Safety is Third, Not First, and We All Know It Should Be

Conclusion In educational opportunities, train like you plan to fight. Since there may not be an actual patient, the “benefit” in the risk-benefit analysis may be lesser. However, taking no risks in training ensures you’ll be less prepared to take risks—even R+ risks—in actual operations. For example, you don’t stop patient care because it’s raining, so don’t stop your training simply because it’s raining. Also, during your education, fight the idea that we can ever say “the scene is safe.” Accept that our work is done in an imperfect environment where safety cannot be ensured. Then, recognize that your educational task, to promote the idea that your work needs to be accomplished and needs to be fun and sustainable, is to learn ways to mitigate risk that promote mission completion and professional sustainability. In real-world operations, understand the end goal. Know what’s needed to complete that task, and how risk can be engaged to mitigate R- risk danger and to enhance R+ risk benefit. Learn the ways you respond to risk and build personal adaptations, rather than simply assuming you should avoid risk at all costs. This is especially important for psychological triggers or responses you may recognize in yourself. Fear-based action is a poor driver of exceptional EMS performance. Stay vigilant throughout your operational period. Another problem with training personnel to check “scene safety” as a first step and priority is ignoring the fact that ...
Source: JEMS Special Topics - Category: Emergency Medicine Authors: Tags: Exclusive Articles Operations Source Type: news