1. NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 1
Transitions Paper Assignment Guidelines
PURPOSE
The purpose of this assignment is to explore a critical concept
in nursing. The student will be able
to demonstrate application of information literacy and ability to
utilize resources (library, writing
center, SmartThinking, located within the Tutor Source tab
under Course Home, APA resources,
Turnitin, and others) through literature search and writing the
paper.
COURSE OUTCOMES
This assignment enables the student to meet the following
course outcomes.
CO 2: Identify characteristics of professional behavior
including emotional intelligence,
Communication, and conflict resolution.
CO 3: Demonstrate information literacy and the ability to utilize

2. resources.
DUE DATES
Please refer to the Course Calendar for exact due dates of the
draft for peer feedback exercise
and for the final paper.
REQUIREMENTS AND GUIDELINES
Pick one of the following topics and find a scholarly nursing
journal article (published within the last
five years) that discusses this nursing topic. The topics are
safety;
After you find a scholarly nursing journal article using the
Chamberlain library resources, you will
complete a one-two page summary and reflection on the article.
The paper should be completed in
APA format and include the following.
requirement)

3. cited in the body of your paper
cited in the body of your paper
NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 2
TOTAL POINTS: 150 POINTS
Best Practices in Preparing the Paper
Utilize resources available to you to assist with finding
appropriate literature and articles from
professional nursing journals relevant to your topic and
preparing for and writing the paper (e.g.,
SmartThinking, located within the Tutor Source tab under
Course Home, writing center, Turnitin,
APA manual, and online resources).
The grading rubric will help you understand how your faculty
will be evaluating your paper. Use it
as a checklist to make sure that you have included all the
important elements.
Grading Criteria for Transitions Paper Assignment

4. Category Points % Description: See Rubric for Details
Introduction 20 13%
paper with conceptual key points to
be discussed and engages the
interest of the reader
Body of Paper 60 40%
-developed discussion
of key points
information clear and accurate,
supported by examples from personal
and/or professional experiences
perspectives on the topic; reflective
and insightful
Conclusion 30 20%
body of paper in a clear and concise
manner
reader with a thought, idea,
or key message

5. NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 3
Writing Style, APA
Format, and
References
40 27%
ng
size, spacing, citations, title page, and
reference page
-text citation
-text citation
(published within the last five years)
TOTAL 150 100
A quality assignment will meet or exceed all
of the above requirements.

6. NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 4
Grading Rubric
Assignment
Criteria
Outstanding or Highest
Level of Performance
A (92–100%)
Very Good or High Level of
Performance
B (84–91%)
Competent or Satisfactory
Level of Performance
C (76–83%)
Poor, Failing or

7. Unsatisfactory Level of
Performance
F (0–75%)
Introduction
20
clearly presented.
the purpose of the paper and
key points to be discussed.
captures the reader’s interest.
19–20 points
ntroduction of the paper is
clearly presented.
general purpose of the paper
and points to be discussed.
general interest of the reader.
17–18 points

8. present.
general purpose of the paper,
but key points are not clearly
presented.
general interest of the reader.
16 points
clearly presented, irrelevant to
the topic, or is absent.
the purpose of the paper or key
points to be discussed.
the reader’s interest.
0–15 points
Body of Paper
60
-developed
discussion of key points
strongly supports the purpose
or main idea of the paper.

9. ideas with clear and accurate
information
supported by three or more
examples from personal and/or
professional experiences.
own perspectives on the topic:
reflective, insightful, and
original.
56–60 points
points generally supports the
purpose or main idea of the
paper.
development of
ideas with clear and accurate
information.
supported by two examples
from personal and/or
professional experiences.
own perspectives on the topic:
reflective and insightful.

10. 51–55 points
points somewhat supports the
purpose or main idea of the
paper.
development of ideas,
somewhat clear information;
some information is inaccurate.
e
supported by one example
from personal and/or
professional experiences.
provides own perspectives on
the topic; somewhat reflective
and insightful.
46–50 points
discussion of key points, which
does not support the purpose
or main idea of the paper.
ideas; information is unclear
and/or inaccurate.
supported by examples from
personal and/or professional

11. experiences.
provide own perspectives on
the topic: lacks reflection and
insight.
0–45 points
NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 5
Conclusion
30
usion of the paper is
clearly and concisely presented.
key points discussed in the
paper.
impression on the reader
(important thought, idea, or key
message).
28–30 points

12. nclusion of the paper is
clearly and concisely presented.
points discussed in the paper.
impression on the reader
(important thought, idea, or key
message).
25–27 points
Conclusion of the paper is
present.
points discussed in the paper.
impression on the reader
(important thought, idea, or key
message).
23–24 points
not
clearly presented.
key points discussed in the
paper.

