Dissertations / Theses on the topic 'Medicine, Nursing and Health Curriculum and Pedagogy'

The health outcomes of men are significantly worse, when compared to their female counterpart, for the top 15 leading causes of death nationwide. At this time, men are not actively engaged in the healthcare system and didactic and clinical education does not adequately prepare providers to care for men or understand the psychology of masculinity. As of 2016 there were no primary care programs or medical schools that incorporated a specific course in men’s health promotion or the psychology of masculinity within their curriculum. This research study implemented one curricular module on the content of men’s health promotion and the psychology of masculinity. The researcher sought to understand what aspects of men’s primary healthcare and masculinity were taught within Primary Care Providers (PCP) didactic and clinical studies, what PCPs state was lacking from their curriculum, and how that translates to their ability to practice clinically. The research took place at six separate universities throughout the United States. Using a five-point Likert scaled survey, quantitative data was collected from students in six universities after they participated in a single module on men’s health promotion and masculinity. One month after students at the six universities went through the intervention, a second quantitative, five-point Likert Scale survey was collected that sought to determine what information from the module was applicable in their clinical education and settings after going through the intervention. The researcher then conducted six, qualitative, semi-structured, open-ended interviews with students who responded favorably to such an interview in quantitative evaluations through Qualtrics. Data analysis was completed through Wilcoxon Signed Rank Testing. Cohen’s d effect size was utilized to understand the significance of effect size within the data. Students in primary care agree that lack of timely healthcare, on behalf of men, is a stressor on the healthcare system and 100% of students agree they would welcome more content in their didactic education on men’s health promotion and the psychology of masculinity. Similarly, 94.5% of respondent’s state there is a need for primary care students to learn how to engage men in primary preventive care with 77% of respondents requesting more gender specific training. Students that went through the educational endeavor found value in the content delivered with 83.4% of participants stating they planned to make changes in their practice as a result of going through the educational module. Quantitative findings revealed that less than 20% of those surveyed are consistently utilizing evidence based interventions noted in literature to recruit and retain men into primary preventive care. Qualitative interviews noted that participants found themselves unconsciously unaware of their limitations in caring for men in the primary care setting, but fully aware that diverse and holistic care improves patient outcomes. Qualitative respondents also expressed a desire to grow professionally and a willingness to engage in pioneering practices that would equip them to deliver excellence in care.

Spirituality is a subject which is often neglected in nursing education. The purpose of this study was to determine associate degree nursing faculty’s perception of their ability to teach the spiritual dimension in the delivery of nursing care. The study explored whether faculty have received training related to spiritual care, how and where nursing programs integrate spirituality education into the curriculum, nursing faculty’s understanding of the terms spirituality and spiritual care, and faculty members perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. Survey research was used in this study. The participants were recruited from publicly funded associate degree nursing programs in the southeast who are accredited by the Accrediting Commission for Education in Nursing (ACEN). The number of faculty participants was 206. The Spirituality and Spiritual Care Rating Scale (SSCRS,) (McSherry & Jamieson, 2011) was used to explore nursing faculties’ understanding of the terms spirituality and spiritual care. The findings showed that participants had very strong beliefs about spirituality and its intrinsic value to patients. The Spiritual Care Content Scale (SCCS; Lemmer, 2002) explored what content was taught in nursing programs, the content most often covered included (a) the influence of cultural beliefs on spiritual care (77.9%), (b) spiritual needs of the dying and their families (76.2%), (c) the assessment of spiritual needs (71.3%), and (d) active listening as a means of spiritual care (66.2%). Integration of spirituality education into the nursing curriculum was also, addressed. Not surprisingly, lecture was the main method for teaching the spiritual dimension, followed by discussions, clinical and reading assignments, nursing models, role play and guest speakers. The final question sought faculty member’s perception of whether they receive sufficient support and guidance in teaching related to spirituality and spiritual care. The majority of the faculty said no (84.1%, n=146). These findings support the literature regarding the lack of perceived training and support for nurses related to the spiritual dimension and the need for greater integration of spirituality and spiritual care in the nursing curriculum. Providing guidelines for the provision of spiritual care and continued research in this area is warranted.

