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Файл:Ординатура / Хирургия / Библиотека им академика М.И. Перельмана / Книга_5198_Библиотеки_им_академика_М_И_Перельмана.pdf
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- •Foreword
- •Preface: Trauma as a Team Sport
- •Contents
- •History
- •Documented Outcomes
- •Future Direction
- •References
- •Humble Beginnings
- •A New Paradigm Is Born
- •References
- •3: Evidence Supporting Crisis Resource Management Training
- •Introduction
- •References
- •Introduction
- •The Trauma Team
- •Trauma Team Leadership
- •Crisis Resource Management
- •Observe, Orient, Decide, Act OODA Loop
- •Observe
- •Orient
- •Conclusion
- •References
- •Introduction: Why Does Teamwork Matter?
- •Introduction
- •Team Culture: Not Just Leaders; Followers Too
- •Crisis Communication 101
- •Conclusion
- •References
- •Background
- •Leadership Styles
- •Self-Awareness
- •Self-Management
- •Social Awareness
- •Relationship Management
- •Validation
- •Putting It All Together
- •References
- •7: Followership
- •Intro
- •What Is Followership
- •Why Is Followership Important?
- •Summary
- •References
- •Introduction
- •Situational Awareness
- •Situational Awareness: Level One
- •Situational Awareness: Level Two
- •Situational Awareness: Level Three
- •Attention
- •Stress
- •Conclusion
- •References
- •Handover Foundations
- •Handover Challenges
- •Handover Structure
- •Written Handover
- •Conclusion
- •References
- •10: Engaging Team Members
- •Respect
- •Resources
- •Engaging Virtual Teams
- •Virtual Water Cooler
- •Conclusion
- •References
- •Implicit Coordination
- •The Zero-Point Survey
- •Adaptive Coordination
- •Making It Happen
- •References
- •Acute Versus Chronic Stress
- •Recognizing Chronic Versus Acute Stress
- •Education Helps
- •Hyper-realistic Simulation Training
- •Resilience Is Individualized
- •Training Is Key
- •References
- •13: Stress Exposure Training
- •Introduction
- •Stress Training
- •Information Provision
- •Cognitive Control
- •Physiological Control
- •Overlearning
- •Mental Practice
- •Decision-Making
- •Team/Communication Skills
- •References
- •Introduction
- •Conclusions, Implications, Next Steps
- •References
- •15: Trauma Video Review
- •Introduction/What Is Trauma Video Review?
- •Team Simulation/Education
- •Performance Improvement
- •Research
- •Potential Barriers
- •Consent Processes
- •Other Considerations
- •Future Directions
- •Conclusion
- •References
- •Pre-arrival
- •Patient Arrival
- •Resuscitation
- •Pre-departure
- •Communication Skills
- •Structured Handovers
- •Conclusions
- •References
- •Origination
- •United States Prehospital System Legal Structure
- •Science Behind Prehospital Injury Patterns
- •Team Synergy vs Rock Star Player
- •Medical Errors
- •Controversy What Should Our System Implement
- •Training Quality
- •Active Killer
- •Realistic Training
- •Lessons Learned
- •Response
- •Nonmedical Personnel
- •Conclusion
- •References
- •Introduction
- •Future Direction
- •Conclusions
- •References
- •19: Prehospital Trauma
- •Introduction
- •Safety
- •Scene Assessment
- •Trauma Dynamics
- •Prehospital Ultrasound
- •Trauma Management: Tranexamic Acid (TXA) Administration
- •Conclusion
- •References
- •20: Transport Medicine
- •Introduction
- •The Trauma Clinical Network (TCN)
- •Direct Transport
- •Inter-hospital Transport
- •Emergency or Non-emergency Transportation
- •Monitoring During Transport
- •Conclusion
- •References
- •Introduction
- •Trauma Team Leader (TTL)
- •Airway
- •Respiratory Therapy
- •Emergency Medicine Physician
- •General Surgery
- •Orthopedic Surgery
- •Neurosurgery
- •Recording Nurse
- •Trauma Team Activation
- •The Trauma Bay
- •Trauma Team Function
- •Summary
- •References
- •22: Interprofessional Team Roles
- •References
- •23: The Trauma Bay Environment
- •Introduction
- •Surge Capacity
- •Decontamination
- •Communication
- •Control Center
- •Security Considerations
- •The Trauma Bay
- •Trauma Observation Unit Setup
- •Special Situations
- •Hybrid Operating Rooms
- •Conclusion
- •References
- •Introduction
- •Design
- •Formalizing Clinician-Designer-Builder Partnerships
- •A Human-Centered Approach
- •The Missing Link
- •Evidence-Based Design
- •Build
- •Train
- •Excel
- •Putting It Together
- •Summary
- •References
- •Introduction
- •Human Factor Analysis
- •Hybrid Operating Environment Lexicon
- •Summary
- •References
- •Introduction
- •Project Implementation
- •Results
- •Conclusion
- •Appendix A: Dam Tools Usability Testing Questionaire
- •References
- •Introduction
- •References
- •Introduction
- •Team-Based Principles
- •Continuous Improvement Processes
- •Conclusion
- •References
- •29: Trauma Resuscitation
- •Mechanisms
- •Neurologic Injury
- •Musculoskeletal Trauma Including Spine
- •Conclusions
- •References
- •30: Damage Control Resuscitation
- •Introduction
- •Massive Transfusion
- •Permissive Hypotension
- •Vascular Damage Control Techniques
- •Non-vascular Damage Control Techniques
- •Abdominal Compartment Syndrome
- •Open Abdominal Management
- •Damage Control Environments
- •References
- •Damage Control Part 1: Operative Intervention
- •Damage Control Part 2: Resuscitation
- •Damage Control Strategy Under Special Circumstances
- •Blast Injuries
- •Burns
- •Head Injury
- •Crush Injury
- •Conclusions
- •References
- •32: Trauma Team Decision-Making
- •Predictive Scores
- •Clinical Practice Guidelines (CPGs)
- •Trauma Team Leadership: Translating Decisions into Action
- •Future Directions: Toward High Reliability Organizing
- •Conclusions
- •References
- •33: Emergency Critical Care Procedures
- •Introduction
- •Airway Management
- •Tube Thoracostomy
- •Controversies
- •Antibiotics
- •Tube Selection
- •Occult Pneumothorax
- •Vascular Access
- •Peripheral Intravenous Access
- •Central Intravenous Access
- •Intraosseous Access
- •Ultrasound
- •Resuscitative Thoracotomy
- •Outcomes
- •Contraindications
- •Volume Expansion
- •Management
- •Diagnostic Peritoneal Lavage
- •Summary
- •References
- •Introduction
- •REBOA Programs
- •Partial REBOA
- •Intermittent REBOA
- •Vena Cava Occlusion
- •Tourniquets
- •Junctional Tourniquets
- •Abdominal Aortic Compression.
