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Whitfield, Steve. "Near-peer teaching in paramedicine education: A cross-sectional study of student experiences." Focus on Health Professional Education: A Multi-Professional Journal 22, no. 3 (November 29, 2021): 85–93. http://dx.doi.org/10.11157/fohpe.v22i3.504.
Повний текст джерелаАнотація:
Near-peer teaching (NPT) has been identified as a contemporary and valued pedagogical approach in higher education health programs, and it has recently gained momentum in paramedicine education. The objective of this study was to investigate the perceived experience of student paramedics involved in a near-peer teaching program over two academic trimesters. A cross-sectional study design was utilised in the form of an online questionnaire. The questionnaire contained a variety of questions that related to the experience of student paramedics involved in paramedicine near-peer programs. Of the 65 students enrolled, 34 completed the questionnaire (52.3% response rate). The results indicated that NPT was overwhelmingly considered a valuable and positive pedagogical method for use in paramedicine education.
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Lazarsfeld-Jensen, Ann. "Road resilience: adaptive education for emerging challenges." Journal of Paramedic Practice 11, no. 12 (December 2, 2019): 512–18. http://dx.doi.org/10.12968/jpar.2019.11.12.512.
Повний текст джерелаАнотація:
The reality of paramedicine can cause students emotional distress, especially if this tests their values or beliefs. Therefore, educating students to be resilient and prepared for unpredictable, distressing events should be considered. The need to increase professional longevity in paramedicine has shifted employers' focus from road readiness to road resilience, which presents a complex challenge for educators. This article is the first of a series to discuss the use of supporting sciences to build road resilience in undergraduate paramedicine programmes. A review of the literature on paramedic education demonstrates there is new knowledge, based on experience in clinical practice and research, that paramedic educators can draw on to develop their discipline. Paramedics with postgraduate qualifications can shape the future of their professional discipline when their research produces a new discourse that informs a curriculum which can meet contemporary challenges. Discussion of a fictional case study illustrates how an emotional crisis could provide a platform for reflective learning and make a student more effective as a paramedic, and the educational environment needed to facilitate this.
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Parker, Leigh, Sarah J. Prior, Pieter J. Van Dam, and Dale G. Edwards. "Altruism in Paramedicine: A Scoping Review." Healthcare 10, no. 9 (September 9, 2022): 1731. http://dx.doi.org/10.3390/healthcare10091731.
Повний текст джерелаАнотація:
While altruism has been studied in healthcare professions such as nursing and medicine, the exploration of the characteristics of altruism, as related to paramedicine and emergency care in Australia, is limited. This scoping review explores altruism in paramedicine from the perspective of the paramedic as practitioner, learner, and educator as seen through the lens of the paramedic and the patient. Also discussed is the positive impact of altruism on the patient experience of care. A scoping review was used to assess the availability of data related to altruism in paramedicine. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews was used to guide the process. Search categories were orientated around the subject (altruism) and discipline (paramedicine). A total of 27 articles are included in this scoping review. Initial searching identified 742 articles; after duplicate removal, 396 articles were screened with 346 excluded. Fifty articles were full-text reviewed and 23 excluded. The final 27 were extracted following full-text screening. None of the articles are specific to altruism in paramedicine. The data related to the practice of altruism in paramedicine are extremely limited. The preponderance of data arise from Europe and North America which, due to crewing and service differences, may impact the practice of altruism in different regions. Recent changes to the scope of paramedic practice, workload, education, and case acuity may influence behaviour regarding altruism, compassion, caring, and associated caring behaviours. The practice and education of paramedics including altruism, compassion, caring and caring behaviours in the Australasian setting warrants further research.
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Aiello, Stephen, Claudio Aguayo, Norm Wilkinson, and Kevin Govender. "Developing culturally responsive practice using mixed reality (XR) simulation in Paramedicine Education." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 15–16. http://dx.doi.org/10.24135/pjtel.v3i1.89.
Повний текст джерелаАнотація:
The department of Paramedicine at Auckland University of Technology is committed to establishing informed evidence and strategies representative of all ethnicities. The MESH360 team propose that immersive mixed reality (XR) can be employed within the learning environment to introduce critical elements of patient care through authentic environmental and socio-cultural influences without putting either students, educators, practitioners or patients at risk.
Clinical simulation is a technique that replicates real-world scenarios in a controlled and non-threatening environment. However, despite the legal and moral obligations that paramedics have to provide culturally competent care, a lack of evidence and guidelines exist regarding how to adequately integrate simulation methods for cultural competence training into paramedicine education. In our curriculum, clinical simulation has been used mainly to teach the biomedical aspects of care with less focus on the psychological, cultural, and environmental contexts. A potential, therefore, exists for high-fidelity clinical simulation and XR as an effective teaching strategy for cultural competence training by providing learners with the opportunity to engage and provide care for patients from different cultural backgrounds, ethnic heritages, gender roles, and religious beliefs (Roberts et al., 2014). This is crucial preparation for the realities of professional practice where they are required to care for patients that represent the entirety of their community.
This presentation explores the MESH360 project and the development of a theoretical framework to inform the design of critical thinking in enhanced culturally diverse simulation clinical scenarios (ResearchGate, n.d.). The project aims to develop a transferable methodology to triangulate participant subjective feedback upon learning in high stress environments within a wide range of cultural-responsive environments. The implications for practice and/or policy are the redefinition of the role of simulation in clinical health care education to support deeper critical learning and paramedic competency within cross-cultural environments within XR.
The aim of the research is to develop simulation based real-world scenarios to teach cultural competence in the New Zealand paramedicine curriculum. Using a Design-Based Research framework in healthcare education the project explores the impact of culturally-responsive XR enhanced simulation for paramedicine students through the triangulation of participant subjective feedback, observation, and participant biometric data (heart rate) (Cochrane et al., 2017). Data analysis will be structured around the identification and description of the overarching elements constituting the cultural activity system in the study, in the context of XR in paramedicine education (Engeström, 1987).
Our research objective focuses upon using XR to enable new pedagogies that redefine the role of the teacher, the learner, and of the learning context to:
Develop clinically appropriate and contextually relevant simulation-based XR scenarios that teach students how to respect differences and beliefs in diverse populations whose world view may be different from ones’ own.
Inform culturally-responsive teaching and learning in paramedicine education research and practice.
Implementation of pedagogical strategies in paramedicine critical care simulation to enhance culturally-responsive understandings and practice.
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Chan, Joyce, Lauren E. Griffith, Andrew P. Costa, Matthew S. Leyenaar, and Gina Agarwal. "Community paramedicine: A systematic review of program descriptions and training." CJEM 21, no. 6 (March 19, 2019): 749–61. http://dx.doi.org/10.1017/cem.2019.14.
Повний текст джерелаАнотація:
ABSTRACTObjectivesThe aim of this study is to identify the types of community paramedicine programs and the training for each.MethodsA systematic review of MEDLINE, Embase, grey literature, and bibliographies followed a search strategy using common community paramedicine terms. All studies published in English up to January 22, 2018, were captured. Screening and extraction were completed in duplicate by two independent reviewers. The Mixed Methods Appraisal Tool (MMAT) was used to assess studies’ methodological quality (full methodology on PROSPERO: CRD42017051774).ResultsFrom 3,004 papers, there were 64 papers identified (58 unique community paramedicine programs). Of the papers with an appraisable study design (40.6%), the median MMAT score was 3 of 4 criteria met, suggesting moderate quality. Programs most often served frequent 911 callers (48.3%) and individuals at risk for emergency department admission, readmission, or hospitalization (41.4%); and 70.7% of programs were preventive home visits. Common services provided were home assessment (29.5%), medication management (39.7%), and referral and/or transport to community services (37.9%); and 77.6% of programs involved interprofessional collaboration. Community paramedicine training was described by 57% of programs and expanded upon traditional paramedicine training and emphasized technical skills. Study heterogeneity prevented meta-analysis.ConclusionCommunity paramedicine programs and training were diverse and allowed community paramedics to address a spectrum of population health and social needs. Training was poorly described. Enabling more programs to assess and report on program and training outcomes would support community paramedicine growth and the development of formalized training or education frameworks.
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Aguayo, Claudio, Thomas Cochrane, Stephen Aiello, and Norm Wilkinson. "Enhancing Immersiveness in Paramedicine Education XR Simulation Design." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 39–40. http://dx.doi.org/10.24135/pjtel.v3i1.103.
