must also take special care of individuals such as children, geriatric patients, patients who are hard of hearing or deaf, patients who are visually impaired, non–English-speaking patients, patients with a developmental disability, and patients displaying disruptive behavior.

H. Along with your radio report and oral report, you must complete a formal written hand-off report that will be given to other EMS professionals at the scene. Documentation provides a legal record of the actions you took and offers a basis to evaluate the quality of care given. Remember that the call is not over until the paperwork is completed.

Post-Lecture

Assessment in Action

This activity allows the student an opportunity to analyze an emergency care scenario and develop responses to critical-thinking questions. This scenario is designed to assist the student in gaining a further understanding of appropriate communications and documentation in the field.

Instructor Directions

1. Direct students to read the “Assessment in Action” scenario located in the Prep Kit at the end of Chapter 4.

2. Direct students to read and individually answer the quiz questions at the end of the scenario. Facilitate a class review and discussion of the answers, allowing students to correct their responses as needed. Use the quiz question answers noted here to assist in building this review.

3. You may wish to ask students to complete the activity on their own and turn in their answers on a separate piece of paper.

Answers to Assessment in Action Questions

1. Answer: C Dispatch

2. Answer: C Kneel down to the level of the patient’s face.

3. Answer: C Describe the illness or injury in plain English.

4. Answer: A brief and concise.

5. Answer: C Federal Communications Commission

6. Answer: A the age of the mother.

7. Answer: A It is a legal document.

8. Answer: Introduce yourself by name and tell the patient that you are an EMR who is there to help. This information helps to put the patient at ease.

9. Answer: The six phases of an EMS call are dispatch, response to the scene, arrival at the scene, update of responding EMS units, transfer of patient care to other EMS personnel, and postrun activities.

10. Answer: To communicate with a 78-year-old, hard-of-hearing patient, you would need to identify yourself and point to your patch or badge to let him or her know your role. Touch the patient for reassurance. Face the patient when you speak to him or her so that he or she can see your lips and facial expressions. Speak slowly and clearly. Do not shout. Watch the patient’s face for expressions of understanding or uncertainly. Repeat or rephrase your comments in clear, simple language. If all these attempts fail, then write down your questions and offer paper and a pencil to the patient to respond.

Lesson Review

A. What are the two categories of communications systems? (Lecture II-D)

B. Which organization regulates radio communications? (Lecture II-E)

C. List the different types of radios. (Lecture II-E)

D. What are the six phases of an EMS call? (Lecture II-G)

E. What are the two types of distractions that can interfere with effective communication? (Lecture III-B)

F. What are some techniques you can use to assist in communicating with hearing-impaired patients? (Lecture III-E)

G. How can you use body language to enhance your communication with a pediatric patient? (Lecture III-E)

H. What is your primary concern when faced with a patient who displays disruptive behavior? (Lecture III-E)

I. What are the reasons for completing a clear, concise, and accurate written report? (Lecture V-B)

Assignments

A. Complete all the Student Workbook activities for Chapter 5.

B. Review all materials from this lesson and be prepared for a lesson quiz to be administered (date to be determined by the instructor).

C. Read Chapter 6: The Human Body for the next class session.

Unit Assessment Keyed for Instructors

1. Match the following radio parts with their description.

A. base station

B. mobile radio

C. portable radio

D. repeater

1. a device that receives a weak radio signal, amplifies that signal, and then rebroadcasts it

2. a powerful stationary two-way radio that is attached to one or more fixed antennas

3. self-contained unit incorporating a two-way radio with a self-contained battery, a built-in microphone, and a built-in antenna

4. a device that is mounted in a vehicle and draws electricity from the electrical system of the vehicle with an external antenna, which is usually mounted on the roof or cab of the vehicle

Answer: A, 2; B, 4; C, 3; D, 1

pp 74-75

2. ____________ transmits electrocardiograms and other patient data to online medical control.