13. an impression on the reader
(important thought, idea, or key
message).
0–22 points
NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 6
Writing Style,
APA Format,
and References
40
Writing Style
Standard English grammar,
paragraph, and sentence
structure.
typographical errors.
around required components.

14. sequence that is easy for the
audience to follow.
APA Format and References
use of margins, spacing, font,
and headers.
and reference pages in correct
APA format.
the body of the paper uses
correct APA format for direct
and indirect quotes.
on
the Reference page. All
elements of each reference are
included in the correct order.
source, even if summarized,
must be cited and listed on the
Reference page.
journals published within the last
five years.
37–40 points

15. Writing Style
errors in use of Standard
English grammar, paragraph,
and sentence structure.
typographical errors.
organized and
generally easy to read and
follow.
APA Format and References
any one of the items: margins,
spacing, font, and headers.
and reference pages, with one
to two errors in APA format.
in the body of the paper for
direct and indirect quotes, with
one to two errors in APA
format.
Reference page. There are one
to two errors in elements of

16. each reference.
source, even if summarized,
must be cited and listed on the
Reference page.
journals published within the
last five years.
34–36 points
Writing Style
error or there
are more than four minor errors
in use of Standard English
grammar, paragraph, and
sentence structure.
or typographical errors.
generally easy to read and
follow.
APA Format and References
two of the items: margins,
spacing, font, and headers.

17. and reference pages, with three
errors in APA format.
the body of the paper for direct
and indirect quotes, with three
errors in APA format.
Reference page. There are three
errors in elements of each
reference.
sources (even if summarized) is
not cited and/or listed on the
Reference page.
nursing journals published
within the last five years.
31–33 points
Writing Style
spelling and/or grammar errors.
thoughts and concepts; it is
difficult to follow logic.

18. APA Format and References
three or more of the items:
margins, spacing, font, and
headers.
etup includes title
and reference pages, with four
or more errors in APA format.
the body of the paper for direct
and indirect quotes, with four or
more errors in APA format.
Reference page. There are four
or more errors in elements of
each reference.
sources (even if summarized) is
not cited and/or listed on the
Reference page.
nursing journals published
within the last five years.

19. 0–30 points
NR103 TRANSITION TO THE NURSING PROFESSION
NR103 Transitions Paper 3.6.16 Revision 12-8-16 7
FACULTY FEEDBACK FORM
Category Points Comments
Introduction 20
Body of Paper 60
Conclusion 30
Writing Style, APA Format,
and References
40
TOTAL 150
PurposeCourse OutcomesRequirements and GuidelinesFaculty
Feedback form

20. BBA 2026, Organizational Communication 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Relate effective communication techniques to public relations
and marketing.
4.1. Investigate a social media public relations campaign for an
organization.
4.2. Describe ways an organization can improve public relations
through social media.
Reading Assignment
In order to access the following resource(s), click the link(s)
below:
Fadaei, M. (2016). Investigating the effect of internet marketing
on customers’ decision to purchase (case
study: Amico Industrial Group). International Journal of
Information, Business and Management, 8(2),
134-144. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1778467576?accountid=33337
Click here to view the Unit V Presentation.
Click here to view the Unit V Presentation transcript.

21. Unit Lesson
Introduction
In the first half of the class, the discussion centered on
communication. In this unit, the focus will be on using
communication techniques to effectively establish public
relations and marketing for an organization.
Marketing departments are concerned with advertising and
public relations (PR), and the communication
channels they use have radically changed in the last few years
due to new technology platforms.
Both advertising campaigns and public relations are concerned
with publicity—sending a message to the
audience (established customers and potential customers) about
a product or service that the organization
offers. In Forbes, Robert Wynne (2014) explains in his article,
“The Real Difference Between PR and
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Unit V Presentation
Article: “Investigating the effect of internet marketing on
customers’ decision to
purchase (case study: Amico Industrial Group)”

22. Unit V Assignment
4.1
Unit Lesson
Unit V Presentation
Article: “Investigating the effect of internet marketing on
customers’ decision to
purchase (case study: Amico Industrial Group)”
Unit V Assignment
4.2
Unit Lesson
Unit V Presentation
Article: “Investigating the effect of internet marketing on
customers’ decision to
purchase (case study: Amico Industrial Group)”
Unit V Assignment
UNIT V STUDY GUIDE
Relating Effective Communication Techniques
to Public Relations and Marketing
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.proquest.com.libraryresources.columbiasouthern.edu/docv
iew/1778467576?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://s
earch.proquest.com.libraryresources.columbiasouthern.edu/docv
iew/1778467576?accountid=33337
https://online.columbiasouthern.edu/bbcswebdav/xid-
53427134_1
https://online.columbiasouthern.edu/bbcswebdav/xid-
53427152_1

