Death in the field: Teaching paramedics to deliver effective death notifications using the educational intervention "GRIEV-ING"

Cherri Hobgood, Dana Mathew, Donald J. Woodyard, Frances S. Shofer, Jane H. Brice

Research output: Contribution to journalArticle

18 Citations (Scopus)

Abstract

Introduction. Emergency medical services (EMS) personnel are rarely trained in death notification despite frequently terminating resuscitation in the field. As research continues to validate guidelines for the termination of resuscitation (TOR) and reputable organizations such as NAEMSP lend support to such protocols, death notification in the field will continue to increase. We sought to test the hypothesis that a learning module, GRIEV-ING, which teaches a structured method for death notification, will improve the confidence, competency, and communication skills of EMS personnel in death notification. Methods. The GRIEV-ING didactic session consisted of a 90-minute education session composed of a didactic lecture, small group breakout session, and role-plays. This was both preceded and followed by a 15-minute case role-play using trained standardized survivors. To assess performance we used a pre-post design with 3 quantitative measures: confidence, competency, and, communication. Paramedics from the local EMS agency participated in the education as a part of continuing education. Pre-post differences were measured using a paired t-test and McNemar's test. Results. Thirty EMS personnel consented and participated. Confidence and competency demonstrated statistically significant improvements: confidence (percent change in scores = 11.4%, p < 0.0001) and competency (percent change in scores = 13.9%, p = 0.0001). Communication skill scores were relatively unchanged in pre-post test analysis (percent change in scores = 0.4, p = 0.9). Conclusion. This study demonstrated that educating paramedics to use a structured communication model based on the GRIEV-ING mnemonic improved confidence and competence of EMS personnel delivering death notification.

Original languageEnglish (US)
Pages (from-to)501-510
Number of pages10
JournalPrehospital Emergency Care
Volume17
Issue number4
DOIs
StatePublished - Oct 1 2013

Fingerprint

Allied Health Personnel
Emergency Medical Services
Teaching
Communication
Resuscitation
Education
Continuing Education
Mental Competency
Survivors
Learning
Organizations
Guidelines
Research

Keywords

  • death
  • education
  • emergency medical services
  • emergency medical technician

ASJC Scopus subject areas

  • Emergency Medicine
  • Emergency
  • Medicine(all)

Cite this

Death in the field : Teaching paramedics to deliver effective death notifications using the educational intervention "GRIEV-ING". / Hobgood, Cherri; Mathew, Dana; Woodyard, Donald J.; Shofer, Frances S.; Brice, Jane H.

In: Prehospital Emergency Care, Vol. 17, No. 4, 01.10.2013, p. 501-510.

Research output: Contribution to journalArticle

Hobgood, Cherri ; Mathew, Dana ; Woodyard, Donald J. ; Shofer, Frances S. ; Brice, Jane H. / Death in the field : Teaching paramedics to deliver effective death notifications using the educational intervention "GRIEV-ING". In: Prehospital Emergency Care. 2013 ; Vol. 17, No. 4. pp. 501-510.
@article{d74bcb7a99414aba9386bb3fe433d2b0,
title = "Death in the field: Teaching paramedics to deliver effective death notifications using the educational intervention {"}GRIEV-ING{"}",
abstract = "Introduction. Emergency medical services (EMS) personnel are rarely trained in death notification despite frequently terminating resuscitation in the field. As research continues to validate guidelines for the termination of resuscitation (TOR) and reputable organizations such as NAEMSP lend support to such protocols, death notification in the field will continue to increase. We sought to test the hypothesis that a learning module, GRIEV-ING, which teaches a structured method for death notification, will improve the confidence, competency, and communication skills of EMS personnel in death notification. Methods. The GRIEV-ING didactic session consisted of a 90-minute education session composed of a didactic lecture, small group breakout session, and role-plays. This was both preceded and followed by a 15-minute case role-play using trained standardized survivors. To assess performance we used a pre-post design with 3 quantitative measures: confidence, competency, and, communication. Paramedics from the local EMS agency participated in the education as a part of continuing education. Pre-post differences were measured using a paired t-test and McNemar's test. Results. Thirty EMS personnel consented and participated. Confidence and competency demonstrated statistically significant improvements: confidence (percent change in scores = 11.4{\%}, p < 0.0001) and competency (percent change in scores = 13.9{\%}, p = 0.0001). Communication skill scores were relatively unchanged in pre-post test analysis (percent change in scores = 0.4, p = 0.9). Conclusion. This study demonstrated that educating paramedics to use a structured communication model based on the GRIEV-ING mnemonic improved confidence and competence of EMS personnel delivering death notification.",
keywords = "death, education, emergency medical services, emergency medical technician",
author = "Cherri Hobgood and Dana Mathew and Woodyard, {Donald J.} and Shofer, {Frances S.} and Brice, {Jane H.}",
year = "2013",
month = "10",
day = "1",
doi = "10.3109/10903127.2013.804135",
language = "English (US)",
volume = "17",
pages = "501--510",
journal = "Prehospital Emergency Care",
issn = "1090-3127",
publisher = "Informa Healthcare",
number = "4",