Повний текст джерелаАнотація:
The Multiple Environments Simulation Hub (MESH360) research cluster was established in 2016 to explore ways of making critical care simulation environments more authentic learning experiences for students (Cochrane et al., 2016). Since its establishment, three cycles of data collection have occurred exploring immersive mixed reality (XR) to enhance traditional clinical simulation methodologies in Paramedicine education (Aguayo et al., 2018; Cochrane et al., 2020). Using a design-based research (DBR) methodology focused on prototyping in practice to generate design principles (Cochrane et al., 2017; McKenney & Reeves, 2019), along with a mixed-methods and multimodal approach to data collection and analysis in educational research (Cohen, Manion & Morrison, 2011; Lahat, Adali & Jutten, 2015), led the MESH360 team to develop a framework for designing immersive reality enhanced clinical simulation (Cochrane et al., 2020).
Building upon this work, a set of design principles permitted to augment the immersive experience of participants through a case study involving an XR enhanced rescue helicopter simulation experience. Two key components of this enhanced simulation are: (1) a focus on combining XR design principles merging real environment elements with digital affordances (possibilities offered by digital tools and platforms) to provide a range of ‘learning points’ for different types of learners (i.e., from novice to experienced participants) (Aguayo, Eames & Cochrane, 2020); and (2) a focus on the embodiment of the experience (Aguayo et al., 2018) to maximize the interactivity, authenticity, and realism of the enhanced immersive reality through a sequence of experiences including virtual reality (VR) helicopter ride, simulated manikin work, and critical environmental soundscapes.
Findings from the third cycle indicate an increase in spatial and context awareness across all types of participants, in relation to the authenticity of the XR environment when compared to traditional Paramedicine simulation training. Furthermore, participants also reported an enhanced realism of the ‘emergency response’ helicopter VR ride, as the sequence of experiences permitted participants to plan their response based on audio cues and information updates while virtually ‘traveling to the scene’. This iterative research work has led the MESH360 project to validate the set of transferable design principles and implementation framework for the design of authentic critical care simulation environments in Paramedicine education.
Here we present and discuss a series of implications and benefits from the third MESH360 cycle in Paramedicine education emerging from the framework for designing XR enhanced clinical simulation. Anecdotic yet relevant data in relation to participant demographics and VR anxiety has led the MESH360 team to explore culturally-responsive practice in XR simulation in Paramedicine education (see Aiello et al., 2021). Future directions and transferability to other health and medical contexts are also discussed.
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Kirsty, Shearer, Matthew Thomas, and Tania Signal. "Perceptions of ethical dilemmas in Australian paramedicine." International Paramedic Practice 11, no. 3 (September 2, 2021): 67–77. http://dx.doi.org/10.12968/ippr.2021.11.3.67.
Повний текст джерелаАнотація:
Background: Paramedics experience a range of ethical dilemmas in the course of their work. To date, ethical dilemmas by Australian paramedics have not been documented. With the scope of practice becoming increasingly complex, paramedic education may not have evolved to meet holistic professional demands. Aim: To describe the ethical dilemmas experienced by contemporary Australian paramedics. Methods: An online survey, based on a previous instrument, was used to explore a range of ethical dilemmas. Findings: Paramedics face a range of ethical dilemmas in their everyday practice. While several demographic variables were associated with different perceptions, the results of this study highlight that a paramedic's years of experience is most consistently associated with their perception of ethical dilemmas. Conclusion: Australian paramedics experience a range of ethical dilemmas consistent with previous international findings. Years of experience in the profession features heavily and is relied upon more so than education, suggesting that educational approaches to ethics education in paramedicine need to be reconsidered.
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Shearer, Kirsty, Matthew Thomas, and Tania Signal. "Perceptions of ethical dilemmas in Australian paramedicine." Journal of Paramedic Practice 13, no. 8 (August 2, 2021): 332–42. http://dx.doi.org/10.12968/jpar.2021.13.8.332.
Повний текст джерелаАнотація:
Background: Paramedics experience a range of ethical dilemmas in the course of their work. To date, ethical dilemmas by Australian paramedics have not been documented. With the scope of practice becoming increasingly complex, paramedic education may not have evolved to meet holistic professional demands. Aim: To describe the ethical dilemmas experienced by contemporary Australian paramedics. Methods: An online survey, based on a previous instrument, was used to explore a range of ethical dilemmas. Findings: Paramedics face a range of ethical dilemmas in their everyday practice. While several demographic variables were associated with different perceptions, the results of this study highlight that a paramedic's years of experience is most consistently associated with their perception of ethical dilemmas. Conclusion: Australian paramedics experience a range of ethical dilemmas consistent with previous international findings. Years of experience in the profession features heavily and is relied upon more so than education, suggesting that educational approaches to ethics education in paramedicine need to be reconsidered.
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Weber, Anthony, Celeste Lawson, and Brett Williams. "Frameworks that guide curriculum development in Australian higher education." Journal of Paramedic Practice 13, no. 3 (March 2, 2021): 105–12. http://dx.doi.org/10.12968/jpar.2021.13.3.105.
Повний текст джерелаАнотація:
Background: In Australia, accrediting body competencies reflect paramedic professional practice rather than informing curriculum development for higher education institutions. Purpose: This article will investigate frameworks that can be used to design curriculum development. Method: An initial focused discourse analysis of the grey literature was undertaken followed by a systematic review. Findings: Three of the 18 institutions in Australia and New Zealand that offer paramedic education identified some form of framework. Two theories were identified as applicable in supporting the development of curricula that are focused on the expanded scope of practice of paramedicine. Discussion: The current and future scope in paramedicine will define the development of curricula, especially in relation to a more primary-focused healthcare model. Conclusion: Further research is required to establish a consensus on what constitutes the essential core knowledge and skills required by graduate paramedics so that they are able to deliver patient care proficiently.
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Ford-Jones, Polly Christine, and Tamara Daly. "Paramedicine and mental health: a qualitative analysis of limitations to education and practice in Ontario." Journal of Mental Health Training, Education and Practice 15, no. 6 (October 14, 2020): 331–45. http://dx.doi.org/10.1108/jmhtep-05-2020-0031.
Повний текст джерелаАнотація:
Purpose Paramedics increasingly attend to mental health-related emergencies; however, there has been little evaluation of the mental health training for paramedics. This study aims to analyze the fit between paramedicine pedagogy, patient needs and the conditions for paramedics’ skill development. Design/methodology/approach Data were collected in a single, qualitative, critical ethnographic case study of pre-hospital mental health and psychosocial care in paramedicine in Ontario, Canada. Transcripts from interviews (n = 46), observation (n ∼ 90h) and document analysis were thematically analyzed using a constant comparative method. The study is theoretically grounded in a feminist political economy framework. Findings Tensions are explored in relation to the pedagogy of paramedicine and the conditions of work faced by paramedics. The paper presents challenges and insufficiencies with existing training, the ways in which certain work and training are valued and prioritized, increased emergency care and training needs and the limitations of training to improving care. Research limitations/implications Recommendations include more comprehensive didactic training, including the social determinants of health; scenario training; practicum placements in mental health or social services; collaboration with mental health and social services to further develop relevant curriculum and potential inclusion of service users. Originality/value This paper addresses the lack of mental health pedagogy in Ontario and internationally and the need for further training pre-certification and while in the workforce. It presents promising practices to ameliorate mental health training and education for paramedics.
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Bereznicki, Bonnie J., Vanni Caruso, Judi A. Errey, Leigh Parker, Jonathon Sward, and Anne‐Marie M. Williams. "Interprofessional education for pre‐clinical medicine, paramedicine and pharmacy students." Medical Education 55, no. 5 (March 16, 2021): 643. http://dx.doi.org/10.1111/medu.14511.
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Sebach, Aaron M. "Community Paramedicine Clinical Experience for Family Nurse Practitioner Students." Journal of Nursing Education 61, no. 12 (December 2022): 724. http://dx.doi.org/10.3928/01484834-20221003-09.
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Crockett, Baely M., Karalea D. Jasiak, Todd A. Walroth, Kerri E. Degenkolb, Andrew C. Stevens, and Carolyn M. Jung. "Pharmacist Involvement in a Community Paramedicine Team." Journal of Pharmacy Practice 30, no. 2 (July 8, 2016): 223–28. http://dx.doi.org/10.1177/0897190016631893.
