Teses / dissertações: "Paramedical education"

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Gädtke, Franziska. "Auf dem Weg zu einer Didaktik des Rettungsdienstes – Eine bildungstheoretische Perspektive für die Notfallsanitäter-Ausbildung." Bachelor's thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-170144.

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Die derzeit geführten Diskussionen zu pädagogischen Neuerungen für die Notfallsanitäter-Ausbildung in Deutschland finden auf der Grundlage aktueller bildungsstruktureller Rahmenbedingungen des Notfallsanitäter-Gesetzes einschließlich der Ausbildungs- und Prüfungsverordnung für Notfallsanitäter sowie vor dem Hintergrund berufspädagogischer, berufsfelddidaktischer und allgemeindidaktischer Ansätze statt. Es geht vor allem um die Einführung eines umfassenden Berufsbildungskonzeptes, wenn eine zukunftsfähige Notfallsanitäter-Ausbildung auf wissenschaftliche, gesellschaftliche, wirtschaftliche sowie kulturelle Herausforderungen vorbereiten will. Dieser Beitrag zielt darauf ab, bildungstheoretische Überlegungen einschließlich kritischer Dimensionen im Kontext der Handlungsschwerpunkte von Notfallsanitätern zur Überwindung einer auf ausschließlich berufliche Verwertbarkeit gerichtete Bildung für die Notfallsanitäter-Ausbildung aufzugreifen. Dazu wurde ein Bestimmungsversuch rettungsdienstlichen Handelns mit Ableitung einer bildungstheoretischen Notwendigkeit unternommen. Daher war es naheliegend, eine geisteswissenschaftliche Haltung einzunehmen und das Verstehen des Sachverhaltes in den Mittelpunkt zu rücken. Folglich wurde sich bei der Erkenntnisgewinnung auf eine hermeneutische Theoriearbeit mit theoretischem Argumentieren unter Einbezug der aktuellen, gesetzlichen Ausbildungsrahmen bezogen. Die Beschreibungen zeigen auf, dass die Besonderheiten rettungsdienstlichen Handelns und die gesellschaftlichen sowie bildungsstrukturellen Rahmenbedingungen einer bildungstheoretischen Sicht als Grundlage für die Notfallsanitäter-Ausbildung bedürfen. Der Beitrag diskutiert, wie sich ein Bildungsbegriff als Metaparadigma der Notfallsanitäter-Ausbildung darstellen könnte und welche Konsequenzen sich hieraus trotz nicht zu verachtender Hürden für die pädagogischen Handlungsfelder und die zukünftige Forschung in diesem Bereich ergeben The current discussions on educational innovations concerning paramedic training programmes in Germany take place in accordance with the present conditional framework for education of the paramedics act, including training and examination regulations for paramedical health care professionals. Furthermore, approaches to vocational education, subject- related didactics and general didactics are taken into account. The focus will mainly be on the introduction of a complex vocational training concept in order to meet the requirements of paramedic training that will prepare for scientific, social, economic and cultural challenges. This article aims at discussing considerations concerning education theory, including critical analysis, and putting it into the context of the professional field of the paramedical discipline. However, this paper will not be limited to aspects of education that are directly linked to practical usage – but it will rather go beyond it. For this reason, it has been tried to identify the professional field of the paramedics and – for it will be necessary – to deduce information that might serve the needs of education theory. It seemed therefore to be obvious to take the position within humanities, and to put emphasis on the understanding of the issue. Consequently, as far as gaining knowledge is concerned, hermeneutic theory work and theoretical reasoning were taken into account, also involving the current legal requirements for the training framework. Descriptions show that, when it comes to the specific nature of the professional field of the paramedical discipline, and the social and the conditional framework for education, there is, as far as paramedic training is concerned, a need for taking a perspective that is based on education theory. The article discusses how an educational concept could be represented as a meta-paradigm for the paramedic training, and which consequences will arise in this respect, despite considerable obstacles to the educational fields of action and any future research in this area

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Liebenberg, Nuraan. "A critical analysis of pre-hospital clinical mentorship to enable learning in emergency medical care." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2737.

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Thesis (Master of Emergency Medical Care)--Cape Peninsula University of Technology, 2018. For emergency medical care (EMC), clinical mentorship can be thought of as the relationship between the EMC students and qualified emergency care personnel. Through this relationship, students may be guided, supported and provided with information to develop knowledge, skills, and professional attributes needed for delivering quality clinical emergency care. However, this relationship is poorly understood and the focus of this research was to explore how this relationship enabled or constrained learning. Through having experienced mentorship, first as a student in EMC, then as an operational paramedic, mentoring students, I was privy to an insider perspective of clinical mentorship, and the experiences of fellow students‘. Through this experience the practices I observed may not have promoted learning. This is when my interest in pre-hospital clinical mentorship in relation to learning began. The aim of this research was to present a qualitative analysis of the clinical mentorship relationship in pre-hospital EMC involving the qualified pre-hospital emergency care practitioner (ECP) and the EMC student. The objectives included gaining an understanding of what enabled and/or constrained learning EMC, exploring clinical mentorship and learning in the pre-hospital EMC context, and gaining understanding of the role and scope of community members in the clinical mentorship activity system. The purpose of this study was to qualitatively document, by means of a thematic analysis, the pre-hospital clinical mentorship relationship, as well as document, by means of a Cultural Historical Activity Theory (CHAT) analysis, the clinical mentorship activity system. The focus of this qualitative documentation was the enablements and constraints to learning during clinical mentorship. This research also made possible recommendations for EMC clinical mentorship and education and may also inform (PBEC) policy, as well as work integrated learning (WIL) policy. Data collection included the use of diaries and focus group interviews. Analysis involved a two-part analysis, where data was reduced and understood with thematic analysis guided by Braun and Clarke (2006) six phase thematic analysis process (explained in Chapter three, Section 3.6). Thereafter, a CHAT analysis was conducted to uncover contradictions within the clinical mentorship activity system that made working on the object of activity difficult, thereby also uncovering constraints to learning. Inductive reasoning was applied to the thematic analysis to reduce data and identify themes and subthemes which provided insight into the enablements and constraints to learning in the pre-hospital EMC clinical mentorship relationship. The CHAT analysis of the data collected and analysed brought to surface the affordances, tensions as well as the primary-level and secondary-level contradictions of the clinical mentorship activity system. The thematic analysis of the clinical mentorship relationship provided limited understanding of the enablements and constraints to learning, and thus further motivated deeper analysis with CHAT. The results of this research included primary and secondary-level contradictions for almost all elements of the clinical mentorship activity system. Contradictions amongst the Division of Labour (DoL), the rules of the activity system, and the tools/resources of the activity system existed in that it constrained the interaction and activity of the subject and the community while working on the object of the activity system possibly achieving a lesser or undesired outcome of clinical mentorship.

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Larson, Barbara Keelor. "Informal workplace learning and partner relationships among paramedics in the prehospital setting /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10258784.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. Typescript; issued also on microfilm. Sponsor: Victoria Marsick. Dissertation Committee: William Yakowitz. Includes bibliographical references: (leaves 205-223).

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Alexander, Betty Acey. "The department headship in college and university allied health departments." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54479.

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Programs to prepare allied health professionals are the latest in a progression of health-related programs to be assimilated into college and university life. Like their predecessors, preparation programs for physicians and nurses, allied health programs developed almost willy-nilly in the past 50 years, and only within the past decade have begun to be taken seriously by the nation's leading colleges and universities. In this study, new departments of allied health that have been established in 133 senior colleges and universities with two or more programs accredited by the Committee on Allied Health Education and Accreditation were surveyed. From a sample of 36 institutions, fully useable responses were received from 114 heads of allied health departments and 90 heads of other academic departments, such as education, English, psychology, chemistry, and biology. The study revealed that there are significant differences in responses from allied health department heads and other academic area department heads in terms of personal characteristics (age, academic rank, and gender), departmental activities (allied health department heads place more emphasis on administrative tasks), and departmental goals. The most powerful variables differentiating responses between the two classes of department heads were percent of faculty with doctoral degrees, size of departments, percent of students in departmental courses who are departmental majors, emphasis given to teaching service courses, and emphasis on administrative activities. In summary, allied health departments (in contrast to other departments) are small (about six FTE), under credentialed, insular, engaged principally with their own majors, and committed primarily to the professional preparation of their students for future careers. Allied health department heads typically are experienced professionals who were brought to the institution from the outside to serve an indefinite term, and who appear to be overly concerned with the nuts and bolts of departmental administration. The researcher concluded that extant departments of allied health are still predominantly professional rather than academic in outlook and standard practice. Ed. D.

