Quantification of opportunities for early-stage paramedicine students to practice clinical skills during clinical placements compared with an equal dose of simulation-based workshops

Mills, Brennen; Carter, Owen B J; Rudd, Cobie; Mills, Jodie K; Ross, Nathan P; Ruck, Joanne D

doi:10.1136/bmjstel-2015-000040

Cited by 3 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Across healthcare, a theory/practice education gap is well identified in the literature including nursing (48), allied health (49) and paramedicine (23). Our participants suggested that although graduates are typically technically competent, they still lacked organisational and health systems knowledge, critical judgement and clinical decision-making skills.…”

Section: Discussionmentioning

confidence: 90%

“…the disparity across availability and enthusiasm of mentors, an uncontrollable case-mix presentation, and students rarely assuming overall responsibility for patients). Some barriers to participation on clinical practicum have been identified in previous research (23), and more research is required on how specific barriers to clinical practicums can be overcome as a means to graduating more prepared paramedics and thus reducing the time period for supervised practice. There are a suite of professional competencies defined in both jurisdictions (13,15) and accredited universities are graduating students who meet those competencies.…”

Section: Discussionmentioning

confidence: 99%

“…Students identified that less than half the cases they attended on practicum allowed for skills practice. The authors (23) concluded that for some students, clinical practicum did not provide opportunities for theory consolidation or skills practise at a level appropriate to their level of education. The study identified that up to 30% of third year students did not participate in patient management.…”

Section: Graduate Preparedness To Practise and Paramedic Competenciesmentioning

confidence: 99%

See 2 more Smart Citations

Preparedness of Graduate Paramedics for Practice: A Comparison of Australian and United Kingdom Education Pathways

Reid

Street

Beatty

et al. 2019

Australasian Journal of Paramedicine

View full text Add to dashboard Cite

IntroductionInternationally, emergency ambulance paramedic education has evolved from ‘on the job’ training by ambulance services to tertiary-level qualifications. However, across many countries and jurisdictions, clinical practicum requirements still differ substantially. For example, Australian paramedic students spend fewer hours on clinical practicum than their United Kingdom (UK) counterparts.MethodsFifteen semi-structured face-to-face interviews were conducted with Australian and UK paramedics and managers to identify their perceptions regarding the preparedness of graduate paramedics for practice. ResultsInterviewees in Australia and the UK identified that newly graduated paramedics require an internship period before independent practice. Interviewees in both jurisdictions recognised the robust theoretical knowledge and practical skills of graduates. Organisational operations, clinical judgement and decision-making, and care-pathway selection were areas where interviewees identified that an internship period consolidated the graduate’s learning. ConclusionThis research found that increased time spent by paramedic students on ambulances did not increase a new graduate’s ability to practice independently before an internship period. The time spent on ambulance practicums, objectives and supervisory model should be reviewed.

show abstract

Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Graduate Preparedness To Practise and Paramedic Competenciesmentioning

confidence: 99%

See 1 more Smart Citation

Preparedness of Graduate Paramedics for Practice: A Comparison of Australian and United Kingdom Education Pathways

Reid

Street

Beatty

et al. 2019

Australasian Journal of Paramedicine

View full text Add to dashboard Cite

show abstract

“…Embedding realistic night shift training through simulation not only replicates real life practice, but also has the ability to provide a high level of consistent clinical practice exposure across the course of an undergraduate degree, something that has previously been identified as an uncontrollable deficit of the traditional clinical placement model (25,26). This research advocates for the inclusion of simulated night shifts into the standard undergraduate curricula as it is perceived by students to be realistic, enjoyable and to provide a valuable learning experience.…”

Section: Discussionmentioning

confidence: 96%

“…This simulation exercise allowed participants to not only experience the lifecycle of each job (scenario) from dispatch to handover at hospital, but also repeating this over the course of a 13-hour long shift as would happen in real-world practice. Furthermore, the simulated nature of the scenarios allowed for consistency across scenarios ensuring all participants received the same learning experience, which is not possible from learning occurring within the clinical placement setting that is reliant on random patient presentation (25)(26). Furthermore, the learning experience was able to be provided to undergraduate paramedic students with pre-existing equipment and infrastructure, utilisation of voluntary patient actors (in-kind contribution), and with only a small budget of approximately AUD700 for vehicle fuel.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

A Simulated Night Shift for Undergraduate Paramedicine Students: Lessons Learnt and the Perceived Value towards Learning

Miles

Hansen

Mills

2020

Australasian Journal of Paramedicine

View full text Add to dashboard Cite

BackgroundEnsuring undergraduate healthcare students are work ready graduates who possess real-world experiences and realistic expectations of their professional environment is essential for Australian universities. This is becoming increasingly more difficult to accomplish with ongoing difficulties on sourcing appropriate clinical placement learning opportunities. We developed and piloted a simulated paramedic night shift investigating if undergraduate paramedic students perceived the experience to be realistic and to what extent they felt it contributed toward their learning.Methods A total of 24 undergraduate paramedic students were recruited to participate in a simulated 13-hour paramedic night shift held on university campus. Student satisfaction and perceived value towards learning was measured using an online survey the day after the simulation. Results 23 of 24 participants completed the online survey. Survey data suggested 22 participants felt the simulated night shift to be realistic of real-life paramedic practice, provided a valuable learning experience and should be made a mandatory component of undergraduate paramedicine curricula.Conclusion Given the difficulties associated with providing clinical placement opportunities for students and the perception among health professionals that on entering the workforce many graduates often lack the adaptability required to undertake shift-work and the professional role of a paramedic, educators should consider the merits of providing overnight simulated experiences to undergraduate students to better prepare and acclimatise students to overnight shift work.

show abstract

Working with children with autism: an interprofessional simulation-based tutorial for speech pathology and occupational therapy students

Lewis

Rudd

Mills

2017

Journal of Interprofessional Care

View full text Add to dashboard Cite

There is an increasing need to include interprofessional experiences in undergraduate health education. Simulation is one methodology revered as being able to facilitate interprofessional learning opportunities in a safe, structured environment. This project aimed to develop, trial and evaluate an interprofessional simulation role-play tutorial utilising DVD resources. In total, 70 speech pathology students and 76 occupational therapy students participated in a role-play involving DVD footage and documentation to facilitate assessment planning and analysis of assessment data for a child with autism. Questionnaires asked participants to rate their perceived experiences across 13 items using a 5-point Likert scale, as well as three open-ended questions. The results revealed positive reactions to the role-play and suggested that students felt that the learning objectives had been met. Many students expressed interest in engaging in further interprofessional learning experiences. Taken in conjunction with other similar studies, interprofessional simulation-based workshops using DVD footage may provide a manageable alternative to traditional interprofessional learning modalities, in particular when incorporating clients with complex and developmental disabilities.

show abstract

Quantification of opportunities for early-stage paramedicine students to practice clinical skills during clinical placements compared with an equal dose of simulation-based workshops

Abstract: . Quantification of opportunities for early-stage paramedicine students to practice clinical skills during clinical placements compared to an equal dose of simulation-based workshops,

Cited by 3 publications

References 26 publications

Preparedness of Graduate Paramedics for Practice: A Comparison of Australian and United Kingdom Education Pathways

Preparedness of Graduate Paramedics for Practice: A Comparison of Australian and United Kingdom Education Pathways

A Simulated Night Shift for Undergraduate Paramedicine Students: Lessons Learnt and the Perceived Value towards Learning

Working with children with autism: an interprofessional simulation-based tutorial for speech pathology and occupational therapy students

Contact Info

Product

Resources

About