Повний текст джерелаАнотація:
Background: Hospital readmissions have recently gained scrutiny by health systems as a result of their high costs of care and potential for financial penalty in hospital reimbursement. Mobile-integrated health and community paramedicine (MIH-CP) programs have expanded to serve patients at high risk of hospital readmission. Pharmacists have also improved clinical outcomes for patients during in-home visits. However, pharmacists working with a MIH-CP program have not been previously described. This project utilized a novel multidisciplinary Community Paramedicine Team (CPT) consisting of a pharmacist, paramedic, and social worker to target patients with heart failure at high risk of readmission to assist with coordination of care and education. Objectives: This article describes the development of the CPT, delineation of CPT member responsibilities, and outcomes from pilot visits. Methods: The CPT visited eligible patients in their homes to provide services. Patients with heart failure who were readmitted within 30 days were eligible for a home visit. Results: A total of 6 patients were seen during the pilot, and 2 additional patients were seen after the pilot. Conclusion: Imbedding a pharmacist into a CPT provides a unique expansion of pharmacy services and a novel approach to address hospital readmissions.
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Cochrane, Thomas. "Mobile VR in Education." International Journal of Mobile and Blended Learning 8, no. 4 (October 2016): 44–60. http://dx.doi.org/10.4018/ijmbl.2016100104.
Повний текст джерелаАнотація:
This paper explores the development of virtual reality (VR) use in education and the emergence of mobile VR based content creation and sharing as a platform for enabling learner-generated content and learner-generated contexts. The author argues that an ecology of resources that maps the user content creation and sharing affordances of mobile devices, social media, mobile head mounted displays and mobile VR cameras, provides an opportunity to design authentic VR learning experiences. The design of these VR learning experiences are informed by networked student-centred pedagogies. Based upon this background the paper provides a conceptual framework for implementing student-generated mobile VR embedded within a design based research methodology across three discipline contexts: paramedicine, journalism, and new media production.
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Hughes, Stephen, and Christopher Seenan. "Community paramedicine home visits: patient perceptions and experiences." Journal of Paramedic Practice 13, no. 6 (June 2, 2021): 248–57. http://dx.doi.org/10.12968/jpar.2021.13.6.248.
Повний текст джерелаАнотація:
Background: Community paramedicine (CP) is an emerging model of community-based healthcare delivered around the world by paramedics with additional skills, education and training. There is a lack of qualitative research on patient perceptions and experiences of this phenomenon. Aims: The study aimed to explore patient perceptions and experiences of CP home visits delivered by specialist paramedics (SPs) in a Scottish urban general practice home-visit setting. Patient acceptance and CP primary-care strategic value were examined. Methods: An explorative qualitative study using purposive sampling, semi-structured interviews and thematic analysis. Findings: Five main themes were identified: provide a well-communicated, professional, knowledgeable and comprehensive home visit consultation; SP-patient relationship and continuity of care; acceptance of SP home visits in place of GP home visits; quicker response and an increased possibility of a home visit; and limitations of the SP role. Conclusion: Patient perceptions and experience of CP were positive, with patients accepting this model of care. Opportunities to improve healthcare, including better continuity or care and health monitoring, were found.
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Whitfield, Steve. "The Efficacy of Near-Peer Teaching in Paramedicine Education: a Literature Review." Medical Science Educator 31, no. 2 (January 8, 2021): 963–68. http://dx.doi.org/10.1007/s40670-020-01192-9.
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Wood, Brendan. "Responding to emergencies: There’s an app for that." Pacific Journal of Technology Enhanced Learning 2, no. 1 (January 13, 2020): 38. http://dx.doi.org/10.24135/pjtel.v2i1.60.
Повний текст джерелаАнотація:
Our cellphones have become more than just a communication tool. This presentation will explore the use of cellphone applications in the emergency response and prehospital care within New Zealand. Three distinct groups of applications are identified. The first are apps used by community first responders, the second group, are apps used by paramedics in the prehospital environment, and finally apps which we can all use in disaster preparation and response. These apps also support the education of paramedicine students when they are undertaking simulations and planning exercises.
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Leggio, William. "Objectives, taxonomies and competencies of community oriented and community based education applied to community paramedicine." Journal of Contemporary Medical Education 2, no. 3 (2014): 192. http://dx.doi.org/10.5455/jcme.20140716062857.
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Jagos, K., I. Drennan, M. McNamara, and J. Limoges. "P112: Strengthening inter-professional collaboration in home-based community paramedic programs." CJEM 22, S1 (May 2020): S105. http://dx.doi.org/10.1017/cem.2020.318.
Повний текст джерелаАнотація:
Introduction: Community paramedic programs are being implemented to leverage existing resources and contribute to a sustainable patient-centered healthcare system. Expanding the role of paramedics into home care requires new collaborative relationships with healthcare providers such as nurses and physicians. Developing effective and productive collaborative relationships will enhance and support the integration of community paramedic programs. Our objective was to describe the barriers and facilitators to effective collaboration between nurses, physicians, and paramedics within home-based community paramedicine. Methods: We conducted semi-structured interviews with nurses, physicians, paramedics, and faculty who teach in paramedic programs. We explored the attitudes, perceptions, barriers, and enablers to collaboration in home-based community paramedic programs. Participants were recruited utilizing the professional networks of the researchers as well as snowball sampling. Recruitment in each group stopped when saturation was achieved. We conducted a thematic analysis of the interviews to generate findings related to our objectives. Results: We interviewed 33 participants with a typical cross-section of age, years of experience, and education. Overall, participants felt that collaboration was important for effective integration of community paramedics into home care and for ensuring a patient-centered approach to care. Currently, collaboration mostly occurs between physicians and paramedics and community paramedicine appears to be a siloed rather than integrated service. Few collaborative relationships exist between paramedics and nurses, despite the fact that nurses are highly involved in home care. We identified several barriers to effective collaboration including lack of understanding of the contributions of the different health providers, and regulatory and funding constraints. Inter-professional education that supports collaboration and facilitates dismantling of professional and service silos can support the effective integration of paramedics into home care. Conclusion: Strengthening networks of collaboration between nurses, physicians, and paramedics can help dismantle silos and enhance inter-professional collaboration to support appropriate integration of paramedics into home care. The willingness and positive attitudes for collaboration are assets that provide an excellent foundation upon which to move forward. Continuing education to support inter-professional collaboration is needed.
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Colleen, Ryan, Delport Shannon, Channell Patricia, Heidke Penny, and Simes Tracey. "Nursing and paramedicine student and academic perceptions of the two phase debrief model: A thematic analysis." Nurse Education in Practice 51 (February 2021): 103001. http://dx.doi.org/10.1016/j.nepr.2021.103001.
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Besserer, F., D. Banner-Lukaris, J. Tallon, and D. Kandola. "MP44: Implementing rural advanced care community paramedics in rural and remote British Columbia: a qualitative research approach." CJEM 22, S1 (May 2020): S58. http://dx.doi.org/10.1017/cem.2020.192.
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Introduction: Community paramedicine is well-established with an increasing evidence base to support its role in improving healthcare delivery in Canada and across the world. In British Columbia (BC), the BC Emergency Health Services (BCEHS) community paramedicine program provides an avenue to expand the Advanced Care Paramedic (ACP) role in underserved rural and remote communities across the province. Methods: We undertook stakeholder consultations using purposive sampling to better understand the barriers and facilitators impacting the integration of rural advanced care community paramedics (RACCPs) in 6 BC communities and to evaluate stakeholder perspectives of the implementation and impacts of the RACCP. 18 in-depth interviews were completed with a diverse range of stakeholders. The interviews were analyzed using a qualitative descriptive approach and the Theoretical Domains Framework. Results: A number of key facilitators and barriers to implementation of the RACCP were identified. Facilitators included the RACCP bridging significant gaps in existing community-based healthcare services including palliative care, harm reduction, and home-based assessment. The RACCP also provides leadership within their communities by actively engaging in the delivery of informal and formal debriefing, mentorship, and education. Identified barriers to RACCP implementation included confusion over the scope of the RACCP role, lack of shared health data, and various regulatory challenges. Several priority areas for ongoing development were also identified including workforce planning, addressing regulatory requirements, developing a strategic and systematic activation and dispatch process, providing continuing mentorship and supports for RACCPs, and the importance for ongoing engagement with end-users to determine the impact of the RACCP role for community health services. Conclusion: This research provides a strong foundation for addressing healthcare delivery in rural and remote BC by identifying the unique challenges communities face in healthcare provision and is a leading initiative for the ongoing development of professional paramedic practice across the province.
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Beovich, Bronwyn, and Brett Williams. "Perceptions of Australian paramedicine students on a novel multi-modal, skills-based intimate partner violence training: A qualitative, exploratory study." Nurse Education Today 106 (November 2021): 105069. http://dx.doi.org/10.1016/j.nedt.2021.105069.
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Thirumalai, Mohanraj, Ayse G. Zengul, and Eric Evans. "Challenges and Lessons Learned From a Telehealth Community Paramedicine Program for the Prevention of Hypoglycemia: Pre-Post Pilot Feasibility Study." JMIR Diabetes 6, no. 3 (August 3, 2021): e26941. http://dx.doi.org/10.2196/26941.