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Filies, Gerard C. "Attitudes and perceptions of first year students towards interprofessional education in the Faculty of Community and Health Sciences at the University of the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/79314.

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ENGLISH ABSTRACT: The setting for this study was the University of the Western Cape, Faculty of Community and Health Sciences, first year undergraduate students. All students who participated in the compulsory interprofessional programme were from the following disciplines: Occupational Therapy; Physiotherapy; Psychology; Social Work; Natural Medicine; Dietetics; Human Ecology; Sports Sciences and Nursing. The objectives of this study were to measure the attitudes and perceptions of first year students who participated in an undergraduate interprofessional programme. The attitudes and perceptions were further measured in relation to the specific lecturers involved, the age of the students, their gender, race, background as well their specific discipline. This was primarily a quantitative study incorporating two qualitative questions in which 657 students were issued with a questionnaire designed to determine their attitudes and perceptions towards interprofessional education. A sample size of 264 students resulted in 95% confidence intervals with a maximum precision of 5%. The questionnaire was adapted, with permission, from Cameron; Rennie; DiProspero; Langlois & Wagner (2009). MS Excel was used to capture the data and STATISTICA version 9 (StatSoft Inc. (2009) STATISTICA (data analysis software system), www.statsoft.com.) was used to analyze the data from the questionnaires. Descriptive statistics was used to describe the main features of the sample of this study and summary statistics was further used to summarize the findings of this study in order to communicate the bulk of the information as simple as possible. Two open-ended questions were included at the end of the questionnaire and this was used to triangulate the data. The Kruskal-Wallace test was used to measure the results, whereby a p-value of <0.05 indicated statistical significance. Of all the factors used to measure the attitudes and perceptions of students, the following three were significant: Gender; Race and Discipline. No other factors impact on the attitudes and perceptions of students towards interprofessional education. Student attitudes and perceptions towards interprofessional education were found to be very positive. The findings revealed that the most significant factor in the study was the lack of understanding of various disciplines participating in the programme and their understanding of the relevance of the teaching approach (interprofessional) as well as their specific role in the health care team. This clearly illustrated the need to recommend to the co-ordinating unit of the programme that this be defined more clearly for the students and specifically the Sports Sciences students. AFRIKAANSE OPSOMMING: Die studie het plaasgevind by die Universiteit van die Wes-Kaap, in die Fakulteit van Gemeenskap en Gesondheidswetenskappe, met eerste jaar voorgraadse studente wat die verpligte interprofessionele program doen. Studente sluit in die volgende dissiplines: Arbeidsterapie; Fisioterapie, Sielkunde, Maatskaplike Werk, Natuurlike Medisyne, Dieetkunde, Menslike Ekologie, Sport en Verpleegkunde. Die doelwitte van hierdie studie was om die houdings en persepsies van die eerste jaar studente wat deelgeneem het in 'n voorgraadse interprofessionele program te meet. Houdings en persepsies was gemeet met betrekking tot die ouderdom geslag, ras,agtergrond sowel dissipline van spesifieke studente. Daar was ook gekyk of die betrokke dosente ń invloed het op studente se houdings en persepsies teenoor die program. Die studie was hoofsaaklik kwantitatiewe met n kwalitatiewe komponent. Vraelyse was uitgereik aan 657 studente om hul houdings en persepsies teenoor interprofessionele onderwys te bepaal. 'n Steekproefgrootte van 264 studente het in 95% vertrouensintervalle met 'n maksimum akkuraatheid van 5%. Die vraelys is aangepas, met toestemming, van Cameron, Rennie; DiProspero Langlois & Wagner (2009). MS Excel was gebruik om die data op te vang en Statistica weergawe 9 [StatSoft Inc (2009) STATISTICA (data-analise sagteware stelsel), www.statsoft.com] is gebruik om die data van die vraelyste te analiseer. Beskrywende statistiek is gebruik om te beskryf die belangrikste kenmerke van die steekproef van hierdie studie. Opsommingstatistiek is verder gebruik om op te som die bevindinge van hierdie studie met die doel om die grootste deel van die inligting so eenvoudig as moontlik te kommunikeer. Twee oop vrae is ingesluit aan die einde van die vraelys en dit is gebruik om die data te trianguleer. Die Kruskal-Wallace-toets is gebruik om die resultate, waar 'n p-waarde van <0,05 aangedui word statistiese betekenisvolheid te meet. Van al die faktore wat gebruik was om die houdings en persepsies van studente te meet, was die volgende drie beduidende: geslag, ras en dissipline. Geen ander faktore impakteer op die houdings en persepsies van studente in interprofessionele onderwys. Studente se houdings en persepsies teenoor interprofessionele onderwys was beduidend positief. Die studie het bevind dat daar ń algemene gebrek aan begrip is vir die relevansie van die program. Dit sluit in hoekom die verskillende dissiplines aan die program deelneem as ook wat hulle spesifieke rolle in die gesondheidsorg span is. Die aanbeveling is dus dat die koördinerings eenheid van die program die kursus meer duidelik sal moet definieer om so doende die studente se kennis in terme van relevansie van die interprofessionele program uit te brei met spesifiek verwysing na die Sport studente.

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Triska, Olive Helen. "Academic success in five programs in allied health at the British Columbia Institute of Technology." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31149.

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This study examined the nature and strength of relationship between specific related high school academic grades and the cumulative graduating average of students in five allied health programs at the British Columbia Institute of Technology. Lack of scientific studies on selection criteria for determining the cumulative graduating average of allied health professionals at the British Columbia Institute of Technology (B.C.I.T.) was evident. Educators argue that in order to enhance educational opportunities for institute students, there is a professional obligation upon the policy-makers to gather appropriate data to determine which factors contribute to the success of the allied health student. With the high cost of technical education, admission officers and admissions committees are accountable for their selection processes to the institute's administration, decision makers, provincial and federal funding sources, and society. The results of this study may assist admissions officers in selecting academic variables that indicate the cumulative graduating average so that a better match can be made between the students and their performance in allied health programs. The accessible population of 629 graduates from the allied health technologies in this study were biomedical electronics, medical laboratory, medical radiography, nuclear medicine, and prosthetics and orthotics. The dependent variable measurement of academic achievement for these students was their cumulative graduating average. Single variables consisted of the grade point average of the following: pretechnology academic requirements, high school English, high school algebra, high school biology, high school chemistry, and high school physics. Descriptive statistics, zero-order correlations, and stepwise multiple regression analysis were the statistical methods employed to determine which specific academic variable or multiple of variables exhibited a strong relationship between the cumulative graduating average and academic variables. The analysis identified certain variables that strongly related to the cumulative graduating average, both singly and in combination with others. Each of the program significant combination of variables are provided here in order of descending influence: Biomedical Electronics Technology- high school algebra; Medical Laboratory Technology- the pretechnology grade point average, high school chemistry, biology, and algebra; Medical Radiography Technology- high school biology and chemistry; Nuclear Medicine- the pretechnology grade point average, high school chemistry, and high school biology; Prosthetics and Orthotics Technology- the pretechnology grade point average and high school chemistry. Academic variables did not account for more than 34% of the total variables in any of the programs. The level of significance for individual variables was the convention, 0.05. Clearly, each program had its own character; however, the performance of students in the natural sciences were significant in four of the five programs. An attempt was made to investigate which specific high school subjects correlated highly with the cumulative graduating average of students at the B.C.I.T. through a inspection of five programs for five graduating classes. Relevant variables were identified that were indicative of academic achievement in each specific program of study. Investigating the nature and strength of relationship between preprofessional grades and the cumulative graduating average of allied health students at B.C.I.T. could benefit both students and admissions officers by supplying a piece to an educational puzzle that would demystify the selection process. The information presented may assist admissions officers and prospective allied health students make more suitable educational choices. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate

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13

Holmes, Lisa. "Exploring the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession: Using the wisdom of the Elders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2102.

