Placement Experiences and Clinical Reasoning of Undergraduate University Paramedic Science Students in Victoria, Australia

Abstract

Paramedic science students undergo additional clinical training in hands-on skills and clinical reasoning by attending clinical placements. Little is known of the efficacy of paramedic clinical placements or the student’s clinical reasoning skills during training. This study documents the paramedic placement experience and the clinical reasoning responses of paramedic science students. Two instruments were introduced: the Clinical Placement Questionnaire (CPQ), which measures placement experiences; and the Sequence of Learning Instrument (SOLI) and accompanying plotting technique, which allow mapping of clinical reasoning and responding. Clinical placement should provide a positive and enjoyable learning environment that supports the development of clinical reasoning, and clinical reasoning and responding should proceed sequentially in line with clinical practice guidelines. The study comprises Part 1–Clinical placement, a cross-sectional study using quantitative and qualitative methods concurrently; and Part 2–Clinical reasoning, an analytical cross-sectional study using qualitative (interview) methods with repeated measures to counterbalance two mock emergency call-out conditions: pain and MVA trauma.