23. BBA 2026, Organizational Communication 2
UNIT x STUDY GUIDE
Title
Advertising,” that advertising is considered to be paid media
while PR is considered to be earned media. Each
type of media platform—magazines, newspapers, television
stations, websites, and so forth—has specific
sections where paid advertising appears. With PR, the message
moves outside of these paid-for sections into
a story or the editorial section, which falls under the category of
promotional activities. They often are
concerned with more subtle publicity, involving relationship
building and forging a mutual-trust relationship
with the audience. This helps develop credibility.
Communication Channels
Communication channels are constantly changing in modern
society. Media and communication models that
have been established over the years have undergone
fundamental changes, primarily due to the introduction
of the Internet into our lives. Effective marketing
communication in both PR and advertising depends on
developing a compelling message and delivering it to the right
audience. Traditional media sources, such as
television, radio, and print, still exist and are viable options but
are limited in scope when compared to online
media. The Internet offers an almost borderless way to transmit

24. communication to the world’s population. The
trusted third party discussed by Wynne (2014) may no longer be
a network or newspaper reporter, but
instead, it may be a person on social media with thousands of
people who follow his or her channel.
Case Study: KitchenAid and Twitter
Social media platforms are simply websites that allow people to
communicate informally with others through
written messages, photographs, audio clips, or videos. Each
social media platform offers unique opportunities
and challenges. Twitter is just one platform in a vast world of
online media and offers a business almost
instant worldwide communication with customers and potential
customers. This can allow for effective PR, but
it can also damage a company’s reputation just as quickly. For
instance, KitchenAid posted a tweet about
President Obama’s grandmother during one of Obama’s debates.
The tweet said that President Obama’s
grandmother had known his presidency was going to be bad and
chose to die three days before he became
president. The tweet was quickly deleted, and KitchenAid
issued an apology. Cynthia Soledad, a senior
member of the company, admitted that a junior staff member
had been handling the company’s social media
accounts, and the sentiment was in no way representative of the
values of the company.
KitchenAid tweets an apology.
(Allen, 2012)
The problem with using social media is that the information

25. remains online—even if the company wants to
delete the message. Mistakes like this can very quickly circulate
from person-to-person (known in popular
terminology as going viral) and damage a company’s PR image.
Trends in Social Media
In order to take advantage of the Internet, organizations also
need to be aware of new trends. Whenever
companies develop new online platforms for communication and
PR, marketing has to change. For example,
Twitter was created in 2006. Originally developed to send
messages containing 140 characters or less to
registered users, the site evolved to adding promoted tweets and
promoted accounts in 2010. In 2015,
promoted tweets are no longer limited to 140 characters. This
platform changed, and the companies who use
it have to change as well.
The promoted accounts and promoted tweets move the platform
away from the idea of pure PR and more into
the realm of advertising. This is another area that marketing
departments need to consider. Advertising
pushes its point of view onto the consumer, basically saying the
advertised aspect of the product is what
BBA 2026, Organizational Communication 3
UNIT x STUDY GUIDE
Title

26. everyone should find important. PR takes the opposite point of
view and focuses on the people who are
actually engaged in the discussion. PR does not fall under the
same category as advertising, and when
companies pay to have their tweets promoted, it can seem
disingenuous to the consumer.
Case Study: The Dove Campaign for Real Beauty and the Dove
Self-Esteem Project
One way that companies manage to promote their product
through social media channels, including paid
placement in those channels, is to focus on outside social
issues. The Dove beauty brand is a good example
of an organization that used a PR campaign on social media to
advertise beauty products. The Dove
Campaign for Real Beauty started a global conversation through
social media about creating a wider
definition of beauty after a major study, The Real Truth About
Beauty: A Global Report, proved that the
current definition of beauty for women was limiting and
unattainable (as cited in Dove, 2016). Beginning in
2004, Dove used various social media platforms to raise
awareness of this issue (Dove, 2016).
First, Dove created an advertising campaign featuring real
women whose appearances are outside the
stereotypical norms of beauty (Dove, 2016). The advertisements
invited people to “vote” on the women’s level
of beauty at campaignforrealbeauty.com. This blended approach
featured a paid advertisement with PR at the
website. When the customers (and potential customers) visited
the website to vote, Dove was not directly
selling its product. Instead, Dove was focused on boosting
women’s self-confidence.