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This study investigates the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession and identifies the coping strategies used by veteran paramedics to successfully meet these challenges. The lived experience of veteran paramedics is utilised to provide this important assistance. Initially, two surveys were developed and administered to 16 course coordinators and 302 students of the 16 accredited undergraduate degree paramedicine courses across Australia and New Zealand, to identify the perceived need (for preparation) within the curriculum. In addition, the anticipations, confidence and fears of novice (student) paramedics, course coordinators and veteran paramedics were also collected as a means to facilitate the preparedness through self-evaluation, reflection and discussion. Twenty semi-structured interviews with veteran paramedics, each with a minimum 15 years paramedic experience from across Australia and New Zealand, were conducted to gain an understanding of their experiences, mental health coping strategies and advice for novice (student) paramedics. Results from the interviews were validated by three focus groups comprised of six veteran paramedics each, representative of the geographic spread. All 16 course coordinators and 302 novice (student) paramedics responded to the surveys. Results suggest there is widespread recognition for the need to include preparation for the mental health challenges of the profession within accredited undergraduate paramedic courses with 100% of course coordinators and 97% of students recognising this need. The semi-structured interviews with veteran paramedics provided valuable insights into the experiences and strategies used to aid the survival of the veterans throughout their careers. Within the interviews 70% of participants expressed a sincere love for theparamedic role, and 70% identified black humour as the coping strategy most used by themselves and colleagues. In addition, extensive advice was given to novice (student) paramedics based on the veterans lived experiences. This advice focused comprised of three themes; support, health and the profession. The findings of the study indicate that the preparation of novice (student) paramedics for the mental health challenges of the paramedic profession throughout the undergraduate curriculum could be advantageous. By utilising the relatable data collected on the anticipation, confidence and fears of novices, course coordinators and veterans, the advice offered by the veteran paramedics can be included within undergraduate paramedic curricula and delivered by sharing the lived experiences of the veteran paramedics. These lived experiences are highly credible and an opportunity for veterans to contribute positively to the future of paramedicine. Guidelines for their inclusion to the paramedic curriculum have been prepared to facilitate the knowledge and commence the development of conscious coping strategies by novice (student) paramedics during their learning phase.

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Clarke, Vincent. "The theory-practice relationship in paramedic undergraduate education." Thesis, University of Hertfordshire, 2018. http://hdl.handle.net/2299/21089.

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A theory-practice gap has previously been proposed as existing in paramedic education. This proposal has been based on the literature, predominantly drawn from nursing, which describes the phenomenon as being a detrimental lack of congruence between the theory that is taught in the classroom and the experiences of students in the practice environment. This submission proposes, rather, that there is a 'paramedic praxis' where the relationship between theory and practice is such that the 'gaps' discussed in the nursing literature do not manifest in the same, potentially problematic, way. Paramedic students' views of theory were found to be centred around the components of their programme taught at university, including simulated practice and procedural approaches to skills-based interventions. Practice was predominantly seen as engaging with 'real' patients in the out-of-hospital environment, where theory was utilised in varying degrees based on the curriculum area to which the theory related. Practice was also considered by some participants to include university-based practical workshops and simulation exercises. Therefore, the resultant views of theory and practice included 'border areas' where no discrete delineation could be found to exist between the two concepts. Paramedic students perceived varying degrees of inconsistency when relating their practice-based experiences to the theoretical components of their programme. These inconsistencies were found to be due predominantly to the contextual and situational challenges associated with the undertaking of paramedic practice, challenges which were considered by the students to be an expected part of practice-based learning and not detrimental to their learning experience. There was found to be a clear appreciation among students that theory can never be exactly matched by their experiences of practice, and not all aspects of practice-based experiences can be fully 'unpicked' by reviewing the associated theory, particularly when considering aspects of practice related to the social sciences. Paramedic Practice Educators considered themselves to be a catalyst for learning, a view shared by their students who considered that the role was of greatest benefit when the Practice Educator was an active, engaged partner in the learning process. Learning was, however, also found to have taken place in the absence of an actively engaged Practice Educator. The model of Paramedic Praxis developed through this research has informed the implementation of practices to enhance existing undergraduate paramedic and Practice Educator educational programmes. The model has been utilised when preparing students for practice placements with greater attention being given to encouraging students to better prepare themselves to make the links between theory and practice. Approaches to reflection and reflective practice have been made more practical and applicable to the realities of practice-based learning, supporting students to enter the practice environment with a clearer individual strategy of learning already considered. Practice Educator education has also been developed, both locally and nationally. The model of Paramedic Praxis has informed the development of curricula for academically accredited, paramedic-specific, Practice Educator short courses. The Zip Analogy component of the model has been incorporated as a core concept by the College of Paramedics in its promotion of the role of the Practice Educator as a facilitator of learning. Continued development of these approaches, based on the findings of this research, will go to supporting the development of student paramedics into lifelong learners who will, themselves, become the Practice Educators of the future.

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Bryan, Cornelia A. "The Career Success of Paramedic Program Directors." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1434454119.

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Lyman, Katie J. "The Relationship of Affective Domains and Cognitive Performance in Paramedic Students." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5259.

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No universal approach for application procedures has been established for paramedic curriculum programs. The field of pre-hospital, Emergency Medical Services (EMS) has evolved quickly from its inception to present date. The educational components of EMS are still in their infancy and lack evidence-based protocols (Drees, 2006). Predicting success in an allied health program typically concentrates on some type of academic instrument. The use of personality inventories has been underexplored; however, literature reveals they may be more reliable in determining academic and employment success compared with other non-cognitive tools (Groves, Gordon, & Ryan, 2007; Marrin et al., 2004; McManus & Richards, 1986; Sadler, 2003). The purpose of this study was to explore the relationship of affective domains to cognitive scores in entrance and exit examinations of paramedic students (Fisdap, 2013). Comparing the results of affective domains to areas of cognition should enable administrators in pre-hospital health care systems to make admission recommendations based on evidence-based research rather than intuition. Identifying the candidates who have a higher potential of success for completing an academic program and the possibility of contributing to the profession is necessary for the advancement of emergency medical service programs. A quantitative, retrospective study using data collected by Fisdap® was used to test four separate research questions. The general premise of the four research questions can be combined by asking: Is there a relationship between selected affective domains and the sub-categories and totals of an entrance and comprehensive exam? Pearson product-moment correlation coefficients were used for data analysis in all four research questions. As was analyzed through Pearson correlations, the selected affective domains did not show any statistically significant relationship to any of the cognitive portions of the EE or the PRE3. However, an additional multiple regression concluded that the EE positively predict the PRE3. This research project was the first to explore the relationship of affective domains and cognitive ability in paramedic students. Although no statistically significant data for the four proposed research questions was reportable, future publications from this project will assist administrators and educators associated with emergency medical education.

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Villers, Lance Carlton. "Influences of situated cognition on tracheal intubation skill acquisition in paramedic education." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2714.

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Taylor, Natasha. "Fear, performance and power : a study of simulation learning in paramedic education." Thesis, University of East Anglia, 2012. https://ueaeprints.uea.ac.uk/42405/.

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Simulation or scenario learning is an integral part of student paramedic development and, despite the increasing amount of paramedic research, very little is known about how students and tutors experience it. Current literature regards simulation as invaluable without exploring why this may be the case and this study aims to address this. This is a compressed time mode ethnographic approach study that incorporates data from student paramedics during and immediately after simulation learning events and tutor views of facilitating the simulation experience. This, along with a comprehensive literature review, provides an overview of simulation in the student paramedic development pathway. This thesis exposes how student paramedics find the simulation process anxiety provoking and explores the many reasons for this. The performance aspect of scenarios is echoed in the dramaturgical language used when talking about simulation learning events and the similarities between simulation learning events and simulation assessment events merely adds to this stress. Using the lens of critical pedagogy, issues of power (control and hierarchy) within the educational and organisational structures are examined and offered as another possible explanation for the high levels of anxiety in simulation learning. The thesis ends with the question of whether simulation learning can be changed for the better and if so, how.

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Herron, Holly Lynn. "Paramedic Students' Perceived Self-Efficacy at Airway Management." Otterbein University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1399291921.

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Newton, Andrew. "Ambulance Service 2030 : the future of paramedics." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/15437.