The purpose of this study is to determine the extent to which rural nursing content is included in the curricula of baccalaureate and associate degree nursing programs in Texas. Additional purposes include determining the association between the emphasis on rural nursing content perceived by curricular chairpersons as ideal and current content emphasis, examining the difference in rural nursing emphasis between the two program levels, determining variables predictive of rural nursing emphasis and determining efforts to recruit students from rural areas. Data were collected by means of a mailed questionnaire developed by the investigator. Statistical analyses of these data were then conducted. Major findings include the determination of current and perceived ideal emphasis of rural nursing content, the difference in rural nursing emphasis between baccalaureate and associate degree nursing schools in Texas, the association between perceived ideal and actual content emphasis, those variables which are predictive of rural nursing emphasis in undergraduate curricula in Texas and the recruitment efforts from rural areas made by each level of program.

Purpose: This article provides an integrative review of competency-based education (CBE) in medical and nursing programs and examines the effect of CBE on students’ academic performance, technical skill development, and overall satisfaction and preparedness for future practice. Background: In recent decades, CBE has increasingly been discussed in medical and nursing education programs. The impact of the CBE curriculum on learning outcomes including academic performance, technical skill development, overall satisfaction, and preparedness for future practice has not been fully elucidated. Method: A review of the literature was conducted, and multiple databases were searched for studies that analyzed the impact of CBE on learning outcomes in medical and nursing program learners. Results: The overall trends in feedback showed that CBE was well-received by students, with high satisfaction scores reported. CBE was also shown to be equally or more effective than the traditional didactic model in developing students’ competencies and improving academic and clinical performance. Conclusion: Our comprehensive review of the literature suggests that competency-based education can be an effective framework that potentially outperforms traditional educational approaches on outcome measures related to clinical knowledge, technical skill, and/or clinical judgement.

La problématique des ressources humaines est complexe. Elle a donc besoin de cadres conceptuels pour décoder la réalité et cerner les limites de ses actions. La présentation d'un cadre théorique qui questionne les niveaux d'adéquation entre formation et compétences attendues des professionnels de la santé (à la fois dans le champ de la santé et dans celui de l'éducation) est l’aboutissement d'une réflexion sur la formation appréhendée comme voie d’accès à l’innovation, elle-même levier de changement dans la gestion des ressources humaines en santé. La démarche systémique appliquée à cette problématique et dans plusieurs contextes permet une action cohérente aux niveaux national, régional et local, tout en respectant la complexité de l’ensemble ainsi que les contraintes relatives aux mécanismes des marchés internationaux. L'importance du processus et de l'ensemble des acteurs concernés par le changement est analysée, mettant en évidence plus particulièrement la nécessité d’une appropriation, dès le départ, d’un cadre de référence et de sa mise en œuvre par les enseignants et les équipes de directions aux différents niveaux institutionnels.

L’adéquation des programmes à leurs contextes d’application et le renforcement des compétences des professionnels sont les questions centrales posées par cette recherche à travers la mise en œuvre de l’approche par compétences et des pédagogies actives. Les finalités sont celles de la mise en évidence des mécanismes, facteurs et visions nécessaires à l'amélioration de la formation des professionnels de santé et la promotion d’un « enseignement – apprentissage » favorable à l'intégration des principes d’actions de promotion et d'éducation à la santé. Ces finalités sont au centre des résultats recherchés dans ces vastes chantiers. Elles réclament un travail de fond sur la question du sens des apprentissages, dont la mise en réseau avec des centres de formation et d'expertise, ainsi que le développement de l'autonomie d'une masse critique de professionnels de santé. Parmi ces derniers, les infirmier(ère)s de première ligne sont responsables dans de nombreux contextes de plus de 80 % de l'offre de services. L'application de cette approche sur plusieurs terrains d'actions viendra renforcer les cadres théoriques et la méthodologie proposés.