27. Each following year, Dove launched a new part to the campaign.
One of the biggest successes occurred in
2006, when Spain banned overly thin models from its fashion
runways. Dove produced Evolution—a short
film on the social media site, YouTube—that depicts the
transformation of a woman into a model, complete
with makeup and Photoshop effects. Please see the Suggested
Reading section if you are interested in
viewing the short film.
Those engaged in social media did not see the company as
trying to promote itself, but rather, the company
was viewed as trying to promote women and a healthy beauty
image. The message had more impact with the
receivers because it is presented as promotional material rather
than advertising. Research has
demonstrated that editorial commentary (supplied by a PR
promotion) is valued almost as much as word-of-
mouth advice from family and friends. This carries far more
leverage with the consumer than advertising
(Wynne, 2014). The Dove campaign had the best of both
worlds: friends and family chiming in and the full
weight of the organization’s PR department behind it.
References
Allen, F. (2012). KitchenAid attacks Obama’s grandmother,
then apologizes. Forbes. Retrieved from
http://www.forbes.com/sites/frederickallen/2012/10/04/kitchena
id-attacks-obamas-grandmother-then-
apologizes/#5588b71a7073

28. Dove. (2016). The Dove campaign for real beauty. Retrieved
from http://www.dove.us/Social-
Mission/campaign-for-real-beauty.aspx
Wynne, R. (2014). The real difference between PR and
advertising. Forbes. Retrieved from
http://www.forbes.com/sites/robertwynne/2014/07/08/the-real-
difference-between-pr-and-advertising-
credibility/#5bbe0cb22700
Suggested Reading
In order to access the following resource(s), click the link(s)
below:
Dove. (2016). The Dove campaign for real beauty. Retrieved
from http://www.dove.us/Social-
Mission/campaign-for-real-beauty.aspx
Piper, T. (2006, October 6). Dove evolution [Video file].
Retrieved from
https://www.youtube.com/watch?v=iYhCn0jf46U&feature=yout
u.be
http://www.dove.us/Social-Mission/campaign-for-real-
beauty.aspx
http://www.dove.us/Social-Mission/campaign-for-real-
beauty.aspx
https://www.youtube.com/watch?v=iYhCn0jf46U&feature=yout

29. u.be
BBA 2026, Organizational Communication 4
UNIT x STUDY GUIDE
Title
Ramsey, M. (2014, September). Why thinking you’re ugly is
bad for you. Retrieved from
https://www.ted.com/talks/meaghan_ramsey_why_thinking_you
_re_ugly_is_bad_for_you/transcript?l
anguage=en
The resource below points out some of the key differences
between public relations and advertising. Copy
and paste the link into your browser to view the article.
Wynne, R. (2014). The real difference between PR and
advertising. Forbes. Retrieved from
http://www.forbes.com/sites/robertwynne/2014/07/08/the-real-
difference-between-pr-and-advertising-
credibility/#5bbe0cb22700
Learning Activities (Nongraded)
Apply What You Have Learned
Consider organizations where you have worked in the past or

30. where you are currently employed. How does
the organization use social media? Do you believe it is
effective? Why, or why not?
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
https://www.ted.com/talks/meaghan_ramsey_why_thinking_you
_re_ugly_is_bad_for_you/transcript?language=en
https://www.ted.com/talks/meaghan_ramsey_why_thinking_you
_re_ugly_is_bad_for_you/transcript?language=en
http://www.forbes.com/sites/robertwynne/2014/07/08/the-real-
difference-between-pr-and-advertising-
credibility/%235bbe0cb22700
http://www.forbes.com/sites/robertwynne/2014/07/08/the-real-
difference-between-pr-and-advertising-
credibility/%235bbe0cb22700
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Title:
Authors:
Affiliation:
Editors:
Source:

31. Publication Type:
Language:
Major Subjects:
Minor Subjects:
Nursing Specialties:
CE Module:
Entry Date:
Revision Date:
Accession Number:
Database:
Record: 1
Transportation of Patients: Air Medical -- Maintaining Patient
Safety
Caple C, RN, BSN, MSHS; Woten M, RN, BSN
Cinahl Information Systems, Glendale, CA
Pravikoff D, RN, PhD, FAAN
CINAHL Nursing Guide EBSCO Publishing, (Ipswich,
Massachusetts),
2018 Apr 06.
Nursing Practice and Skill - CEU
English
Aeromedical Transport
Patient Safety
Risk Management
Critical Care; Education, Continuing (Credit); Nursing
Role; Patient
Education
Flight Nursing
Transportation of Patients: Air Medical -- Maintaining Patient

32. Safety--CE
Module
20100129
04/06/2018
T704597
Nursing Reference Center Plus
Nursing Practice and Skill
Transportation of Patients: Air Medical -- Maintaining Patient
Safety
By: Carita Caple, RN, BSN, MSHS
Cinahl Information Systems, Glendale, CA
Mary Woten, RN, BSN
Cinahl Information Systems, Glendale, CA
Edited by: Diane Pravikoff, RN, PhD, FAAN
Cinahl Information Systems, Glendale, CA
Link to Skill Competency Checklist
Link to Interactive Skill Competency Checklist
What is Air Medical Transportation?
Air medical transportation (AMT) refers to the transfer of a
critically ill patient by helicopter—or less
commonly,by airplane—to a healthcare facility that is
appropriate to the level of care the patient needs (e.g.,
transfer to a Level I trauma center or a burn center). AMT is
utilized by patients of all age groups (e.g.,
neonates, children, adolescents, adults, and older adults) who
have a variety of severe and/or life-
threatening conditions (e.g., patients requiring resuscitation,
pregnant women with obstetric emergencies,
preterm neonates) or injuries (e.g., patients who have severe