A. A paging system

B. A mobile data terminal

C. A fax machine

D. Telemetry

Answer: D

p 75

3. Put these phases of the EMS call in the appropriate order:

A. arrival at the scene

B. transferring the care of the patient to other personnel

C. response to the scene

D. update responding EMS units

E. postrun activities

F. dispatch

Answer: F, C, A, D, B, E

p 75

4. If you are not sure that you have received all the dispatch information correctly, ask the dispatcher to

A. speak louder.

B. write it down.

C. repeat it.

D. call back later.

Answer: C

p 76

5. Which information should not be relayed when transferring care of a patient to other professionals?

A. description of the history of the incident

B. description of the patient’s chief complaint

C. your personal feelings about the patient’s activities prior to the incident

D. description of the patient’s level of responsiveness

Answer: C

p 77

6. After pressing the push-to-talk (PTT) button on the radio, why should you wait for 1 second before starting your message?

Answer: If you don’t wait, the first part of your message may be cut off before the transmitter is working at full power.

p 78

7. Elderly patients often experience _____________ hearing and visual acuity.

Answer: decreased

p 82

8. What are some techniques you can use to communicate effectively with pediatric patients?

Answer: Allow the patient to play with a favorite toy or allow the parent to hold the child. Be sure to squat down so you are at the child’s eye level.

p 82

9. What is the most important thing to do when dealing with a patient who is displaying disruptive behavior?

A. Ensure personal safety.

B. Take weapons away from the patient.

C. Provide patient care regardless of threats.

D. Leave your partner alone with the patient to reduce the patient’s level of agitation.

Answer: A

p 83

10. All of the following should be documented in your patient care report except

A. the patient’s chief complaint.

B. pertinent medical conditions.

C. the specific treatments rendered by the receiving medical crews.

D. the treatment you administered to the patient.

Answer: C

p 85

Unit Assessment

1. Match the following radio parts with their description.

____ A. base station

____ B. bobile radio

____ C. portable radio

____ D. repeater

1. a device that receives a weak radio signal, amplifies that signal, and then rebroadcasts it

2. a powerful stationary two-way radio that is attached to one or more fixed antennas

3. self-contained unit incorporating a two-way radio with a self-contained battery, a built-in microphone, and a built-in antenna

4. a device that is mounted in a vehicle and draws electricity from the electrical system of the vehicle with an external antenna, which is usually mounted on the roof or cab of the vehicle

2. ____________ transmits electrocardiograms and other patient data to online medical control.

A. A paging system

B. A mobile data terminal

C. A fax machine

D. Telemetry

3. Put these phases of the EMS call in the appropriate order:

____ A. arrival at the scene

____ B. transferring the care of the patient to other personnel

____ C. response to the scene

____ D. update responding EMS units

____ E. postrun activities

____ F. dispatch

4. If you are not sure that you have received all the dispatch information correctly, ask the dispatcher to

A. speak louder.

B. write it down.

C. repeat it.

D. call back later.

5. Which information should not be relayed when transferring care of a patient to other professionals?

A. description of the history of the incident

B. description of the patient’s chief complaint

C. your personal feelings about the patient’s activities prior to the incident

D. description of the patient’s level of responsiveness

6. After pressing the push-to-talk (PTT) button on the radio, why should you wait for 1 second before starting your message?

7. Elderly patients often experience _____________ hearing and visual acuity.

8. What are some techniques you can use to communicate effectively with pediatric patients?

9. What is the most important thing to do when dealing with a patient who is displaying disruptive behavior?

A. Ensure personal safety.

B. Take weapons away from the patient.

C. Provide patient care regardless of threats.

D. Leave your partner alone with the patient to reduce the patient’s level of agitation.

10. All of the following should be documented in your patient care report except

A. the patient’s chief complaint.

B. pertinent medical conditions.

C. the specific treatments rendered by the receiving medical crews.

D. the treatment you administered to the patient.

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