First Responder EMS Curriculum for Training Centers in Eurasia

14. DocumentationProviding written documentation, including events leading to a patient’s illness or injury,medical history, physical assessment, emergency care rendered, as well as notations aboutthe status of the scene, is an extremely important function of the First Responder. A writtenrecord provides information that can be reviewed for quality improvement in patient care.Local law may require reporting of child/elder/spousal abuse, sexual assault, violentcrimes, and infectious disease exposure.15. Application of Content Materiala. Procedural (How)None identified for this lesson.b. Contextual (When, Where, Why)Legal and ethical issues are present in every aspect of patient care. Decisions to treat ornot treat a patient, to release or not release information, to report or not report anincident all require knowledge of current regional and local legislation, policy, andprotocol. Up-to-date-knowledge of the current legal interpretation of issues such asnegligence, battery, confidentiality, consent, and refusal of emergency medical care isessential for the First Responders.16. Student Activitiesa. Auditory (Hearing)1. Students will listen to actual case scenarios of First Responder care.b. Visual (Seeing)1. Students will look at actual medical identification insignia, organ donor cards, anddo not resuscitate orders, if applicable.2. Students will look at definitions of legal terms such as consent, abandonment,battery, duty to act, negligence, and confidentiality.c. Kinesthetic (Doing)1. Students will practice making decisions while role playing the various legal andethical situations that occur in the EMS environment (including consent,abandonment, battery, duty to act, negligence and confidentiality).2. Students will role play situations in which do not resuscitate orders are in effect.3. Students will role play situations of patients refusing care.Instructor Activities• Facilitate discussion and supervise practice.• Reinforce student progress in cognitive, affective, and psychomotor domains.• Redirect students having difficulty with content.EvaluationWrittenDevelop evaluation instruments (e.g., quizzes, oral reviews, and handouts) to determine if thestudents have met the cognitive and affective objectives of this lesson.First Responder EMS Curriculum/AIHA, July 2002 25