Hostname: page-component-78c5997874-g7gxr Total loading time: 0 Render date: 2024-11-10T11:39:18.214Z Has data issue: false hasContentIssue false
  • English
  • Français

Survey of EMTs' Attitudes towards Death

Published online by Cambridge University Press:  28 June 2012

Tracy L. Smith-Cumberland  and
Robert H. Feldman
Tracy L. Smith-Cumberland*
Affiliation:
University of Maryland College Park, Maryland, USA
Robert H. Feldman
Affiliation:
University of Maryland College Park, Maryland, USA
*
PA-C University of Maryland Baltimore CountyEHS Department1000 Hiltop CircleBaltimore, MD 21250USA E-mail: tlsmith@umbc.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Introduction:

The purpose of this study was to ascertain information about emergency medical technicians' (EMTs') attitudes towards their training, comfort, and roles when a patient dies on-scene.

Methods:

A sample of 136 EMTs (all levels) from 14 different states participated in a survey prior to completing a continuing education program. About 40% (n = 54) of the EMTs were attending a training program related to death based on the Emergency Death Education and Crisis Training Curriculum,1 while 60% (n = 82) were attending an EMT training program not related to death. Each participant answered questions about their attitudestowards a death on-scene using a five-point Likert scale. The EMTs were compared by level of training (EMT-B/EMT-I and EMT-P), and by type of educational program attended (death-related education and nondeath-related education).

Results:

Most (82%) participants reported that an EMT's actions impact the grief process of a bereaved family. About half (54%) reported that an EMT's role should include notifying the family of the death. However, three-quarters (76%) reported that they had not been trained adequately to make a death notification or help the family with their grief. Many (40%) felt uncomfortable making a death notification. Differences were present in EMTs enrolled in the death education courses as compared to those attending an educational program not related to death. Differences also were found in the levels of EMTs (EMT-B/EMT-I versus EMT-Paramedics).

Conclusion:

This study provides new insights about EMTs' attitudes towards death and the death-related training they receive.

Keywords

attitudesdeathdyingeducationemergency medical technician (EMT)paramedicprehospitalroles
Type
Original Research
Information
Prehospital and Disaster Medicine , Volume 20 , Issue 3 , June 2005 , pp. 184 - 188
Copyright
Copyright © World Association for Disaster and Emergency Medicine 2005

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Smith, TWalz, BSmith, RL: A death education program for emergency physicians, paramedics, and other emergency personnel. Prehosp Emerg Care 1999;3:37–41.CrossRefGoogle ScholarPubMed
2.Palmer, GTrauma junkies and street work. Urban Life 1983a;12(2):162–183.CrossRefGoogle Scholar
3.Cummings, RInternational guidelines 2000 for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation 2000;102 (8 Suppl).Google Scholar
4.Norton, RBartkus, ESchmidt, T et al. Survey of emergency medical technicians' ability to cope with the deaths of patients during prehospital care. Prehosp Disast Med 1992;7:235–242.CrossRefGoogle Scholar
5.Taigman, M: Can empathy and compassion be taught? JEMS 1996;21(6):43–48.Google Scholar
6.Smith, TWalz, BDeath education in US paramedic programs: A nationwide assessment. Death Stud 1995;19:257–267.Google Scholar
7. National Highway Traffic Safety Administration, EMT-Basic National Standard Curriculum. National Highway Traffic Safety Administration: Washington, DC. 1998.Google Scholar
8. National Highway Traffic Safety Administration, Paramedic National Standard Curriculum. National Highway Traffic Safety Administration: Washington, DC. 1998.Google Scholar
9.Coleman, T: The effect of an instructional module on death and dying on the death anxiety of emergency medical technician trainees. Omega 1993;27(2):123–129.Google Scholar
10.Hoge, MHirschman, R: Psychological training of emergency medical technicians: An evaluation. Am J Community Psychol 1984;12:127–131.CrossRefGoogle ScholarPubMed
11.Palmer, GA note about paramedics' strategies for dealing with death and dying. Journal of Occupational Psychiatry 1983b;53:83–86.Google Scholar
12.Critz, S The attitudes and experiences of families with death determination in the home. Am J Hosp Care 1989;Sept/Oct:38–43.Google Scholar
13.Shanaberger, CThe moment of death. JEMS 1988;13(9):96–97,100.Google ScholarPubMed
14.Spiro, DHas experience changed your views on death? JEMS 1995;24(6):46–47.Google Scholar
15.Lattner, B, Hayslip, B: Occupation-related differences in levels of death and anxiety. Omega 1984;15(1):53–66.CrossRefGoogle Scholar
16.Tracy, SFrom here to eternity. Most of us bury our feelings about death. Emerg Med Serv 1994;23(9):67–68.Google Scholar
17.Hammer, JMathews, JLyons, JJohnson, NOccupational stress within the paramedic profession: An initial report of stress levels compared to hospital employees. Ann Emerg Med 1986;15(5):536–539.CrossRefGoogle ScholarPubMed
18.Smith-Cumberland, TThe effect of two death education programs on emergency medical technicians. Diss Abstr Int 2004;65(3b):(UMI No. 3124727).Google Scholar
19.Paulson, T:When resuscitation fails. JEMS 1987;Jan:31–34.Google Scholar
20.Iserson, KThe gravest words: Sudden-death notifications and emergency care. Ann Emerg Med 2000;36(1):75–77.CrossRefGoogle ScholarPubMed
21.Meoli, M: Supporting the bereaved: Field notification of death. JEMS 1993;Dec:39–46.Google Scholar
22.Kuykendall, D Integrating the human component in training. JEMS 1990;Oct:14.Google Scholar