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Background Prevention through Intervention is a community paramedicine program developed by Birmingham Fire and Rescue Services in Alabama. This program aims to reduce dependency on emergency medical services (EMS) for nonemergency-related events through education and to lower the frequency of emergency calls in underserved populations. A telehealth intervention with an emphasis on hypoglycemia was implemented to (1) tailor the intervention to meet the educational needs of participants and (2) facilitate follow-ups. A pre-post pilot feasibility evaluation of the telehealth intervention was conducted. Objective This paper describes the results of the feasibility evaluation, implementation challenges, and the lessons learned about the deployment of a hypoglycemia prevention program in an underserved area and its evaluation. Methods This single-arm pretest-posttest intervention included (1) an initial in-person visit (week 1), (2) 3 weekly telecoaching calls (weeks 2-4), (3) 1 biweekly call (week 6), and (4) a final in-person visit (week 8) for collecting posttest data from individuals who called EMS due to hypoglycemic events. In-person visits included educational sessions conducted by EMS personnel. Participants’ education included tailored content related to hypoglycemia. Weekly telecoaching calls focused on hypoglycemia symptom monitoring and education reinforcement via a telehealth dashboard. The primary measures focused on feasibility measures, and exploratory measures focused on the fear of hypoglycemia, self-efficacy, and a knowledge of diabetes. Results A total of 40 participants participated in the intervention. However, the study was marred with high attrition. The various factors behind the low retention rate were discussed. There was a decreasing trend in all three subdomains of the fear of hypoglycemia from pretest to posttest. There was also a significant increase in participants’ self-efficacy in hypoglycemia self-management (P=.03). Conclusions This study shows preliminary and promising results for a community-based intervention specifically for hypoglycemia. However, the socioeconomic setting in which the intervention was delivered may have resulted in high dropout rates and low attendance during the intervention, which are considerations for future telehealth studies. Trial Registration ClinicalTrials.gov NCT03665870; https://clinicaltrials.gov/ct2/show/NCT03665870
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Lucas, Peter, Michael Annear, Wayne Harris, Helen Eyles, and Auston Rotheram. "Health Care Student Perceptions of Societal Vulnerability to Disasters in the Context of Population Aging." Disaster Medicine and Public Health Preparedness 13, no. 03 (July 25, 2018): 449–55. http://dx.doi.org/10.1017/dmp.2018.65.
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ABSTRACTObjectiveThis paper reports on undergraduate health care students’ perception of societal vulnerability to disasters in the context of population aging. Forecast increases in extreme weather events are likely to have a particularly devastating effect on older members of the community.MethodsUndergraduate paramedicine and nursing students were surveyed using the Perceptions of Ageing and Disaster Vulnerability Scale (PADVS) to determine their views on the risks posed to older members of the community by disasters. Data analysis included a comparison of subscales relating to isolation, health system readiness, declining function, and community inclusiveness.ResultsStudents reported a moderate level of concern about disaster vulnerability. Students who had previously completed another university degree reported significantly higher levels of concern than those without a prior degree. Australian students reported lower concern about societal vulnerability compared to a previously reported cohort of Japanese students.ConclusionOur study suggests current education of future health care students does not promote adequate levels of awareness of the health-related challenges posed by disasters, particularly among older members of the community. Without addressing this gap in education, the risk of negative outcomes for both unprepared first responders and older members of the community is significant. (Disaster Med Public Health Prep. 2019;13:449-455)
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Agarwal, Gina, Melissa Pirrie, Ricardo Angeles, Francine Marzanek, Amelia Keenan, Brent McLeod, Krista Cockerell, and Buck Reed. "Paramedics’ perspectives of the community paramedic role in Ontario, Canada." Journal of Paramedic Practice 14, no. 11 (November 2, 2022): 464–71. http://dx.doi.org/10.12968/jpar.2022.14.11.464.
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Background: Community paramedicine (CP) expands the paramedic role to emergency call prevention, yet little research has examined paramedics’ perspectives of CP. Aims: This study sought to explore paramedics’ views regarding the CP role and training. Methods: A cross-sectional, web-based survey of Ontario paramedics measured perceptions, support and interest in CP. Descriptive and regression analyses were conducted. Findings: Of the 452 participants, 57.5% were male, 43.6% primary care paramedics and 33.0% had a history of being on modified duty. Paramedics perceived CP to include treat-and-release (85.4%), community resource referrals (79.0%), expanded skills (77.9%), community education (75.9%) and follow-up (73.7%). Most were supportive (82.8%) and interested in participating (72.3%). Interest in training was lower in respondents with 20 or more years of service and higher in those with a history of modified duty (p<0.05). Conclusion: Paramedics are aware the CP role has multiple functions and are supportive and interested in CP. This study has implications for services as CP expands globally.
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Mills, Brennen W., Owen B. J. Carter, Cobie J. Rudd, Louise A. Claxton, Nathan P. Ross, and Natalie A. Strobel. "Effects of Low- Versus High-Fidelity Simulations on the Cognitive Burden and Performance of Entry-Level Paramedicine Students." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 11, no. 1 (February 2016): 10–18. http://dx.doi.org/10.1097/sih.0000000000000119.
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Mills, Brennen W., Alecka K. Miles, Tina Phan, Peggy M. C. Dykstra, Sara S. Hansen, Andrew S. Walsh, David N. Reid, and Claire Langdon. "Investigating the Extent Realistic Moulage Impacts on Immersion and Performance Among Undergraduate Paramedicine Students in a Simulation-based Trauma Scenario." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13, no. 5 (October 2018): 331–40. http://dx.doi.org/10.1097/sih.0000000000000318.
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Faramarzi, Mahbobeh, and Soraya Khafri. "Role of Alexithymia, Anxiety, and Depression in Predicting Self-Efficacy in Academic Students." Scientific World Journal 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/5798372.
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Objective. Little research is available on the predictive factors of self-efficacy in college students. The aim of the present study is to examine the role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. Design. In a cross-sectional study, a total of 133 students at Babol University of Medical Sciences (Medicine, Dentistry, and Paramedicine) participated in the study between 2014 and 2015. All participants completed the Toronto Alexithymia Scale (TAS-20), College Academic Self-Efficacy Scale (CASES), and 14 items on anxiety and depression derived from the 28 items of the General Health Questionnaire (28-GHQ). Results. Pearson correlation coefficients revealed negative significant relationships between alexithymia and the three subscales with student self-efficacy. There was no significant correlation between anxiety/depression symptoms and student self-efficacy. A backward multiple regression analysis revealed that alexithymia was a negative significant predictor of self-efficacy in academic students (B=-0.512, P<0.001). The prevalence of alexithymia was 21.8% in students. Multiple backward logistic analysis regression revealed that number of passed semesters, gender, mother’s education, father’s education, and doctoral level did not accurately predict alexithymia in college students. Conclusion. As alexithymia is prevalent in college students and affects self-efficacy and academic functioning, we suggest it should be routinely evaluated by mental physicians at universities.
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Juntunen, Michael B., Chad P. Liedl, Peter N. Carlson, Lucas A. Myers, Zachary R. Stickler, Jill A. Ryan Schultz, Angela K. Meilander, et al. "Diabetes Rescue, Engagement and Management (D-REM): rationale and design of a pragmatic clinical trial of a community paramedicine programme to improve diabetes care." BMJ Open 12, no. 4 (April 2022): e057224. http://dx.doi.org/10.1136/bmjopen-2021-057224.
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IntroductionDiabetes is one of the most common serious chronic health conditions in the USA. People living with diabetes face multiple barriers to optimal diabetes care, including gaps in access to medical care and self-management education, diabetes distress, and high burden of treatment. Community paramedics (CPs) are uniquely positioned to support multidisciplinary care for patients with diabetes by delivering focused diabetes self-management education and support and bridging the gaps between patients and the clinical and community resources they need to live well with their disease.Methods and analysisWe will conduct a pragmatic single-arm prospective trial of a CP-led Diabetes Rescue, Engagement and Management (D-REM) programme that seeks to reduce diabetes distress. We will enrol 70 adults (≥18 years) with diabetes who have haemoglobin A1c (HbA1c)≥9.0%, experienced an emergency department (ED) visit or hospitalisation for any cause within the prior 6 months, and reside in areas with available CP support in Southeast Minnesota (Olmsted, Freeborn and Mower counties) and Northwest Wisconsin (Barron, Rusk and Dunn counties). Participants will be identified using Mayo Clinic electronic health records, contacted for consent and enrolled into the D-REM programme. Visit frequency will be individualised for each patient, but will be an average of four CP visits over the course of approximately 1 month. Outcomes will be change in diabetes distress (primary outcome), confidence in diabetes self-management, health-related quality of life, self-reported hypoglycaemia and hyperglycaemia, HbA1c, ED visits and hospitalisations. Outcomes will be assessed on enrolment, programme completion and 3 months after programme completion.Ethics and disseminationThe study was approved by Mayo Clinic Institutional Review Board. Findings will be disseminated through peer-reviewed publications and presentations. If demonstrated to be successful, this model of care can be implemented across diverse settings and populations to support patients living with diabetes.Trial registration numberNCT04385758.
