RESUMEN
INTRODUCTION: Paramedic practice is highly variable, occurs in diverse contexts, and involves the assessment and management of a range of presentations of varying acuity across the lifespan. As a result, attempts to define paramedic practice have been challenging and incomplete. This has led to inaccurate or under-representations of practice that can ultimately affect education, assessment, and the delivery of care. In this study, we outline our efforts to better identify, explore, and represent professional practice when developing a national competency framework for paramedics in Canada. METHODS: We used a systems-thinking approach to identify the settings, contexts, features, and influences on paramedic practice in Canada. This approach makes use of the role and influence of system features at the microsystem, mesosystem, exosystem, macrosystem, supra-macrosystem, and chronosystem levels in ways that can provide new insights. We used methods such as rich pictures, diagramming, and systems mapping to explore relationships between these contexts and features. FINDINGS: When we examine the system of practice in paramedicine, multiple layers become evident and within them we start to see details of features that ought to be considered in any future competency development work. Our exploration of the system highlights that paramedic practice considers the person receiving care, caregivers, and paramedics. It involves collaboration within co-located and dispersed teams that are composed of other health and social care professionals, public safety personnel, and others. Practice is enacted across varying geographical, cultural, social, and technical contexts and is subject to multiple levels of policy, regulatory, and legislative influence. CONCLUSION: Using a systems-thinking approach, we developed a detailed systems map of paramedic practice in Canada. This map can be used to inform the initial stages of a more representative, comprehensive, and contemporary national competency framework for paramedics in Canada.
RESUMEN
BACKGROUND AND AIMS: Paramedics attend an unprecedented number of drug poisoning events daily in British Columbia (BC), Canada, due to the ongoing public health crisis related to an increasingly toxic and unregulated street supply of illicit drugs. Paramedics have the potential to support alternative models of care to reduce harm, but their perspectives toward harm reduction initiatives are polarized. Understanding the drug-related substance use content in paramedic curriculum documents is important for deploying effective harm-mitigating programs. The aim of this study was to determine how illicit drug-related substance curriculum prepares paramedics for practice in British Columbia. METHODS: We performed a document analysis of curriculum documents in BC's paramedic training institutions, the primary program textbook, and the 2011 National Occupational Competency Profile (NOCP) for Paramedics in Canada. We used O'Leary's eight-step process to guide the planning and procedure of the analysis. We analyzed and coded documents both inductively and deductively and subsequently combined, refined, and used the codes to inform the development of themes via reflexive thematic analysis. The Checklist for Assessment and Reporting of Document Analysis (CARDA) tool was used to report our analysis. RESULTS: Of the 45 documents analyzed, 23 included codes relevant to the research questions. Paramedics are primarily taught to care for people who use drugs in an acute drug poisoning response only, with little consideration of holistic care and no meaningful mention of harm reduction. Some stigmatizing language was found within the content. CONCLUSIONS: Many opportunities to introduce holistic models of care for people who use drugs along the entire continuum of care are unaddressed by paramedic curriculum documents in BC. Curriculum developers should include people who have lived and living experience of drug use in the co-design of educational programs involving their care. Further qualitative analyses are required to evaluate the relationship between paramedic education and provider-based stigma.
