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Introduction
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Explanation on the usage of the e-learning program and the learning goals to the participant
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Learning goals
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| ● The professional knows the elements of a proper DeMIST handover |
| ● The professionals knows why it is important to use the DeMIST model for handover |
| ● The professional knows the role of the emergency medical dispatcher, ambulance driver, ambulance nurse, emergency nurse and emergency physician during handover |
| ● The professional performs a DeMIST handover for trauma and non-trauma patients |
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Theory
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Provision of theory on DeMIST and its usage to the participant
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Theory on DeMIST
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| ● De: full name, date of birth/age and sex of the patient |
| ● M: trauma or non-trauma |
| ● I: injuries found or suspected/complaints |
| ● S: Airway, Breathing (frequency, SpO2), Circulation (heart rate, blood pressure), and Disability (EMV-score, pupil reaction, pain, blood glucose)
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| ● T: working diagnosis, treatment given, effect of the treatment |
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When to use DeMIST
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How to use DeMIST
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Supply of objective information
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When to provide a handover
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Verification if handover was clear
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Who provides a handover to whom (professionals’ role)
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Advantages of using the DeMIST in the total chain of emergency care
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Knowledge test
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Summative test whether the participant has sufficient knowledge, insight and basic skills about a DeMIST handover
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8 random questions out of 22 on knowledge, insight and application of theory
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Simulation test
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Summative test whether the participant can integrate knowledge and skills to provide a DeMIST handover
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2 high fidelity simulation scenarios, randomly picked from 7 possible scenarios:
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1. Female (75 yrs), low energetic trauma (pedestrian-car)
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2. Male (45 yrs), high energetic trauma (tree-car)
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3. Female (28 yrs), hypovolemic shock (fluxus post partum)
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4. Male (30 yrs), fever, hypotension altered consciousness (septicaemia)
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5. Female (55 yrs), resuscitation
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6. Male (68 yrs), resuscitation
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7. Female (70 yrs), stroke
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Evaluation
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Feedback on knowledge and simulation test to the participant
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Achievement on learning goals with feedback
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