From ICU To Helicopter: A Nurse’s 46-Year Fight To Prevent Harm | Dr. Julie Siemers, DNP - Shadow Me Next!

Episode Transcript
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Ashley Love (00:00):
Hello and welcome to Shadow Me Next, a podcast
where I take you into and behindthe scenes of the medical world
to provide you with a deeperunderstanding of the human side
of medicine.
I'm Ashley, a physicianassistant, medical editor,
clinical preceptor, and thecreator of Shadow Me Next.
It is my pleasure to introduceyou to incredible members of the

(00:22):
healthcare field and uncovertheir unique stories, the joys
and challenges they face, andwhat drives them in their
careers.
It's access you want andstories you need.
Whether you're a pre-healthstudent or simply curious about
the healthcare field, I inviteyou to join me as we take a
conversational and personal lookinto the lives and minds of

(00:43):
leaders in medicine.
I don't want you to miss asingle one of these
conversations.
So make sure that you subscribeto this podcast, which will
automatically notify you whennew episodes are dropped.
And follow us on Instagram andFacebook at Shadow Me Next,
where we will review highlightsfrom this conversation and where
I'll give you sneak previews ofour upcoming guests.

(01:03):
I'd like to introduce you toJulie Seymours.
Julie has spent 46 years innursing, ICU, trauma, flight
medicine, academia, leadership,and every chapter of her story
points back to one theme.
Patient safety isn't just aclinical skill, it's a moral
responsibility.
In this conversation, sheshares the moments that shaped

(01:25):
her, like the 90-year-old man inthe ICU who had no family to
speak for him, and how thatexperience ignited her life's
work in communication andadvocacy.
Or the decades she spent on ahelicopter treating critically
ill patients with nothing buther training, her instincts, and
the kind of calm you only earnfrom years of showing up when it

(01:48):
matters most.
Julie talks candidly about theculture of healthcare, the
authority gradients, the missedcues, the preventable harm, and
how she transformed thosefrustrations into solutions.
Her book, her patient safetyapp, and life beat solutions, a
training company reteaching thefundamentals that actually keep

(02:11):
patients alive.
This episode is aboutredefining readiness, honoring
intuition, and making sure thatno patient ever falls through
the cracks.
Please keep in mind that thecontent of this podcast is
intended for informational andentertainment purposes only and
should not be considered asprofessional medical advice.

(02:33):
The views and opinionsexpressed in this podcast are
those of the host and guests anddo not necessarily reflect the
official policy or position ofany other agency, organization,
employer, or company.
This is Shadow Me Next with Dr.
Julie Seymours.
Dr.
Julie Seymours, thank you somuch for joining us today on

(02:53):
Shadow Me Next.
I cannot wait to chat with you.

Dr. Julie Siemers (02:55):
Thank you for having me.
I'm excited to talk to youraudience.

I cannot believe that you have been working in
nursing for 46 years.
Have you enjoyed it?
Do you enjoy what you I loveit?
Have you felt like you've hadmoments where you maybe you
maybe didn't love it so much, orhas it just always been a
really steady journey up to whatyou're doing now, which we're
going to talk about?
And it's just absolutelyincredible.

Yeah, I honestly have had times where I
thought, I can't do this.
And that would just be, I'llgive you an example.
When I was working in the ICU,moral integrity to me and
ethical dilemmas are really achallenge in healthcare in the
US, anyway.
What I found.
Um, I had a 90-year-old littlegrandpa who had no family, and

(03:45):
he his body was failing.
And he was in the ICU, and thedoctors wanted to start him on
dialysis.
And I'm like, I wanted to say,are you crazy?
He's suffering.
Why would we extend hissuffering?
And I wanted to say, too, tothat doctor, would you do the
same thing if that was your dad?
Right.
You know, so then when you findyourself in those situations,

(04:09):
if you can't resolve it, that'swhat I love about nursing, is
you can go do something else.
Go work in a differentdepartment, which I did.