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Banning, Louise B. D., Vincent M. Meyer, Joost Keupers, Johan F. M. Lange, Robert A. Pol, and Stan Benjamens. "Surveys in Surgical Education: A Systematic Review and Reporting Guideline." European Surgical Research 62, no. 2 (2021): 61–67. http://dx.doi.org/10.1159/000516125.
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<b><i>Objectives:</i></b> Survey studies are a commonly used method for data collection in surgical education research. Nevertheless, studies investigating survey design and response rates in surgical education research are lacking. The aim of this study was to gain an insight into survey response rates among surgical residents and medical students, and provide an initial reporting guideline for future survey studies in this field. <b><i>Design:</i></b> PubMed (MEDLINE) was systematically searched for survey studies in surgical education from January 2007 until February 2020, according to the PRISMA statements checklist. Study selection was conducted by 2 authors, independently. Surveys directed at surgical residents and/or medical students were included if data on response rates was available. Studies reporting solely from nonsurgical fields of medicine, paramedicine, or nursing were excluded. Subgroup analyses were performed, comparing response rates for varying modes of survey, per country, and for the 10 journals with the most identified surveys. <b><i>Results:</i></b> From the 5,693 records screened for a larger surgical survey database, a total of 312 surveys were included; 173 studies focused on surgical residents and 139 on medical students. The mean (SD) response rate was 55.7% (24.7%) for surgical residents and 69.0% (20.8%) for medical students. The number of published surveys increased yearly, mostly driven by an increase in surgical resident surveys. Although most surveys were Web-based (<i>n</i> = 166, 53.2%), this survey mode resulted in the lowest response rates (mean 52.6%). The highest response rates, with a mean of 79.8% (13.1%), were seen in in-person surveys (<i>n</i> = 89, 28.5%). Wide variations in response rates were seen between different countries and journals. <b><i>Conclusions:</i></b> Web-based surveys are gaining popularity for medical research in general and for surgical education specifically; however, this mode results in lower response rates than those of in-person surveys. The response rate of in-person surveys is especially high when focusing on medical students. To improve reporting of survey studies, we present the first step towards a reporting guideline.
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Rathner, Joseph A., and Christine Kettle. "The difference between a clinical technician and clinical practitioner is in the scope of practice: the need for a bioscience understanding in paramedicine." Advances in Physiology Education 43, no. 4 (December 1, 2019): 541–45. http://dx.doi.org/10.1152/advan.00113.2019.
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“Only teach me what I need to know!” This commonly heard refrain is often spoken by allied health students while studying preclinical sciences (physiology, anatomy, pharmacology). Here we use a clinical scenario undertaken by second-year Bachelor of Paramedic Practice students of acute coronary syndrome to demonstrate the difference in clinical decision making when using a clinical reasoning approach to treatment rather than relying exclusively on a practice guidelines approach. We hope to demonstrate that understanding basic bioscience concepts, such as the Frank-Starling mechanism and the anatomy and physiology of the autonomic nervous system, are key to providing good clinical care in response to ambiguous patient symptoms. Students who understand these concepts underlying their patient care guideline will make better clinical decisions and better provide quality of care than students who follow the guideline exclusively. We aim this as a practical demonstration of the value of detailed understanding of human bioscience in allied health education. As health care providers transition from “technician” to “practitioner,” the key distinguishing feature of the role is the ability to practice independently, using “best judgment” rather than clinical guidelines (alone). Evidence suggests that complex case management requires detailed bioscience understanding.
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Devergie, Julien, Andrew O'Regan, and Peter Hayes. "Beyond STEMI: paramedics' views on how to improve their ability to interpret ECGs." Journal of Paramedic Practice 13, no. 12 (December 2, 2021): 514–22. http://dx.doi.org/10.12968/jpar.2021.13.12.514.
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Background: Internationally, the paramedic scope of practice is developing. Bypassing emergency departments in favour of direct access to primary percutaneous coronary intervention laboratories has been limited largely to cases of ST-elevation myocardial infarction and new-onset left bundle branch block, but updates to international guidelines suggest that enhancing paramedics' skills in interpreting electrocardiograms (ECGs) and widening the bypass criteria could be beneficial. Aim: The aim of the study is to explore paramedics' views on ways to improve their ECG interpretation abilities. Method: A two-arm design was used with an online questionnaire (quantitative) and one-to-one interviews (qualitative). The questionnaire results were used to inform the interview guide. Findings: One hundred and eighteen paramedics completed the survey, and 11 took part in interviews. The major themes identified from the template analysis of the interviews were ‘a profession in transition’, ‘lagging professional development’ and ‘supporting the frontline’. Self-directed learning resources before, during and after action were proposed. Conclusion: Paramedicine is evolving in Ireland and practitioners have reported undertaking self-directed learning activities. The resulting heterogeneity in skills such as ECG interpretation, and perceived barriers to education, can cause feelings of vulnerability within the profession. Supporting the frontline by introducing some Group-Orchestrated Self-Directed Learning resources could empower practitioners and contribute to the evolution of prehospital care in Ireland.
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Thoma, Brent, Scott Goerzen, Timothy Horeczko, Damian Roland, Andrew Tagg, Teresa M. Chan, Stevan Bruijns, and Jeff Riddell. "An international, interprofessional investigation of the self-reported podcast listening habits of emergency clinicians: A METRIQ Study." CJEM 22, no. 1 (November 25, 2019): 112–17. http://dx.doi.org/10.1017/cem.2019.427.
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ABSTRACTObjectivesPodcasts are increasingly being used for medical education. A deeper understanding of usage patterns would inform both producers and researchers of medical podcasts. We aimed to determine how and why podcasts are used by emergency medicine and critical care clinicians.MethodsAn international interprofessional sample (medical students, residents, physicians, nurses, physician assistants, and paramedics) was recruited through direct contact and a multimodal social media (Twitter and Facebook) campaign. Each participant completed a survey outlining how and why they utilize medical podcasts. Recruitment materials included an infographic and study website.Results390 participants from 33 countries and 4 professions (medicine, nursing, paramedicine, physician assistant) completed the survey. Participants most frequently listened to medical podcasts to review new literature (75.8%), learn core material (75.1%), and refresh memory (71.8%). The majority (62.6%) were aware of the ability to listen at increased speeds, but most (76.9%) listened at 1.0 x (normal) speed. All but 25 (6.4%) participants concurrently performed other tasks while listening. Driving (72.3%), exercising (39.7%), and completing chores (39.2%) were the most common. A minority of participants used active learning techniques such as pausing, rewinding, and replaying segments of the podcast. Very few listened to podcasts multiple times.ConclusionsAn international cohort of emergency clinicians use medical podcasts predominantly for learning. Their listening habits (rarely employing active learning strategies and frequently performing concurrent tasks) may not support this goal. Further exploration of the impact of these activities on learning from podcasts is warranted.
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Ablard, Suzanne, Anna Cantrell, Steven Poulton, Elisha Miller, Andrew Booth, Andrew Lee, Suzanne Mason, and Fiona Bell. "PP22 Delivery of public health interventions by the ambulance sector." Emergency Medicine Journal 39, no. 9 (August 23, 2022): e5.15. http://dx.doi.org/10.1136/emermed-2022-999.22.
