Undergraduate Paramedic Students Research Articles

Exploring undergraduate paramedic students’ understanding and experiences of person-centred care while on practice placement

Objective To explore paramedic students’ understanding and experience of the perceived facilitators and barriers to implementing person-centred care in urgent and emergency practice-based placement situations. Aim To explore paramedic students’ understanding of this concept and how it may be applied to clinical practice. Methods A non-probability convenience sample of participants was drawn from a second-year undergraduate Bachelor of Science (Hons) programme in Paramedic Science, at a United Kingdom university. The programme was underpinned by the Person-centred Practice Framework. Undergraduate paramedic students participated in face-to-face, audio-recorded, semi-structured interviews. A qualitative reflexive thematic analysis was then conducted to identify themes arising from the data. Results Ten participants were interviewed. Four key themes emerged from the data: (1) realising person-centred prerequisites which have two sub-themes – curriculum and reality of practice, (2) challenge of high-acuity calls, (3) developing a rapport with vulnerable people and, (4) factors in the macro environment. Conclusion Paramedic students witnessed moments of person-centred practice and were enabled to reflect on their learning experiences in positive ways, by working with paramedics/practice educators. However, their person-centred ideals were constantly challenged as students negotiated to work in complex, dynamic situations and in a health system under pressure.

Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme.

The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA). We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria. Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches. In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.

Undergraduate paramedic student competency assessment: A grounded theory study explaining how assessors in Australia and New Zealand determine student competency to practice

Purpose: With the transition of paramedic education from a vocational training platform to an academic environment, the absence of a standardised paramedic university curriculum has resulted in little congruity in assessment, including expectations regarding competency assessment. The application of differing standards in assessment processes in undergraduate paramedic programmes has raised questions regarding the competence of graduates. Aim: This research aimed to discover how paramedic assessors in academia and ambulance services determine the professional competence of undergraduate paramedic students within Australia and New Zealand. Methods and analysis: Glaserian Grounded Theory (GGT) was chosen as the methodology as it describes an experience or problem and provides a means of understanding what is happening in the area of interest. Twenty-two paramedic assessors participated in the enquiry. Theoretical sampling directed methods of data collection which included interviews and the use of literature and professional documents. In keeping with GT, constant comparative analysis was used to analyse data. Results: Three categories emerged from the analysis. These are engaging, measuring and moderating. Commonalities and interaction between these categories confirm the presence of the Basic Social Process ‘aligning’ and associated concepts and properties inherent in the emergent substantive theory Paramedic Assessment Process. Conclusion: PAP describes and explains the process that academics and on-road paramedics employ to assess the practice competence of paramedic students and highlights situations that raise concern about assessment practices that may compromise the rigour and validity of assessment outcomes.

Undergraduate paramedic students and interpersonal communication development: a scoping review

The objective of this review is to examine the current literature related to interpersonal communication skill development within undergraduate paramedicine. Interpersonal communication is a vital paramedic skill, with evidence demonstrating it leads to improved patient outcomes and satisfaction and reduces medical errors. Interpersonal communication is a core capability set by paramedicine regulatory bodies, and it is the responsibility of accredited universities to ensure graduates are ready for industry and possess all required skills and attributes. In order to be included in this scoping review, all articles were required to meet a pre-determined ‘population, concept, context’ (PCC) framework. The population was undergraduate paramedic students within the context of their undergraduate paramedicine programs, and the concept was interpersonal communication education/teaching/training. In June 2021, a search was conducted using CINAHL, Medline, Emcare and ERIC. The articles had to be written in English and published between 2011 and 2021 and non-research sources were excluded. 176 articles were identified in this search and after screening for duplicates and relevancy, 15 articles were found to be eligible. The literature highlighted 4 key themes, including graduate perception of ‘work readiness’, and a variety of learning experiences including alternative work integrated learning (WIL), interactions with specific patient groups and professional learning experiences. The literature demonstrated that interpersonal communication skills are fostered through human interactions, WIL and simulation, within undergraduate paramedicine programs. Findings from the literature review indicate that practising communication through human interactions, afford an increase in confidence, awareness of ability and empathy, and an increased awareness of preconceived biases. Intraprofessional and interprofessional simulation teaching methods demonstrate the potential to build students confidence in communication and awareness of what is required to function well in a team.