Now, Dr.
Seymours and I did not get achance to discuss a quality
question, which is an interviewquestion that our guest shares
to help you prepare for your ownpre-health interview.
But something Dr.
Seymours said could be craftedinto a fantastic quality
question.
Healthcare isn't just aboutknowledge.
It's about noticing somethingsubtle and choosing not to

(04:40):
ignore it.
So here's your question.
Ask me about a time when yousensed something wasn't right,
either in a patient, in asystem, or in a situation.
And what did you do about it?
How did that moment shape theway you advocate for others?
Your answer tells us who youare when it matters most.

(05:02):
Think about the situation.
Write it down.
You'll definitely use thisagain.
Keep in mind that there's moreinterview prep, such as mock
interviews and personalstatement review, over on
Shadowme Next.com.
There you'll find amazingresources to help you as you
prepare to answer your ownquality questions.
You did, you did.
And we're going to talk aboutthat absolutely.

(05:23):
It's it's so interesting to methough, because that one story
that you've described, it kindof sets the tone for what you
have spent recently so much ofyour time doing, which is
improving communication betweenpatients' families and the
healthcare team, right?
And that was just a perfectexample of that man had nobody
to speak for him, you were ableto step into that role.

(05:43):
And um, and it just highlightshow and why families of
patients, people who care aboutour patients are so important in
that healthcare team model.

They truly are because the joint commission
tells us that 70% of patientharm events are due to
communication breakdown.
So when we look at the dynamicsof communication, as I talked
about in my TEDx talk, it's justas much responsibility on the
family and the patient and lovedones to create that bridge with

(06:15):
the healthcare team to reallyensure that the best care is
given to that patient.
You know, yes, the familiesdon't have medical knowledge,
but they have intimate knowledgeof that person and the nuances
of, hey, something's not quiteright with my mom.
We need to explore this and nottaking no for an answer.

Absolutely.
And in your 46 years working innursing, I'm sure you have seen
unfortunately many of thosesituations.
Let's go back.
Um, I know your mother was whoencouraged you to go into
nursing at first.
And we can very much thank yourmom for the amount of time that
you have dedicated to thisincredible specialty.
And at this point, with yourresources, the number of lives

(06:55):
you have probably saved becauseof what you're educating people
on.
Um, but let's step way back.
You worked as a bedside nursein the ICU in critical care and
in trauma as well.
Those are high stakes, highpressure environments.
Can you tell us a little bit,paint a picture for us about
what that part of your lifelooked like?

Yeah, the first 10 years actually in the
hospital, I worked um in medsurge units.
So on the oncology unit and thecardiac step down unit.
And I know a lot of nurses whenthey graduate and have these um
dreams to go work in criticalcare.
I don't encourage that becausethe foundation of how to
prioritize, how to assess, howto really juggle all the tasks

(07:42):
and not just the tasks, butlearn to apply the knowledge,
the critical thinking, theclinical judgment is so
important.
Pardon me.
So I did that for 10 yearsbefore I ever went into the ICU,
and I'm so glad that I didbecause I had a foundation.
I was able to say, something'snot quite right here, uh, Dr.
Jones, you really need to comeand see this patient.

I would like to talk about the team model, and
we are going to talk about that,especially when it comes to
patients.
But in those situations, andand you know, I think about our
ICU nurses, and you guys arejust gods in my book.
I mean, the amount of knowledgethat you have, the way you
advocate for your patients, thethings that you see that other
members of the healthcare teamdon't.

(08:24):
Did you find that it was alwaysan easy or a productive
conversation with the physiciansthat you were working with, the
other members of the healthcareteam?
Or did you run into somechallenges there?

Oh, definitely some challenges.
We still operate in anauthority gradient with the
doctor on the top of thatpedestal.
And don't get me wrong, Iadmire their dedication and 12
years of medical school and allthat.
But when the ego gets in theway of listening, that's when
patient harm can happen.
You know, when I was teachingat Turo University back in Las

(08:57):
Vegas, we had it was a healthsciences university.
So we got together twice a yearand did interprofessional
exercises with all of theschools.
So the DOs, the Doctor ofOsteopathic students, um, the
BSN students that I wasteaching, um, the PT, physical
therapy, the OT.
And it was really interestingin doing these exercises.

