Emotional preparedness is required for emergency paramedic practice. Emotional labour underpins the role of paramedics at the frontline of patient care. During the COVID-19 pandemic where patients are at their most vulnerable, it is imperative that paramedics can offer both reassurance to parents and be empowered in the face of the virus. Dealing with COVID-19 has put stress on paramedics, for whom psychological wellbeing is imperative to their capacity to cope in exceptionally challenging circumstances, where death has so frequently characterised the most severe cases of the virus.
Interdisciplinary working within and between different professions is now commonplace, with the transferability of knowledge across situated contexts of implementation. Education at doctoral level can be one mechanism of ensuring that mid-career professionals are equipped with the skills needed to build the capacity and capability required to deal with crisis situations. Interdisciplinary professional doctoral pathways and their associated learning trajectories are now a recognised mechanism of operationalising translational research from the context of work-based praxis. The longstanding debates of how best to bridge the theory-practice nexus in the field of business remains a challenge, although the progressive development of professional doctorate programmes has seen a rise in the number of clinical and professional practice doctorates across Western educational providers. This theoretical chapter will provide an insight into the concept of translational research in the context of research-based practice/work-based praxis within organisations across the globe.
This chapter serves to deconstruct the characteristic and agentic qualities of women leaders amidst global crises, which are also reflected in the traits of women managing in more recognisable and relatable leadership roles in the context of HE. Within this will be the core acknowledgements that on a global level the impact of crises inevitably leads to a disproportionate impact on women, a lack of prioritisation of global impetus to address levels of gender inequality, and the embedded role of gender equity in relation to human progression and development on a macro level. This global perspective illuminates the inequalities that women educators face and the impact that this has on the broader scope of human development through educational impact. Whilst situational specificity is significant in terms of the context of HE leadership, the universality of human experience underpinning them remains the connecting thread, which enables the deconstruction of meaning making in applied educational leadership.
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