- •Hemostatic Agents
- •Topical Hemostatic Agents
- •Chemical Hemostatics
- •Physiologic Hemostatics
- •Hemostatic Dressings
- •Intra-abdominal Foam
- •Summary
- •References
- •What Is Interventional Radiology
- •Diagnostic Imaging Workup
- •Embolic Therapies
- •Gelfoam
- •Mural Repair
- •References
- •Non-verbal
- •Verbal
- •Wider Structural Perspective
- •Transferrable Solutions
- •Conclusion
- •References
- •Introduction
- •Pharmacotherapy
- •Paravertebral Block
- •Serratus Plane Block
- •References
- •Clinical Decision Support
- •Quality Improvement
- •Research
- •Trauma Systems
- •Conclusion
- •References
- •Outcomes
- •The Future
- •References
- •Introduction
- •Challenges
- •Provider Stress
- •Non-verbal Communication
- •Standardized Communication
- •Strategy 1: Scripted Procedures
- •Strategy 2: Structure Triage Tool
- •Conclusions
- •References
- •Introduction
- •Fetal Monitoring
- •Radiology
- •Conclusions
- •References
- •Introduction
- •Elderly Population
- •Psychiatric Comorbidities
- •Anticoagulated Patients
- •Conclusion
- •References
- •Introduction
- •Advanced Trauma Life Support (ATLS)—The Basics
- •Advanced TBI Guideline-Based Care
- •Noninvasive ICP/CPP Determination Methods
- •Brain Tissue Oxygen Monitoring (PbtO2)
- •Extracellular Brain Chemistry—Cerebral Microdialysis
- •Transcranial Doppler
- •Near-Infrared Spectroscopy
- •Continuous Electroencephalography (cEEG)
- •Cerebrovascular Reactivity Monitoring
- •Cerebral Compensatory Reserve
- •Individualized ICP Thresholds (iICP)
- •Integrating “Omics” into Acute Phase TBI Care—The Future
- •Conclusions
- •References
- •44: Basic Trauma Ultrasound
- •Introduction
- •The FAST Examination
- •Technique
- •Uses
- •Blunt Abdominal Trauma
- •Penetrating Trauma
- •Limitations
- •Summary
- •References
- •Introduction
- •Trauma Ultrasound Development
- •Pneumothorax
- •Musculoskeletal Ultrasound
- •Head Trauma
- •Contrast-Enhanced Ultrasound
- •Conclusions
- •References
- •Introduction
- •Imaging Modalities
- •Plain X-ray
- •Computed Tomography (CT) Scan
- •Other Modalities
- •Critical Thinking
- •References
- •Introduction
- •Initial Trauma CT Protocol
- •Iodinated Contrast Administration
- •Emergency Trauma MRI
- •References
- •48: Disaster Medicine
- •Natural or Man-made Disaster
- •The Disaster’s Cycle
- •Incident Command System
- •Triage
- •“Second Hit” Phenomenon
- •Conclusions
- •References
- •49: The Multi-casualty Trauma
- •Introduction
- •Historical Perspective
- •Prehospital Management
- •Triage
- •Pediatric Considerations
- •Intrahospital Management
- •Transfer Corridors
- •Blood Bank
- •Conclusions
- •References
- •Introduction
- •Crew Resource Management (CRM)
- •Resources
- •Review Process Including Logistics
- •Transactive Memory
- •Team Building (Before)
- •Team Performance (During)
- •Team Debrief (After)
- •Health
- •Fitness
- •Interagency Collaboration
- •Bystanders
- •Emergency Medical Services/Tactical EMS
- •Conclusions
- •References
- •Introduction
- •Improvised Explosive Device
- •Anti-police Violence
- •Improved Community Preparedness
- •Conclusions
- •References
- •Introduction
- •Procedures
- •Conclusions
- •References
- •Introduction
- •The MARCHE Algorithm Approach
- •Massive Hemorrhage Management (“M”)
- •Tourniquets
- •Wound Packing
- •Hemostatic Dressings
- •Junctional Tourniquets
- •Airway Management (“A”)
- •Respiration (“R”)
- •Circulation (“C”)
- •Vascular Access
- •Crystalloid
- •Hemostatic Resuscitation
- •Tourniquet Re-assessment
- •Hypothermia Prevention/Head Injury (“H”)
- •Hypothermia Management
- •Traumatic Brain Injury
- •Eye Injuries
- •Analgesia
- •Secondary Survey
- •Antibiotic Administration
- •Prolonged Field Care
- •Summary
- •References
- •Introduction
- •Hypothermia
- •Etiology
- •Pathophysiology
- •Lethal Triad (Diamond) Component
- •Treatment
- •Afterdrop
- •Resuscitation Progression
- •Prognosis
- •Team Dynamics
- •Conclusion
- •References
- •55: Burns
- •Incidence
- •Etiology
- •Prognosis
- •Initial Management: “ABCDE” Approach
- •Admission
- •Dressings
- •Nutrition
- •Multidisciplinary Recovery
- •Summary
- •References
- •War Zones
- •Casualty Care Team Preparation
- •Biological Weapons
- •Biological Warfare Historical Considerations
- •Personal Protective Equipment
- •Anthrax
- •Botulism Toxin
- •Conclusion
- •References
- •57: Nuclear Injuries
- •Introduction
- •Historical Background
- •Transportation
- •Hospital Care
- •Conclusions
- •References
- •Further Reading
- •Introduction
- •Historical Perspective
- •Parabolic Testing
- •Surgical Field Testing
- •Diagnostics
- •Immediate Damage Control Procedures
- •Conclusions
- •References
- •Introduction
- •Pandemic Impact
- •Financial Support
- •Conclusion
- •References
- •Introduction
- •Staff
- •Retraining/Reassignment
- •Consultants
- •Space/Structure
- •Trauma Bay
- •Operating Room
- •ICU or Floor
- •Clinic
- •Systems
- •Country Level
- •Regional Level
- •Hospital Level
- •Division or Trauma Team Level
- •Conclusion
- •References

34
D. Koltho and S. Widder
Table 6.1 Leadership styles
Empowering Commanding
Motivates and inspires
Coaching and mentoring
Creates emotional bonds
Reinforces participation
and collaboration
Reinforces
communication
Nourishes a learning
environment
Top-down approach
“Do what I tell you”
“Do as I do now”
Demands immediate compliance
Minimal to no input from team
Transactional (punish or reward)
characteristics of Lewin’s autocratic style with a top-down
approach that is needed at times but should be used with
caution.