(09:20):
The faculty were monitoring andengaging and whatever.
And even in those student days,the DO students still, oh, we
had PAs too, which were awesome.
The DO students already hadstarted with the bossy, I'm, you
know, mentality.
And I'm like, dude, that nurseis gonna cover your butt and

(09:44):
save you, but you can't treateach other like that.
The nurses at the bedside, theeyes and the ears, and when they
tell you something's wrong, youneed to listen.

Yeah, absolutely.

Yeah, a culture that we need to shift.

That's so true.
And it's, you know, it's Ithink a lot of it has to do with
just having conversations likethis, right?
And um, stereotypes arestereotypes are valid sometimes,
but they're not valid for everysingle person in every single
role.
So having that communicationopen and and really talking to
the people that you are workingwith is so important.

(10:20):
On the past episode justrecently, we talked about even
our our front desk personnel.
For example, if you work in aclinic, that's their that's the
patient's first experience.
If it's soured as soon as theywalk in the door, how good do
you think your appointment isgonna go with them once they get
into the room?
You know, so it's um it's it'sa machine, it's not a well-oiled
machine, it is a machine.
And we're gonna talk about thatmachine here in a little bit.

(10:41):
But I do want to step back andtalk about another machine that
you worked on, which is ahelicopter.
For 10 years, I cannot possiblyfathom how uh, number one, how
exciting, how thrilling, butalso how stressful that was.
And you you did it for 10years, is that correct?

Yeah, and you know, I had enough ER um trauma
ICU experience to feel prettycomfortable in that role,
meaning I felt as prepared as Iwas ever gonna be.
But there was definitelysituations, what we call the
pucker factor.
Yeah.
Because on the helicopter, youmight not be able to get a hold

(11:18):
of the physician on the radio.
Number one, we had protocols,but not everybody falls into,
you know, the box of here's whatyou do in this situation.
So you had to be able to thinkreally quickly and utilize the
skill set that you'd alreadylearned with clinical judgment
and application of pastexperiences.
Um, but yeah, what I found isbeing able to expand my scope of

(11:46):
practice was also a challengebecause I figured out by now I'm
a lifelong learner.
And I, if I feel bored, I needto move on and do something
else.

Absolutely, absolutely.
Um, which, yeah, and I'll in ahelicopter, um, well, you can't
move on to anything.
Uh you're stuck in how big isit?
I it's quite small, isn't it?

Like, glue-in was pretty big, and I had some
paramedic partners that were sixfoot tall, and that aircraft
culminated better.
Um, and then we eventuallymoved over into a smaller
aircraft.
And yeah, you've got yourknees, you know, kind of close
to you.
And um, we learned that what wehad to do on the ground, yes,

(12:28):
time is of the essence to getthat patient to a higher level
of care.
But when you're on the groundscooping this patient and you
don't have an airway and you'vegot a Glasgow coma scale of
five, six, seven, eight, youknow you need the airway before
you get in the air.
Because the other thing thatwas a little bit surprising to
me is safety first.
So all eyes out the window onlanding and takeoff.

(12:50):
And so it doesn't matter ifyou're doing CPR, you need to
stop and look out the window forany obstacles like wires or you
know, any of those things.
Because if that happens, nobodylives.
And that was an adjustment.

Yeah, I would imagine so.
It's not often you have tothink about the lives of the
people that you're working with,not just the person that you're
caring for at that moment.
So yeah, I think it's it's avery interesting branch of
medicine, something that a lotof people right now are talking
about.
And um, and obviously you canhave paramedics that are on
helicopters, you can have umobviously nurses.

(13:26):
Uh and I would imagine at somepoint you've had PAs, maybe
maybe doctors work veryinfrequently on the helicopter
with you as well.

