Student experiences of a paramedic clinical facilitator model during ambulance clinical placements: a qualitative study

Langford, Liam; Pearce, J.; Lenson, Shane

doi:10.35542/osf.io/nma5d

Cited by 3 publications

(20 citation statements)

References 26 publications

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“…The twenty six qualitative studies were published over a thirteen-year period from 2006 to 2019. Studies used semi-structured in person interviews; 19,20,29,[38][39][40][41][42][43][44][45][46] open ended interview questions, 8,[47][48][49][50] or focus groups, 2,9,25,[51][52][53][54][55][56][57] to collect data. Sample sizes ranged from 1 to 96 for studies using verbal interviews or focus groups.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…Sample sizes ranged from 1 to 96 for studies using verbal interviews or focus groups. 19,20,25,29,[39][40][41][42][43][44][45][46][51][52][53][54][55][56][57][58] For studies that used a written narrative approach the sample size ranged from 8 to 54. 8,[47][48][49][50] The total sample size for participants in this review was 564.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…Three counties were represented in the studies: Australia, 19,38,[40][41][42]44,46,[48][49][50][51][52][53][54]58 Australia and New Zealand, 25,59 the UK. 8,29,39,43,56,57 and Australia and the UK.…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…29,45 Clearly provision for dealing with the emotional challenges a paramedic will have placed on them is a critical preparation requirement that needs strong emphasis in paramedic training and development. 5,51,63,64 Empowering students to be autonomous clinicians Participants in many of the included studies (?) felt that the real life setting was crucial to the learning experience and was where the most developmental opportunities existed especially if they had good coaching and mentoring.…”

Section: Supporting the Transition From Student To Professionalmentioning

confidence: 99%

“…8,19,51 Also the lack of capacity for paramedic preceptors to have time at the end of their shift to talk with students and debrief any critical incidents that may have occurred. 51,57,59 The absence of a permanent paramedic facilitator model for undergraduate paramedicine students seems somewhat of a quandary when it is considered standard practice within the allied health domain indicating a potential need for alignment to other allied health undergraduate degrees. [68][69][70]…”

Section: Supporting the Transition From Student To Professionalmentioning

confidence: 99%

See 4 more Smart Citations

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

Hanna¹

2020

Preprint

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Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

Section: Supporting the Transition From Student To Professionalmentioning

confidence: 99%

Section: Supporting the Transition From Student To Professionalmentioning

confidence: 99%

See 3 more Smart Citations

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

Hanna¹

2020

Preprint

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Experiences of learning, development, and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors: a qualitative systematic review

Hanna

Jordan

Stern

et al. 2021

JBI Evidence Synthesis

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The educational landscape for paramedicine has evolved considerably since the introduction of the first paramedicine bachelor degree. This systematic review aims to identify and explore the barriers to and facilitators of learning and preparedness for clinical practice among undergraduate paramedicine studnets, graduate/intern paramedics and their preceptors. This review was undertaken in accordance with the JBI Reviewer's Manual. The full methods will be published in the final review report. Results:Twenty six qualitative studies were included in the review. A total of 305 findings were extracted and grouped into twenty eight categories. Categories were grouped into five synthesized findings as follows;• The role of mentoring/ preceptorship• Opportunities to develop emotional intelligence and communication skills• The role of non-traditional placements• The role of non-traditional teaching methods • Preparedness for practice Conclusion:The review highlighted that a variety of models exist with associated barriers and facilitators that impact on paramedicine students, graduate paramedics, paramedic university educators and preceptors. The findings emphasize the importance of the preceptor to student learning; and the need to develop paramedicine student's skills/capacity in dealing with the emotional side of paramedic practice.Paramedicine students and paramedic graduates were found to be underprepared to effectively communicate with patients, family and other professionals. It is interesting to note that there is potential for most of these barriers to be mitigated by the utilization of non-traditional placements/experiences within the community, medical clinics, wilderness environment and in the allied health environment and with the use of non-traditional teaching methods like action learning, case based learning and project based learning. The introduction of a paramedic facilitator model was shown to have considerable benefits with the potential to resolve some of the barriers identified in other studies, suggesting that the introduction of a national model similar to that of other allied health models may be beneficial. The findings indicate a need for more effective communication between the education sector and industry in relation to the challenges that currently exist in paramedicine education and what models appear to facilitate learning, development and preparedness for clinical practice.

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Balancing structure and flexibility in the ambulance service: the pursuit of professional judgement in caring and learning

Wallin¹

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The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the professional development as a mutual concern, where supporting the development of a caring competence should be viewed as a lifelong continuum of learning. The expanding scope of ambulance care requires professional judgement to manage the ethical complexities of clinical decision-making to safeguard the patient perspective in ambulance care.

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Student experiences of a paramedic clinical facilitator model during ambulance clinical placements: a qualitative study

Cited by 3 publications

References 26 publications

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review

Experiences of learning, development, and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics, and their preceptors: a qualitative systematic review

Balancing structure and flexibility in the ambulance service: the pursuit of professional judgement in caring and learning

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