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Cette thèse est articulée de manière à présenter des articles sur la formation et la gestion des ressources humaines en santé dans un ensemble cohérent. Certaines redondances dans la présentation des contextes et des méthodes sont de ce fait inévitables. Chacune des parties commence par une introduction et un cadrage qui devraient permettre de se situer quant aux objectifs et aux contenus spécifiques de la partie concernée. Un débat peut ouvrir une partie tout comme une discussion peut la clore. Dans un souci de lisibilité, un lexique propre à cette thèse est donné en annexe, plus particulièrement aux champs de la pédagogie (annexe 1) et de la santé publique (annexe 2). Les mots et concepts qui se trouvent dans ce lexique sont soulignés la première fois qu’ils sont rencontrés dans le texte (à l’exception des articles).

Doctorat en Sciences de la santé publique
info:eu-repo/semantics/nonPublished

Bakgrund. Innan dess att svensk psykiatri genomgick övergripande förändringar genomsyrades mentalhälsovården av olika psykologiska teorier vilka sedermera kom till att utgöra väsentliga beståndsdelar inom den “vårdkulturella revolutionens” fundament. Detta utmynnade därefter i svensk socialpsykiatris tillblivelse varigenom dessa försöksverksamheters väl fungerande praxis och kunskaper till synes har glömts bort genom åren. Metod. När, varför och hur har det gått från att vårdgivare/klient-relationen tidigare har betraktats vara “god” till att i dessa dagar te sig “avhumaniserad”? Hur var denna relation förr, hur är den i dag och hur kan den förslagsvis göras bättre framöver? För att kunna besvara detta tas en närmare blick, genom manifest kvalitativ innehållsanalys med konventionell (induktiv) ansats, på svensk hälso- och sjukvård emellan åren 1960–1980 såväl som en om än konkretiserad djupdykning ned i 1970-talets “nya psykiatri” och socialpsykiatriska försöksverksamheter. Resultat. Vägarna till utformandet av en vårdvärnande relation emellan vårdgivare och klient återfinns inom vårdgivarens bemötande och tillvägagångsätt gentemot klienten. Vad som fordras är en tillitsfull atmosfär och att bådadera parterna upprätthåller kontinuerlig kontakt (Gustafsson, 2010) vari tid bistår med goda förutsättningar i utformningen av funktionella tillika utvecklande allianser (Topor & Denhov, 2012). För att brukarinflytande skall fungera under förebyggande arbete, i led om att i största möjliga mån ta uti klienters problematik, krävs ett krispsykoterapeutiskt förhållningssätt och vetskap om psykisk kris genom vilka genuin närvaro uppnås (Cullberg, 1974). Forskning visar även tydligt att vad som behövs vid vårdbemötande är genuin närvaro, medmänsklig förståelse och rak kommunikation: att inte bara se människan, utan även att förstå vad just denna kris innebär för just denna individ såväl som att klientens beteende sett till sin helhet och vad som inte uttrycks säger så mycket mer än vad ord kan någonsin beskriva. Slutsats. Empirin antyder att aktuell forskning anmärker vad som fungerar bra och mindre bra, om inte alls, i relation till vårdbemötande är för all del bra. Men vad om nordisk socialpsykiatris pionjärer såsom Berggren, Cullberg och Haugsgjerd? Aktuell forskning refererar inte till någondera och deras arv tycks vara bortglömt. Så vad om all den kunskap och insikt som förvärvades och införlivades vid tidigare försöksverksamheter såsom Cullbergs kristeori och krispsykoterapi? Aktuell forskning refererar heller inte till någotdera och alltsammans tycks ha gått i stöpet. Vad som däremot framgår är att deras visioner tillämpades med mycket goda resultat vid bland annat Nackaprojektet tillika att sagda teori och psykoterapi tycks ha runnit ut i sanden efter verksamhetens nedläggning. Psykologin och psykiatrin, till syvende och sist, rör sig i ett gränsland emellan vetenskap och humaniora däri de, i samvaro med etisk kodex om att all behandling skall vila på “vetenskap och beprövad erfarenhet”, samexisterar i led om att med fumliga försök fånga livets komplexiteter. Men vart någonstans bör gränsdragningen gå emellan “vetenskaplig professionalitet” och “personlig inlevelse” när man möter någon med psykisk ohälsa, en medmänniska i psykisk kris?