33. trauma or burn injury)
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What: AMT involves the use of an aircraft that is equipped with
medical supplies, advanced medical
equipment (e.g., transport ventilators, quantitative end-tidal CO
monitors), and clinicians who are
specially trained in the care of critically ill patients who require
air transport. The patient receives intensive
emergency care and monitoring to maintain safety while
onboard until he/she is transferred to the care of
clinicians in the receiving facility. AMT can also involve
evacuating patients from international sites
following illness or injury
How: The AMT aircraft is flown with its crew to the site of an
accident for emergency field evacuation of
critically injured trauma victims or to a healthcare facility for
interfacility transfer of a critically ill or injured
patient to a healthcare facility that is equipped to provide the
level of care the patient needs. Correct use
of equipment, heightened patient monitoring, and strict

34. adherence to protocols for patient care and
aircraft safety are required during AMT to maintain safety of
the patient
Where: AMT is used in both rural and urban areas
Who: Pilots, paramedics, respiratory therapists, and critical care
nurses who have been specially trained
in AMT serve as the crew during flights. Emergency care nurses
are often responsible for arranging AMT
and for deciding whether AMT or ground transportation will be
utilized
What is the Desired Outcome of Air Medical Transportation?
The desired outcome of AMT is to safely transport critically ill
or injured patients to specialty care centers
using the most rapid means of transportation
Why is Maintaining Patient Safety During Air Medical
Transportation Important?
Maintaining patient safety—including maintaining respiratory
and hemodynamic stability—while receiving the
patient, transferring the patient to and from the stretcher and the
aircraft, during flight, and while transferring
the patient to the receiving facility is important because it
improves the chances of patient survival and
optimal outcome
Facts and Figures
According to the Association of Air Medical Services (AAMS),
54% of AMT services are provided for
interfacility transfer, 33% for field evacuation of critically
injured patients, and 13% for other transportation

35. needs, including transport of donated organs (AAMS, 2015)
Researchers who analyzed data on fixed-wing medical transport
incidents from the National Transportation
Safety Board Aviation Accident Incident Database found that
rates of fatal outcomes (35.6% vs. 19.7%),
aircraft fires (20.3% vs. 10.5%), and on-ground collisions (5.1%
vs. 2.0%) were significantly higher with
medical flights compared with commercial flights (Handel et
al., 2011)
In a 2011 analysis of 98 requests for urgent or emergency
interfacility AMT, investigators found that 42%
contained at least one communication error. Eleven of the 65
total errors were classified as major; examples
of major errors included incorrect diagnosis, failure to record
that patients were intubated or required
mechanical ventilation, and recording “no drug allergies” when
a drug allergy was present (Vilensky et al.,
2011)
In a study of the physical stressors of neonates during
emergency transfer, researchers found that
compared with ground ambulance, helicopter transport produces
higher-level noise but more stable whole
2
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36. body dynamic exposure, and ambulance transport was
associated with more dynamic effects related to
braking, shock, and impulsive noise (Bouchut et al., 2011)
The authors of a literature review on risk factors in air transport
found multiple disadvantages of air transport
for patients, including stress during flight, oxygen
concentration reduction that can worsen hypoxia,
reduction in barometric pressure, cooler temperature, moisture
reduction that potentially increased risk for
dehydration, noise, excessive vibration, acceleration forces, and
fatigue (Intas et al., 2013)
The U.S. Centers for Disease Control and Prevention (CDC)
have developed guidelines specific to AMT of
patients with Ebola. These guidelines are intended to promote
the safety of patients as well as healthcare
personnel, and are available at https://www-cdc-
gov.chamberlainuniversity.idm.oclc.org/vhf/ebola/healthcare-
us/emergency-services/air-medical-transport.html
A multidisciplinary panel attempting to develop evidence-based
guidelines regarding the use of helicopter
emergency medical services (HEMS) to transport critically
injured trauma patients determined that there was
insufficient evidence regarding the risks and benefits of HEMS
to develop conclusive guidelines. The panel
recommended that if the patient is assessed as being severely
injured according to the 2011 CDC guidelines
for field triage of injured patients, the patient should be
transported using HEMS; in all other cases, the
patient should be transported using ground emergency medical
services (GEMS) as available (Thomas et
al., 2014)