Usually it was our medical director that
would come do a ride with us,um, because he liked to stay in
touch with the reality of whatthe job was, which I love.
Um I've always director.
Yeah, I've always believed inboots on the ground, meaning
whatever level of nursing I'veever worked is if you've got
leadership that haven't done oraren't in touch with, there's

(13:56):
decisions that are madesometimes that aren't in the
best interest.
And so I try to do that myselfand I really um admire people
that have that same mindset.

Incredible.
You mentioned safety.
Obviously, we were talkingabout hitting wires, but there's
something else we definitelyneed to bring up, and that is
the fact that patient harmhappens.
And this is a reallychallenging conversation,
something that as clinicians,especially I think all of us we
like to pretend doesn't happen.
But as you've alreadymentioned, it happens a lot.
Um, and and you've saidsomething previously that it's

(14:30):
patient harm isn't just tragic,it's systemic.
Tell me a little bit about whatyou've discovered about patient
harm and what you're doing tofix it right now.

And I would definitely say preventable.
Medical mistakes have beenquoted out in the literature as
the third leading cause ofdeath, which when I started my
research back in 2009 for mymaster's and then my doctoral
project, and I discovered thatfact, I was shocked.
I'd already been a nurse 30years.
So how did I not know this?

(15:03):
And why don't we talk about it?
Why isn't it the number onepriority for any patient that
we're caring for in healthcare?
You know, and then I startedpeeling back the layers and
found it was communicationissues, it was diagnostic
issues.
And then what I actually did mymaster's thesis and my DMP

(15:23):
project on was failure torescue.
Now, even people in healthcarearen't aware of what that is,
although it's found in theliterature for decades, and it's
failing to recognize thoseearly signs of patient
deterioration.
That again, in the research,they tell us six to 24 hours
prior to an unplanned cardiacarrest.

(15:46):
Now, that is time in my book.
It's just, I don't believewe've had this cluster, what I
call the pillars of patientsafety, that we're teaching that
nurses and healthcare providersneed to look at.
And so each of those pillarsare vital science.
And it's not just writing downnumbers, but what does it

(16:07):
actually mean?
It's the body telling ussomething's going on, it's
neurological assessment, it'slaboratory, critical values,
it's hydration, both urineoutput and in, you know, fluids
in.
So it really isn't rocketscience.
So when you boil it down to ifyou as a nurse or healthcare

(16:27):
provider would look at theseseven pillars, communication
included in there, then we'rebound to close that gap of how
many patients suffer harm in thehealthcare system.

Seven things.
I mean, when you break it downlike that, it doesn't seem
astronomical.
Um, I it's you know, it's whyalgorithms work so well in
medicine, I think.
It's just it is a checklist,but it's more than just a
checklist, right?
They're actually looking notjust at the number saying, you
know, red or green, good or bad.
They're using that as part ofthe rest of these six other

(16:59):
elements to make decisions.
And then what's the next step?
What do they do with thatdecision?
They have to communicate witheverybody.

Yeah, the three components of failure to
rescue is failure to recognize,failure to act, and then failure
to communicate.
So when we can close thosegaps, you know, and part of the
communication, especially fornewer nurses, is the fear, like
we talked about earlier, ofcalling the doctor.
You know, unfortunately, insome of the schools where I've

(17:30):
worked, what we do in simulationlab is kind of berate, as
doctors sometimes will do, twoo'clock in the morning.
Okay, if you're telling me thatthe white count's elevated,
what's their temperature, youknow, and on all this data?
And the nurse will be like, uh,and then they're totally
intimidated.

I'm so glad you brought up Simwa because I had
heard you mention this um, Ithink in another episode.
And I thought it was it was sointeresting.
Um, and it's a part ofeducation that I think a lot of
pre-health students don'tnecessarily realize is even a
part of education, or maybe theydo and they don't quite know
what it's about.
Tell me about these simulationlabs.

(18:10):
Um, is it just learning how tolisten to somebody's heart with
a stethoscope, or is it more?
And and obviously you've hintedthat yes, perhaps we do prepare
you for some real-worldconversations that you're
having.