Investigating the Anatomy Learning Experiences of Undergraduate Paramedic Students

Introduction The study of human anatomy forms a foundational knowledge base essential for healthcare professional practice including paramedicine. However, little is known about the experiences and perceptions of undergraduate student paramedics towards learning anatomy. The aim of this study was to investigate this, utilising a questionnaire previously validated in medical students. Methods To explore anatomy learning experiences, a 32-item anatomy learning experiences questionnaire (ALEQ) modified for use with paramedicine students was distributed online to students enrolled in the Bachelor of Paramedic Practice at the University of Tasmania. Quantitative statistics were used to identify differences in responses between student groups. Cronbach's alpha assessed the reliability of the modified ALEQ. Results Fifty-one usable responses were obtained (20% response rate). Psychometric analysis demonstrated good overall reliability (Cronbach's alpha of 0.88). The students perceived several learning activities as positive including textbooks, online learning and practical classes. However, it was generally felt the amount of content to learn was daunting. Furthermore, the students indicated working with cadavers would be highly beneficial for their learning. The relevance of anatomy was also recognised as being important to future clinical practice. Conclusion Despite the low response rate, the modified ALEQ was a reliable instrument to investigate the anatomy learning experiences and perceptions of paramedicine students. Further research with a larger cohort is required to confirm the reliability and generalisability of the results.

Becoming a better paramedic through the special needs school placement program

Paramedics provide care in medical emergencies to patients with varying ages and from a range of settings, cultures, backgrounds and experiences. As such, the paramedic needs a very diverse skill set which is difficult to obtain at university. For this reason, undergraduate paramedic students often engage in clinical placements to apply their knowledge to real world experiences. Most of these placements, however, are in hospitals or ambulance settings, but part of the diverse community that paramedics treat are children with special needs, including children with disabilities. This study measured the attitudes of paramedic students to people with disabilities and explored the effectiveness of paramedic student clinical placements in special needs schools. 109 paramedic students enrolled in their first year of the Bachelor of Paramedicine at Monash University undertook placements in special needs schools across Victoria, Australia. These students completed the Interactions with Disabled Persons Scale. Of these students, 5 participated in two focus groups to gain a deeper understanding of their placement experience. The results showed that paramedic students enjoyed their placements and gained a more positive attitude towards special needs students, but also felt challenged and overwhelmed. Also found were four main characteristics that students believed paramedics needed to be effective; empathy, being genuine, the ability to listen to someone even though they are not speaking to you verbally, and the ability to gain the trust of someone quickly where gaining trust is difficult. This study was the first time an entire cohort of paramedic students have undertaken placements at special needs schools. The findings provide a baseline and incentive for further exploration of the benefits of the placement of paramedic students (and student from a variety of healthcare professions) in special needs schools, as well as other marginalised communities.

The Effectiveness of Different E-Learning Modalities in Enhancing Neonatal Cardiopulmonary Resuscitation: Principles, Knowledge, and Communication Skills of Undergraduate Paramedic Students.

Paramedic students should have the crucial cognitive and psychomotor skills related to neonatal cardiopulmonary resuscitation (N-CPR). The aim of this study was to evaluate the effect of blended learning on the theoretical knowledge and preliminary knowledge of the psychomotor skills, adherence to the algorithm, and teamwork in simulation-based education (SBE) of N-CPR. This randomized, prospective study was conducted on 60 fourth-semester paramedic students. The participants were separated into two groups following a classroom lecture. Each group was assigned either a slide presentation (Group 1; SP-G) or a video clip (Group 2; V-G). All the participants answered multiple-choice questions (MCQs) and each group (Group 1 and Group 2) was divided into 10 sub-groups. These sub-groups were then tested in an observational performance evaluation (OPE) consisting of a neonatal asphyxia megacode scenario, after the classroom lecture and following the blended learning process. Group performance, teamwork, communication skills, and adherence to the algorithm were evaluated. There was a significant difference in the MCQ and OPE results between the after classroom lecture and after blended learning for both groups. The average score of Group 2 was higher than Group 1 in the MCQ results (Mann-Whitney U test; P <.001). The average score of Group 2 was higher than Group 1 in the OPE results (Mann-Whitney U test; P = .002). Blended learning, especially video clips, in adjunction with the classroom lecture were effective in acquiring and developing both technical and non-technical skills among paramedic students in SBE of N-CPR training.

