Paramedic academics in Australia and New Zealand: The 'no man's land' of professional identity.

Those transitioning from practice to academia can struggle with the perception that they might lose their hard-won and deeply-held professional identity, while grappling with the difficulty of creating an academic identity. This is a common experience for those entering universities with strong clinical identities. Paramedics, as members of an emerging health profession, share these challenges with nursing and allied health professionals. In this study of paramedic academics in Australia and New Zealand, a majority did not consider themselves to still be paramedics on the basis that they were no longer clinically active. Nor did they consider themselves to be academics as most lacked doctoral qualifications and associated scholarly achievements that made them feel worthy of a place in the 'academy'. This lack of a professional identity as either a paramedic or an academic places them in a 'no man's land' of professional identity. Many are unable to effectively fuse their paramedic and academic identities to become comfortable as 'paramedic academics'. For this to change, there needs to be a partnership between the paramedicine discipline and universities to ensure that paramedics entering academia have a recognised and valued career pathway and are better prepared to make the transition to academia.

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study.

This Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month 'mentorship partnership' intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) 'building relationships for active engagement', 2) 'voicing cultural and social hierarchies', and 3) 'enacting collegiate community'. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

The use and limits of eye-tracking in high-fidelity clinical scenarios: A pilot study.

AIM: To explore the potential of mobile eye-tracking to identify healthcare students' area of visual interest and its relationship to performance ratings. BACKGROUND: Eye-tracking identifies an individual's visual attention focus, and has been used as a training technique in medicine and in nursing. In this study participants wore a point of view (PoV) camera within a spectacle frame during simulation education experiences. METHODS: Thirty-nine final year nursing and paramedicine students individually participated in three 8 minute clinical simulations with debriefing using videoed eye-tracking recordings. Coloured dots on the video depicted the participant's pupil fixation on five targeted areas. Data extracted from the video camera were collated to report time spent on each target (their 'gaze'). RESULTS: The mean total gaze of expert designated targets in the environment for three 8 minute scenarios was 40-77%. Of 35 participants' focus on three main areas of interest, their priority was the patient's head (34%), the patient's trunk (24%) and their clinical assistant (5%), with significant differences between nursing and paramedic disciplines (P < 0.05). Objectively rated clinical performance improved significantly by the third scenario (P ≤ 0.001). Participants were positive regarding use of eye tracking during debriefing. CONCLUSIONS: Eye tracking has the potential to enhance debriefing and educational outcomes, although there are limitations to gaze capture in high fidelity environments and resource cost is high. Further study is warranted to enable better understanding of how expert clinicians achieve high levels of performance.

Developing situation awareness amongst nursing and paramedicine students utilizing eye tracking technology and video debriefing techniques: a proof of concept paper.

OBJECTIVE: The aims of this quasi-experimental before-and-after study were to first determine whether the use of eye tracking technology combined with video debriefing techniques has the potential to improve the quality of feedback and enhance situation awareness (SA) in simulated settings and second to determine students' satisfaction towards simulated learning. METHODS: Nursing and paramedicine students from three universities participated in three 8-minute simulation scenarios of acutely deteriorating patients. Eye tracking glasses video recorded the scenarios and tracked right eye movement. On completion, participants were questioned using the Situation Awareness Global Assessment Technique, completed the Satisfaction with Simulation Experience Scale (SSES), and provided textual feedback and received video-based verbal feedback. RESULTS: Participants lacked awareness of presenting medical conditions and patient environments and had poor recall of patient vital signs. Significant improvements in SA scores were demonstrated between the first and third scenarios (P = 0.04). Participants reported greater insight into their performance and were satisfied with simulated learning. CONCLUSIONS: Use of visual field review techniques appears to enhance the use of realistic simulated practice as a means of addressing significant performance deficits. Eye tracking and point of view recording techniques are feasible and with applicable debriefing techniques could enhance clinical and situated performance.

A cross-sectional study of paramedics' readiness for interprofessional learning and cooperation: results from five universities.

INTRODUCTION: Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. METHODS: Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). RESULTS: Students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. CONCLUSIONS: This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation.

Use of mechanical ventilation protocols in intensive care units: a survey of current practice.

INTRODUCTION: Mechanical ventilation protocols for treating intensive care unit (ICU) patients are often recommended to improve process of care and outcomes, but their composition may be variable and penetration into clinical practice may be incomplete. We sought to ascertain ICU and hospital characteristics associated with adoption of mechanical ventilation (MV) protocols in Ontario, Canada. METHODS: We surveyed respiratory therapy leaders in all 97 Ontario hospitals capable of providing MV in an ICU. RESULTS: We received responses from 70 hospitals (72.2%). Two-thirds (46/67; 68.7%) of hospitals reported having a respiratory therapist on duty 24 hours/7 days per week. Mechanical ventilation protocols were present in most hospitals (47/67; 70.2%), but low tidal volume ventilation was incorporated into only half of these protocols (24/44; 54.5%). Factors associated with reported use of MV protocols were intensivist-staffing model (89.3% vs 56.4%; odds ratio [OR], 6.44; [95% confidence interval {CI}, 1.66-25.0; P = .007]), presence of daily multidisciplinary rounds (84.4% vs 42.9%; OR, 7.24 [95% CI, 2.22-23.6; P = .001]), and presence of 24 hour/7 days per week respiratory therapist coverage (87.0% vs 36.4%; OR, 11.7 [95% CI, 3.44-39.6; P < .001]). The likelihood of having an MV protocol also increased with increasing patient-to-physician ratio (OR for each increase of 1 patient, 1.17 [95% CI, 1.01-1.35; P = .034] and increasing ICU size (OR for each additional ICU bed, 1.05 [95% CI, 1.00-1.10; P = .04]). CONCLUSION: Most surveyed hospitals reported the presence of a protocol for MV, but only half of these incorporated low tidal volume ventilation. Several organizational factors were associated with adoption of protocols, and therefore, these should also be considered when evaluating the impact of protocols on clinical outcomes.

Achy breaky makey wakey heart? A randomised crossover trial of musical prompts.

OBJECTIVE: Compared with no music (NM), does listening to 'Achy breaky heart' (ABH) or 'Disco science' (DS) increase the proportion of prehospital professionals delivering chest compressions at 2010 guideline-compliant rates of 100-120 bpm and 50-60 mm depths? METHODS: A randomised crossover trial recruiting at an Australian ambulance conference. Volunteers performed three 1-min sequences of continuous chest compressions on a manikin accompanied by NM, repeated choruses of ABH and DS, prerandomised for order. RESULTS: 37 of 74 participants were men; median age 37 years; 61% were paramedics, 20% students and 19% other health professionals. 54% had taken cardiopulmonary resuscitation training within 1 year. Differences in compression rate (mode, IQR) were significant for NM (105, 99-116) versus ABH (120, 107-120) and DS (104, 103-107) versus ABH (p<0.001) but not NM versus DS (p=0.478). Differences in proportions of participants compressing at 100-120 bpm were significant for DS (61/74, 82%) versus NM (48/74, 65%, p=0.007) and DS versus ABH (47/74, 64%, p=0.007) but not NM versus ABH (p=1). Differences in compression depth were significant for NM (48 mm, 46-59 mm) versus DS (54 mm, 44-58 mm, p=0.042) but not NM versus ABH (54 mm, 43-59 mm, p=0.065) and DS versus ABH (p=0.879). Differences in proportions of subjects compressing at 50-60 mm were not significant (NM 31/74 (42%); ABH 32/74 (43%); DS 29/74 (39%); all p>0.5). CONCLUSIONS: Listening to DS significantly increased the proportion of prehospital professionals compressing at 2010 guideline-compliant rates. Regardless of intervention more than half gave compressions that were too shallow. Alternative audible feedback mechanisms may be more effective.