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Some innovations are termed ‘disruptive’, a designation that is normally applied to technology; examples include computers, digital cameras, and mobile phones. The term can also be applied to groups of workers, particularly if they are able to offer specific technical capabilities within a market at lower cost, but broadly equal and effective to that offered by traditional products or services. Paramedics could be described in this way and are a newly professionalised group, with distinctive capabilities in terms of responding to the needs of not just the acutely ill and injured, but increasingly those patients with undifferentiated non-life- threatening conditions, which increasingly make up the bulk of 999 call demand. The key to their transition from an artisan, skilled worker to professional status is the acquisition of certain ‘hallmarks’. Perhaps the most important of these is the completion of more prolonged education that affords the opportunity to graduate with enhanced decision-making and other clinical skills in order to meet the needs of the full spectrum of patients in the pre-hospital setting. Paramedics were surveyed to determine how they rated their ‘traditional’ preparation and to establish what their attitudes were to a more educationally based approach. Paramedics themselves proved to be realistic regarding shortcomings in established training and education systems, while also being strongly motivated to learn more within a higher education setting, particularly if this additional effort would result in being able to offer a wider range of care to their patients. During the study, major changes in the health care environment and the role of the Ambulance Service took place, leading to a requirement to undertake a second phase of research. This took the form of ‘Horizon Scanning’ in an attempt to detect ‘signals’, themes and trends in relation to newly emerging ‘competitors’ to the paramedic role. These included nursing, new practitioners and most critically, the rapidly emerging medical sub-speciality of pre-hospital care, staffed by medical personnel on a pattern found specifically in some European countries, sometimes termed the ‘Franco-German’ model/System (FGM/S). Hitherto, the model of provision in the UK had followed the ‘Anglo-American’ model/System (AAM/S), approach, with paramedics providing direct patient care in the field and medical staff largely involved in medical oversight, teaching, clinical governance and other higher level roles. As part of this research, the evidence base for change was examined and consideration given to the factors that might help clarify what the likely situation could be in 2030 in respect of ambulance services, pre-hospital care and paramedics. This future is uncertain, but factors have been identified that would militate in favour of one or other model prevailing, with close links established between educational preparation, system design, career structure and the continuance of the professionalisation process favouring paramedic progression. However, other factors, most specifically professional power, the absence of a clear evidence base and an apparent reluctance to clearly acknowledge this in some respects, lead to the conclusion that the future of pre-hospital care remains uncertain and contested, but also potentially amenable to a well-directed influencing strategy.

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Hobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.

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This study utilised constructivist grounded theory to explore the attitudes, engagement and perception of current Australasian paramedics in relation to CPD. The study found paramedics have not significantly modified their engagement in CPD/LLL despite professional registration. There is, however some confusion surrounding what constitutes CPD. Furthermore, education appears to be a new form of hierarchical stigmatisation within the paramedic culture. The study facilitated the creation of a framework of paramedic CPD, which includes CPD models; PDP; reflective practices; and LLL. The framework acknowledges professional, industrial, social, personal, political, organisational and economic factors which influence or change paramedic engagement in CPD.

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Smith, Michael William. "Utilizing Control in Emergency Medical Services: Expertise in Paramedics." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291139651.

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Dalski, Chester L. "Paramedic professional and leadership development using high-fidelity healthcare simulation and audiovisual feedback| One Michigan community college case study." Thesis, Andrews University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3667814.

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Problem: Paramedic educators have a short time frame (840 didactic/laboratory plus 500 clinical/internship hours) and limited resources to prepare their students to have competent clinical skills, safe medical practice, and appropriate leadership and teamwork skills. New learning approaches including simulation, audiovisual feedback, and structured debriefing have been suggested as a way to meet this challenge within paramedic education. While some individual components have been studied, no study has examined these three technologies together in paramedic training programs. The overarching research question that guided this study was: What and how do paramedic students learn in a high-fidelity healthcare simulation program that includes audio/video and instructor-facilitated feedback? Method: The investigation was a mixed methods study; however, the study tended towards qualitative methods primarily using intrinsic case study methodology based on the work of Yin and Stake. The investigation reviewed the outcomes achieved through the use of high-fidelity healthcare simulation coupled with audio-visual feedback, when implemented within a paramedic education program. A variety of data was collected including audio-visual recordings of briefs, simulations, and debriefs, multiple student documents and logs, and copious researcher notes and documents. Results: The simulation laboratory was a realistic, safe, controlled setting allowing students to make autonomous decisions without potential harm to human life as a consequence of errors. Simulation technology augmented traditional clinical experiences by providing more uniformity of experiences between students, providing less familiar clinical experiences, and acting as a time-efficient method for achieving deficit competencies. In evaluating student skill performance, simulation provided better quantified measures and observation accuracy. Leadership skills were developed in simulation by taking advantage of safe learning aspects; an environment to learn from mistakes which used leadership skill autonomous practice. Participation as a leader and follower allowed the learner a better understanding of the leadership role when exposed to well-crafted scenarios. Simulation was a unique methodology facilitating safe learning from errors committed by students, a result of knowledge gaps within individual learning. Simulation was unlike traditional learning methods such as lecture, laboratory, or clinical experiences. The facilitator/debriefer assisted the paramedic in learning within the simulation environment by: creating a safe learning environment, helping learners identify what knowledge was needed, reinforcing identified needed learning, assisting participants to identify correct actions in response to individualized errors, and promoting learner reflection. A debriefing provided the environment whereby the bulk of learning took place in the simulation experience. The simulation environment contributed to student growth in three domains (cognitive, psychomotor and affective) of learning identifying knowledge or performance gaps for students in the specific practice of assessment, leadership, treatments, planning, evaluation, situational awareness, communications, and teamwork. Simulation provided an alternate method for achieving clinical experiences not available in the actual setting. During the debriefing, the audio-visual feedback and interactive probing procedures worked together to promote student learning. The audio-visual component provided a "big picture" viewpoint for the learner used by the debriefer during interactive probing to help students identify errors and alternate actions. A learning model was constructed which represented how students learn. The use of simulation allowed the participant to determine unknown knowledge gaps from previous learning through processes of simulation experience, identification during debriefing, and reflection on alternate-decision pathways. Learning occurred in learning process conclusion: the application of alternate pathways in behavior. The learning process has been summarized in a simulation learning model presented in this study. The simulation learning model is applicable for cognitive, affective, and psychomotor elements. Within the study, analysis developed emergent themes. Emergent themes included: Context Is Vital, We Often Don't Know What We Don't Know, Learning From Mistakes, Learners Must Have a Safe Learning Environment, Learning Lessons From Other Industries, and Teaching Leadership Challenges for Paramedics. Conclusions and Recommendations: Students often don't know what they don't know in individualized previous learned knowledge; thus, a learning mechanism is required, such as simulation with facilitated debriefing interactive audiovisual feedback. Simulation technology acts as a safe and non-threatening environment to allow learning from mistakes without a human cost. Valid fidelity healthcare simulations augment traditional clinical experiences by providing unfamiliar virtual realities in a uniform way to strengthen the participants' overall experience repertoire. This study recommends that the Emergency Medical Services (EMS) industry, educators, and policy makers establish standards requiring simulation learning within initial training programs to decrease the potential for loss of human lives as a result of human error.

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Zana, Tonny. "Competencies needed to prepare intermediate life support (ils) paramedics in Gauteng to manage traumatic stress in the work environment." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31338.

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This qualitative study explored the effects of trauma as well as coping mechanisms used to deal with post-traumatic stress experienced by ILS paramedics providing emergency care services in the Gauteng Province, South Africa. It also looked at the competencies needed to cope with traumatic stress and promote biopsychosocial well-being. It is argued that it is important to look at this subject from a South African perspective since most of the published research on the sources and effects of trauma on paramedics and other frontline emergency services personnel experience comes from developed countries. It was discovered that there is minimal empirical research from South Africa on similar topics, except for a study in the Cape Town metropole. In addition to that, most published research relied on quantitative data collection methods. Through qualitative case study research this thesis draws on observations and relevant data gathered by way of semi-structured face to face interviews with eleven operational Intermediate Life Support (ILS) paramedics who work in the Gauteng province. Data is gathered on the sources of stress and coping mechanisms currently used by the paramedics. The gathered data was analysed using thematic analysis. The results show that the sources of stress for paramedics include attending gruesome scenes, extreme pressure to save lives and attending a scene where a child or a colleague is involved. It was also observed that the paramedics have a set of coping strategies to manage post-traumatic stress which are both positive and negative coping strategies. In addition to interviews with ILS paramedics from whom data is gathered on their education and training, the results in this thesis gathered insight from a panel of six experts who were engaged through a focus group discussion. These experts have demonstrable expertise in curriculum development, trauma counselling and training. The panel recommended that the training of the paramedics must be more realistic such that the paramedics are better equipped to deal with the challenges they may encounter in the work environment. It was also revealed that those who train paramedics are not well equipped to deliver the health and wellness module. It can be concluded that some paramedics are not well equipped to deal with traumatic events they encounter in the field. The researcher recommends that the health and wellness module be delivered by people who are specifically trained to deal with mental health issues. Insights gathered in this study will help the paramedics, those they help and their families.

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Horrocks, Peter. "Preparing Australian paramedics for effective health disaster response: Identifying core competency and a phenomenographic examination of current disaster response education." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/202714/1/Peter_Horrocks_Thesis.pdf.

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The education and training of paramedics in disaster response is an essential part of preparedness within the disaster management cycle. While it is clear that disaster and major incident capabilities may differ depending on location, disasters in any state of Australia can potentially require a national response. As such, those paramedics responding to these events should have the same standardised core knowledge, competency and alibility. This project utilised a convergent mixed-method approach to analyse four discrete studies designed to examine the current state of disaster response education for Australian first responder paramedics and to make recommendations for future improvement.