Mental health training for Australian undergraduate paramedic science students: a review

PurposeThis paper aims to present the current state of evidence regarding the mental health literacy of paramedics and student paramedics and whether mental health literacy affects the care that paramedics provide to their patients with mental illness.Design/methodology/approachEmbase, PubMed, Medline and Google Scholar were searched for recent (2010–2020) English language published articles using the key phrases paramedic AND/OR ambulance AND mental health AND mental health literacy. Additional searches of the reference lists of included articles were undertaken. A descriptive thematic analysis was used to arrive at a narrative synthesis of the study findings.FindingsThe emergency medical services system has taken a primary role in the care of patients with mental illness but has limited capacity for non-emergency psychosocial situations. Negative and judgemental attitudes amongst paramedics towards patients with mental illness is a significant issue and remains a barrier to patients seeking medical care for mental illness. Improved care provision and patient engagement might result from specific education aimed to better enhance paramedics’ mental health literacy.Originality/valueThis literature review provides insights into the current practice of mental health training for Australian undergraduate paramedic science students and the implications for patient care. Recommendations for educational strategies are provided.

Tidal volume according to the 4-point sealing forces of a bag-valve-mask: an adult respiratory arrest simulator-based prospective, descriptive study

BackgroundFor adequate ventilation during bag-valve-mask ventilation, rescuers should ensure a proper mask seal using the one-handed or two-handed technique. Little is known about the magnitude of sealing forces of a bag-valve-mask needed for adequate ventilation. This study aimed to explore the effect of the 4-point sealing forces of a bag-valve-mask on tidal volume while using the one-handed technique, focusing on the moderating effect of C length (the distance from the thumb to the index finger in the C shape of the one-hand EC grip).MethodsA prospective, descriptive simulation study was conducted. A convenience sample of 125 undergraduate paramedic students from two universities was recruited. A self-reported questionnaire was used to collect subjective variables. Tidal volumes, 4-point sealing forces of the mask, peak pressure, and C length of the C shape in the one-hand EC grip were measured using the mechanical lung model under a simulated adult respiratory arrest. Hierarchical regression analysis was used to determine the moderating effect of C length on tidal volume in bag-valve-mask ventilation.ResultsThe average C length, peak pressure, and tidal volume were 7.54 (± 1.85) cm, 11.62 (± 5.40) cmH2O, and 321.66 (± 135.18) mL, respectively. The average range of the 4-point sealing forces was 0.03–0.69 N. The apex sealing force was the weakest among the 4-point sealing forces. Hierarchical regression analysis demonstrated that tidal volume accounted for 62.7% of the variance by C length, peak pressure, and apex sealing force during bag-valve-mask ventilation (F = 9.676, p < 0.001). C length moderated the effect of the apex sealing force and peak pressure on the tidal volume, meaning the higher the peak pressure and apex sealing force, the more the tidal volume and the longer the C length.ConclusionThis first simulation study measuring the 4-point sealing forces during bag-valve-mask ventilation provides effective advice that can be adopted in clinical practice without side effects and underpins the importance of continuous retraining and assessment focused on individual physical characteristics, such as C length and bag-valve-mask sealing forces.