Background. Prior to the undertaking of radical changes in Swedish psychiatry, various psychological theories permeated mental healthcare that would subsequently become essential components at the very heart of the “care-cultural revolution.” This subsequently resulted in the creation of Swedish social psychiatry through which trial establishments’ well-functioning praxis and knowledge have, so it seems, been forgotten over the years. Method. How, when and why has it gone from the fact that the caregiver/client-relationship has previously been considered as “good” to in these days feel as though it has become “dehumanized”? How was this relationship in the past, how is it as of today, and how can it be made better for the future? In order to answer this, a closer look, through manifest qualitative content analysis with conventional (inductive) approach, is taken on Swedish health care throughout the 1960s–1980s as well as an elaborate deep dive down into the “new psychiatry” of the 1970s and social psychiatric trial establishments. Result. The paths to the formation of a care-ensuring relationship between caregiver and client are found within caregivers’ attitude and approach towards their clients. What is required is a trusting atmosphere and that both parties maintain continuous contact (Gustafsson, 2010) wherein time provides good conditions in the formation of functional and developing alliances (Topor & Denhov, 2012). In order for user influence to function during preventive work, in line with addressing clients’ problems as much as possible, a crisis psychotherapeutic approach and knowledge of mental crisis is required through which genuine presence is achi-eved (Cullberg, 1974). Research also clearly shows that what is needed during care meetings is genuine presence, compassionate understanding, and straightforward communication: not only to see the person, but also to understand what this particular crisis means for this particular individual as well as that his or her behavior in itself and what is not being expressed says so much more than words can ever describe. Conclusion. Empirical data suggests that current research remarks on what works well and less well, if not at all, in relation to care treatment is certainly good. But what about the pioneers of Nordic social psychiatry like Berggren, Cullberg, and Haugsgjerd? Current research refers to neither and their legacies seem to have been forgotten. So, what about all the know-ledge and insight that was acquired and incorporated in previous experimental activities such as Cullberg's crisis theory and crisis psychotherapy? Current research refers, likewise, to neither and everything seems to have gone down the drain. What is clear, however, is that their visions were applied with very good results in, amongst other things, the Nacka Project as well as that said theory and psychotherapy seem to have faded away following the trial establishment’s closure. Psychology and psychiatry, ultimately, move in a borderland between science and the humanities wherein they, in conjunction with the code of ethics that all treatment is to be based on “science and proven experience,” coexist in line with fumble attempts to capture life’s complexities. But where exactly should the line be drawn between “scientific professionalism” and “personal insight” when meeting someone with mental ill-health, a fellow human being in a mental crisis?