During a trauma resuscitation, there is a time and place
for the leader to use multiple styles, exercising situational
awareness, social awareness, and emotional intelligence. In
2005, Yun, Faraj, and Sims studied leadership within trauma
resuscitations and found the style of leadership was dependent on the trauma complexity. A commanding or dissonant
style was more effective with high severities and an inexperienced team. Dealing with lower severities and a highly
experienced team, a resonant style was recommended. The
authors also supported Goleman’s approach describing how
an empowering and resonant leader provided greater learning opportunities versus a commanding approach. The use of
multiple leadership styles contingent on the situation was the
greatest signicant nding within this study as described by
the authors.
The leader in any group has been the one who others look
for clarity and direction during chaos and uncertainty or
appreciation when things are going well. The leader is the
emotional guide or compass for the group. Guiding the emotions of a group can be eeting and open to interpretation but
is vital in achieving outcomes within a highly emotionally
charged team such as a trauma team.
Building theFoundation ofLeadership
The evolution of a great leader and building effective
leadership skills is similar to learning any new technical
or social skill, and a foundation needs to be rmly built
and reinforced. An effective leader needs to rst lead
themselves before they can lead others. This skill requires
an abundance of self-reection and self-awareness. These
attributes are also the foundation of emotional intelligence (EI). Daniel Goleman popularized EI in the mid1990s where Goleman described EI as “how leaders
handle themselves and their relationships.” [3] A leader
who exercises self-awareness is then able to self-manage,
create social awareness, and furthermore manage relationships based on empathy.
Fundamentals ofEmotional Intelligence
Self-Awareness
Self-awareness is the knowing of one’s emotions, values,
strengths but also limitations [3]. They are typically honest
with themselves and are neither self-critical nor naïve but
demonstrate a state of realism. Self-awareness mandates
continuous self-reection either planned or impromptu.
Without effective self-awareness, we leave ourselves vulnerable to being sidetracked to other stimuli, emotions, and
leading void of direction and purpose. Self-awareness is our
rudder or emotional compass and enables the leader to guide
the group to success.
Effective self-awareness enables the leader to know their
strengths and limitations and avoid blind spots [6]. When
things are going well, it is easy for leaders to default upon
their strengths and collaborate, motivate others, and engage
the team. Unfortunately, when leaders are not aware of their
limits, they do not always realize opportunities for improvement, and more importantly, that they themselves may be
leading the team astray. When the leader is uncomfortable,
they may default to an autocratic/commanding leadership
style that can deteriorate the condence and dynamics of the
trauma team.
Resources to aid with reection and self-awareness could
be the use of a diary, meditation, or just setting out quiet
moments in your day to reect. Some of these skills are discussed further in the chapter on Mindfulness. Even taking a
pause during and reecting on the current situation as too
what is going well and what could go better.
Self-Management
Once there is clarity surrounding your emotions and your
purpose from reection and self-awareness, the next step in
the process of EI is self-management. We need to know our
emotions before we can manage our response to them. In
many ways, this is self-control and is much easier when we
are dealing with positive, happy emotions, but dealing with
negative emotions such as frustration and anger with a lapse
of self-management can be disastrous and lead to poor outcomes. As healthcare providers and front-line leaders, we are
typically attuned to managing our emotional response to
stimuli around us. This is especially true when dealing with
patients and family members during difcult times, but at
times we are subjected to an emotional hijack.
Emotional hijack, or amygdala hijack, is when we act upon
our emotions without that subconscious pause. It’s bypassing
the neuro-circuitry that links our emotions with intellect. The
prefrontal area of the brain is the “command center” and collects and analyzes all information from different areas [8].

6 Introduction toLeadership: Self-Awareness andSelf-Management
35
During a resuscitation when emotions are high, and the room
is lled with multiple distracting stimuli, an emotional hijack
is quite possible and could lead to suboptimal outcomes versus
keeping those impulses in check. Emotional hijack could
cause a leader to demonstrate unprofessional behaviours such
as an emotional outburst, offensive language, or blatant nonverbal, and facial expressions. The emotional intelligent leader
exercising effective self- management would pause and reect
“the patient is hypotensive, we have two large bore IV’s infusing boluses now, the team is working well.” Furthermore, utilizing effective self- management and avoiding emotional
hijack have a contagion effect. It is leading by example and
modelling for others in the team. “Leading by example is
much more effective than leading by command.” [9]
Social Awareness
Simply put, social awareness is the ability of an emotional
intelligent leader to empathize. Being aware of the emotions
of team members around you. Being aware of facial expressions, posture, and verbal tone allows more information to
ne tune within the prefrontal command centre. Furthermore,
an emotionally intelligent leader who exercises social awareness is much more effective at messaging to team members.
Being attuned to the emotions of the team, the leader can
effectively guide the team and potentially deescalate if
needed. Messaging is much more clear and authentic due the
leader being attuned to the emotions of the group.