}

TY - JOUR

T1 - Death in the field

T2 - Teaching paramedics to deliver effective death notifications using the educational intervention "GRIEV-ING"

AU - Hobgood, Cherri

AU - Mathew, Dana

AU - Woodyard, Donald J.

AU - Shofer, Frances S.

AU - Brice, Jane H.

PY - 2013/10/1

Y1 - 2013/10/1

N2 - Introduction. Emergency medical services (EMS) personnel are rarely trained in death notification despite frequently terminating resuscitation in the field. As research continues to validate guidelines for the termination of resuscitation (TOR) and reputable organizations such as NAEMSP lend support to such protocols, death notification in the field will continue to increase. We sought to test the hypothesis that a learning module, GRIEV-ING, which teaches a structured method for death notification, will improve the confidence, competency, and communication skills of EMS personnel in death notification. Methods. The GRIEV-ING didactic session consisted of a 90-minute education session composed of a didactic lecture, small group breakout session, and role-plays. This was both preceded and followed by a 15-minute case role-play using trained standardized survivors. To assess performance we used a pre-post design with 3 quantitative measures: confidence, competency, and, communication. Paramedics from the local EMS agency participated in the education as a part of continuing education. Pre-post differences were measured using a paired t-test and McNemar's test. Results. Thirty EMS personnel consented and participated. Confidence and competency demonstrated statistically significant improvements: confidence (percent change in scores = 11.4%, p < 0.0001) and competency (percent change in scores = 13.9%, p = 0.0001). Communication skill scores were relatively unchanged in pre-post test analysis (percent change in scores = 0.4, p = 0.9). Conclusion. This study demonstrated that educating paramedics to use a structured communication model based on the GRIEV-ING mnemonic improved confidence and competence of EMS personnel delivering death notification.

AB - Introduction. Emergency medical services (EMS) personnel are rarely trained in death notification despite frequently terminating resuscitation in the field. As research continues to validate guidelines for the termination of resuscitation (TOR) and reputable organizations such as NAEMSP lend support to such protocols, death notification in the field will continue to increase. We sought to test the hypothesis that a learning module, GRIEV-ING, which teaches a structured method for death notification, will improve the confidence, competency, and communication skills of EMS personnel in death notification. Methods. The GRIEV-ING didactic session consisted of a 90-minute education session composed of a didactic lecture, small group breakout session, and role-plays. This was both preceded and followed by a 15-minute case role-play using trained standardized survivors. To assess performance we used a pre-post design with 3 quantitative measures: confidence, competency, and, communication. Paramedics from the local EMS agency participated in the education as a part of continuing education. Pre-post differences were measured using a paired t-test and McNemar's test. Results. Thirty EMS personnel consented and participated. Confidence and competency demonstrated statistically significant improvements: confidence (percent change in scores = 11.4%, p < 0.0001) and competency (percent change in scores = 13.9%, p = 0.0001). Communication skill scores were relatively unchanged in pre-post test analysis (percent change in scores = 0.4, p = 0.9). Conclusion. This study demonstrated that educating paramedics to use a structured communication model based on the GRIEV-ING mnemonic improved confidence and competence of EMS personnel delivering death notification.

KW - death

KW - education

KW - emergency medical services

KW - emergency medical technician

UR - http://www.scopus.com/inward/record.url?scp=84883373507&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84883373507&partnerID=8YFLogxK

U2 - 10.3109/10903127.2013.804135

DO - 10.3109/10903127.2013.804135

M3 - Article

C2 - 23805847

AN - SCOPUS:84883373507

VL - 17

SP - 501

EP - 510

JO - Prehospital Emergency Care

JF - Prehospital Emergency Care

SN - 1090-3127

IS - 4

ER -