Using the case method to explore characteristics of the clinical reasoning process among ambulance nurse students and professionals

The Declarative Mapping Sentence and Qualitative Facet Theory Research

“…If a researcher decides to include range facet in a declarative mapping sentence it is included in a form that does not specify specific measurements of outcomes, it never specifies numerical or quantitative outcomes, and it will tend to be stated in broad terms. An example of a declarative mapping sentence with a range facet is that used by Wihlborg et al (2019). The range in their declarative mapping sentence is not a true response range and numerical responses were not gathered from respondents across such a range.…”

“…Another example of the application of a declarative mapping sentence is provided by the research into the competence and education of ambulance nurses by Jonas Wihlborg et al (2019). The declarative mapping sentence for this research is shown in Fig.…”

“…Before I consider the research by Wihlborg et al (2019), it is important to note the presence of a range facet in their mapping sentence. Throughout this book, I have said that the range facet is used in traditional mapping sentence in conjunction with quantitative research and not in declarative mapping sentences in qualitative enquiries.…”

“…In conclusion, a declarative mapping sentence was used in the research by Wihlborg et al (2019) to design and analyse a qualitative study which they later transformed to a what may be considered to be a quantitative analysis. Using the declarative mapping sentence, they were able to establish configurations of activities within groups of ambulance staff in Sweden and to allow differences and similarities to be identified between students and trained nurses in terms of the declarative mapping sentence's facets and elements.…”

Advanced paramedics and nurses can deliver safe and effective pre‐hospital and in‐hospital emergency care: An integrative review

“…In Swedish pre‐hospital care, clinical roles and scope of practice are, to a great extent, similar for both ANs and registered nurses (RNs). Despite the nurse's different levels of education, they are in general assumed to share the same responsibilities and there are no clear differences in the protocols and guidelines that govern pre‐hospital emergency care (Rantala et al., 2019 ; Wihlborg, 2018 ). By applying an international focus and exploring examples of utilization of APs and ANs competence, this study can contribute towards a deeper understanding of their scope of practice in pre‐hospital and in‐hospital emergency care.…”