Education

Work integrated learning in Vanuatu: student perspectives

  • Saturday, March 2, 2019

Background: Non-traditional work integrated learning (WIL) experiences have become increasingly popular within undergraduate paramedicine programmes, partly because WIL is considered a valid pedagogy that contributes to the integration of clinical and supporting science capabilities. Aim: This paper builds upon previous WIL evaluation activities to determine whether an international WIL experience in Vanuatu provided a useful clinical and cultural learning experience for undergraduate...

Exploring empathy levels among Canadian paramedic students

Background: Empathy is an important factor in communication between healthcare provider and patient. Previous studies have shown that empathy benefits patient care in multiple ways. Empathy allows a space of decreased vulnerability and, as a result, builds trust in healthcare relationships. It fosters open communication that leads to improved patient care; improves patient satisfaction; and buffers healthcare provider burnout. This study aimed to determine the empathy levels demonstrated by...

Developing transcultural awareness: student perspectives of a placement in Johannesburg South Africa

Elective placements are a relatively new aspect of paramedic practice, with few opportunities for student paramedics to experience this internationally. This article shares reflections from a student's perspective gained from experience of a 3-week elective placement in Johannesburg, South Africa, working on a frontline ambulance and fast response vehicle. It explores international differences in paramedic practice, reviews two case studies and discusses the importance of scene management and...

Student international learning experiences in Cebu, Philippines

Background: Universities are increasingly exploring international placements and learning experiences for paramedicine students. This has given rise to questions about the quality of student experiences overseas within the paramedic curriculum and how useful they are. Aim: This study investigates whether a university-organised overseas trip provided a useful clinical and cultural learning experience for undergraduate paramedicine students. Methods: A 60-question survey was administered,...

That final fatal error: crew resource management

Providing safe clinical care to the community is the cornerstone of modern paramedic practice. Crew resource management (CRM) is a strategy to investigate and mitigate errors and research into these concepts is limited in paramedicine. A conceptual framework specific to CRM in paramedicine in needed. The Egg Timer Model of Disparity, designed by Willis and published in Summers and Willis (2010), is put forward as a conceptual model worthy of explorative review.

Learning about behavioural emergencies: an evaluation of paramedic textbooks

Background: Individuals with behavioural emergencies (mental health or substance-use crises) are being seen more frequently in emergency departments. Therefore, emergency medical service (EMS) providers are increasingly being called upon to respond to such cases. However, research in paramedic education on this topic is limited. Problem: Very little is known about the quality of EMS provider training in this field. While the National EMS Education Standards Instructional Guidelines...

Paramedic students' visit to the Second International Conference of Applied Medicine in Jordan

In December 2016, Jordan University of Science and Technology (JUST) hosted the Second International Conference of Applied Medicine/Paramedic. The primary aims of the conference were to equip its attendees to deal with medical emergencies currently prevalent in the middle east, to optimize all aspects of care for refugees and victims of war and social awareness, and to promote the spirit of universal participation.

Evaluation of a paramedic student patient hand-off curriculum using simulation

Introduction: Even though patient handoffs are at high risk for errors and adverse events, there is not a standardised approach to how these should be taught to paramedic students. The goal of this study was to evaluate the feasibility and effectiveness of implementing a lecture-based training involving the IMIST-AMBO mnemonic in paramedic education. Methods: Paramedic students were randomised into a control group of standard national paramedicine curriculum and an intervention group who...

Use of a nominal group technique to evaluate a remote area simulation event for paramedicine students

Background: In 2015 a pilot remote area practice workshop was conducted for final year students in an entry to practice paramedic program attending the University of the Sunshine Coast. The pedagogy was based on social constructivism and experiential learning in which students were tasked to solve real world problems in a remote environment. A feed-forward teaching philosophy based on collaboration and scaffolding enabled students to construct their own knowledge of practice in this...

Interprofessional graduate programme for nursing-paramedicine degree graduates: work outcomes and participant experience

The 2011/12 interprofessional graduate programme (IPG) was Australia's first programme for graduates of double degrees in nursing and paramedicine. Aims: The aim of this study was to examine the employment outcomes and participant experience of the first cohort of 10 IPG participants. Methods: Data were collected by repeated surveys (6 months prior to, 6 months and 18 months following IPG completion) and interviews. Results: There were 10 IPG participants, nine completed all surveys and...

Credits granted for professional education of paramedics and nurses at at US colleges with paired programmes

Aims: To compare professional education requirements for Commission on Accreditation of Allied Health Educations Programs (CAAHEP)-accredited community college paramedic programs and associate degree registered nurse programmes at the same institution. Methods: All CAAHEP-accredited community college paramedic programmes were identified from the CAAHEP website. The college website was visited to determine credits granted for paramedic professional education, followed by a search of the...

Prioritising the development of paramedic students’ interpersonal skills

Objective This paper analyses residential-aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Benefits of the placement in facilitating the development of critical interpersonal skills are identified and discussed. Setting A cohort of final year undergraduate students (<i>n</i>=31) completed a five-day clinical placement in four participating residential-aged...

Length of professional education of paramedics and nurses at community colleges in the Northeast United States

Aim To determine if the professional bodies of knowledge of paramedics and nurses are roughly equivalent for each discipline at the point of primary licensure. Methods A list was compiled of all paramedic education programmes in the Northeast US states of Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey and Pennsylvania. Each programme was then surveyed to identify those institutions that offered college credit for their paramedic education...

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