Exploring Resilience in Undergraduate and Early Career Paramedics

Introduction Australian paramedics are frequently exposed to traumatic incidents as part of their role, and subsequently are at increased risk of mental health issues and negative impacts on psychological wellbeing. Evidence suggests student and early career paramedics are also at risk of trauma exposure during clinical placements. Increased levels of resilience are known to be protective against the risks of trauma exposure, and both age and experience may impact resilience. Self-efficacy is also known to influence resilience, however there is limited knowledge regarding the personal factors related to increased resilience in undergraduate and early career paramedic science students. This study aims to examine if resilience differs between age or experience groups, and if controlling for self-efficacy influences these differences. Methods An anonymous online survey was administered to current student paramedics and graduates from a regional Australian university. In addition to demographic characteristics, respondents completed the Brief Resilience Scale and the General Self-Efficacy Scale. Analysis of variance examined differences in resilience score based on age and clinical placement experience groups. Follow up analysis of covariance was conducted to control for self-efficacy scores. Results Analysis showed resilience scores differed between age groups (F(4,54)=3.26 p=0.02. Those 26 to 30 years of age reported significantly higher resilience compared to those 18 to 25 years of age. When controlling for self-efficacy, significant differences were found between clinical placement experience groups F(4,51)=2.72, p=0.04). Those completing 200 to 360 hours had significantly lower scores compared to those with less than 200 hours, 360 to 600 hours, or more than 600 hours. Conclusion We show that self-efficacy moderates resilience in undergraduate paramedic students. Examining the impact of self-efficacy training on resilience may be an important next step in curriculum development.

‘Watson’ the Wellness Dog: Impact of a Wellness Dog on Emotional Wellbeing in Undergraduate Paramedicine Students

Introduction University life can be daunting, especially for those transferring directly from high school. Previous research has found higher education students are at increased risk of mental health issues than the general population. Paramedic students have the usual concerns regarding study, in addition to the potential to be exposed to confronting emergency medical situations during clinical placements. The study aim was to examine whether the presence of a wellness dog had any impact on paramedicine undergraduate students self-reported emotional wellbeing. Methods A wellness dog (named ‘Watson’) was available on alternating weeks for 15 minutes at the beginning of lectures for three individual units. Each unit corresponded to a different year group of paramedic undergraduate students. A brief emotional experience scale was completed at the beginning of each lecture. Comparisons were made between Watson being present versus absent to gauge differences in students’ emotional wellness. Focus groups were run at the end of semester to further explore perceptions of Watson's impact on emotional wellbeing. Results A total of 89 participants were included in the study. Participant emotional wellbeing was found to be higher on ‘Watson present’ weeks compared to ‘Watson absent’ weeks (p&lt;0.001). Focus group data strongly supported Watson's presence in clinical and non-clinical classes, improving self-reported wellbeing and cohort connectivity. Conclusion The presence of a wellness dog appears to have a beneficial impact on undergraduate paramedic students’ emotional wellbeing. Further research is required to explore whether the presence of a wellness dog affects physiological indicators of stress, attrition rates and class attendance.

Undergraduate Paramedic Students’ Experience of Paramedic Tutors Teaching Public Health

Introduction Previous studies have shown teaching public health in medical courses improves students’ analytical, problem-solving and communication skills. However, little research to date has shown if public health teaching is helpful to paramedic students. The aim of this study was to examine if having paramedic tutors teach public health had a positive effect on students’ learning and interest in public health. Methods 184 second-year paramedic students at an Australian university completed a printed survey and provided feedback about their learning experience. Students answered multiple choice and open-ended questions about whether their understanding of a public health subject was improved by having a paramedic tutor, and if having different tutors each week affected students’ learning. Results Most students reported their understanding of public health improved when the subject was taught by a paramedic tutor and when paramedic scenario examples were included in teaching. Nearly half felt having different tutors each week made learning difficult. The following themes emerged from student narratives: the relevance of public health to their career; an improved understanding of public health; a realisation about the importance of public health; difficulties presented by an inconsistent teaching style; and poor follow-up and conflicting advice. Conclusion Teaching public health from a paramedic perspective enabled students to understand the relevance of paramedic practice and the role paramedics play in the public health system. Having the same paramedic tutor teaching each week helped students understand the relationship between public health and paramedic practice.