Despite empathy being the core competence of social
awareness, the emotionally intelligent, empathetic leader isn’t
attempting to please everyone. Exercising empathy within the
team isn’t sacricing your own emotions and adopting other’s
emotions. Neither is it creating a kumbaya moment, but an
empathic leader makes decisions by taking other’s emotions
into consideration. Empathetic leaders tap into the groups
emotions and guide them through difcult times. They are
seen as approachable and create a psychologically safe environment: ourishing learning, motivation, and teamwork.
Relationship Management
As we further build the foundation of an emotionally intelligent leader who is self-aware, which enables them to selfmanage and express empathy, the leader can optimally
manage relationships. Typically, the term leadership is
described as motivating and inspiring others. This may be
why management of relationships is the most perceptible
trait in leadership. Relationship management enables the
leader to guide emotions, manage conict, and collaborate
effectively within the team based on being attuned and
authentic with their emotions, and values. When the leader is
dishonest and deceitful and attempts to manipulate, typically
members’ social awareness picks up these dissonant cues
and a mistrust for leader may evolve. If this were to happen,
a team can be divided, and the dynamics signicantly altered.
These relationships may be irreparable.
Trauma resuscitation is a time where emotions can run
high, there is a sense of urgency in the form of (hopefully)
controlled chaos with multiple moving parts of a system with
the goal of patient survival. With a diverse range in experience and skills, collaboration is key, and trust is ultimately
the foundation of collaboration. The EI leader who effectively manages relationship among their team fosters cooperation and communication and inuences the members to
achieve high performance. A leader without the trust of his
team will struggle with the relationships between themselves
and the teammates and endure extreme difculties accomplishing tasks (Table6.2).
Table 6.2 Fundamentals of emotional intelligence
EI component Denition Attributes Example
Self- awareness Knowing of one’s emotions,
values, strengths, limitations,
values, and goals
Self- management Controlling and self-regulating
one’s emotions and impulses
Social awareness The ability to empathize and be
aware of the team members
emotions around you
Relationship
management
Managing the relationships
around to guide emotions, manage
conict and enable collaboration
within the team
Self- assessment
Self- condence
Realistic
Honest about themselves
Self-soothing
Avoiding emotional hijack
Clarity
Optimistic
Empathetic
Aware of the emotions of team
members
Messaging is authentic and clear
Guides emotions, manages
conict and collaboration within
the team
Fundamental in building trust in
teams
The trauma team leader knows they overstimulated during the onset of a trauma
resuscitation but attempts to self-soothe and
deescalate themselves
During the resuscitation there is difculty with
the team establishing IV access. The leader
resists the urge to scream. Instead, the leader
calmly asks for other solutions to the team
The leader reads the room and emotions are
high which is causing some issues with the
dynamics of the team. The leader then takes a
moment to pause and summarize with their
team and ask for any suggestions to cultivate
empathy and collaboration
Subspecialist is attempting to give input
regarding the case but feels reluctant. The
leader encourages input and validates that input
from other members of the trauma team and
subspecialties included in that case

36
D. Koltho and S. Widder
Validation
Summarizing this brief journey into leadership theories and
styles, it is important to mention validation and recognition
within the team. This is especially true within the task and
emotion-saturated environment of a trauma resuscitation.
Recognition is an emotional currency, and your trauma team
needs this to replenish their emotional bank. Otherwise, team
members may feel taken for granted and ultimately a climate
of depreciation which over time will reinforce a poor team
culture and likely poor patient outcomes. Utilizing authentic,
personalized recognition validates team members to strive
for greatness and creates a culture of community, creativity,
and learning.
Putting It All Together
Leadership as well as any skill demands ongoing education, practice, and reection to assess accomplishments,
needs, and areas for improvement. There is an abundance
of information available surrounding leadership, and
within this chapter, we attempted to condense the content
to either initiate a strong foundation or enhance the leadership skills already learned. The foundation to effective
leadership is building and leading one’s self before you
can lead others.
Reviewing the various leadership styles, there are empowering styles that resonate or create resonance within the
group. This fosters collaboration, communication, creativity,
and trust within the group. A culture of learning and community is also nurtured, enabling members to learn among themselves but also mirror the attributes from the leader. On the
other side of the leadership coin, we have the commanding
and dissonant styles, which establish a top-down approach
and inhibit input from members of the team. Finally, the passive style which wasn’t described in great detail due to the
fact it has little relevance within the trauma team. Every style
of leadership despite being resonant or dissonant is effective
and applicable but is contingent on the situation. A leader
who is grounded within emotional intelligence can utilize
these various styles dependent on the data they are receiving
from the team. Social awareness yields data in form of verbalizations and tone, facial expressions, and body posture. The
leader can then interpret this data and dip into their “toolbox” of leadership styles to use the most appropriate approach
to reap success. Therefore, leadership is not a “cookie cutter”
approach because one style will not always work, and if the
leader utilizes a linear approach to leadership and disregards
the incoming data from the group, it will create mistrust and
dyssynchrony within the team. A high-delity team with multiple working parts, such as a trauma team, needs trust to
enhance collaboration and optimize processes and outcomes.
Key Points
• Leadership skills and training can lead to increased
team coalition during times of chaos and potentially
affect outcomes.
• Many leadership styles exist, but the two ends of the
spectrum are empowering and commanding styles.
• Leadership styles can vary depending on the situation, team members, and sense of urgency.
• Self awareness and management of self are key
emotional intelligence pillars to become a great
leader.
References
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technical skill in the trauma team–results of a qualitative study.
Scand J Trauma Rescue Emerg Med. 2009;17:49.
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Love LJ, etal. Teaching teamwork during Neonatal Resuscitation
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1998

Followership
JacquelineBeaumont andLawrenceMarshall Gillman
7
Intro
In many ways, great followership is harder than leadership. It
has more dangers and fewer rewards, and it must routinely be
exercised with much more subtlety. But great followership has
never been more important. —Warren Bennis
Followership has only recently become a more common
topic of literature as it relates to teamwork and functioning in
complex systems. Most research has historically focused on
the leadership role, particularly as it relates to a more hierarchical teamwork design [1]. As the emphasis decreases
regarding hierarchical leadership, it has become increasingly
important to understand the role of followership, especially
within the health system, where group interaction and participation are vital [2].