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BackgroundWith millions of unscheduled patient contacts every year and increasing call outs clustered around the most deprived communities, it is clear the ambulance sector could have a role to play in improving population health. However, the application and value of a public health approach within the ambulance sector has not been comprehensively explored.A rapid review was undertaken to explore the role of the ambulance sector in the delivery of public health interventions and what impact this has on population health and ambulance sector outcomes.MethodsA search strategy was developed to identify published and peer reviewed literature published since 2000 in OECD countries. Targeted grey literature, reference list, and citation searching was also carried out.Search results were downloaded to Microsoft Excel and screened by three reviewers according to pre-determined inclusion/exclusion criteria. Data from included studies was extracted using a data extraction form and narratively synthesized.Results2,399 records were identified, with 49 references included in the final review.Types of public health activity the ambulance sector is involved in were: public health education and advice; emergency medical services providing vaccines; paramedicine; screening tools and referral pathways; and health intelligence using ambulance sector data.ConclusionEvaluations of public health interventions included in the review focused on demand management outcomes (e.g. ambulance call–outs) rather than longer term public health outcomes. Future evaluations need to include data from multiple health sectors (e.g. social services, primary care) to assess the impact of the initiative both by and beyond the ambulance sectorThe ambulance sector should make every clinical contact count, maximising opportunities for public health intervention, prevention, and education. However, this is contingent on the skills and willingness of the workforce to do so, and sufficient time within the role given significant system and operational pressures in the sector
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Garavand, Ali, Mahnaz Samadbeik, Hamed Nadri, Bahlol Rahimi, and Heshmatollah Asadi. "Effective Factors in Adoption of Mobile Health Applications between Medical Sciences Students Using the UTAUT Model." Methods of Information in Medicine 58, no. 04/05 (November 2019): 131–39. http://dx.doi.org/10.1055/s-0040-1701607.
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Abstract Background Students with complex health care services process face constant challenges with regard to health education. The mobile devices are an important tool that can install various applications for using information such as clinical guidelines, drug resources, clinical calculations, and the latest scientific evidence without any time and place limitations. And this happens only when students accept and use it. Objective The purpose of this article is to identify the factors influencing students in their intention to use mobile health (mHealth) by using Unified Theory of Acceptance and Use of Technology (UTAUT) model. Methods A standard questionnaire was used to collect the data from nearly 302 Lorestan University of medical science students including nutrition and public health, paramedicine, nursing and midwifery, pharmacy, dentistry, and medical schools. The data were processed using LISREL (Scientific Software International, Inc., Lincolnwood, Illinois) and SPSS (IBM Corp., Armonk, New York) softwares and the statistical analysis technique was based on structural equation modeling (SEM). Result A total of 300 questionnaires including valid responses were used in this study. The results showed that mediator of age did not affect the predictors of intention to use mHealth, and the level of education and gender directly affected the intention to use. In addition, effort expectancy, facilitating condition, and behavioral intention directly and indirectly have effect on use, whereas the result revealed no significant relationship between two important processes of performance expectancy and social influence with students' behavioral intention to use the mHealth. Conclusions The present study provides valuable information on mobile health acceptance factors for widespread use of this device among students of universities of medical sciences as a base infrastructure for a variety of information about health services and learning. Review and comparison of results with other studies showed that mHealth acceptance factors were different from other end users (elderly, patients, and health professionals).
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Browne, Cherylea J. "Assessing the engagement rates and satisfaction levels of various clinical health science student sub-groups using supplementary eLearning resources in an introductory anatomy and physiology unit." Health Education 119, no. 1 (January 7, 2019): 2–17. http://dx.doi.org/10.1108/he-04-2018-0020.
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Purpose Introductory anatomy and physiology provide a core knowledge base to students within clinical health science courses. Increased student numbers, as well as reduced access to laboratory-based cadaveric resources, have created a need for enhanced learning approaches to support learning. The streamlining of courses has also resulted in the need to effectively engage course sub-groups within large units. The purpose of this paper is to utilize the eLearning activities to investigate engagement and satisfaction levels within students undertaking an anatomy and physiology unit. Design/methodology/approach A total of 19 formative quizzes were made available to students. Online practical anatomy laboratories covered anatomical content, and physiology quizzes covered physiological content. Student engagement was compared using frequency analysis across students studying varying courses. Satisfaction was determined by analyzing student’s feedback using frequency analysis. Findings Students accessed the learning activities 29,898 times over semester, with the peak access (37 percent) prior to the closed book exams. The resources were utilized primarily as an exam preparation tool rather than consistently throughout semester. Out of the various courses, the Paramedicine, Physiotherapy and Podiatry students were the most engaged, with the highest percent of “engaged/highly engaged” students. Students from various courses shared very similar views of the perceived benefit of the eLearning activities. Practical implications These results indicated a difference in engagement levels between the students of various course sub-groups, and therefore suggests that the development of course-specific eLearning activities is necessary in large, streamlined units to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all students. Originality/value These results suggest that in the future, development of eLearning activities is necessary to achieve a more focused approach to support students’ learning, engagement and success, so that positive and beneficial learning experiences are ensured for all.
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Peiser, Gillian, John Ambrose, Beverley Burke, and Jackie Davenport. "The role of the mentor in professional knowledge development across four professions." International Journal of Mentoring and Coaching in Education 7, no. 1 (March 5, 2018): 2–18. http://dx.doi.org/10.1108/ijmce-07-2017-0052.
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Purpose Against a British policy backdrop, which places an ever- increasing emphasis on workplace learning in pre-service professional programmes, the purpose of this paper is to investigate the contribution of the mentor to professional knowledge development in nursing, paramedicine, social work and teaching. Design/methodology/approach Taking the form of a literature review, it explores the influence of policy, professional and theoretical conceptualisations of the mentor role, and structural factors influencing the mentor’s contribution to professional knowledge. Findings Where there are clearly delineated policy obligations for the mentor to “teach”, mentors are more likely to make connections between theoretical and practical knowledge. When this responsibility is absent or informal, they are inclined to attend to the development of contextual knowledge with a consequent disconnect between theory and practice. In all four professions, mentors face significant challenges, especially with regard to the conflict between supporting and assessor roles, and the need to attend to heavy contractual workloads, performance targets and mentoring roles in tandem. Practical implications The authors argue first for the need for more attention to the pedagogy of mentoring, and second for structural changes to workload allocations, career progression and mentoring education. In order to develop more coherent and interconnected professional knowledge between different domains, and the reconciliation of different perspectives, it would be useful to underpin mentoring pedagogy with Bhabba’s notion of “third space”. Originality/value The paper makes a contribution to the field since it considers new obligations incumbent on mentors to assist mentees in reconciling theoretical and practical knowledge by the consequence of policy and also takes a multi-professional perspective.
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Carter, Holly, and James Thompson. "Defining the paramedic process." Australian Journal of Primary Health 21, no. 1 (2015): 22. http://dx.doi.org/10.1071/py13059.
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The use of a ‘process of care’ is well established in several health professions, most evidently within the field of nursing. Now ingrained within methods of care delivery, it offers a logical approach to problem solving and ensures an appropriate delivery of interventions that are specifically suited to the individual patient. Paramedicine is a rapidly advancing profession despite a wide acknowledgement of limited research provisions. This frequently results in the borrowing of evidence from other disciplines. While this has often been useful, there are many concerns relating to the acceptable limit of evidence transcription between professions. To date, there is no formally recognised ‘process of care’-defining activity within the pre-hospital arena. With much current focus on the professional classification of paramedic work, it is considered timely to formally define a formula that underpins other professional roles such as nursing. It is hypothesised that defined processes of care, particularly the nursing process, may have features that would readily translate to pre-hospital practice. The literature analysed was obtained through systematic searches of a range of databases, including Ovid MEDLINE, Cumulative Index to Nursing and Allied Health. The results demonstrated that the defined process of care provides nursing with more than just a structure for practice, but also has implications for education, clinical governance and professional standing. The current nursing process does not directly articulate to the complex and often unstructured role of the paramedic; however, it has many principles that offer value to the paramedic in their practice. Expanding the nursing process model to include the stages of Dispatch Considerations, Scene Assessment, First Impressions, Patient History, Physical Examination, Clinical Decision-Making, Interventions, Re-evaluation, Transport Decisions, Handover and Reflection would provide an appropriate model for pre-hospital practices.
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Bielski, Arkadiusz, Aleksandra Hus, Anna Sadowska, and Dariusz Kosson. "STUDY ON THE LEVEL OF KNOWLEDGE ABOUT MEDICAL MARIJUANA AMONG MEDICAL STUDENTS." Wiadomości Lekarskie 73, no. 4 (2020): 648–56. http://dx.doi.org/10.36740/wlek202004105.