Yeah, so we would grade, you know, we start
fundamental with the newstudents.
How, you know, they'reintimidated to even have a
conversation, which I think isthe newer generation.
They just really are challengedas with conversations because
they're used to textingeverything.
So, you know, that's the bigpart of number one, teaching

(18:42):
students how to have aconversation.
Good morning, Mr.
Smith.
How are you feeling today?
Did you sleep well?
How's your pain level?
You know, those basics theyreally uh struggle with.
But then we advance thescenarios as the students get
more learning.
Um, they go out to clinicalsand they apply what they've
learned.
But the simulation lab is thefirst place where they can

(19:03):
listen to heart sounds, listento breast sounds, but really
more important, they can pullthe pieces together of what's
going on with that patient.
What's their diagnosis?
Are they diabetic?
Were they admitted with heartfailure?
You know, was their diagnosispneumonia?
And you, when you have thediagnosis, then you can teach
them, okay, if it's pneumonia,what are their breast sounds?

(19:25):
You know, how does that compareto what they were earlier or
what the previous shiftdocumented?
And then it really is theapplication of knowledge.
So, yes, it is here's how youstick an IV or place an IV into
a mannequin so you can do it ona real person.
But it's like, why are wegiving fluids?
And are we given the rightkinds of fluids?

(19:46):
And so it's scenarios thatreally make them think and
allows them the time to thinkbecause when they get out there
taking care of real patients,some things move very, very
quickly.
And they gotta be on theirtoes.

Yeah, yeah.
I'm thinking of all of thecodes that we learned how to run
in PA school.
And you're not joking when yousay fast.
And and here's the reallyinteresting thing if you're
listening and you're thinking,well, this sounds extremely
stressful.
And what do you mean that Ihave to apply the knowledge that
I have and then actually use itto formulate a plan and then
act on that plan?

(20:22):
That is what makes usirreplaceable in medicine, is
the fact that we are not robots,right?
We have this ability to combineall of these different elements
that perhaps are not on theso-called algorithm.
Or we can look at somethingthat a computer might miss and
we can say, you know what, Ithink this part is important, or

(20:43):
I have this bit of informationthat I recall that is definitely
applicable here.
And that is the human elementof medicine.
And that is what we areencouraging you to use while
you're in school, really todevelop first and then to
develop the confidence in using.
And we're gonna talk aboutconfidence because I think
you've created a program thatthat combines all of these

(21:04):
elements and really gives youthe ability to say, I have this
tool set, I can use this toolset, I'm gonna use this tool
set.
Um, and that is Life BeatSolutions.
This is a training anddevelopment company that you
have founded that is focused ontransforming how healthcare
teams learn, communicate, andprotect patients, which is just
I have goosebumps thinking aboutthis.

(21:26):
Tell me a little bit more aboutLife Beat Solutions and um and
the way that you've seen itsucceed.

I developed that.
I started with just 10 courses,the two on what is failure to
rescue, and then the coursessupporting that with the pillars
of safety.
And I did that because I knowas nursing schools, most of them
are accelerated, including theone I'm still teaching at or
running the school.
And there's only so much timethe students can absorb.

(21:55):
And there's many times theyhave to hear things a couple of
times.
When I read several articlesover the last couple of decades
about nurses being safe andprepared for practice, it has
fallen from 35% of new gradswith a nursing license in 2006
were considered safe andpractice ready.