Followership can be difcult to dene, but as described
by Leung etal., it is the processes by which people follow,
who they follow, and how much engagement and inuence
they exert [3]. Robert Kelley in his writing of the “Art of
Followership” described the most well-known theory of followership [4]. He described ve basic styles: passive, conformist, alienated, pragmatist, and effective [4]. He placed
these styles on two continuums: participation, which can
range from passive to active; and thinking, which runs from
dependent to independent. He used a 2×2 table to describe
this phenomenon where pragmatic style is at the center and
the other styles are arranged according to where they fall on
the continuum [5]. These styles are described in more detail
later in the chapter.
Followership is beginning to become recognized as an
important skill for healthcare teams and one that should be
taught and discussed with just as much vigor as leadership [6].
Many of the qualities of good followership reect those of
good leadership; as a result, individuals who develop strong
J. Beaumont (*) · L. Marshall Gillman
Department of Surgery, University of Manitoba,
Winnipeg, MB, Canada
e-mail: umbeaum2@myumanitoba.ca
followership skills are more likely to translate into better leaders [7]. Certain followership styles in healthcare may also lead
to improved job satisfaction and patient satisfaction [8]. The
purpose of this chapter is to familiarize the reader with the
concept of followership, why it is important, and what may
dene a good or bad follower. As you progress through this
chapter, we encourage the reader to reect on one’s own experience with these roles, and how we can understand and
improve these dynamics in our own environment.
The History ofFollowership
In the early and mid-twentieth century, there was an attempt
to distinguish between the leader and follower in such a way
to make them two “different species.” [9] There was a change
of view when Edwin Hollander, in the late-twentieth century,
spoke to the critical role of the follower for the leader. He
stated “… leadership is a process that involves followership.
Followers are crucial because they either give leaders their
support or withhold it.” [9] In 1975, George Graen formulated the Vertical Dyad Linkage hypothesis [9]. This hypothesis described the relationship between a leader and followers
as “links” including an “in-group” and an “out-group” of followers that are connected to the leader in a single direction
[9]. This idea turned into the Leader-Member Exchange
theory that described a multi-directional relationship between
leaders and followers. This relationship yielded mutual support, respect, loyalty, and greater autonomy within a team,
allowing improved performance and job satisfaction [8, 10].
Full-range leadership model then followed which identied
both transactional and transformational behaviors. Briey
transactional leadership utilizes punishments and rewards to
motivate followers and works well to ensure that basic tasks
are done reliably, while transformational leadership focuses
on inspiring followers by obtaining buy-in, focusing on
vision and modelling expected behaviors. This mode encouraged the empowerment and inuence of followers, inspiring
© Springer Nature Switzerland AG 2025
L. Marshall Gillman, S. Widder (eds.), Trauma Team Dynamics, https://doi.org/10.1007/978-3-031-86312-7_7
37

38
Crical thinking
Engagement
J. Beaumont and L. Marshall Gillman
them to perform beyond their perceived capabilities [11].
This cooperation, empowerment, and mutual support
between followers and leaders is still encouraged in present
day team environments [8].
What Is Followership
Three independent ideas on followership styles have been
published in the last few decades and will be discussed in
this section. It was Robert Kelley, in 1988, who rst developed a theory that focused exclusively on followers [10]. He
described ve basic styles of followership based on a 2×2
matrix that compared the follower’s engagement, and their
independent/critical thinking [12]. This is visualized in
Fig. 7.1. These followership styles can be applied to any
team work environment including healthcare. The following
were described:
1. Passive followers are those that do not take initiative or
think critically and are sometimes thought of as “sheep.”
They look to the leader for directions and motivation.
2. Conformists are also sometimes referred to as “yes peo-
ple.” They are often engaged and motivated and fulll
their tasks with energy, but rely on the leader to direct the
next steps.
3. Alienated followers are those that think independently
but have a negative energy and low motivation to
accomplish tasks. These individuals are smart but do
not put their energy toward constructive solutions for
the team.
4. Pragmatic followers think and act independently but are
reluctant to cause conict. They tend to “sit on the fence”
to see which way something is headed before determining whether to get on board.
5. The effective/“star” followers think for themselves, are
motivated, and have the capacity to recognize errors and
speak up when necessary. These individuals often move
uidly between roles of follower and leader and are the
most effective type of follower style.
alienated pragmac
star
passive conformist
A second model by Ira Chaleff, in 2008, focused on followership in the workplace and a framework to developing
these skills [13]. He described the power that followers
exhibit and distinguished that power as courage, therefore
calling his model “Courageous Follower model,” with ve
dimensions, as listed as follows:
1. The courage to support the leader
2. The courage to assume responsibility for a common goal
3. The courage to constructively challenge the leader’s
behaviors and opinions
4. The courage to participate in any transformation needed
5. The courage to take a moral stand when warranted to pre-
vent abuse
With these dimensions, Chaleff differentiated four styles
of followership based on the degree of courage the follower
displayed to support or challenge the leader [13].
1. The resource style of followership exhibits low support
and low challenge toward the leader. This follower may
not support the leader but also doesn’t openly challenge
them.
2. The individualist style represents low support and high
challenge. This follower will speak up but often takes an
opposing position to the leader.
3. The implementer style demonstrates high support and
low challenge. These followers will typically follow the
leader blindly, without questions.
4. The partner style is characterized by high support and
high challenge, assuming full responsibility for their
actions and acting accordingly.
Chaleff’s model emphasizes courage in limiting toxic
leaders, and encouraging followers to be more effective.
A third model published in 2008 by Barbara Kellerman
described ve followership styles based on a continuum of
low engagement to the committed follower [13].
1. Isolates are completely detached and do not know or care
about their leaders.
2. The bystanders observe and do not participate.
3. Participant followers are more engaged, and they either
favor their leaders and organizations or are clearly
opposed.
4. Activists feel strongly and act accordingly.
5. Diehards are deeply devoted to their leaders, and their
followership denes who they are and determines what
they do.
Kellerman’s model focuses on the level of engagement a
follower has; the more engaged they are the more inuence
Fig. 7.1 Robert Kelley’s followership styles matrix
they have on the system.

