The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree: How well does it Align with Course Objectives?

Abstract

<jats:p>Abstract Introduction The Bachelor of Nursing/Bachelor of Emergency Health (Paramedic) Degree (BN/BEH-P) is a four-year on-campus double degree, combining essential units from both the accredited Bachelor of Nursing and Bachelor of Emergency Health courses. Graduates of this course are expected to be well equipped to manage the complexity of emergency care out-of-hospital, in-hospital and at the interface of these settings. The aim of this study was to explore student views of their preparation and intentions towards future practice and the alignment with course objectives.MethodsA cross-sectional study was employed with a sample of first, second, third and fourth year undergraduate students of the BN/BEH-P. The results were mapped to course objectives by researchers. ResultsWritten responses varied considerably making generalisations difficult; however, some common themes did emerge such as a need for greater flexibility in course delivery options, not enough simulation, a need for more clinical placements and better communication between the two schools. The level of satisfaction with course content and delivery was high. Timetabling problems and the allocation of clinical placements were a source of concern for many students and were found to be common to double degrees in general. There was alignment between student perspectives of course delivery with half of eight course objectives, but not in areas such as ethics, evidence based practice, professional communication and cultural values in practice. ConclusionThe findings are important for students, universities and health services, informing a pedagogical alignment between student preparation and expectations. The findings are expected to provide valuable insight into the student view of undergraduate interprofessional education, how it shapes their intentions for future practice and how students and other stakeholders know if they will receive what is offered and funded. </jats:p>

The ways specialist nursing students understand the work in the ambulance service - a national Swedish phenomenographic study

“…Supporting Swedish RNs transition to become a specialized ambulance nurse (SAN) is problematic due to several aspects concerning role clarity. Firstly, inconsistencies exist in several countries, Sweden included, concerning opinions about the educational design, the desired competence and what constitutes the professional role for clinicians working in the AS (Jensen, 2020 ; Plummer et al, 2017 ; Wihlborg et al, 2014 ). This latter concerns an expanding and changing role, responsibility, and scope of practice for AS clinicians relating to a change in societal expectations and demands placed on the AS.…”

Nurse preceptors' experience‐based strategies for supporting learning in the ambulance service—A combined focus group and dyadic interview study

“…The need for supporting the development of non‐technical skills such as clinical decision‐making, parallel the retention of the traditional life‐saving skills, has thus been emphasized as fundamental for upholding patient safety in the AS (Bennett et al, 2021; Wihlborg, 2018). Consequently, there is an ongoing debate in several countries concerning the most desired competence and optimal educational pathway for clinicians working in the AS (Jensen, 2020; Plummer, 2017; Wihlborg, 2018).…”

“…Furthermore, the design of educational programmes for students and novice clinicians and the desired competence for work in the AS have been debated in the literature. This is due to a need for adjustments generated by societal changes that affect the professional role, responsibilities and the scope of practice in this field (Jensen, 2020; Plummer, 2017; Wihlborg, 2018). However, the strategies to face these societal changes when organizing, regulating and planning the educational development for AS clinicians differ between countries.…”

“…On the other hand, European countries such as Sweden, Finland, the Netherlands and Belgium advocate the university‐trained RN for staffing ambulances (Wihlborg, 2018). However, there are also trends towards staffing ambulances with RNs in countries with paramedic systems, for example, in Australia and the UK, (Plummer, 2017; Williams, 2012) and there are ongoing discussions about the length and content of the educational programmes for AS clinicians in the United States (Jensen, 2020). These trends are linked to reports of an expanding and changing scope of practice, roles and responsibilities (Jensen, 2020; Plummer, 2017; Rosén et al, 2017), related to new societal demands and increasing utilization of ALS ambulances and of emergency department attendances during the last decades.…”

“…However, there are also trends towards staffing ambulances with RNs in countries with paramedic systems, for example, in Australia and the UK, (Plummer, 2017; Williams, 2012) and there are ongoing discussions about the length and content of the educational programmes for AS clinicians in the United States (Jensen, 2020). These trends are linked to reports of an expanding and changing scope of practice, roles and responsibilities (Jensen, 2020; Plummer, 2017; Rosén et al, 2017), related to new societal demands and increasing utilization of ALS ambulances and of emergency department attendances during the last decades. The contributory factors for these changes in demands have been proposed as pertaining to an ageing population, changes in the organization of primary health care, a decline in general health, changes in health awareness and public expectations of the AS (Lowthian et al, 2011).…”