Background - Unintended medication errors made by health care professionals continue to be a major concern in hospitals, medical centres and aged care facilities throughout Australia. Nurses play a vital role in preventing errors so consequently undergraduate nursing students are taught that to administer medications safely they must adhere to specific protocols and be personally supervised by a registered nurse. While safety measures may be reinforced to students, previous studies have not explained what occurs when students actually administer medications to patients in the clinical setting. Aim - This thesis reports on a study aimed at identifying the experiences of final year undergraduate nursing students in administering medications. Research Design - A grounded theory approach using constant comparative analysis was undertaken to develop a substantive theory to explain this process. A sample of 28 final year nursing students from an Australian university provided the data to permit the development of the theory. Findings - This study identified that supervision was central to the medication administrationexperiences of students. Students were confronted with registered nurses who presented or provided them with shifting levels of supervision when administering medications to patients. Shifting levels included the registered nurse; being near, being over or being absent. The shifting levels failed to meet the supportive supervision required of students and created internal conflict for them. Students responded to the conflict through a process of Contingent Reasoning. Contingent Reasoning involved students making a decision and then actioning behaviour which could be categorized into one of three levels. At level one the student would do whatever was asked of them, at level two they would negotiate so as to come to some agreement with the registered nurse and at level three they would refuse to administer medications unless personal supervision was available. The reasoning was driven by a desire of the student to get through meaning, to pass the clinical placement. However, in an effort to get through students were willing to accept levels of supervision from registered nurses that were less than ideal. In turn this influenced medication errors as reported by students. Conclusion - In unveiling the substantive theory it became apparent that the central issue of shifting levels of supervision and students responses to this has significant implications for safe medication administration practices of undergraduate nursing students when undertaking clinical placements in health care facilities throughout Australia. Ultimately patient safety is at risk because inappropriately supervised undergraduate nursing students can make medication errors.

Reflection and reflective practice, have gained increasing importance in health practitioner education. This has led to the inclusion of reflection in the documentation of capabilities for health practitioners. Despite a growing literature and interest in reflective practice, it remains unclear how reflection facilitates the development of reflective health practitioners. Using a longitudinal qualitative case-study design, this research investigated the impact of embedding a pedagogical intervention of reflective learning across four years of the five-year osteopathic course at an Australian university. The aim was to understand how a cohort of student osteopaths used reflection to develop reflective practice and why reflection was important to these students during their preregistration education. Multiple qualitative data sets of student written reflections and focus group and interview transcripts were analysed using a validated level-of-reflection measurement scale and a thematic analysis approach. The key findings which also have implications for other health practitioner courses, are threefold: (1) sustained and repeated use of reflection enhances the development of critical reflective practice more effectively than brief, single course exposure; (2) students engaging with reflection require dedicated support, including access to professional counselling; and (3) an early introduction to and positive reinforcement of the benefits of reflective learning engenders an enculturation of the legitimacy of reflective practice as essential learning for health professionals. This research is the first to examine reflective practice in osteopathy and proposes a model of reflective practice in osteopathy. The use of reflection to facilitate the development of reflective practice in health practitioner education is supported with recommendations for future research in academic and workplace settings.

Distance education has been used in various forms since the 1800s. The progression of distance education has seen the paper-based system replaced by modern computing technology for a more effective approach. CQUniversity has a long history of offering distance education across a wide range of disciplines. The Bachelor of Paramedic Science is one of the health-related undergraduate courses offered by distance since 2011. At the time, CQUniversity was the only Australian university that offered an entire pre-employment undergraduate course in paramedicine in a distance mode. Currently, there remain only two universities offering a distance course. Rather than using a standard approach of on-campus lectures and tutorials, CQUniversity uses a blended learning mode which incorporates online (distance) and face-to-face components to the unit. A student enrolled in the blended mode of study views all lectures and resources through a learning management system in an online environment at a time and in a place that suits the student’s personal circumstances. In addition to the online management system, blended learning students travel to a university campus to attend an intensive teaching block known as a residential school for several days during the study term. The residential school activities include tutorials to learn and practise clinical skills, simulated paramedic scenarios and practical assessments. This research is concerned with the perceptions of the end user of this non-traditional blended learning approach to paramedic education, the students undertaking the ‘Foundations of Paramedic Clinical Practice’ unit. The unit is the first of the clinical units in the undergraduate course and teaches basic patient care assessments and life-saving skills and procedures. It is essential students can gain the knowledge and skills in this unit as it provides an integral foundation for more advanced skills and procedures later in the course.