Investigating Career Intentions of Undergraduate Paramedic Students Studying in Queensland, Australia

Introduction This study explores the career intentions of undergraduate university paramedic students. Other like studies have been completed before paramedicine registration, and this is the first career intentions study to focus on the Queensland perspective. Methods Second year Queensland University of Technology (QUT) undergraduate paramedic students (n=182) were invited to participate. Ethics approval was gained and consent to participate was implied by the completion of a mixed methods questionnaire developed from the extant literature. Data were coded and analysed using Stata 15.1 and NVIVO 12. Results The response rate was 47.3% (n=86). Findings indicated 82.35% of participants intend to pursue paramedic employment after graduating. Queensland Ambulance Service is the preferred choice of employer (78.05%), however 67.07% intended to apply to multiple services for employment, 62.2% are considering private industry employment and 59.76% are contemplating overseas work. Intended paramedicine career length revealed 39.5% of participants plan to work for 20 years or more, 29% for 6–10 years and 18.4% for 11–15 years. Qualitative findings suggest students are concerned about employment opportunities, dislocation from support networks, and feeling unprepared to work in other paramedic jurisdictions. Furthermore, the employer's reputation, culture, internship program and career development opportunities impact on employment decisions. Conclusion The paramedic landscape in Australia appears to be changing. Although the majority of participants intend to work for jurisdictional ambulance services, students are exploring a range of employment opportunities. Understanding the career intentions of undergraduate paramedic students is essential for universities when preparing students for the transition to a globally evolving profession.

Do Non-Rotational Ambulance-Based Placements Affect the Development of Paramedic Competencies from a Student Perspective? A Qualitative Study

Introduction University-led higher education for paramedics has been in place for over 20 years, with students in these programs required to complete supervised clinical placements with an experienced paramedic mentor. This investigation aims to establish whether the non-rotation of paramedic students between paramedic mentors while on ambulance-based placements aids or hinders the undergraduate paramedic student's development of competencies. Methods Purposive and convenience sampling methods were used, with semi-structured group interviews conducted with second year undergraduate paramedic students for data collection. Thematic analysis was used to draw meaning from the collected data. Results Five key themes emerged from within the data. Students reported difficulties in maintaining relationships with their assigned mentors, particularly in situations where conflicting schedules and role changes necessitated frequent rotation between mentors. Students reported feeling there was great variety in the way competency-based learning is managed by paramedic mentors, leading to inconsistencies in assessment. Students also described comparing their own personality and clinical practice against mentors, in order to self-identify more appropriate mentors during the placements. Conclusion This research provides an initial insight into how paramedic students perceive the effects of non-rotational ambulance-based placements on the development of competencies. Based on the findings of this research it is not possible to draw firm conclusions as to whether the non-rotation of ambulance-based placements aids or hinders undergraduate student paramedics’ development of competencies. Further research is required in this area across a variety of settings in order to understand the applicability of these results.

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

Background Ensuring 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.

Assessing Competence of Undergraduate Paramedic Student Practice: A Preliminary Evaluation of the Australasian Paramedic Competency Assessment Tool

Introduction With the recent introduction of registration for paramedics, and an absence of assessment tools that align undergraduate paramedic student practice to competency standards, this pilot study undertook to develop and evaluate a competency assessment tool designed to provide a standardised approach to student competency assessment. This paper reports the first part of a two-part enquiry evaluating the efficacy of the Australasian Paramedic Competency Assessment Tool (APCAT) to assess the practice competency of undergraduate paramedic students. Methods With a focus on gathering professional opinion to evaluate the usability of the tool and inform its development, a mixed methods methodology including a survey and open-ended questions were used to gather data from paramedic educators and on-road assessors in Australia and New Zealand. Data were analysed using descriptive statistics and content analysis. Results The outcome of the evaluation was positive, indicating that 81% agreed or strongly agreed that the tool was user-friendly; 71% believed that expectations of student performance and the grading system was clear; 70% found year level descriptors reflected practice expectations; and 66% believed that the resource manual provided adequate guidance. Conclusion The APCAT is simple and aligns student practice expectations with competency standards. Results indicate the support for a consistent approach for assessment of undergraduate paramedic student competence. Further research will be undertaken to determine the efficacy of using this tool to assess students in the clinical setting.

Standing Out from the Crowd: Improving Employability through Peer Programs and Continuing Professional Development in Undergraduate Paramedic Programs

This commentary discusses two valuable extracurricular opportunities that exist for undergraduate paramedic students to further develop the attributes and capabilities necessary for becoming more competitive in gaining graduate employment in Australian ambulance services. The authors propose that participation in peer programs and CPD while at university offer a relatively simple, cost-effective and equitable opportunity for students to improve their competitiveness for employment with Australian ambulance services.

