Academic literature on the topic 'Internship paramedic'

Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.

AbstractIntroductionTraditionally, Emergency Medical Services (EMS) educators have divided the pediatric population into age groups to assist in targeting their clinical and didactic curriculum. Currently, the accrediting body for paramedic training programs requires student exposure to pediatric patients based entirely on age without specifying exposure to specific pathologies within each age stratification. Identifying which pathologies are most common within the different pediatric age groups would allow educators to design curriculum targeting the most prevalent pathologies in each age group and incorporating the physiologic and psychological developmental milestones commonly seen at that age.HypothesisIt was hypothesized that there are unique clusterings of pathologies, represented by paramedic student primary impressions, that are found in different age groups which can be used to target provider education.MethodsThis is a retrospective review of prospectively collected data documented by paramedic students in the Fisdap (Field Internship Student Data Acquisition Project; Saint Paul, Minnesota USA) database over a one-year period. For the purposes of this study, pediatric patients were defined arbitrarily as those between the ages of 0-16 years. All paramedic student primary impressions recorded in Fisdap for patients aged 0-16 years were abstracted. Primary impression by age was calculated and graphed. The frequency of primary impression was then assessed for significance of trend by age with an alpha ≤.05 considered significant.ResultsThe following primary impressions showed clinically and statistically significant variability in prevalence among different pediatric age groups: respiratory distress, medical-other, abdominal pain, seizure, overdose/poisoning, behavioral, and cardiac. In patients less than 13 years old, respiratory and other-medical were the most common two primary impressions and both decreased with age. In patients 5-16 years old, the prevalence of abdominal pain and behavioral/psych increased. Bimodal distributions for overdose were seen with one spike in the toddler and another in the adolescent population. Seizures were most common in the age group associated with febrile seizure. Sepsis was seen most often in the youngest patients and its prevalence decreased with age.ConclusionThere are statistically significant variations in the frequency of paramedic student primary impressions as a function of age in the pediatric population. Emphasizing paramedic student exposure to the most common pathologies encountered in each age group, in the context of the psychological and physiological milestones of each age, may improve paramedic student pediatric practice.ErnestEV, BrazeltonTB, CarhartED, StudnekJR, TrittPL, PhilipGA, BurnettAM. Prevalence of unique pediatric pathologies encountered by paramedic students across age groups. Prehosp Disaster Med. 2016; 31(4):386–391.

Background: Cardiovascular disease remains the most prominent cause of death in England. Healthcare professionals have been encouraged to identify cardiovascular risk factors (CVRFs). The aim of this study was to explore how paramedics contribute to the identification of CVRFs in the pre-hospital setting, through their role, behaviours and practice.Methods: The study took place within the North East Ambulance Service NHS Foundation Trust supported by a National Institute for Health Research clinical research internship. A qualitative approach was used, and a single focus group was conducted. The study recruited participants through advertising for volunteers and purposive sampling. The themes that arose from the focus group allowed the initial exploration of the views of paramedics in relation to role, behaviour and practice in identifying CVRFs.Results: A single focus group with five paramedics was conducted in June 2021. Two central themes emerged: education/health promotion and fear/anxiety. Participants agreed that their role in this area centred around patient education. Participants’ behaviours and practice were adversely affected through fear of complaints, fear of hypocrisy and feeling a lack of support from the ambulance service. Participants felt that further training and subsequent indemnity from complaints would improve the likelihood of more direct patient education. Support from the ambulance service to improve employees’ own health and well-being was also a key topic of discussion.Conclusion: The study explored the views of a small sample of paramedics on this topic. Patient education was felt to be part of a paramedic’s role; however, barriers were identified that prevent paramedics from carrying out this role. Further research is needed to explore these barriers further.

Objective This study compares the results of an objective structured clinical examination (OSCE) between 2 groups of students before an internship and after 6 months of clinical practice in an internship. Methods Seventy-two students participated, with 36 students in each cohort. The OSCEs were performed in the simulation laboratory before the participants' clinical practice internship and after 6 months of the internship. Students were tested in 9 stations for clinical skills and knowledge. The same procedures were repeated for both cohorts. The t test was used for unpaired parametric samples and Fisher's exact test was used for comparison of proportions. Results There was no difference in the mean final score between the 2 groups (p = .34 for test 1; p = .08 for test 2). The performance of the students in group 1 was not significantly different when performed before and after 6 months of clinical practice, but in group 2 there was a significant decrease in the average score after 6 months of clinical practice. Conclusions There was no difference in the cumulative average score for the 2 groups before and after 6 months of clinical practice in the internship. There were differences within the cohorts, however, with a significant decrease in the average score in group 2. Issues pertaining to test standardization and student motivation for test 2 may have influenced the scores.