 The aim of this qualitative research project is to develop insight into and an interpretation of, the lived experiences of preceptors in clinical preceptorship programs for undergraduate nursing students. A framework based on hermeneutic phenomenology has been selected as the methodology to facilitate this research process. In depth interview technique is used for data generation from four selected preceptors from the same health care agency. Information shared by these preceptors is analysed within the hermeneutic framework. Evolving theme generation is documented and discussed with a view to enhanced insight into the phenomenon. Nurse educators, nurse managers, preceptors and students may use findings from this study to stimulate satisfying preceptorship experiences in an environment of collaborative nursing education. Other benefits relate to enhanced preceptor, preparation professional leadership programs that will engender positive professional attitudes and improved abilities of preceptors.  

Clinical teachers work between clinical and academic settings and therefore it is difficult to know, without examining unique contexts, exactly what skills are required for them to excel in the role. A critical social theory paradigm informed the design of this multi-phase thesis involving separate qualitative, quantitative, and action-based studies. The following phases were completed: 1. An integrated review of the literature on clinical teaching, followed by an initial exploratory study, using Interpretive Description to understand the experiences of clinical teachers working in diverse Australian environments. 2. A quantitative cross-sectional survey study that examined the capabilities of Australian clinical teachers in order to highlight collective strengths and weaknesses. 3. A participatory action research study, involving a team of clinical teachers, to collaboratively develop a new approach to professional development that would strengthen capabilities 4. A concept analysis of borders – a construct that uniquely affects clinical teachers who occupy the two worlds of clinical practice and tertiary education, contributes new knowledge. The qualitative exploration found that clinical teachers experience many role challenges and some rewards; and revealed ways clinical teachers could prepare to excel in the role. The national survey revealed that Australian clinical teachers have strong capabilities in some clinical teaching domains such as building teaching relationships; however, they lacked capability in leadership and research skills. The action research study led to the collaborative design of meaningful professional development, and some organisational changes intended to enhance clinical teacher professional identity. The changes included the widespread dissemination, and use of, a printed charter explaining the clinical teacher role, and a series of podcasts that illuminated insights about the role for new and emerging clinical teachers. The idea for a concept analysis emerged during the action research study and contributed new theoretical concepts and a unique model. Clinical teachers who understand that learning how to negotiate the borders of the nursing clinical and academic worlds may be a keyway for them to flourish and develop a robust professional identity.

Using a critical approach, the overarching aim of this study was to examine the process of developing continuing education curricula in a developing country. The following foreshadowed issues that provided direction for the study are drawn from personal knowledge and experience obtained working in the health sector in less developed countries undergoing a process of reform, as well as from the limited research literature available in this field: • that a contextually appropriate process for developing curricula from the Cambodian perspective is not understood by expatriates; • an understanding of the power relations in which health worker curricula are being developed is a significant factor in providing training that will enhance service delivery; and, • an understanding of the relationships between economy, culture and politics are crucial to the development of contextually appropriate continuing education curricula in a developing country that is undergoing health sector reform. The qualitative data obtained through the stories of the six participants in the study described their understanding of the process of developing continuing education curricula and curriculum practice. These data were complemented by field visit data and document analysis. Together these data sources provided insight into the complexities of the power-knowledge relationships within the country, the institutions and within the programme where the six participants, two doctors and four midwives worked and in which the study was undertaken.

Interprofessional education (IPE) has been found to improve patient outcomes and increase health practitioner career satisfaction according to The World Health Organization (2010). Despite these identified benefits arising from over thirty years of IPE research in a global context, there is still surprisingly little evidence with regard to how midwives develop their professional identity within the context of IPE. This study examined the interprofessional aspects of professional identity development for students and qualified clinicians in midwifery, including midwifery clinical educators and midwifery academics. This study utilised the theoretical framework of social constructionism. There were fifteen participants involved from three Australian universities, one hospital and one community setting. Using narrative inquiry as the methodology, stories were collected using in-depth interviews and a narrative approach. The individual stories were examined for revelations into the meanings drawn by each participant using a thematic analysis approach. Five themes emerged from the data. These were: shared misconceptions; shared understandings; shared misdirections; shared professional values; and shared misgivings. Then each story was examined for commonalities and differences of meaning drawn across all of the participants, congruent with Clandinin and Connelly’s (2000) narrative inquiry space (NIS) analytical approach of relational, temporal and spatial. From this interpretive analysis, a further lens was developed to more adequately present the interpretation of the participants’ narratives which could not be accommodated with the NIS. This resulted in the fourth element of ‘fluidity’ comprised of the influencers of ‘empowerment’, ‘competence’, ‘value’, and ‘respect.’ It is through the element of fluidity that the nascent nature of professional identity of the midwife in interprofessional education has been explored and presented. Thus, a theoretical understanding of the intersection between IPE and professional identity development in midwifery has been illuminated as a way to potentially enhance the efficacy of interprofessional practice, education and research. Moreover, the focus on student and registered midwives, both in the education sector and in the clinical environment is critical because, as the midwifery workforce, they are charged with the ongoing development of midwifery as a profession promoting improved patient outcomes, their own professional identity and interprofessional practice.