37. What You Need to Know Before Maintaining Patient Safety
During Air Medical Transportation
Use of AMT depends on its availability, weather conditions,
location, distance to destination, and cargo
weight
Specialty care centers can house AMT aircraft and personnel, or
services can be contracted through a
local AMT company
Weather conditions can prohibit flight (e.g., low cloud cover,
high winds, fog, lightning)
Accident scenes in mountainous terrain, heavily vegetated
terrain, or congested urban areas can impede
finding a safe landing area for AMT aircraft
The combined weight of the pilot, crew, patient, and equipment
must be considered because of the
maximum lift capacity of the aircraft; additional strategies
might need to be initiated to reduce cargo load
when carrying a patient who requires a larger, heavier stretcher
or a patient whose weight exceeds 350
pounds
An AMT helicopter can travel a maximum distance of 250
kilometers (155 miles); longer flights require
use of a fixed-winged aircraft
The level of care that is administered during AMT requires
heightened monitoring and strict adherence to
patient safety protocols
AMT crew members must be competent in providing various
levels of care during AMT, as follows:

38. Basic life support (BLS): The patient requires monitoring but
minimal external life support
Advanced Cardiac Life Support (ACLS): The patient requires
BLS functions as well as cardiac
defibrillation, resuscitation, blood and drug administration,
and/or intubation
Critical care: BLS and ACLS functions are required as well as
the performance of critical care
procedures such as chest decompression by needle or tube
thoracostomy, central line placement, and
portable point-of-care laboratory testing (e.g., using the I-stat
handheld blood analyzer)
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Care given during AMT is often more quantitative and invasive
than care that is given during ground
ambulance transport, and AMT aircraft must be fully stocked
with emergency medical supplies and
control-tested equipment
Invasive procedures (e.g., thoracostomy, endotracheal
intubation, central line placement,
pericardiocentesis) and administration of blood products and

39. antibiotics are common during AMT
Because a helicopter cabin is not pressurized, gases in the cabin
expand during flight at normal
altitudes of 7,000–8,000 feet. Patients with pneumothorax
require thoracostomy prior to flight to
avoid expansion of the pneumothorax caused by the higher
altitude
AMT clinicians are capable of administering nearly 60 types of
medication compared with ambulance
personnel, who are capable of administering about 20 types of
medication
Point-of-care laboratory kits are used during AMT to analyze
blood gases, chemistry values, and
hemoglobin and hematocrit
Both the AMT crew transporting the patient and the healthcare
team receiving the patient should have
protocols regarding patient handoff; these protocols should
include requiring education about optimal
communication during handoff for all team members
Preliminary steps that should be performed before initiating and
maintaining patient safety during AMT
include the following:
Review facility protocols for AMT, including those on
medication administration, blood administration,
resuscitation, invasive procedures, stretcher use, and electronic
monitoring
Review the treating clinician orders for AMT, if available
AMT can be requested by physicians, nurses, pre-hospital
emergency care personnel, and law

40. enforcement
Review the list of facility-required supplies for AMT and verify
that the AMT aircraft is properly stocked,
which typically includes the following:
Stretcher and mattress
Verify that the stretcher has no broken, missing, or
malfunctioning parts
Stabilization equipment: cervical spine collars, fracture
immobilizers, wrist and ankle restraints
Vital sign equipment: electronic blood pressure monitor,
thermometer, stethoscopes
Cardiovascular equipment: EKG and telemetry, electrodes,
defibrillator with pads, external cardiac
pacemaker, intra-aortic balloon pump, Doppler ultrasound
Ventilation and airway equipment: portable oxygen tanks,
regulator, nasal cannula, bag-valve-mask
system, intubation equipment, endotracheal tubes,
oropharyngeal airways, tracheotomy kit, suction
device with catheters and drainage collection unit, jaw wire
cutter, capnography (CO2) monitor and
pulse oximeter, nebulizer, airframe-compatible ventilator,
continuous positive airway pressure (CPAP)
system
Vascular access/invasive equipment: intravenous needles and
tubing, syringes, multi-channel infusion
device, intravenous fluid warmer, intraosseous needles,
intravenous fluids, surgical kit, sharps disposal
system, point-of-care laboratory kit, nasogastric tubes

41. Wound treatment supplies: bandages and dressings, cleaning
and disinfection solutions
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Pediatric equipment: infant incubator with ventilator, infant
delivery kit, fetal Doppler monitor, neonatal
resuscitation kit
Obstetric equipment: prenatal monitoring equipment
Personal protective equipment/infection control: gloves,
protective eyewear, masks, earplugs,
waterless hand cleanser, biohazard bags, sharps container
Medication kit containing drugs for resuscitation, anxiety, air-
sickness, infection control, and condition-
specific treatment (e.g., thrombolytics, paralytics)
Refrigerated packed red blood cells
Battery packs for all electronic equipment (e.g., defibrillator,
ventilator) and power inverter for use of
the aircraft as a power source
Survival equipment: nutrition and hydration supplies, survival
gear, satellite telephone, reference
materials