7 Followership
39
Despite Kelley’s model being the most well-known, it is
important to note that each author agrees that there are different styles of followership, and there is a difference between
effective and ineffective followership. As well, followers can
and should inuence their leaders [13]. Since these models
were published, followership literature has continued to
explore how followers contribute to leadership and organizational performance. The concept of shared-leadership has
been highlighted, with increasing attention given to followers and the importance of follower-leader communication
and cooperation [8, 14, 15].
Why Is Followership Important?
These followership models can be a useful framework when
considering what makes an effective team, whether one is in
a leadership or a followership role. The hospital is a highly
complex organization, and each role in the system involves
both leadership and followership components. At times,
individuals may be followers, and other times, they may
lead [8]. Follower and leader cooperation is crucial in order
to deliver accurate, efcient, and safe patient care [8]. Since
followers hold great importance within healthcare, studies
have examined the relationship between followership style
and job satisfaction. One study identied that followers who
are actively engaged have much higher job satisfaction than
those who are not [16]. Other studies have suggested that
ineffective leader-follower exchange among other high
stressors in healthcare environments increases burnout [17].
They also demonstrated that some followership styles, such
as “exemplary” and “pragmatist” styles, were associated
with less burnout [17]. In the business industry where these
concepts have been most studied, it appears the most successful organizations have high numbers of “star followers”
or “effective” followers who are able to think and act independently and have the courage to speak up when necessary
[12]. In the medical community this concept is much less
studied, however, “star followers” are likely to thrive in this
environment as well. In the end, these styles are likely
dynamic, and the ideal mix of followership styles that make
up an organization depend on the leader and the task to be
accomplished, but each style plays an important role within
the organization [12].
When considering the importance of followers to speak
up when required, a few strategies have been described that
can help guide how one can advocate for patients in a respectful and assertive manner [18]. These strategies are discussed
below and include: The effective followership algorithm, the
two challenge rule, “CUS,” and the “CHAT” pneumonic [18,
19]. These strategies are important in healthcare as the pres-
ence of hierarchy between team members has contributed to
signicant communication breakdowns and adverse patient
outcomes [18]. When hierarchies are present, team members
may fail to challenge decisions made by leaders despite concerns about patient outcomes [18].
The effective followership algorithm model begins
with the “3W’s”: “what I see,” “what I’m concerned
about,” and “what I want.” [18] This allows the follower a
structure to providing their concerns and expectations to
the leader. If this fails to engage the team leader, the next
level in the model is the 4-Step Assertive Tool [18]. This
tool starts with capturing the leader’s attention, followed
by stating that the follower is concerned for patient safety,
then offering a proposed solution or course of action, and
closing the interaction with a question allowing the leader
to engage. The next level in the algorithm if the previous
two methods have not been effective, is to engage the
team and allow other followers to advocate for patient
safety [18]. The next step would be to involve the chain of
command, and offer concerns to higher levels of authority
[18]. Finally, effective followers should be prepared to
take action when verbal tools fail and threats to safety are
imminent [18].
The two challenge rule may be utilized within other
frameworks and suggests that the concern be stated at least
two times to ensure that it has been heard [19].
The “CUS” model to voice one’s concerns uses words
similar to the 4-Step Assertive Tool to advocate concerns
regarding patient safety [19]. For example:
C: “I’m concerned”
U: “I’m uncomfortable” or “this is Unsafe”
S: “this is a safety issue” or “I am scared”
Finally, the CHAT pneumonic is a communication tool
for team members to model their concerns [19], it goes as
follows:
C: Context of the concern
H: History/background
A: Assessment of problem
T: Tentative plan of action
Table 7.1 provides examples of how to apply each of these
strategies to a clinical scenario that requires a follower to
speak up to the team leader about a patient safety concern.
All these models give the follower language that make it
clear the concerns are patient or safety focused and do not
challenge the decision making of the leader. In the healthcare
environment, focusing on the patient well-being is an excellent way to unite the team towards a common goal and hopefully are not seen as challenges to one’s ego. Having this
language readily available and practiced allows the follower
a toolbox of techniques that they can pull from in a crisis
situation.

40
Table 7.1 Clinical example: The physician has restarted a patient’s anti-hypertensive medication despite the patient having low blood pressure in
the hospital; the bedside nurse is concerned about causing hypotension with this medication
Strategy Application
The effective followership
algorithm
The two challenge rule 1.“I am concerned that giving patient X his BP medication will cause signicant hypotension”
The CUS model 1. “I am Concerned that giving patient X his BP medication will cause signicant hypotension”
The CHAT model 1. Context: “We restarted patient X’s home BP medication today.”
a
BP blood pressure
1. 3 W’s: “I see that you have restarted patient X’s blood pressure medication. I am concerned that this will cause
signicant hypotension in this patient. I want you to re-evaluate holding this medication.”
2. 4 step assertive tool: “Dr. Y, I am concerned for patient X’s safety, I think we should hold his BPa medication as
his BP has been low, what do you think?”
3. Engage the team
4. Engage the chain of command
5. Take action: do not give the medication
2. “I am concerned that giving patient X his BP medication will cause signicant hypotension, I think we should
hold it”
2. “It is Unsafe to restart patient X’s BP medication at this time”
3. “I am Scared that the patient will have signicant hypotension if we give them their BP medication”
2. History/background: “The patient has been having low BP for the last couple of days.”
3. Assessment of problem: “I am concerned we will cause hypotension if we give this medication.”
4. Tentative plan: “I think we should continue to hold this medication.”
J. Beaumont and L. Marshall Gillman
Unfortunately, there appears to be a level of discourse in
knowledge of the role of followership within medicine [20].
A study in the UK by Gordon etal. found that medical trainees understanding of leadership and followership was of
individualistic behaviors and hierarchy, often inuenced by
the structures they work in.20 These attitudes are likely established early in training, and as a result, there should be dedicated education on this topic. Fortunately, training in crisis
resource management principles and regular simulation
exercises have emphasized the importance of multidisciplinary training, team cooperation, open communication,
and effective leader-follower dynamics.7 This type of training should be encouraged among all centers, to improve
young trainees understanding of effective team dynamics
including leadership and followership.