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Dickison, Philip DuWayne. "Using Computer-Based Clinical Simulations to Improve Student Scores on the Paramedic National Credenti1aling Examination." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1272488998.

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Ramis, Mary-Anne. "Factors that influence and predict undergraduate nursing and paramedic students' intention and use of evidence-based practice." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109614/1/Mary-Anne_Ramis_Thesis.pdf.

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Despite professional requirements, educational research across disciplines, provides limited evidence indicating undergraduate health students, are confident with or intend to use evidence in their clinical practice after graduation. Using Bandura's self-efficacy theory, this research investigated factors influencing undergraduate nursing and paramedicine students' intention to use and their current use of evidence-based practice (EBP). Through development and validation of two multivariate prediction models, the study identified EBP self-efficacy as one important factor necessary for supporting students' intentions to translate EBP into clinical contexts. The research results provide theoretically-based components for curriculum developers when designing strategies to support students' advancement in EBP.

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Grant, Timothy A. "Prehospital Staffing and Road Traffic Accidents: Physician Versus Trained Nonphysician Responders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/237.

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Road traffic deaths, which affect people in their productive years, are projected to be the third leading cause of death by the year 2030. While most studies have focused on road infrastructure and vehicle safety, this study examined something new: the impact of prehospital response to road traffic accidents on the rate of death. Some countries send physicians to the scene of an accident; some send paramedics or registered nurses. The question this research sought to answer was whether the use of physician responders resulted in a lower rate of death compared to the use of nonphysician responders. The literature makes it clear that rate of road traffic death is related to country income and governance indicators, so first those variables needed to be equalized. My conceptual framework for this cross-sectional correlation study was the Haddon matrix, which organizes injuries by temporal (pre-event, event, and postevent) and epidemiological (host, agent, and environment) factors. Using World Health Organization data on road traffic injury and country income, World Bank data on governance indicators, and a literature search of 67 countries' prehospital response profiles, significant negative correlations (p > 0.001) were found for road traffic deaths and income, r (65) = -0.68, and governance indicators, r (65) = -0.646. No significant difference in the rate of road traffic death was found between physician and nonphysician prehospital staffing. Because increasing countries' income and improving governance are long-term, ambitious goals for developing countries, training nonphysician prehospital responders appears to be the most effective social change to decrease the burden of road traffic deaths.

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Brooks, Jason Lee. "Managing Post-Traumatic Stress Disorder in Emergency Personnel: A Qualitative Case Study." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7604.

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The material in current emergency medical services (EMS) curricula is insufficient to prepare prehospital emergency medical care personnel recognize the signs and symptoms of post-traumatic stress disorder (PTSD) within their workforce. Prehospital emergency textbooks focus on treating patients affected with PTSD, but there is very little included about how EMS professionals may also be affected. Moreover, supervisors and managers of EMS agencies receive very little education on workforce PTSD in their personnel. The purpose of this study was to understand the educational preparation of EMS supervisors in order to develop a PTSD-awareness course. The research question investigated the educational preparation that EMS supervisors receive. The conceptual framework of the study was Conti-O’Hare’s wounded healer theory. EMS professionals are wounded healers from frequent critical incident exposure. A qualitative approach featuring a case study design was used. The study included 9 participants. A focus group was used that consisted of three paramedics and three emergency medical technicians (EMTs). Separate interviews were conducted with three EMS supervisors. Data gained from the focus group and individual interviews were analyzed through coding with the goal of investigating the education received by EMS supervisors on PTSD. The themes that emerged were EMS supervisors do not receive enough education on workforce PTSD and a course specifically targeted on this subject is needed. Positive social change may be achieved through this study by enabling EMS managers to help paramedics and EMTs cope with a critical incident (CI) improving prehospital healthcare.

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Mattsson, Jenny, and Veronica Ullström. "Prehospital luftväg : En balansering mellan utbildning och erfarenhet." Thesis, Karlstads universitet, Institutionen för hälsovetenskaper (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83432.

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Introduktion: Svårt sjuka och skadade patienter kan få svårt att upprätthålla fri luftväg. Det blir den prehospitala sjukvårdpersonalens uppgift att säkerställa fri luftväg och stötta patientens andning vilket kan utföras med olika tekniker och hjälpmedel. Syfte: var att belysa prehospital luftvägshantering med fokus på utbildning och erfarenhet. Metod: Studien hade en kvantitativ ansats. En webbaserad enkät besvarades av prehospital sjukvårdspersonal verksamma i två regioner från Mellansverige. Insamlade data sorterades i webbaserade enkätverktyget Survey & Report. Resultat: Resultatet redovisade fem kategorier; demografiska data, ofri luftväg, hjälpmedel, självskattad trygghet och utbildning. Konklusion: Att vårda en patient prehospitalt med ofri luftväg är inte en vardaglig arbetsuppgift det är därför av största vikt att praktiska repetitionsutbildningar utförs kontinuerligt så att prehospital vårdpersonal är väl förberedda på detta arbetsmoment. Den praktiska träningen bidrar även till en ökad trygghet och kunskap i handhavandet av hjälpmedel som används för att skapa fri luftväg. Detta kan i sin tur leda till minskad morbiditet och mortalitet för patienterna. Introduction: Severely ill and injured patients may find it difficult to maintain a free airway. It will be the task of the prehospital healthcare staff to ensure a free airway and support the patient's breathing which can be done with various techniques and airway management tools. Aim: the aim of the study was to illustrate prehospital airway management with focus on education and experience. Method: The study had a quantitative approach. Web-based questionnaire was answered by prehospital health care staff operative in two regions in central Sweden. Collected data were sorted in the web-based survey tool Survey & Report. Results: the result was presented in five subcategories: demographic, airway, blocked airway, airway management tools, self-assessed knowledge and education. Conclusion: To care for a patient in a prehospital environment with a blocked airway is not an everyday task. Therefore, it is imperative that practical training is carried out continuously so prehospital healthcare staff are prepared for this task. The practical training also contributes to increased safety and knowledge in handling airway management tools. This can lead to reduced morbidity and mortality for patients.

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Price, Devin Todd. "Emergency Medical Services First Responder Certification Level's Impact on Ambulance Scene Times." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5933.

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The foundation of modern-day emergency medical service (EMS) systems began in 1966, based on hospital medical care. Demand for evidence to support prehospital practices that have been in existence for the past half-century has continued to grow; yet, researchers have not adequately explored the relationship between the medical certification level of emergency first responders and the amount of time an ambulance spends on the scene. The purpose of this quantitative study was to examine and compare ambulance scene times for emergency responses when basic life support (BLS) certified first responders or advanced life support (ALS) first responders are first on the scene, and whether the level of first responder training reduces the time spent on the scene by a paramedic ambulance. A final research question dealt with whether there is a relationship between how long the first responder is on the scene and the amount of time an ambulance spends at the scene of an emergency. The publicly available archival data used for the study were from a community that had BLS and ALS first responders. Data analysis involved t-tests of the hypotheses for the first 2 research questions and a linear regression analysis of the hypotheses for the third research question. The findings showed that there is a clear difference in ambulance scene times based on the certification level of the first responders. Advanced life support first responders significantly reduced the scene time of ambulances when they arrived at the scene prior to the ambulance. Positive social change could result from this study if understanding the impact that ALS first responders have on ambulance scene times leads EMS planning managers to deploy resources more strategically, thus improving the efficiency of the public safety system and saving lives.

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Gädtke, Franziska. "Auf dem Weg zu einer Didaktik des Rettungsdienstes – Eine bildungstheoretische Perspektive für die Notfallsanitäter-Ausbildung." Bachelor's thesis, 2014. https://tud.qucosa.de/id/qucosa%3A28723.