42. Bedpan, urinal, emesis basin, and hygiene supplies
Sheets, pillows, and towels
Documentation supplies
Verify that electronic equipment has been quality control
checked within the last 24 hours, and check
expiration dates on medications, intravenous fluids, and blood
products
Verify that all AMT crew members are available and that
weather conditions are favorable
How to Maintain Patient Safety During Air Medical
Transportation
Identify the patient using at least two unique identifiers
according to facility protocol
Obtain written consent for AMT from the patient, if alert, or
from a family member, if present
Obtain information related to the patient’s age, weight, medical
diagnosis or injuries, level of consciousness,
medications, and available health history and allergies prior to
patient transfer
Obtain copies of medical records and the results of laboratory
and other diagnostic tests that were
performed, as available
To transfer the patient to and from the AMT aircraft via
stretcher, secure all lines, tubes, and equipment and
utilize 2–3 personnel to secure the patient to the stretcher using
safety belts; adjust the height of the

43. stretcher, as needed, and maintain control of the stretcher
during movement
Combative or violent patients might require sedation as well as
neuromuscular blockade (if mechanically
ventilated) prior to and during transport to promote safety of the
patient and transport crew
Determine if a family member can travel with the patient and
prepare the family member for transport or
provide the family member with directions to the receiving
facility
During AMT, remain seated with shoulder harness fastened
when not attending the patient, and encourage
others to do the same; provide appropriate patient care based on
medical diagnosis/injury
Monitor vital signs; assess all physiologic systems; maintain
airway, breathing and circulation; and apply
age-appropriate resuscitation techniques, if needed. Maintain
continuous use of electronic monitoring
equipment (e.g., telemetry, blood pressure monitor, pulse
oximetry)
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If trauma is present or suspected, maintain use of a cervical
collar and splinting of wounded extremities,

44. control bleeding with application of pressure to wounds, and
provide wound care (e.g., cleaning, dressing)
Administer medications and blood products, and implement
invasive treatment (e.g., thoracostomy,
intubation, pericardiocentesis) as needed; maintain aseptic
technique while performing sterile procedures
(e.g., central line placement)
Monitor for pain throughout transport and for complications of
air travel, including nausea and anxiety;
medicate for complications according to facility protocol
Verify that all nonessential equipment is secured to prevent
injury to the patient and transport crew
On arrival at the receiving facility, hand off the patient to the
appropriate healthcare personnel according to
standard protocol
Provide a thorough report regarding the patient’s care and
condition
Information should be reported clearly and without distraction,
and should be accompanied by written
copies of the patient’s medical record, results of all laboratory
and other diagnostic tests performed,
and documentation of all care that has been provided at the
referring facility and during AMT
Update the patient’s plan of care, as appropriate, and document
the following information in the patient’s
medical record:
Date and time of patient transport and mode of transportation
Time of patient arrival and names of receiving facility and

45. clinician
Patient assessment findings during transport such as
vital signs
level of consciousness
cardiorespiratory status
pain level before, during, and after AMT
patient’s tolerance of AMT
Interventions performed during AMT and patient outcomes
Any unexpected patient events, interventions performed,
whether or not the treating clinician was notified,
and patient outcome
All patient/family member education that was provided,
including topics presented, response to education,
plan for follow-up education, barriers to communication and
learning, and techniques that promoted
successful communication and learning
Other Tests, Treatments, or Procedures That May Be Necessary
Before or After Air Medical
Transportation
Prior to interfacility AMT, the patient might require diagnostic
testing and stabilization procedures (e.g., I.V.
fluid administration, administration of antiplatelet therapy,
suturing of wounds)
What to Expect After Air Medical Transportation

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The patient’s hemodynamic stability will be maintained and the
patient will be effectively handed off to
healthcare personnel at a specialty care center
Red Flags
Many adverse events associated with AMT are related to
improper stretcher use or to the use of broken,
missing, or malfunctioning stretcher parts; resulting injuries can
be sustained by the patient and by
emergency personnel
AMT flights that are conducted at night and during inclement
weather are at highest risk for crashing;
nurses arranging AMT or working on an AMT crew can reduce
the risk of crash-related injury and death
Note weather conditions in the field, including at the sending
and receiving facilities
Avoid “helicopter shopping,” or placing requests to multiple
AMT units to find a unit that will accept a flight
when other units have declined because of inclement weather
Do not participate in AMT that you believe cannot be
accomplished safely

47. What Do I Need to Tell the Patient/Patient’s Family?
Provide information about AMT and the indications for AMT
Inform family members that they cannot travel with the patient
during AMT by helicopter if there are space
limitations; a family member is usually able to accompany the
patient during AMT using larger aircraft
Reassure family members that AMT flights are extensively
equipped with medical equipment and are staffed
with critical care specialists to provide safe and effective
treatment during flight
Note
Recent review of the literature has found no updated research
evidence on this topic since previous
publication on April 29, 2016
References
1. Air Medical Physician Association (AMPA) Board of
Trustees. (2012, January 9). Safe handoff of care in
air/ground medical transport: Position statement of the Air
Medical Physician Association. Retrieved March 29,
2018, from https://www.ampa.org/wp-
content/uploads/2016/05/Safe-Handoff-of-Care-in-Air2.pdf (GI)
2. Association of Air Medical Services. (2015). Fact sheet and
FAQs. Retrieved March 29, 2018, from
http://aams.org/member-services/fact-sheet-faqs/ (GI)
3. Bouchut, J. -C., Van Lancker, E., Chritin, V., & Gueugniaud,
P. -Y. (2011). Physical stressors during neonatal
transport: Helicopter compared with ground ambulance. Air
Medical Journal, 30(3), 134-139.