(22:17):
Um, and then a decade later itfell to 23%.
And in 2021, it fell to 9%.
What?
So if you couple that newnurses aren't are are getting
out of school and passing theNCLEX and getting their license
and they aren't ready andprepared for practice.
I look at my own, you know,years in nursing, and I when

(22:38):
I've gone to a new unit or a newplace to work, I've always had
role models and preceptors andand teachers.
Well, nurses aren't staying inthe profession anymore.
You know, they've got a coupleof years and they go do
something else, or they'd leavethe bedside.
And so those role models aren'tthere anymore to teach.
So that's why I created, andthen it just grew into 35

(23:00):
courses for the fundamentals ofclinical judgment, of knowledge
application, because I'll tellyou, there's research out there
too that says new healthcareproviders, it's not just nurses,
aren't ready for practice.
I think the ECRI organizationcame out with that top number
one patient safety concern ofthe top 10 in 2024 was um

(23:24):
providers, healthcare providersnot being ready for practice.
And so that would include, youknow, all the other, you know,
PAs and DOs and everything too.
And one of the top fears ofnurses is fear of harming a
patient, fear that they won't beable to handle the workload,
and fear that they'll make amistake and not keep up with the

(23:44):
demands of a 12-hour shift.
And so I built these intoone-hour courses where you can
take it on your own time, youcan pick one that you're not
sure about.
Let's just say it's vitalsigns.
Why are vital signs important?
And learning that respiratoryrate is the single most
critical, earliest indicator ofpatient deterioration.

(24:07):
And then we learn that 80% ofnurses don't even count the
respiratory rate because theythink it's just a number, but it
isn't.
It's the earliest indicator.
So learning things like that,you won't skip and take
shortcuts to critical tasks orthinking clinical judgment when
you're caring for patients.

Incredible.
Julie, is this who is thiscourse for?
Is this just for nurses or doesit have benefit for other
members of the healthcare teamas well?

I slanted it to nurses because that's my
background in education, but itreally, I think, applies to any
healthcare provider that wantsto shore up their conceptual and
foundational knowledge.
For example, I did a year and ahalf stint of selling medical
devices and I had pulse oximetryas well as capnography.

(25:02):
And so those machines apply toany department in the hospital,
whether it's NICIU or CAFLAB orICU or MedSurge.
And I was so surprised at howmany nurses didn't really
understand the concept ofoxygenation versus ventilation,
which is why mistakes happen,such as having a patient on a

(25:24):
PCA pump after surgery, on aPulse Ox, and not counting their
respirations.
I can't tell you how manystories are out there.
And I talk about a couple ofthem in my book, um, of not
counting respiratory rate andassuming the patient is sleeping
because their O2 sats are 97%and they're stable.
Well, the CO2 goes up, whichthen causes lower respiratory

(25:49):
rate and eventually apnea.
But the nurses really didn'tunderstand, oh, or another
example with obstructive sleepapnea is actually a breathing
problem, not a sleep problem.
But when you combine opioidswith OSA, you've got a critical
disaster.
And of course, there's storiesout there on that too.

(26:10):
So, yes, I think it reallyapplies to everyone in the
healthcare taking care ofpatients.

Something that I counsel students on so often,
uh, especially in theeducational sector, is how what
we learn in school and what wesee in practice is not always
perfectly congruent, right?
And that's just standardizedtesting versus clinical
practice.
There is a little bit of not adisconnect, but just there's a

(26:40):
flexibility there, I think.
I'm so glad you mentioned thisbook because that's where I was
going next.
And in your book, which issurviving your hospital stay,
that's the title, fantastictitle.
Um, one of the things I thinkyou're trying to address in your
book is that nurses don't evenpractice what you're teaching in
nursing school right now.
And this book, um, which iswhat makes it so incredible, is

(27:01):
not only geared towards nursesand of course any member of the
healthcare team, but also thepatients, the lay people.
You're educating everyone onthis.
Tell us uh just a little bitmore about that, why it's so
important.