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Die derzeit geführten Diskussionen zu pädagogischen Neuerungen für die Notfallsanitäter-Ausbildung in Deutschland finden auf der Grundlage aktueller bildungsstruktureller Rahmenbedingungen des Notfallsanitäter-Gesetzes einschließlich der Ausbildungs- und Prüfungsverordnung für Notfallsanitäter sowie vor dem Hintergrund berufspädagogischer, berufsfelddidaktischer und allgemeindidaktischer Ansätze statt. Es geht vor allem um die Einführung eines umfassenden Berufsbildungskonzeptes, wenn eine zukunftsfähige Notfallsanitäter-Ausbildung auf wissenschaftliche, gesellschaftliche, wirtschaftliche sowie kulturelle Herausforderungen vorbereiten will. Dieser Beitrag zielt darauf ab, bildungstheoretische Überlegungen einschließlich kritischer Dimensionen im Kontext der Handlungsschwerpunkte von Notfallsanitätern zur Überwindung einer auf ausschließlich berufliche Verwertbarkeit gerichtete Bildung für die Notfallsanitäter-Ausbildung aufzugreifen. Dazu wurde ein Bestimmungsversuch rettungsdienstlichen Handelns mit Ableitung einer bildungstheoretischen Notwendigkeit unternommen. Daher war es naheliegend, eine geisteswissenschaftliche Haltung einzunehmen und das Verstehen des Sachverhaltes in den Mittelpunkt zu rücken. Folglich wurde sich bei der Erkenntnisgewinnung auf eine hermeneutische Theoriearbeit mit theoretischem Argumentieren unter Einbezug der aktuellen, gesetzlichen Ausbildungsrahmen bezogen. Die Beschreibungen zeigen auf, dass die Besonderheiten rettungsdienstlichen Handelns und die gesellschaftlichen sowie bildungsstrukturellen Rahmenbedingungen einer bildungstheoretischen Sicht als Grundlage für die Notfallsanitäter-Ausbildung bedürfen. Der Beitrag diskutiert, wie sich ein Bildungsbegriff als Metaparadigma der Notfallsanitäter-Ausbildung darstellen könnte und welche Konsequenzen sich hieraus trotz nicht zu verachtender Hürden für die pädagogischen Handlungsfelder und die zukünftige Forschung in diesem Bereich ergeben.:Inhaltsverzeichnis 1 Einleitung 1 2 Bildungstheoretische Grundlagen 5 2.1 Der Bildungsbegriff: Funktion und Charakter 5 2.2 Die Gegensätzlichkeit formaler, materialer und prozessorientierter Bildung 7 2.3 Die Verschränkung der Bildungstheorien: Klafkis kategoriale Bildung 9 2.4 Die Erweiterung des Bildungsbegriffes um eine kritische Dimension 10 2.5 Der Bildungsbegriff im Kontext beruflicher Bildung 13 3 Auf dem Weg zu einer Didaktik des Rettungsdienstes 15 4 Bestimmungsversuche rettungsdienstlichen Handelns 19 5 Bildung in der Notfallsanitäter-Ausbildung – erste Einschätzungen 24 5.1 Notwendigkeit einer bildungstheoretischen Fundierung 24 5.2 Potenzialität einer bildungstheoretischen Perspektive 28 5.2.1 Makroebene 29 5.2.2 Mesoebene 30 5.2.3 Mikroebene 34 5.3 Grenzen einer bildungstheoretischen Fundierung 35 6 Zusammenfassung und Ausblick 38 Literaturverzeichnis 43 Anhang Selbständigkeitserklärung The current discussions on educational innovations concerning paramedic training programmes in Germany take place in accordance with the present conditional framework for education of the paramedics act, including training and examination regulations for paramedical health care professionals. Furthermore, approaches to vocational education, subject- related didactics and general didactics are taken into account. The focus will mainly be on the introduction of a complex vocational training concept in order to meet the requirements of paramedic training that will prepare for scientific, social, economic and cultural challenges. This article aims at discussing considerations concerning education theory, including critical analysis, and putting it into the context of the professional field of the paramedical discipline. However, this paper will not be limited to aspects of education that are directly linked to practical usage – but it will rather go beyond it. For this reason, it has been tried to identify the professional field of the paramedics and – for it will be necessary – to deduce information that might serve the needs of education theory. It seemed therefore to be obvious to take the position within humanities, and to put emphasis on the understanding of the issue. Consequently, as far as gaining knowledge is concerned, hermeneutic theory work and theoretical reasoning were taken into account, also involving the current legal requirements for the training framework. Descriptions show that, when it comes to the specific nature of the professional field of the paramedical discipline, and the social and the conditional framework for education, there is, as far as paramedic training is concerned, a need for taking a perspective that is based on education theory. The article discusses how an educational concept could be represented as a meta-paradigm for the paramedic training, and which consequences will arise in this respect, despite considerable obstacles to the educational fields of action and any future research in this area.:Inhaltsverzeichnis 1 Einleitung 1 2 Bildungstheoretische Grundlagen 5 2.1 Der Bildungsbegriff: Funktion und Charakter 5 2.2 Die Gegensätzlichkeit formaler, materialer und prozessorientierter Bildung 7 2.3 Die Verschränkung der Bildungstheorien: Klafkis kategoriale Bildung 9 2.4 Die Erweiterung des Bildungsbegriffes um eine kritische Dimension 10 2.5 Der Bildungsbegriff im Kontext beruflicher Bildung 13 3 Auf dem Weg zu einer Didaktik des Rettungsdienstes 15 4 Bestimmungsversuche rettungsdienstlichen Handelns 19 5 Bildung in der Notfallsanitäter-Ausbildung – erste Einschätzungen 24 5.1 Notwendigkeit einer bildungstheoretischen Fundierung 24 5.2 Potenzialität einer bildungstheoretischen Perspektive 28 5.2.1 Makroebene 29 5.2.2 Mesoebene 30 5.2.3 Mikroebene 34 5.3 Grenzen einer bildungstheoretischen Fundierung 35 6 Zusammenfassung und Ausblick 38 Literaturverzeichnis 43 Anhang Selbständigkeitserklärung

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King, Sharron. "The emotional dimension of educational change: the staff experience of implementing problem-based learning." 2007. http://arrow.unisa.edu.au:8081/1959.8/29578.

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This interpretive study investigated the process of radical change for a collaborative team of investigators in an allied health school at the University of South Australia. Specifically, it investigated the process of developing and implementing a fully-integrated problem-based learning curriculum across the entire undergraduate curriculum for the School of Medical Radiation. The study examined the richness and complexity of the change process for this team of educators over a two year time period. The research builds on understandings of change derived from three main bodies of literature: the school-based educational change literature; the problem-based learning literature; and the organisational change literature. It interweaves knowledge gained from each of these areas to develop a new perspective from which to consider radical educational change in higher education. Much of the previous research into change ignores the participant experience, and particularly the emotional dimension of this experience. This study redresses that gap by exploring the human dimension of the change process. This study has provided an authentic and inclusive representation of participants' experience of radical educational change. It has shown that participants not only undergo considerable cognitive dissonance when implementing major change, they also undergo significant emotional dissonance. Thus, if we are to improve the outcomes of educational innovation, we need to develop change management practices that not only recognise but also support the emotional dimension of the change process.

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Bowman, Julia. "The effect of a multifaceted educational intervention on allied health clinicians' outcome measurement behaviours." Thesis, 2009. http://handle.uws.edu.au:8081/1959.7/458518.

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Outcome measurement is a necessary part of clinical practice. Using standardised measures, health professionals need to show that their interventions improve health outcomes (Laver-Fawcett, 2007). However, research shows that most allied health professionals are not using outcome measures. One explanation is that outcome measurement requires new knowledge, skills and attitudes, and considerable changes in behaviour. These changes can be difficult for many health professionals to achieve (Cusick and McCluskey, 2000; McCluskey, 2003; McCluskey and Lovarini, 2005). This thesis examines the nature of change and theories of change associated with improved outcome measurement. Potential barriers to change are identified and discussed. A new instrument for measuring readiness to change is described, and its psychometric properties evaluated. A multifaceted educational intervention which targets known barriers to outcome measurement is described. The intervention is then evaluated empirically for effectiveness, using a randomised controlled trial design. The thesis aims to add to the body of knowledge about implementing outcome measures in practice.

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Moodley, Kubendhren. "An investigation into the clinical practicum experience of als paramedic students and their preparedness for professional practice." Thesis, 2016. http://hdl.handle.net/10321/1551.

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Submitted in fulfillment of the requirements for the Degree Masters of Health Sciences in Emergency Medical Care, Durban University of Technology, Durban, South Africa, 2016. Clinical practicum remains an integral part of training and a vital component of the emergency medical care curriculum that takes place in a realistic and complex emergency care environment. Clinical practicum should provide students with the opportunity to combine cognitive, psychomotor and affective skills to develop competencies to prepare the qualifying practitioner for demands of pre-hospital emergency care in the real world. The aim of this study was to explore the multidimensional aspects of the clinical practicum experience of ALS paramedic students in the Western Cape through the lens of a qualitative research design. The study involved exploring the experience of paramedic students in the clinical practice placement. In addition, the views of paramedic graduates were also explored, to ascertain whether the placement experience adequately prepared them for practice. An analysis of the clinical practice documents utilised in the training of ALS paramedic students was conducted with particular reference to identify correlations with relevant literature. In addition, it was necessary to identify how clinical practice manifested itself, not only in what students and graduates express but also how it was coordinated and conveyed in a professional work related context, against the backdrop of the work integrated learning framework. Using a case study design, focus group interviews were conducted with final year EMC students from CPUT and CCA students from the Western Cape CEC. This was followed with one on one interview with paramedic graduates. Further to this, clinical practice documents were analysed to triangulate the data. This study revealed that the clinical practice learning objectives for paramedic students were not adequately achieved and paramedic graduates felt ill prepared for independent practice. These discrepancies were attributed to the complex issues both in theory and practice. The study provided a number of recommendations for improving the clinical training experience, such that paramedic graduates who enter the complex and challenging world of EMC are better prepared. M

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Pillay, Bernard Christopher. "A needs assessment for continuous professional development for South African advanced life support providers." Thesis, 2011. http://hdl.handle.net/10321/728.