48. doi:10.1016/j.amj.2010.11.001 (R)
4. Centers for Disease Control and Prevention. (2015, January
27). Guidance on air medical transport of
patients with Ebola virus disease (EBV). Retrieved March 29,
2018, from
http://www.cdc.gov.chamberlainuniversity.idm.oclc.org/vhf/ebo
la/hcp/guidance-air-medical-transport-
patients.html (G)
https://www.ampa.org/wp-content/uploads/2016/05/Safe-
Handoff-of-Care-in-Air2.pdf
http://aams.org/member-services/fact-sheet-faqs/
http://www.cdc.gov.chamberlainuniversity.idm.oclc.org/vhf/ebo
la/hcp/guidance-air-medical-transport-patients.html
10/1/2018 Information Resources for Chamberlain University.
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com.chamberlainuniversity.idm.oclc.org/eds/delivery?sid=eba6e
475-b4f3-476f-b808-
737bb05c98b5%40sessionmgr4006&vid=1&ReturnUrl=… 8/9
5. Greenwood, M. J. (2009). Helicopter shopping and the
interfacility transfer of patients. ED Legal Letter,
20(7), 78-80. Retrieved from https://www-ahcmedia-
com.chamberlainuniversity.idm.oclc.org/articles/113744-
special-report-helicopter-shopping-and-the-interfacility-
transfer-of-patients (GI)
6. Handel, D. A., & Yackel, T. R. (2011). Fixed-wing medical
transport crashes: Characteristics associated with
fatal outcomes. Air Medical Journal, 30(3), 149-152.
doi:10.1016/j.amj.2010.11.007 (R)

49. 7. Intas, G., & Stergiannis, P. (2013). Risk factors in air
transport for patients. Health Science Journal, 7(1), 11-
17. Retrieved from http://www.hsj.gr/medicine/risk-factors-in-
air-transport-for-patients.pdf (SR)
8. Thomas, S. H., Brown, K. M., Oliver, Z. J., Spaite, D. W.,
Lawner, B. J., Sahni, R., ... Lang, E. S. (2014). An
evidence-based guideline for the air medical transportation of
prehospital trauma patients. Prehospital
Emergency Care, 18(Suppl. 1), 35-44.
doi:10.3109/10903127.844872 (G)
9. Vilensky, D., & MacDonald, R. D. (2011). Communication
errors in dispatch of air medical transport.
Prehospital Emergency Care, 15(1), 39-43.
doi:10.3109/10903127.2010.519817 (R)
10. Worley, G. H., St Mars, T., & Valdez, A. M. (2009).
Helicopter air medical transport safety: What is the role
of the emergency nurse? JEN: Journal of Emergency Nursing,
35(2), 152-153. doi:10.1016/j.jen.2008.11.007
(GI)
Reviewer(s)
Eliza Schub, RN, BSN, Cinahl Information Systems, Glendale,
CA
Lee Allen, RN, MS, Glendale Adventist Medical Center,
Glendale, CA
Nursing Practice Council, Glendale Adventist Medical Center,
Glendale, CA
Original document: 2010 Jan 29
Latest revision: 2018 Apr 06

50. https://www-ahcmedia-
com.chamberlainuniversity.idm.oclc.org/articles/113744-
special-report-helicopter-shopping-and-the-interfacility-
transfer-of-patients
http://www.hsj.gr/medicine/risk-factors-in-air-transport-for-
patients.pdf
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Code
M
SR
RCT
R
C
G
RV
RU
QI

51. L
PGR
PFR
PP
X
GI
U
CP
Coding Matrix
References are rated using the following codes,
listed in order of strength:
Description
Published meta-analysis
Published systematic or integrative literature review
Published research (randomized controlled trial)
Published research (not randomized controlled trial)
Case histories, case studies
Published guidelines
Published review of the literature

52. Published research utilization report
Published quality improvement report
Legislation
Published government report
Published funded report
Policies, procedures, protocols
Practice exemplars, stories, opinions
General or background information/texts/reports
Unpublished research, reviews, poster presentations or other
such
materials
Conference proceedings, abstracts, presentation
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EBSCO Information Services accepts no liability for advice or
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