Summary
It is becoming increasingly obvious that good followership is
just as important as good leadership. Engaged and open dialogue between team members allows for improved performance outcomes, feelings of job satisfaction, and less
burnout among the team [16, 17]. Until more development in
our knowledge and understanding of followership, the best
approach may be to identify, reect, and promote the ideas of
modern follower and leader dynamics. This may allow young
trainees to analyze their own behavior and those around them
to hopefully improve the way we engage with each other and
the system.
Key Points
• Followership is just as important as leadership.
• Understanding followership can improve team
dynamics, job satisfaction, and decrease burnout.
• Followership can teach us advocacy techniques and
improve patient safety.
References
1. Rost JC.Followership: an outmoded concept. In: Riggio R, Chaleff
I, Lipman-Blumen J, editors. The art of followership: how great
followers create great leaders and organizations. San Francisco:
Jossey-Bass; 2008. p.53–64.
2. Morgan SC.Followers make the differences: hospital performance
and job satisfaction in relation to followership style. Minneapolis:
Capella University; 2014.
3. Leung C, etal. Followership: a review of the literature in healthcare
and beyond. J Crit Care. 2018;46:99–104. https://doi.org/10.1016/j.
jcrc.2018.05.001.
4. Miller L.Followership. J Perinat Neonatal Nurs. 2007;23:38.
5. Kelley RE.The power of followership: how to create leaders people want to follow, and followers who lead themselves. NewYork:
Doubleday/Currency; 1992.
6. Phelps G, Loh E, Dickinson H, Bismark M.Followership: a critical shortfall in health leadership. Royal Australasian College of
Physicians; 2016. https://doi.org/10.1111/imj.12990.
7. Brindley P, Lucas A, Gillman LM, Cardinal P. Leadership and
Followership Skills in Acute Care Medicine. In: Optimizing crisis resource management to improve patient safety and team performance. A handbook for all acute care health professionals. 1st
ed. Royal College of Physicians and Surgeons of Canada. Ontario:
Canada; 2017. p. 47–57.

7 Followership
41
8. Morgan S. Followers make the difference: hospital performance
and job satisfaction in relation to followership style. Capella
University; 2014.
9. Hollander EP, Julian JW.Contemporary trends in the analysis of
leadership processes. Psychol Bull. 1969;71:387–91, quoted in
Goethals and Sorenson, 871.
10. Riggio R. Why followership? New Dir Stud Leadersh.
2020;2020(167):15–22. https://doi.org/10.1002/yd.20395. © 2020
Wiley Periodicals LLC.
11. Antonakis J, House RJ.The full-range leadership theory: the way
forward. In: Transformational and charismatic leadership: the road
ahead 10th anniversary edition (Monographs in leadership and
management), vol. 5. Emerald Group Publishing Limited; 2013.
p.3–33. https://doi.org/10.1108/S1479- 357120130000005006.
12. Klingensmith ME.Leadership and followership in surgical education. Am J Surg. 2017;213(2):207–11.
13. Suda L.In praise of followers. In: Paper presented at PMI® Global
Congress 2013—North America. New Orleans, LA/Newtown
Square, PA: Project Management Institute; 2013.
14. Kohles JC, Bligh MC, Carsten MK.A follower-centric approach
to the vision integration process. Leadersh Q. 2012;23(3):476–87.
https://doi.org/10.1016/j.leaqua.2011.12.002.
15. Carsten MK, Uhl-Bien M.Follower beliefs in the co-production
of leadership: examining upward communication and the moderating role of context. Z Psychol. 2012;220(4):210–20. https://doi.
org/10.1027/2151- 2604/a000115.
16. Gatti P, Ghilieri C, Cortese C. Relationships between followers’ behaviors and job satisfaction in a sample of nurses. PLoS
One. 2017;12(10):e0185905. https://doi.org/10.1371/journal.
pone.0185905.
17. Crawford J, Daniels M. Follow the leader: how does “followership” inuence nurse burnout? Nurs Manag
(Springhouse). 2014;45(8):30–7. https://doi.org/10.1097/01.
NUMA.0000451999.41720.30.
18. Sculli G, Fore A, Sine D, Paull D, Tschannen D, Aebersold M,
Seagull J, Bagian J. Effective followership: a standardized algorithm to resolve clinical conicts and improve teamwork. J Healthc
Risk Manag. 2015;35(1):21–30.
19. Team communication: speaking up. CMPA. www.cmpa- acpm.ca.
20. Gordon L, Rees C, Ker J, Cleland J.Dimensions, discourses and
differences: trainees conceptualising health care leadership and followership. Med Educ. 2015;49:1248–62. https://doi.org/10.1111/
medu.12832.

Situational Awareness andHuman
Performance inTrauma
PeterG.Brindley andJocelynM.Slemko
8
Introduction
From error to error, one discovers the entire truth. (Sigmund
Freud)
The issue is not that you screwed up, Peter- it’s how you’re
gonna make sure it doesn’t happen again. (The author’s Mum on
several weary occasions)
The factors that determine outcome in a crisis are more
non-technical (or social) than technological (or procedural).
In other words, trauma outcome and performance have more
to do with human behavior than with just factual-recall or
manual-dexterity [1–10]. How we act in a crisis is complex,
but it is often predictable. Our responses are more ancient
than many people assume. Our behavior is more inuenced
by psychology than simple rationality, meaning that we are
more psycho-logical than logical [2]. In other words, once
you understand the psychological and social forces at work,
the responses make more sense. This in no way excuses high
error rates, it is merely the rst step in implementing a
solution.
The human brain is one of the most complex structures in
the known universe, and humans are capable of compassion,
ingenuity, and hard work. However, we still rely upon the
same “brain hardware” as our hominid ancestors. In healthcare, we also still have to manage overstretched teams. We
too-often work within inexible institutions and alongside
eye-watering complexes. We need to look for each marginal
gain, especially as these can add up over time.
Under stress, we tend to resort to behaviors that served us
evolutionarily. This means we should get to know our “oldest
personalities” [2] and our typical habits during crisis, rather
than the manicured ones “on show” during controlled daily life.
It is also why we steer away from overly simplistic questions
such as “why did you do that?” and strive to understand “why
at the time did that seem like the right thing to do?”
If an engineer wants to know if something is “up to the
job,” he or she pressure tests each part of the system [2]. The
same should apply to trauma practitioners, trauma teams and
organizations. Our brains have evolved to do many remarkable things, but resuscitation is not one of them. Competence
cannot be assumed, and situational awareness is not innate.
Fortunately, both can be taught and honed and maintained,
but it takes work.
As should become clear, our brains (and our teams) can
also be “rewired,” meaning that we can be nudged toward
doing better or worse. This means that, our job, as traumatologists, includes not just treating one patient at a time but also
affecting culture change at the team and system level. To borrow from high performance sports, “we also play how we
practice.” This is because preparation and practice inuence
how we react and perform under stress, and long well after the
exercise. This chapter provides applicable insights. After all,
as both opening quotes illustrate, errors may be inevitable and
predictable, but the outcome is not, and nor is the future [2].
P. G. Brindley (*)
Department of Critical Care Medicine, University of Alberta,
Edmonton, AB, Canada
Dossetor Ethics Centre, University of Alberta,
Edmonton, AB, Canada
e-mail: peter.brindley@albertahealthservices.ca
J. M. Slemko
Department of Critical Care Medicine, University of Alberta,
Edmonton, AB, Canada
University of Alberta Hospital, Edmonton, AB, Canada
e-mail: Jocelyn.slemko@ahs.ca
© Springer Nature Switzerland AG 2025
L. Marshall Gillman, S. Widder (eds.), Trauma Team Dynamics, https://doi.org/10.1007/978-3-031-86312-7_8
Situational Awareness
Situational awareness encompasses three steps: identify,
synthesize, and predict. Each step builds upon the previous
one [3, 7]. Accordingly, this discussion sequentially outlines
how humans (especially those under stress) perceive (or fail
to perceive) relevant cues, how we connect and amalgamate
these cues into mental models, and how we anticipate what
is likely to happen next [3, 4].
43

44
P. G. Brindley and J. M. Slemko
Table 8.1 Human factors associated with situational awareness and
performance
Benets Risks
Perception
Scanning
attention
Focused
attention
Synthesis
Cognitive
modeling
Projection
Anticipation Predict future events Incorrect assumptions
Sharing Increased resources
Stress
Sample many stimuli
Avoid xing on one
stimulus
Prioritize
Eliminate
“unimportant” cues
Recognize patterns
(heuristics)
Reduce workload
Predictable response
(cognitive/physical)
Increased vigilance
Enhanced physical
performance
Stimulus overload
Lack of prioritization
Fixation error
Miss “important” cues
See patterns where they
do not exist
Premature closure/
conrmation bias
Resistant to new ideas
Need to coordinate a team
Exhaustion/overload
Impaired complex
thinking
Step-one in improving situational awareness—even
before heading to the bedside or simulator—is to commit to
“metacognition.” In other words, we need to “think about
thinking.” More specically, we need to examine how we
problem-solve, under normal circumstances, under stress,
and over the course of lengthy careers. This helps identify
our relative cognitive strengths and weaknesses, and how we
might improve individual and team performance (See
Table8.1) [5, 6]. It means a career-long commitment to itera-
tive improvement. Without doing so, healthcare providers
are more vulnerable, the team is less resilient, the system
fails to evergreen, and the patient is more at risk [3–6]. In the
face of the information overload, and given the high-stakes
of acute care medicine, our ability to maintain situational
awareness can be quite literally life-saving.
Situational Awareness: Level One
The rst level of situational awareness involves the perception of stimuli: otherwise known as “cues” [3]. Importantly,
this requires the individual to focus their attention [5].
However, we must also realize that by focusing “here” we
risk missing “there.” In other words, we have nite attention
or “cognitive bandwidth.”
Because of the avalanche of stimuli, we must make conscious and unconscious decisions about where to prioritize
and what to ignore (or postpone). This can lead to xation
errors: where we focus our attention inappropriately and
where we miss relevant cues. This is especially true during
stress—when we tend to develop cognitive tunnel vision.
In moderation, tunnel vision is important. It lets us focus
on what really matters (i.e., airway, breathing, and circulation) and eliminate what can wait (i.e., mildly abnormal
blood work). In excess, we xate inappropriately and miss
what really matters (i.e., we commit a xation error).
Examples abound but could include the cardiologist who
only looks for cues of myocardial ischemia and therefore
misses sepsis or pulmonary embolus. It could be the internist
who misses post-operative bleeding because he looks everywhere but under the dressing.
Other examples of xation errors are outlined below, but
readers are encouraged to think of their own examples. This
should be easy as xation errors appear to happen to practitioners of all specialties and levels. The difference appears to
be that seasoned practitioners know (hopefully) where the
most-deadly xations usually occur and how to mitigate
them quicker [5]. Additionally, seasoned practitioners have
previously experienced xation errors and have therefore
adapted, both consciously and subconsciously. This should
include ensuring appropriate checks, balances, fail-safes,
and standard operating procedures. As well as having predictable standardized approaches, the true expert stays open
to other’s opinions and has reached the “awkward realization” that we humans are not omnipotent.
For those still unconvinced about our cognitive fallibility,
an excellent book by Christopher Chabris and Daniel Simons
reviews their famous psychological experiment (aka “the
invisible gorilla”) [8]. In brief, Simons produced a video
where viewers are asked to simply count basketball passes
between actors wearing white and black shirts. Given the
complex things that most professions do in their daily jobs,
this may seem elementary. However, regardless of seniority,
typically only half are correct. This is because the others are
distracted by an actor who walks into the video frame midway through. He is wearing a gorilla suit and spends 8seconds pounding his chest.
Typically, viewers see either the gorilla or get the number
of passes correct, but rarely both. What is equally insightful
is when the video is replayed many viewers refuse to believe
that there was ever a gorilla on the original (they assume the
video must has been monkeyed with…groan).
In short, our attention is imperfect, but so is our insight.
The excellent video demonstrates how we have blind spots in
our vision (and in our judgment) such that we only see what
we are primed to see. Our brains are prone to looking without seeing, but also to hearing without listening and to acting
without truly thinking [8].
Situational Awareness: Level Two
The second level of situational awareness is synthesis, which
in turn facilitates comprehension [3, 9]. In other words, we
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