Student perceptions in relation to Paramedic Educator (PEd) roles

Abstract

This article examines student paramedics' perspectives of the Paramedic Educator (PEd) role, focusing on specific mentoring qualities that impact upon their learning. Furthermore, it aims to identify ‘mentoring’ issues specific to the paramedic profession. The study used semi-structured interviews with university paramedic students. The key attributes of a ‘mentor’ as identified in the nursing and healthcare literature were found to be relevant to the paramedic profession. Participants identified current challenges in practice specific to the paramedic profession. Questions are raised regarding the extent to which the culture of mentorship within ambulance services is sufficiently established to support students and PEds; the status quo poses significant challenges for students wishing to join the profession.

Undergraduate paramedicine students' experiences of feedback during clinical placement on‐road: A scoping review

“…One adopted a mixed methods approach (Wongtongkam & Brewster, 2017) and two utilized qualitative methodology (Lane, 2014; Moodley, 2016). Two studies were published peer reviewed studies conducted in Australia (Lane, 2014; Wongtongkam & Brewster, 2017) with one study being an unpublished master's thesis conducted in South Africa (Moodley, 2016). All three studies explored various aspects of the clinical placement experience for paramedicine students.…”

“…Students valued written feedback indicating it provided a good understanding of their progress (Wongtongkam & Brewster, 2017). In addition, students emphasized that communication skills and being supportive were key skills for qualified paramedics when providing feedback during clinical placement on‐road (Lane, 2014).…”

“…The qualified paramedics working alongside students during clinical placement are referred to by a variety of terms within both international and Australian literature. These are the “crew” (Devenish, 2014), “paramedic educator” (Lane, 2014; O'Meara et al, 2014), “paramedic mentor” (Wilson, 2013), “preceptor” (Maria et al, 2019; Wongtongkam & Brewster, 2017), “mentor” (Lane, 2014; Moodley, 2016), and “clinical instructor” (Moodley, 2016; O'Meara et al, 2014). Despite the varying terms, these roles are held by paramedics with qualifications enabling them to fulfill the role of a qualified paramedic, regardless of the jurisdiction in which they work.…”

The role of the mentor in professional knowledge development across four professions

“…Workforce shortages have prompted creative responses at the micro level, involving third-year students carrying out peer mentoring (Best et al, 2008), and at the macro level, with an influx of newly graduating registrants from overseas (Devinish et al, 2015). Lane (2014) argues that more investment into the mentor role is required, yet identifies related challenges in terms of workforce planning.…”

“…In spite of this, and an educational curriculum where 50 per cent of the learning takes place within the emergency service hub of an ambulance trust (College of Paramedics, 2015), there is no nationally agreed framework to inform the work of paramedic mentors ( Jones et al, 2012). The fact that those supporting students in their professional learning have been given a variety of names, for example, "preceptors" (Woollard, 2009), "practice educators" (College of Paramedics, 2015;Fayers and Bates, 2011;Lane, 2014) and "mentors" (Armitage, 2010), suggests confusion about the nature of the role.…”