Evidence-based practice (EBP) is a core skill of all health professionals and a professional registration requirement for paramedics in Australia, NZ, and the UK. Paramedic Academics (PAs) have a key role in teaching EBP to paramedic undergraduates. However, only limited literature exists to assess the preparedness of PAs to do so. The current research is conducted under the paradigm of constructivism using the mixed methods of a phenomenological guided multiple repeated individual case studies using sequential semi-structured interviews incorporating vignettes and a positivist-based survey. The Evidence-Based Practice Profile-Paramedic (EBP2 -P) survey assesses the domains of relevance, terminology, practice, confidence, and sympathy to EBP. Demographic data was also collected. Data analysis was Cronbach’s alpha coefficient, descriptive statistics, Welch’s unequal variances t-test and Factorial AVOVA. A total of 106 PAs from Australia (61), NZ (20) and the UK (25) responded to the survey. Most respondents had a paramedic background (89%) and >10 years clinical experience (68%). Only 11% held a PhD while 12% held a Master’s by Research and 30% a Master’s by coursework. Under half of respondents had any EBP education (48%) or published an academic paper or presented at a conference (43%). Mean academic experience was four years with 22% reporting less than one year. EBP2 -P scores for the PAs were statistically significantly superior (p < .05) to other allied health professional academics in the domains of practice and sympathy and not significantly different in relevance, terminology, and confidence. The themes of variable EBP training levels, academic, and clinical use, inexperienced PAs, lack of higher degrees, resistance to students practicing EBP from clinical supervisors were detected in the qualitative phase. Student paramedics’ attitudes to EBP were influenced strongly by early clinical placements and they disliked being taught by non-paramedic staff that did not understand the paramedic environment and used irrelevant examples. The pattern of the EBP2 -P scores demonstrated that the PA cohort is at least as capable as the Allied Health Academics regarding the EBP characteristics evaluated. Differences between Australian PAs and their UK and NZ counterparts may be due to variation in years professional registration programs began. Some academics, in-service educators, and clinical managers require EBP education. Further support is needed for PAs to publish, present, and remain in academia. Paramedic EBP education should be themed through each unit of an undergraduate course with an explicit teaching of the five steps early, integrated into practical clinical situations and featuring prominently in a capstone project. Key recommendations for practice include retaining and developing paramedic academics with appropriate mentors; facilitating research and training opportunities; and monitor wages to align with ambulance industry. Furthermore, recommendations for higher education delivery focus on ensuring EBP is integrated into all units in the paramedic undergraduate curricula and implementing a EBP education program for clinical supervisors. Recommendations for further research involve conducting a EBP2 -P study of paramedic students transiting into the workforce, development, and evaluation of assessing EBP competency using OSCEs in undergraduate paramedicine and developing a paramedic signature pedagogy consensus statement based on a systematic review and Delphi survey. This work has provided insights regarding the key role paramedic academics have in teaching EBP to paramedic undergraduates. Findings from the current study reinforce that progression has been made in developing the professional culture to support the integration of EBP as a critical component of paramedicine education and practice.