Experiences of learning, development and preparedness for clinical practice among undergraduate paramedicine students, graduate/intern paramedics and their preceptors: a qualitative systematic review
Date
2021
Authors
Hanna, Hilding
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Thesis
Citation
Statement of Responsibility
Conference Name
Abstract
Objective
This systematic review aims to identify and explore the barriers to and facilitators of learning and
preparedness for clinical practice among undergraduate paramedicine students, graduate/intern
paramedics and their preceptors.
Introduction
The educational landscape for paramedicine has evolved considerably since the introduction of the first
paramedicine Bachelor’s degree. A need to identify the contemporary barriers to and facilitators of
learning within the context of early career training in paramedicine education is needed.
Inclusion criteria
Participants were undergraduate paramedicine students, graduate/intern paramedics, newly qualified UK
paramedics and their preceptors, within Australia, the UK and New Zealand. Published and unpublished
English studies utilizing qualitative research designs were considered.
Methods
Five bibliographic databases (PubMed, CINAHL, ERIC, Embase and ProQuest dissertations and theses)
were searched in 2018. Websites relevant to paramedic learning and a hand search of paramedicine
journals (2019) were also undertaken. All studies identified from the search were examined against the
inclusion criteria. Papers selected for inclusion were assessed by two independent reviewers for
methodological quality prior to inclusion in the review. Qualitative research findings were extracted and
pooled. Findings were assembled and categorized based on similarity in meaning. These categories were
then subjected to a meta-synthesis in order to produce a single, comprehensive set of synthesized
findings.
Results
Twenty-six studies were included in the review: eleven studies used semi-structured interviews, five used
open-ended interviews and ten used focus groups, with a total sample size of 564 participants. Sixteen
studies focussed on undergraduate paramedicine students, four involved paramedic preceptors, two
focused on paramedic educators at paramedicine universities, and four included undergraduate paramedicine students and their preceptors. A total of 295 findings were extracted and grouped into
twenty-eight categories. Categories were grouped into five synthesised findings as follows;
• The role of mentoring/preceptorship
• Opportunities to develop emotional intelligence and communication skills
• The role of non-traditional placements/experiences
• The role of non-traditional classroom teaching methods
• Preparedness for practice
Conclusions
A variety of learning models exist with barriers and facilitators that impact on paramedicine students,
graduate paramedics, and preceptors. The findings emphasize the importance of a preceptor to student
learning; and the need to develop paramedicine students’ skills/capacity in dealing with the emotional
side of paramedic practice. Paramedicine students and paramedic graduates were found to be
underprepared to communicate effectively with patients, families and other professionals. Most of these
barriers could be mitigated by the utilization of non-traditional placements/experiences and with the use
of non-traditional teaching methods. The introduction of a paramedic facilitator model was shown to have
considerable benefits, suggesting that the introduction of a national model, similar to that of other allied
health models, may be beneficial. The findings indicate a need for more effective communication between
the education sector and industry in relation to the challenges that currently exist in paramedicine
education and what models appear to facilitate learning, development and preparedness for clinical
practice.
School/Discipline
School of Medicine : Medicine
Dissertation Note
Thesis (MPhil) -- University of Adelaide, Adelaide Medical School, 2020
Provenance
This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals