Introduction: Treatment of a patient with respiratory arrest and inability to oxygenate is one of the most difficult emergencies. An individual who has been involved in the treatment of a traumatic event or in the demanding medical treatment of a patient, may find himself thinking about events from the workplace in his private life as well. He can often blame himself for events, have difficulty paying attention at work, and feel alienated and anxious all the time. In such a case, it is necessary to involve suitably qualified staff (psychologists, trustees) who try to approach them or help them overcome the situation with various relief techniques. Most often, they use a relieving conversation, which can be individual or group, and can be of great help to the healthcare professional in later meetings or treatments with life-threatening patients. Purpose: The purpose of the diploma work is to determine the contribution of the relieving conversation with health care workers in the emergency care team to a better further quality treatment of patients with respiratory arrest. Methods: A descriptive method with a qualitative approach was used in the diploma work. To prepare the diploma work, we reviewed the scientific and professional literature in the field of relieving conversation with healthcare professionals in cases of emergency treatment of a patient with respiratory arrest. Results: Often, in the presence of difficult interventions, unpleasant feelings appear that are completely normal, but the individual does not know how to deal with them. At that time, they have an option to participate to debriefing, which can be individual or group and led by a suitably educated confidant.
Discussion and conclusion: In order to further improve the work environment and less stressful feelings after interventions, it is important in the future to emphasize in the school process that showing and talking about feelings is not wrong. It is important to avoid staff burnout, so they need to be introduced to the inclusion of debriefing through trainings, brochures, perhaps also the involvement of staff in research, and a comparison of the difference in well-being after debriefing. In the educational process, it is also important that health workers are emphasized the importance of continuous education and upgrading their knowledge, so that we can take appropriate action in emergencies.
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