Paramedical training field allows the integration of practical and theoretical knowledge, the mobilization of knowledge offers the possibility to test the skills necessary for the exercise of the profession. Nursing education is organized based on the principle of alternating between theoretical learning in classrooms, and practical learning in the form of simulation sessions in laboratories and internships in healthcare institutions. Indeed, through our article we study the relationship between these two teaching/learning practical methods applied in nursing and technical health professions students’ education. Our study is of the descriptive correlational type, we carried it out through a survey that we conducted with a sample of 289 students, using a questionnaire developed via the Google Forms platform; the data we collected were analyzed using the descriptive statistics method, in frequencies and percentages, presented in the form of figures and simple and bi-variate (Contingency) tables. The main results of this study showed that (a) 59.17% were moderately satisfied with the alternation between simulation sessions and internships; (b) 48% stated that simulation as a method of learning sometimes reflects the reality of internships; (c) 52% announced that it is often possible to transfer the learning acquired through simulation into practical gestures during clinical internships, and (d) 90.66% stated that simulation learning could not replace internships. As a result, this study has concluded that nursing training is based on practical teaching / learning which materializes in simulation activities and clinical internships which are strongly correlated.

This thesis used qualitative methods to investigate the professional socialisation of university educated paramedics from Australia and the United Kingdom. The study tested existing professional socialisation theories, taken from other health disciplines, against the paramedical context and developed of a specific model depicting the professional socialisation of university educated paramedics.

Objective This systematic review aims to identify and explore the barriers to and facilitators of learning and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors. Introduction The educational landscape for paramedicine has evolved considerably since the introduction of the first paramedicine Bachelor’s degree. A need to identify the contemporary barriers to and facilitators of learning within the context of early career training in paramedicine education is needed. Inclusion criteria Participants were undergraduate paramedicine students, graduate/intern paramedics, newly qualified UK paramedics and their preceptors, within Australia, the UK and New Zealand. Published and unpublished English studies utilizing qualitative research designs were considered. Methods Five bibliographic databases (PubMed, CINAHL, ERIC, Embase and ProQuest dissertations and theses) were searched in 2018. Websites relevant to paramedic learning and a hand search of paramedicine journals (2019) were also undertaken. All studies identified from the search were examined against the inclusion criteria. Papers selected for inclusion were assessed by two independent reviewers for methodological quality prior to inclusion in the review. Qualitative research findings were extracted and pooled. Findings were assembled and categorized based on similarity in meaning. These categories were then subjected to a meta-synthesis in order to produce a single, comprehensive set of synthesized findings. Results Twenty-six studies were included in the review: eleven studies used semi-structured interviews, five used open-ended interviews and ten used focus groups, with a total sample size of 564 participants. Sixteen studies focussed on undergraduate paramedicine students, four involved paramedic preceptors, two focused on paramedic educators at paramedicine universities, and four included undergraduate paramedicine students and their preceptors. A total of 295 findings were extracted and grouped into twenty-eight categories. Categories were grouped into five synthesised findings as follows; • The role of mentoring/preceptorship • Opportunities to develop emotional intelligence and communication skills • The role of non-traditional placements/experiences • The role of non-traditional classroom teaching methods • Preparedness for practice Conclusions A variety of learning models exist with barriers and facilitators that impact on paramedicine students, graduate paramedics, and preceptors. The findings emphasize the importance of a preceptor to student learning; and the need to develop paramedicine students’ skills/capacity in dealing with the emotional side of paramedic practice. Paramedicine students and paramedic graduates were found to be underprepared to communicate effectively with patients, families and other professionals. Most of these barriers could be mitigated by the utilization of non-traditional placements/experiences and with the use of non-traditional teaching methods. The introduction of a paramedic facilitator model was shown to have considerable benefits, suggesting that the introduction of a national model, similar to that of other allied health models, may be beneficial. The findings indicate a need for more effective communication between the education sector and industry in relation to the challenges that currently exist in paramedicine education and what models appear to facilitate learning, development and preparedness for clinical practice.
Thesis (MPhil) -- University of Adelaide, Adelaide Medical School, 2020