PP41 A qualitative investigation into undergraduate student paramedics’ experiences and perceptions of their education and training in attending out-of-hospital cardiac arrest
Year: 2024
Type: conference-abstract
Abstract: Background The move to a university education for paramedics, limited exposure to out-of-hospital cardiac arrest (OHCA) and reduced clinical placement experience has increased use of simulation in education. However, little is known about student experiences of simulation training and its relationship to their first experience of OHCA. The aim of this study was to explore the lived experiences of paramedic science undergraduate students in their simulation training for and attendance at their first OHCA. Methods A qualitative study was conducted, drawing on cognitive load theory, using semi-structured interviews and rich-picture exercises, with seven final year paramedic science undergraduate students. Transcribed, verbatim data were analysed using a mixed inductive and deductive approach to thematic analysis. Researcher (critical care paramedic) reflexivity was employed throughout. Results Five themes emerged, including first cardiac arrest attendance as ‘a phantasmagorical and grave experience’, (surreal and life-changing); ‘sim-balance’, made up of the sub themes: ‘wax on – wax off, to infinity and beyond’ (learning the fundamentals before pushing the limits), ‘minimise the ‘squirrel moments’’ (minimising extraneous load to improve learning) and ‘making the extraordinary ordinary’ (learners build increasingly complex schemas that become that automated if rehearsed and consistent). Other themes were ‘stand by me’ (wellbeing issues), ‘green learning’ (informal ‘ambulance curriculum’) and ‘‘it’s no use going back to yesterday, I was a different person then’’ (intense learning journey). Conclusions Student experiences of simulation for and first OHCA can be conceptualised as a personal and professional journey with death and responsibility. Students perceived themselves to be both supported and hindered by simulation, mentoring and an informal curriculum. The study highlights the use of rich-pictures as a method and raises questions for further research of timing of clinical placements, cognitive load theory-informed simulation and the impact of ‘green learning’. The study was limited to a single university setting.
Source: Poster presentations
Authors: David Carter, Mary Halter
Language: English
Subfield: Emergency Medicine
Field: Medicine
Domain: Health Sciences
Open Access status: bronze
OpenAlex ID: W4405154926