Yeah, the book came out a couple of years
ago.
Um, and I really was inspiredto write it because of having
all these patient-familyinteractions and knowing that
they want to help, they want tobe a part of the care team for
their loved one.
The biggest challenge, I think,is for patients and families

(27:34):
learning to speak up becausethey feel like they don't know
anything.
They feel like, you know, thedoctors got all this schooling
and experience, and the nursedoes too.
And who am I to ask questions?
But I want to reframe that andsay, who are you not to?
Because, you know, in the threestories, I don't believe I
included all of those in mybook, uh, but the three stories

(27:56):
I gave on my TEDx talk waspatients and families, you know,
the patients were deterioratingand the families did speak up,
but part of that was not knowingthe chain of command either.
So when you're dismissed by thebedside nurse or the charge
nurse, there is that chain ofcommand that you can use.
You know, the house supervisor,the chief of medical staff, the

(28:18):
hospital administrator who's oncall, even holidays, nights,
and weekends.
And so really empoweringpatients and their families to
understand even just the basic,what is informed consent?
Why does the doctor need toinitial my right knee if that's
where I'm having surgery?
Um, you know, all of thosethings that are foreign, because

(28:39):
hospitals are like foreignlanguage, foreign country,
right?
We even speak that in lingos,they don't but to really helping
them feel better.
And one thing I include in thatbook too, which I think is most
people don't know either, ishow to pick the safest hospital
in your area.
Go on hospitalsafetygrade.org,put in your zip code, and you

(29:02):
can find if the hospital youplan on having surgery at is an
A, B, C, D, or F.
I can promise you, I will nevergo to a D or F-rated hospital
myself.
The data shows us that 91% moreharm happens in a D or F-rated
hospital as compared to an A, B,or C.

(29:23):
So things like that tips that Ithink are just super helpful.

It's an incredible resource, not just for patients,
but for clinicians as well.
If this is something you'reinterested in, please definitely
check out Dr.
Seymours' resources.
They are so amazing.
I'm so excited to talk aboutthem.
You can find them atdrjulieseimers.com.
That's D-RJ-U-L-I-E-S-I-E-M-E-R-S dot com.

(29:48):
She has links to these courses,which are incredible for
students, whether you'repre-health, pre-PA, pre-nursing,
pre-MD.
It at least opens the door tosome of these conversations that
we're going to have with ourhealth care with our healthcare
team.
Patient safety app for patientsand families.
How how cool is this?
And then of course it goes handin hand with the free patient

(30:08):
safety guide.
Dr.
Seamers, what will we find inthese guides and in this app?

I took the chapters in the book and kind of
condensed them.
They don't have the stories inthe app with the learning
modules, but they're videos andthey really review the top
things you need to know.
So for people on the go, it'seasy if you're sitting in the
waiting room with dad in the ER,you know, you can pull out, you
know, what do I want to learnfrom this or what would be a

(30:33):
good?
And there's tons of guides inthat book or in the app too.
So what are the what are somesample questions of how you
should phrase something whenyou're concerned?
The cuss words.

Amazing.
Yes, amazing.

Yep.
The cuss words, concerned,uncomfortable, scared, or a
safety issue.
And how can you say thatpolitely, but be persistent in
getting your concerns heard?

I it's I'm speechless.
It is, it is incredible.
This this gift that you havegiven patients to be able to
utilize their own voice andemploy their own um their own
knowledge.
And like you said, it might notbe medical knowledge, but
that's not what the nurses andthe doctors need.
They don't need your medicalknowledge.
They need your knowledge ofthis patient, of this person.

(31:24):
So absolutely incredible.
I will link everything in theshow notes below.
Dr.
Seymours, thank you so much forjoining us today on Shadow Me
Next.

You're so welcome.
I hope your audience learned athing or two that will help them
in their journey, whatever thatmay be.
It is a blessing to be able toimpact lives, and I will
continue that till my lastbreath.

Amazing.
I don't doubt it.
Thank you so very much forlistening to this episode of
Shadow Me Next.
If you liked this episode, orif you think it could be useful
for a friend, please subscribeand invite them to join us next
Monday.
As always, if you have anyquestions, let me know on
Facebook or Instagram.
Access you want, stories youneed, you're always invited to

(32:05):
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From ICU To Helicopter: A Nurse’s 46-Year Fight To Prevent Harm | Dr. Julie Siemers, DNP

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.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}From ICU To Helicopter: A Nurse’s 46-Year Fight To Prevent Harm | Dr. Julie Siemers, DNP