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Dissertation submitted in fulfilment of the requirements for the Degree of Master of Technology: Emergency Medical Care, Durban University of Technology, 2011. South African Advanced Life Support (ALS) providers follow an autonomous practice model of care. This advanced role profile is characterized by clinical skill competence and autonomous decision making whilst demonstrating a high level of awareness of their own ethical attitudes, values and beliefs. It is through a professional commitment that ALS providers deliver an advanced evidence based practice that should be maintained constantly within a dynamic environment. Continuous Professional Development (CPD) is seen as an instrument for this. CPD should also serve as a means to acquire professional excellence and going beyond the boundaries of meeting the base level standard with the aim of providing the finest quality of care in the interest of patient safety. Purpose of the research The purpose of this research is to identify gaps in the professional development of out-of-hospital ALS providers trained in South Africa by assessing frequency of performance of ALS clinical skills, by determining perceived level of competence and predictors of confidence, and by sourcing information on attendance of CPD activities and training needs. vi Methodology This study used a quantitative non-experimental design. Data was attained from an e-mail based descriptive survey that was limited to a precise and concise questionnaire. The data from 140 (N) ALS providers was subjected to a descriptive statistical analysis using the PASW statistics version 18.0 to systematically show patterns and trends. Frequency distributions were generated to describe data categories. Bivariate analysis was conducted using Chi-square and Pearson correlation tests. Results Results indicated that ALS providers performed clinical skills infrequently. Of the total number of respondents 140 (N), the average ALS clinical skills performance was 6 (4.8%) daily. In the 2-6 times a week category 8 (6.4%) ALS clinical skills were performed. ALS clinical skills performance in the once a week category showed an average of 7 (5.6%) and the once a month category, an average of 17 (13.7%) ALS skills were performed. An average of 31 (25%) ALS skills were performed in the once in six months category whilst an average of 54 (43.5%) were performed in the greater than six months category. CPD activities that are appropriate to ensuring the maintenance of competence for these clinical skills were not adequately undertaken. Medical updates were mostly attended by ALS providers, 52 (42.9%) whilst CPD events that addressed clinical skills, was mostly limited vii to the ACLS course 42 (34.7%). The needs assessment for CPD showed that 56 (53%) of respondents expressed a need for paediatric and obstetric simulated skill sessions, whilst 43 (40.9%) requested clinical skills workshops and 39 (37.1%) expressed a need for clinical practice in theatre and coronary care units. Conclusions and recommendations This study shows that ALS clinical skill competence is maintained by frequent practice and appropriateness of CPD activities. The infrequent performance of ALS skills coupled with the lack of appropriate and diverse CPD activity attendance results in poor maintenance of competence. The loss of competence can be related to poor reported levels of confidence which consequently places patient safety at risk. To safeguard against medical error and ensure patient safety, it is strongly recommended that CPD audits be undertaken on all ALS providers for appropriate CPD compliance related to clinical skills performance. In addition to a clinical skills audit, it is recommended that a national clinical skills registry be established with the intention of facilitating clinical skill surveillance, to determine a notifiable, high risk skill set. To safeguard against knowledge and clinical skill attrition and loss of competence, the delivery of CPD activities should be assessed for effectiveness and appropriateness.

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(9823931), Lorraine Oliveri. "Student perceptions of a blended learning approach to paramedic education." Thesis, 2020. https://figshare.com/articles/thesis/Student_perceptions_of_a_blended_learning_approach_to_paramedic_education/13406084.

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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.

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Mulholland, PF. "A comparison of the practice of rural and urban paramedics : bridging the gap between education, training and practice." Thesis, 2010. https://eprints.utas.edu.au/10698/2/whole-mullholand.pdf.

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This thesis compares rural and urban paramedic practice within two states in Australia to establish whether rural paramedics have distinct roles necessitating specifically directed education and training. Other Australian health professions specialize in rural practice, with education and training to suit however there have been few studies comparing the roles of rural paramedics with urban paramedics in Australia. The topic is particularly significant given suggestions of a mismatch between paramedic education, training, and practice. This study contributes to the foundations needed to establish relevant education and training for rural paramedics in Australia by providing a comparison of rural and urban paramedic practice. A comparative case study strategy was used, and multiple sources of data were collected. These included semi-structured interviews with intensive care paramedics across two states in Australia; an audit of case dispatch data; review of documentation, including job descriptions, ambulance service and union websites, archival information, local media, and universities; and observation of paramedics within their local environment looking at key processes and events. The use of multiple data sources allowed triangulation of data with consequent reduction of research bias. The major finding of this study was the presence of clear differences between rural and urban paramedic practice. Rural paramedics: 1. practice a community response rather than a case dispatch response, 2. are multidisciplinary team members rather than solely ambulance team members, 3. are educators and managers of volunteers rather than clinical supervisors and, 4. are isolated health workers rather than having access to full resources. Two main similarities were noted, and these were a strong concern for progress in continuing professional development, and dispatch of similar types of cases in both rural and urban areas. The comparison of results suggests that there is a need in Australia for paramedic education and training with specific rural components. Rural clinical placements, along with community based and multidisciplinary components could form an integral part of this education and training process. Future directions for continuing professional development require input from paramedics themselves. Further research concerning the three tiers of undergraduate education, postgraduate education, and continuing professional development will ensure education and training for the rural paramedic in Australia avoids the risk of a mismatch between training, education and practice.

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Clarkson, Georgia. "No Echo in the Ghetto : Lived Experiences of Gay and Lesbian Paramedics in Australia." Thesis, 2014. https://vuir.vu.edu.au/28804/.

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Paramedicine is a relative newcomer to academia, with paramedic education programs existing in Australian universities since the turn of the century. As such, minimal research exists into the experience of paramedics in general. Gay and Lesbian people are an under researched minority group within the workplace, despite their high participation rates in employment. This research sets out to redress the gap in the literature by investigating the current workplace experience of Gay and Lesbian paramedics in Australia. Using a qualitative approach informed by a bricolage of critical theory and hermeneutic phenomenology, the experiences of inclusion and marginalisation of participants was explored. Experiences of the accounts of the hidden population of 10 Gay and Lesbian paramedic participants provide the first known account of the culture of the paramedic workplace in Australia from a non-heteronormative perspective. Participant experiences also give form to the impacts of practices that exclude and marginalise Gay and Lesbian people in the paramedics’ workplace.

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(9844157), Anthony Weber. "Morphine administration by paramedics: An application of the theory of planned behaviour." Thesis, 2014. https://figshare.com/articles/thesis/Morphine_administration_by_paramedics_An_application_of_the_theory_of_planned_behaviour/13387235.

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The core principles of the Queensland Ambulance Service (QAS) that are founded on improving the health and well-being of all persons have remained relatively stable since 1892. This is despite changes in organisational structure, policies, protocols and procedures employed by operational paramedics. The primary scope of QAS operations is focused on the pre-hospital aspects of the health care continuum and has seen changes over time, with particularly rapid changes in the last two years to the content and nature of paramedic clinical practice. Timely and appropriate pain management in the pre-hospital environment is paramount to effective patient care. It is readily identified as a priority within the paramedic profession. Numerous studies have identified many factors that hinder the delivery of adequate pain management to patients with pain. A comprehensive review of the literature related to prehospital pain management, education and barriers to pain management has been conducted. This thesis has attempted to identify if educational programs improved knowledge and changed clinical behaviour, specifically patient care interventions and patient health outcomes. This information is valuable to those who develop clinical standards and education for ambulance services. As a result, this information could be used to help design programs that better meet the educational needs of paramedics and ultimately the needs of their patients and the community. The literature did not sufficiently identify the influences on clinical behaviour other than knowledge, so from this outcome it was identified that future studies must examine a theoretical model that can be used to assess paramedics’ intention to administer morphine to patients experiencing pain. The Theory of Planned Behaviour (TPB) was identified as an effective model for analyzing paramedic behavioural intention; it was recognised that this theory might help to identify and better understand the constructs of attitudes, social norms and behavioural control beliefs that influence paramedics’ intention to administer opioids to patients with pain. The purpose of this study was to analyse the ability of the direct measures of the Theory of Planned Behaviour (TPB) Model to mediate factors influencing ambulance paramedics’ intention to administer Morphine to patients with pain. Participants of this study were Advanced Care and Intensive Care Paramedics who were deemed competent in Morphine administration through the education division of the Queensland Ambulance Service. Data were collected by means of a questionnaire that used the constructs of the TPB, including subjective norm, perceived behavioural control and attitude. While participants reported strong intentions to administer Morphine they also reported negative attitudes towards the behaviour (morphine administration). The constructs of the TPB explained 26 per cent of the variance in intention to administer Morphine with subjective norm being the strongest significant predictor. The findings related to specific attitudes and normative pressures provide an understanding into paramedic’s pain management behaviour. This research may be the first step to identify if concepts taught in the classroom are being transferred to the clinical setting. Potential findings that may be identified in this study could be used to improve organisational awareness of factors that contribute to the future education and professional development of QAS Paramedics.