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Introduction: Medical marijuana is used in many diseases. There are not many studies on society’s knowledge about use of medical cannabis. This study aimed to check the level of knowledge about aspects of medical cannabis among students of medical and medical emergency degree courses. Authors emphasize the need of knowledge about law regulations, composition, properties or contraindications of medical cannabis among students of medical universities, as they are fundamental resource of information for patients and any other person who is not included in medical world. Material and methods: An original questionnaire containing 29 questions was created. There were 311 randomly selected students from medicine (N=52), nursing (N=117), midwifery (N=66), paramedicine (N=54) and dietetics (N=22). Results of the study were evaluated with help of statistical test ANOVA and student t-test. The Bioethical Committee at the Medical University of Warsaw took note of the information about the study and issued a statement with reference number AKBE/35/2020. Results: The correctness of answers among students was on the average level of 24.06%. In the survey, the highest percentage of correct answers was characteristic for medical students, achieving about 35.0% effectiveness, then medical emergency students answered correctly in 26.9%, nursing – 23.7%, obstetrics – 21.5%, dietetics – 13.2%. Among all groups, the answer was “I don’t know”: medical students – 44.0% of all answers, emergency medical services – 53.2%, nursing – 56.2% obstetrics – 62.4%, dietetics – 73.9%. The value of correct answers was assessed as statically valid in the ANOVA test; at the significance level p = 0.05 (F-ratio: 11.32004; p = 0.0001). In the t-student test,it was proved that the ANOVA test result relates to the variance of responses between all study groups except dietetics. Conclusions: The level of knowledge of medical students is insufficient to inform patients about possibility of using medical marijuana in their diseases. The low level of knowledge is conditioned by little time at the university devoted to medical marijuana. Education of students about medical marijuana should be increased.
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Cochrane, Thomas, and Vickel Narayan. "A Model for Developing a SOTEL Research Cluster." Pacific Journal of Technology Enhanced Learning 2, no. 1 (November 11, 2019): 11–12. http://dx.doi.org/10.24135/pjtel.v2i1.31.
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This case study critically reflects upon the development of a scholarship of technology enhanced learning (SOTEL) research cluster in clinical sciences higher education. The research cluster has grown from an initial community of practice established in 2015 in the context of Paramedicine education (Cochrane, Cook, Aiello, Harrison, & Aguayo, 2016), to a collaborative transdisciplinary research cluster that now encompasses: the School of Clinical Sciences, Journalism, the Centre for Teaching And Learning, the AppLAB, and international research partners (Cochrane, 2019; Cochrane et al., 2018). The MESH360 research cluster (initially standing for the Multiple Environment Simulation VR Hub, but now covering the growing body of immersive reality enhanced learning projects) focuses upon the common domain of the exploration of immersive reality to enhance higher education to develop student creativity, critical thinking, and problem-solving capabilities.
The research cluster is built upon the shared ontology, epistemology, and research methodology of the wider SOTEL research cluster hub (https://sotel.nz/about-the-cluster/). We established an ecology of resources to support the research cluster (Cochrane & Narayan, 2018), and encourage open educational practice via social media, publishing in open access channels, and regular project showcases. Outcomes from the MESH360 research cluster include: innovative curriculum design, journal articles, conference proceedings, 2 Vice Chancellors teaching innovation awards, a Prime Minister’s research scholarship, and award of a variety of internal project funding. The activity of the research cluster is curated in a ResearchGate Project at https://www.researchgate.net/project/MESH360 and on social media via the #MESH360 hashtag. While the activity of the MESH360 has been predominantly within the Faculty of Health and Environmental Sciences, we are seeing wider impact into Schools within the other Faculties at the university, and potential national and international collaborations.
The SOTEL model includes the following main elements:
An online hub - The SOTEL Research Cluster https://sotel.nz/
An annual Symposium showcasing SOTEL in practice https://sotel.nz
The Pacific Journal of Educational Technology (PJTEL)
The CMALT cMOOC and the MOSOMELT cMOOC
A weekly webinar series
Brokering international TEL networks such as the ASCILITE Mobile Learning Special Interest Group
A series of TEL workshops and showcases
The presentation will outline the above elements of the SOTEL Research Cluster. We believe the MESH360 research cluster model can be applied to a wide variety of higher education domains.
References
Cochrane, T. (2019). How AUT is Designing Authentic Student Learning Experiences with Immersive Reality. Paper presented at the 2nd New Zealand Digital Campus and Blended Learning Transformation From K6 to Higher education: Immersive AR/VR, blended learning innovations and next generation learning spaces, Stamford Plaza, Auckland, New Zealand. https://tinyurl.com/SOTELprojects
Cochrane, T., Cook, S., Aiello, S., Harrison, D., & Aguayo, C. (2016, 28-30 November). Designing Virtual Reality Environments for Paramedic Education: MESH360. Paper presented at the Show Me The Learning. Proceedings ASCILITE 2016 Adelaide, University of South Australia, Adelaide, Australia.
Cochrane, T., & Narayan, V. (2018, 25-29 June, 2018). The Scholarship of Technology Enhanced Learning: Reimagining SOTL for the Social Network Age. Paper presented at the EdMedia: World Conference on Educational Media and Technology 2018, Amsterdam, Netherlands.
Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR. Research in Learning Technology, 26, 2130. doi:http://dx.doi.org/10.25304/rlt.v26.2130
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McManamny, Tegwyn, Paul A. Jennings, Leanne Boyd, Jade Sheen, and Judy A. Lowthian. "Paramedic involvement in health education within metropolitan, rural and remote Australia: a narrative review of the literature." Australian Health Review 44, no. 1 (2020): 114. http://dx.doi.org/10.1071/ah17228.
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Objective A growing body of research indicates that paramedics may have a greater role to play in health care service provision, beyond the traditional models of emergency health care. The aim of this study was to identify and synthesise the literature pertaining to the role of paramedic-initiated health education within Australia, with specific consideration of metropolitan, rural and remote contexts. Methods A literature review was undertaken using the Ovid Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), EMBASE and Scopus databases. The search time frame was limited from January 2007 to November 2017. The search was performed using key paramedic search terms in combination with keywords such as health education, rural, metropolitan, remote and Australia. Reference lists from relevant papers were also reviewed. Results Fourteen articles met the inclusion criteria for synthesis. Health education in the Australian paramedic context relates largely to expanded-scope paramedics, health promotion and the role of paramedics as key members of local communities. There were no studies specifically related to the paramedic role in health education, although many papers referred to health education as one of many roles paramedics engage in today. Conclusion This review highlights a broadening of paramedicine’s traditional scope of practice, and an indication of how vital paramedics could be to local communities, particularly in rural and remote areas. An expanded role may help address health workforce sustainability problems in areas where health care provision is challenged by geographical constraints and low workforce numbers. What is known about the topic? A broadening of paramedicine’s traditional scope of practice has been linked to improvements in health workforce sustainability problems in areas where health care provision is challenged by geographical constraints and low workforce numbers, such as rural and remote Australia. Health education, as well as health promotion, primary health care and chronic disease management, have been proposed as potential activities that paramedics could be well placed to participate in, contributing to the health and well-being of local communities. What does this paper add? This paper identifies and synthesises literature focusing on paramedic-initiated health education in the Australian context, assessing the current health education role of paramedics in metropolitan, rural and remote areas. It provides an understanding of different geographical areas that may benefit from expanded-scope prehospital practice, indicating that the involvement of paramedics in health education in Australia is significantly determined by their geographical place of work, reflecting the influence of the availability of healthcare resources on individual communities. What are the implications for practitioners? Today’s paramedics fill broader roles than those encompassed within traditional models of prehospital care. Rural and remote communities facing increasing difficulty in obtaining health service provision appear to benefit strongly from the presence of expanded-scope paramedics trained in health promotion, primary injury prevention, chronic disease management and health education: this should be a consideration for medical and allied health practitioners in these areas. Australian paramedics are uniquely placed to ‘fill the gaps’ left by shortages of healthcare professionals in rural and remote areas of the country.
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Bell, Andrew, and Steve Whitfield. "Mentor or tormentor? A commentary on the fractured role of mentoring in paramedicine." Australasian Journal of Paramedicine 18 (October 10, 2021). http://dx.doi.org/10.33151/ajp.18.984.
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The relatively quick evolution of paramedicine and the inevitable ‘growing pains’ associated with an evolving profession has seen mentoring and the role of the mentor become clouded in confusion, ineffective education and a lack of specific research. Paramedicine’s recent development as a registered profession has also seen mentoring explicitly outlined as being a capability expected of all registered paramedics. However, the paramedic-mentoring model in Australia seems to have been mostly left up to the individual paramedic to develop in isolation from adequate training and mentoring themselves. If paramedicine is to continue its evolution as a legitimate healthcare profession, the quality of clinical mentoring must be acknowledged as a significant factor by higher education institutions, and the public and private services who employ paramedics, and nurtured accordingly.
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Delport, Shannon, and Anthony Weber. "Escape rooms in paramedic education." Australasian Journal of Paramedicine 18 (August 19, 2021). http://dx.doi.org/10.33151/ajp.18.935.