Determining the Ability of Paramedic Students to Do Drug Calculations

Introduction Mathematical ability and numeracy skills are fundamental requirements for healthcare professionals undertaking patient management in a range of healthcare settings. The objective of this study was to ascertain the mathematical and drug calculation ability of undergraduate paramedic students at an Australian university in the state of Queensland. Methods This study utilised a cross-sectional study design with a previously used paper-based questionnaire to elicit responses about a range of mathematical calculations. A total of 185 Bachelor of Paramedicine students were eligible for this study. The drug calculations were provided using common pre-hospital management scenarios plus additional basic mathematical calculations. Students had no knowledge of the study before receiving the questionnaire at the end of a lecture. Descriptive and inferential statistics were used to report on demographic information and comparisons. Results There were 139 (75.1%) students who participated. Females comprised 59% of the total students with most students less than 25 years of age. Three (2.2%) students answered all questions correctly, however 75 (54.0%) students scored 50% or less. There were 102 (73.4%) conceptual errors, 111 (79.9%) arithmetical errors, and 29 (20.9%) computational errors. There was no statistically significant difference between females and males for the total of correct answers or the types of calculation errors. Conclusion Results from this study demonstrate that paramedic students from an Australian university struggle to solve basic mathematical calculations unaided in a classroom environment. Universities need to ensure mathematical capability with mastery testing, so they are safe when administering drugs on entering the workforce.

Factors Influencing Undergraduate Students' Intention to Use Evidence-Based Practice After Graduation: Development and Validation of a Theory-Based Prediction Model.

Despite curriculum requirements for evidence-based practice (EBP) to be a key component of undergraduate health students' training, few studies have investigated factors influential to students' intention to use EBP after graduation. Self-efficacy is known to mediate and motivate behavior; therefore, it may be a crucial factor linking undergraduate students' EBP education and adoption of positive EBP behaviors. To develop, test, and validate a multivariate, theory-based prediction model with the outcome of students' intention to use EBP after graduation. A correlational study with structural equation modeling was conducted. Model factors were determined from Bandura's self-efficacy theory and previous literature. An online survey comprised of seven validated scales and a demographic tool was distributed to a sample of undergraduate nursing and paramedic students. Two episodes of data collection were conducted to test and validate the model. Evidence-based practice beliefs directly and significantly influenced student intention to use EBP in both models. Sources of EBP self-efficacy also had significant but indirect influence on the outcome variable. Overall variance for intention to use EBP was 25% for the initial model and 18% for the validated model. Evidence-based practice curriculum that supports positive EBP beliefs and integrates Bandura's sources of self-efficacy has potential to positively influence students' intention to use EBP after graduation.

Undergraduate paramedic student experiences working in snow resort medical clinics: a non-traditional interprofessional clinical placement model

&lt;p&gt;&lt;strong&gt;Abstract&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;This study investigates the experiences of undergraduate paramedic students completing interprofessional clinical placements in snow sport injury clinics. Qualitative methods were used to investigate the experiences of participants (n=6) undertaking a non-traditional ambulance clinical placements as part of a multidisciplinary healthcare team. Ethical approval was obtained through X University. Data were collected via one-on-one face-to-face interviews and analysed using holistic and focused coding. Results were divided into three main categories, namely pre-placement, intra-placement and post placement phases. As it was a new placement, student capabilities were not initially known by clinic staff. Nevertheless the workplace culture was inclusive and supportive, and paramedic skills were applicable in the clinic environment. Despite the placement costs being excessive, participants viewed it as an investment in their future careers. Benefits of the placement included improved maturity levels, acquisition of professional networks, an understanding of interprofessional practice and an exposure to clinical skills not normally practiced on traditional ambulance placements. The interprofessional clinical placement appears to be a valid alternative to traditional ambulance placements. However, using this model to replace mainstream placements is problematic due to the costs involved, the limited number of spots available and the seasonal occurrence of snow sports. &lt;/p&gt;