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Edwards, DG. "A grounded theory study of the preparedness of paramedics to undertake the role of preceptor in the clinical setting." Thesis, 2019. https://eprints.utas.edu.au/31638/1/Edwards_whole_thesis.pdf.

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This thesis explores the capability of paramedics to perform the role of preceptor in the Australian statutory ambulance service environment. The educational role and work context of paramedics working with learners, is investigated to establish theory about the nature of their role and how they are best prepared for that role. During the late 1990’s and early 2000’s the paramedic profession began a change process from a traditional on the job (vocational) educational model to a pre-employment tertiary model of education. This change process is ongoing today with all but one statutory ambulance service fully adopting the tertiary model. The remaining ambulance service operates both the vocational and tertiary educational models concurrently. This change in educational model brought with it change in the expectations placed on paramedics working with learners. There was an additional change in the workload, as universities began to offer paramedic programs and seek clinical placement opportunities for their students. This, along with the ambulance service based educational programs for transitioning graduates to independence (internships) as well as internally operated promotional courses, resulted in paramedics being required to work with learners more frequently than before. These changes occurred in an organisational, educational and professional environment that lacked clear definition for the role paramedics performed when working with learners. While some research has examined the experiences of learners in the new paramedic educational context this study focusses on the paramedics themselves. This study used a grounded theory approach to investigate the experiences of paramedics in performing the preceptor role in two Australian states, Tasmania and New South Wales. A series of intensive interviews were conducted between August 2013 and March 2015 to investigate paramedics’ experiences of working with learners. A major finding was that the role paramedics performed in working with learners lacked definition and clarity, resulting in inconsistent application of preceptorship at all levels of paramedic education. This study found that paramedics were both untrained and unprepared for the preceptor role which was perceived as being thrust upon them without choice and, in most cases, consultation. This research established the theoretical construct of the paramedic preceptor, which is expected to vastly improve the experiences of paramedics with flow on effects to the paramedic education system as a whole. Furthermore, this research has identified five key recommendations for the paramedic profession. First that the language used by the profession be standardised through the use of the term preceptor; second that the role of the paramedic preceptor be clearly defined to encompass the unique needs of the profession; third that a set of criteria be developed to aid in the selection of preceptors and that a selection process be applied to occupants of that role; fourth, that an initial training program be developed in partnership between the profession and the universities for paramedic preceptors, along with continuing professional development opportunities; and finally, fifth, that employers and universities establish clear communication and support mechanisms to aid paramedics in performing the role of preceptor.

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Hartley, Peter Ross. "Paramedic practice and the cultural and religious needs of pre‐hospital patients in Victoria." Thesis, 2012. https://vuir.vu.edu.au/21301/.

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Religion and culture can impact profoundly on healthcare practices and health outcomes. The Australian community is rich and diverse in differing cultures and religions, and at times of medical emergency the paramedic increasingly will be required to respond to healthcare needs of this diverse community. This study is designed to investigate current paramedic practices as they relate to an awareness of the cultural and religious needs of community groups as a holistic approach. It also incorporates the voices of these community groups from their experiences with emergency paramedics during pre‐hospital health care for those living in Melbourne, Australia.

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Stewart, Scott. "Preparedness of Australasian and UK Paramedic Academics to Teach Evidence Based Practice." Thesis, 2022. https://vuir.vu.edu.au/44681/.

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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.

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Islam, Md Kabirul. "A case study of student participation in discussion in an online higher education course." Thesis, 2003. https://vuir.vu.edu.au/15351/.

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This research used a mixed method research design to investigate online participation on discussion tasks by students. The research also explored the relationship between online participation and academic performance, and the teacher's role in designing the tasks and providing support for students. Ninety-five paramedic students were participants in this study. They were enrolled in a course that was delivered through the TopClass system in 2000. The research observed message posting by students and teachers' support of discussion for five subjects. Students' expectations of online participation in discussion and perceptions of studying online were collected through questionnaires and telephone interviews. These data were compared with the actual number and nature of the messages posted. Teachers' perceptions of students' engagement in online discussion were gained through interviews. The study found that student message posting in online learning situations is likely to be related to the cognitive demand and accessibility of discussion tasks that staff design and to the quality of teacher facilitation of discussion. These factors are likely to influence students' willingness to participate in online discussion and to encourage interaction with peers, although situational and personal differences between students are also factors affecting participation. Online message posting is perceived by staff and students to contribute to knowledge building among students and may be associated with improved academic performance. Further research conceming the engagement of students in online discussion is needed.

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Cockrell, Krista R. "Exploration of rural paramedics' capacity for utilising a salutogenic approach to healthcare delivery : a mixed methods study." Thesis, 2017. http://hdl.handle.net/1959.7/uws:49930.

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The evolving profession of Paramedicine has been recognised as a potential solution to disparities in healthcare access in rural communities. With many rural paramedics highlighting primary healthcare as fundamental to their roles, it must be questioned whether key aspects of primary care are being overlooked due to limited paramedic training in this area. The researcher proposes that paramedics can utilise existing assessment skills and unique access to patients in home environments combined with the introduction of an assessment tool to measure sense of coherence, resources, and social determinants of health, to build patient resiliency. An extensive literature review and survey exploring current paramedics’ perceptions regarding knowledge of their community’s health status, the impact of social determinants of health, and their roles as frontline primary care providers, aimed to establish the feasibility of utilising paramedics in a salutogenic approach to healthcare delivery. Results found that despite some negativity, most participants recognise a need to break traditional pathogenic approaches and stressed the importance of their unique ability to address gaps in primary healthcare through their access to patients in their living environments. While solutions to rural healthcare disparities are multifaceted, this study set the platform for further studies at utilising paramedics within their normal scope.

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KMECOVÁ, Anna. "Vzdelávací systém zdravotníckych záchranárov ČR a SR pre riešenie mimoriadnych udalostí s hromadným postihnutím osôb." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-320658.

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Accidents with mass disability of people occur more and more. No matter if they are of a natural or human origin they are still a burden for both the rescuers and the civilian inhabitants. They have a huge impact on the social and economic aspects of the society. It si inevitable to be ready for such incidents in a sufficient way and thus keep the impact on the human health, lives and property as small as posssible. The purpose of this thesis is to analyse the education of paramedics in the Slovak Republic and the Czech Republic in three dimensions. First of all it is a complementary overview of the school education within the bachelor college study. The second level is addressing the providers of paramedical care and services and compiling an overview of the education at both the teoretical and practical level carried out for their employees. The third part consists of a summary of the current possibilities of individual education provided by conferences, competitions and trainings within associations or organizations. The thesis consists of 4 theoretical chapters and 3 chapters in the empirical part. In the theoretical part we define the medicine of disasters, massive accidents, incidents with a massive inflictions of persons, the sorting system START and others. We talk about the history and current practise of interventions within massive incidents. We also describe the occupation of a paramedic from the perspective of his/her competence, operation of a rescue service and methods of education. We focused mainly on trainings which are the most frequent form along with lectures. In the practical part we analyse the education of paramedics within schools by the means of the content and time. Based on the received questionaires we compare activities which are provided by paramedical care providers for the purpose of education, training and readiness of health care workers for the interventions with a large number of victims. The practical usage we illustrate in casuistics. We summarise a database of congresses, competitions and trainings carried out in given areas in the CR and SR. This thesis can be used as a base in the area of improving the education of paramedics in the area of emergency incidents for schools and paramedical services providers or the needs of the Ministry of Health, Ministry of Education. The differences found between the subjects or republics can be motivating for further progress of education. There is also space for removing all the found imperfections or development of new methods of educating.

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