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Introduction Even with paramedicine's evolution, clinical decision-making will always be a crucial learning and teaching requirement. As part of their learning, paramedic students need to develop critical thinking and collaborative approaches with others. The aim was to review the literature around escape room activity as a pedagogical approach for paramedic education. The intent is to contribute to the discussion around authentic and engaging approaches to teaching clinical thinking and decision making in paramedicine. Methods A systematic review was undertaken to review existing literature on using this approach in higher education. EBSCO, Medline, CINAHL, ScienceDirect, ProQuest and PubMed were used to review paramedic and health education strategies using a list of keywords. Results There were 23 scholarly papers examining the use of escape rooms in an educational context found. There was no reference to using this teaching methodology in paramedicine, but some health contexts were identified for nursing, pharmacy, radiology and medicine. Conclusion With an instructional design that addresses logistical requirements, educational escape rooms can be used effectively in paramedic higher education. This review highlights a longitudinal study is needed to assess an educational escape room's implementation into the paramedic higher education curriculum. A longitudinal, multi-university study can further explore the feasibility of using a blended online/offline escape room activity in large enrolment paramedic programs.
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Johnson, Sarah, Liz Thyer, and Paul Simpson. "International work integrated learning (WIL) in undergraduate paramedicine programs: a cross-sectional survey of practice models in Australasia." Higher Education, Skills and Work-Based Learning ahead-of-print, ahead-of-print (September 29, 2020). http://dx.doi.org/10.1108/heswbl-06-2020-0120.
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PurposeThe proliferation of undergraduate paramedicine programs has led to a surge in demand for work integrated learning (WIL), placing pressure on domestic ambulance service placement capacity. The objective of this study was to establish a baseline understanding of international WIL in paramedicine university programs.Design/methodology/approachA cross-sectional study design was utilized to gather data from Australasian universities offering undergraduate paramedicine. A telephone survey was used to gather quantitative and qualitative data using a tailored questionnaire.FindingsOf 15 eligible paramedicine programs, seven program leads participated. All offered international WIL, predominantly short-duration format in locations including United Kingdom, USA, Israel, Nepal, Indonesia, Timor-Leste, New Zealand, South Africa, Finland, Canada and Vanuatu. Two distinct models were identified: academic-accompanied, group “study tours” and unaccompanied individual placements. International WIL is common in paramedicine but placement models, rationale and expected learning experiences are diverse.Originality/valueInternational WIL is an increasing component of paramedicine and other health discipline degrees, yet the pedagogical rationale for their inclusion and typology is not always clear. This paper provides an insight into the variance in international WIL typology in a single health discipline highlighting the heterogeneity and need for future research linking into the structure, support and assessment of international WIL.
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O’Meara, Peter, Michel Ruest, and Christine Stirling. "Community paramedicine: Higher education as an enabling factor." Australasian Journal of Paramedicine 11, no. 2 (May 5, 2014). http://dx.doi.org/10.33151/ajp.11.2.22.
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The aim of this case study was to describe one rural community paramedic model and identify enablers related to the implementation of the model. It was undertaken in the County of Renfrew, Ontario, Canada where a community paramedicine role has emerged in response to demographic changes and broader health system reform. Qualitative data was collected through direct observation of practice, informal discussions, interviews and focus groups.The crucial role of education in the effective and sustainable implementation of the community paramedicine model was identified as one of four enablers. Traditional paramedicine education programs are narrowly focused on emergency response, with limited education in health promotion, aged care and chronic disease management. Educational programs hoping to include a wider range of topics face the twin challenges of an already crowded curriculum and predominately young students who fail to see the relevance of community primary care content.A closer match between the paramedicine curriculum and the emerging roles of paramedics, whether they are community paramedics, extended care paramedics, or as yet unformed roles is needed if paramedics are to become valued members of the health care team.
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Bennett, Ryan, and Brett Williams. "Non-technical attributes in paramedicine: Is situational judgement testing the solution?" Irish Journal of Paramedicine 4, no. 1 (May 1, 2019). http://dx.doi.org/10.32378/ijp.v4i1.171.
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<span>Non-technical attributes have been identified as important and desirable qualities for all paramedics. Despite this, there is currently little research exploring the assessment of non-technical attributes in paramedicine. Situational judgement tests (SJT) have been identified as a valid and reliable assessment of non-technical attributes in medical education, however, it appears there is no research exploring the use of SJTs in the field of paramedicine. This paper outlines the background information on SJTs, what they are and their successful implementation in medicine. Additionally, this paper identifies potential uses for SJTs in paramedicine including admission and mental health screening based of previous research in medical education. This paper concludes that SJTs could be utilised in the field of paramedicine to measure non-technical attributes.</span>
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Shearer, Kirsty, Matthew Thomas, Tania Signal, Ruth Townsend, and Nikola Stepanov. "Undergraduate Ethics Education in Paramedicine in Australia." Journal of Academic Ethics, November 30, 2022. http://dx.doi.org/10.1007/s10805-022-09463-3.
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Diamond, Adam, and Natalia Bilton. "The current state on the use of simulation in paramedic education." Australasian Journal of Paramedicine 18 (July 4, 2021). http://dx.doi.org/10.33151/ajp.18.903.
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This article presents the current state of the literature regarding the use of simulation in the field of paramedicine. It provides the reader with an overview on the current knowledge with the view to inform and foster innovation and development around simulation in paramedic education. We hope that other researchers will use this work to further inform and develop their simulations, not only for the purposes of assessment but also for learning and teaching in paramedicine.
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Williams, Brett. "The psychometric properties of the professionalism at work questionnaire for paramedicine students." International Journal of Emergency Services ahead-of-print, ahead-of-print (January 6, 2021). http://dx.doi.org/10.1108/ijes-05-2020-0027.
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PurposeIn the past several decades, there has been rapid advancement and improvement in Australasian paramedicine education and clinical standards. These advancements have also seen improvements in the professionalism of Australasian paramedicine. Therefore, having a valid and reliable paramedicine professionalism measure is important. This study aimed to investigate the psychometric properties of the modified Professionalism at Work Questionnaire (PWQ) with Australasian paramedicine studentsDesign/methodology/approachData from the PWQ were analysed using a principal component analysis (PCA) followed by orthogonal varimax rotation.FindingsA total of 479 paramedicine students from three Australasian universities completed the modified PWQ. PCA of the 72-items revealed 11 factors with eigenvalues above 1.5, accounting for 50.99% of the total variance. A total of 64 items were found with loadings greater than 0.40 and were used to describe the 11 factors: Professional attitude and behaviour, communication with others, professional identity, professional development, appearance and flexibility, organisational support, comparable professional status, pride in occupation, adherence to rules, responsibility in the workforce and concerns about appropriate use of resources.Practical implicationsResults from this study suggest that the modified 64-item PWQ can be used to measure professionalism in Australasian paramedicine student cohorts. The instrument encompassed many and varied aspects of the attributes and features that have been described as being essential to being a profession. The instrument provides an important measurement tool for the paramedicine profession.Originality/valueResults from this study suggest that the modified 64-item PWQ can be used to measure professionalism in Australasian paramedicine student cohorts. The instrument encompassed many and varied aspects of the attributes and features that have been described as being essential to being a profession. The instrument provides a critical measurement tool for the paramedicine profession.
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Reed, Buck, Leanne Cowin, Peter O'Meara, and Ian Wilson. "Professionalism and professionalisation in the discipline of paramedicine." Australasian Journal of Paramedicine 16 (October 21, 2019). http://dx.doi.org/10.33151/ajp.16.715.
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BackgroundProfessionalisation was cited as one of the key drivers for the recent addition of paramedics to the National Accreditation and Regulation Scheme (NRAS) making paramedics the fifteenth health profession in the NRAS. Self-regulation inherently shifts the basis of establishing professional identity and the formal authority for determining professional standards. This has increased discussion of professionalism in paramedicine, however, professionalisation and professionalism are often poorly defined concepts with a myriad of interpretations. MethodA scoping review was conducted to determine the available literature about professionalism and professionalisation in paramedicine. The review utilised 10 academic databases augmented with Google and Google Scholar to capture grey literature; 2740 results were refined to 53 sources for review.ResultsSeveral works on paramedic professionalisation explore elements such as autonomy and occupational characteristics. Others consider the process of professionalisation for United Kingdom (UK) and Australian paramedics. Education is discussed as a key factor in professionalism, while the increasing scope and diversity of roles in paramedicine is explored as indicative of professionalisation. Several UK papers relate professionalisation and culture to change processes within paramedicine and paramedic organisations. DiscussionAcademic work on professionalisation and professionalism in paramedicine appears sporadic and may benefit from explorations of a wider range of theories. Paramedicine has been described as constantly and rapidly developing around its practitioners rather than being a stable profession where practitioners enter with clear expectations of their ongoing identity. Further work is needed to understand the process of professionalisation that paramedicine is undergoing within its cultural and professional context.