Sometimes a profound truth can be found hiding in a piece of trivia. I thought this recently reading surely one of the silliest stories of the media's annual silly season.
The World Health Organization (WHO, 2010) recognises that interprofessional learning (IPL) in education institutes is an innovative strategy in mitigating the health workforce crisis and improving patient outcomes. Almost 50 years of evidence has enabled the WHO and its partners to conclude that IPL is a part of education that will shape an effective and collaborative workforce, which will ultimately support local health needs. Furthermore, Barr et al (2014) highlighted that IPL should be embedded across university programmes, in order to maximise the learning experiences of healthcare students.
Sharing the visionAfter taking it to the wider team, we could see where it linked to each area of practice we were teaching and set about embedding it into all of our practice placements and linking it to our teaching sessions around patient care. Paramedics' work is >95% urgent, unscheduled care which includes minor injury, illness and other things that do not require us to transport patients immediately to hospital. However, these patients still need the care, compassion, commitment, competency, courage and communication skills of paramedics to help them navigate the care system, refer them to an appropriate provider, or help them to self care at home. We decided to ‘adopt’ these as our core values for every placement that our students attend and state them clearly in their assessment documentation.
Advance refusals of medical treatment present complex dilemmas with ethical, moral and legal facets. A competent patient may refuse any treatment, even where the decision may lead to an untimely death. The same holds true with respect to an incompetent patient with an advance directive made when that patient was competent and there is no reason to believe that the patient has changed his or her mind.Advance statements arise from respect of patient autonomy and the introduction of The Mental Capacity Act 2005, which aims to provide consistently better protection and greater empowerment for vulnerable people and their autonomous rights.This article outlines how the patient's right to choose in advance how they are to be treated if not competent to make his own treatment decisions is a positive development in the law. However, it may be of limited effect, as the majority of people will probably never make an advance statement. As a result, we should educate both patients and doctors about their rights in relation to medical decision-making, particularly as our increasing ability to prolong life makes decisions to terminate life-sustaining treatment more common. In order to respect patient autonomy, avoid harm to patients and reduce the risk to paramedics of civil or criminal liability, paramedics need to determine the legal validity of advance directives before making their treatment decision. In cases of uncertainty treatment decisions should be made in the patient's best interests while legal advice is sought as to the validity of the directive.
Febrile convulsions are relatively common presentations to the ambulance service and occur in 2–5% of the population. A febrile convulsion is a convulsion associated with a temperature above 38oC in paediatrics aged between six months to six years with peak occurrence at 18 months of age. The majority of febrile convulsions (70%) are classed as simple febrile convulsions which are limited in duration with no long-term neurological impact on the child. These simple febrile convulsions can be safely managed within the community in many cases except where it is their first febrile convulsion, aged under 18 months old, are already on antibiotics or there is no obvious cause of infection resulting in the convulsion. The risk of a febrile convulsion being the sole indicator of epilepsy is extremely low.
Objectives:In Australia and New Zealand, there is increasing demand for academically qualified paramedic practitioners to assume academic roles in university paramedic programs. However, little is known about the transition from paramedic practice to an academic role within a university. This scoping review was initiated to find any relevant literature that could answer the question, ‘What is known about the transition of industry-based paramedic professionals to academic roles in universities?’Design:This scoping review used a five-stage framework developed by Arksey and O'Malley, which identified the research question, relevant studies, study selection, charting the data and collating, and summarising and reporting results.Data sources:Key search terms were selected to achieve the broadest acquisition of potential articles and other sources of information. The terms were used to search Medline, Cochrane, CINAHL, Wiley Online, Informit, and Google Scholar databases. The SPIDER tool was used to assist with the determination of the key search terms used in this review.Review methods:An extensive search of titles was conducted, original articles were sourced and then inclusion and exclusion criteria were applied to select articles that were appropriate to the research question.Results:In exploring the question: ‘What is known about the transition of industry-based paramedic professionals to academic roles in universities?” no articles were deemed relevant’.Conclusions:The dearth of literature on the transition of industry-based paramedics to academic roles within universities is a major gap but perhaps, not surprising, given that paramedicine is still moving toward professionalisation. However, as the paramedic profession matures, the demand for degree level education will increase, with an associated increase in demand for paramedic academics. Developing knowledge of transition experiences will be central to the successful recruitment of new paramedic academics.
OverviewParamedics often attend patients with long-term alcohol problems. This article aims to give paramedics an insight into the breadth of complexity of these alcohol-dependent individuals and the necessary considerations for clinical care in the out-of-hospital environment.Learning OutcomesAfter completing this module the paramedic will be able to:Know the overall impact too much drinking has on the bodyBe aware of and be able to spot the symptoms of alcohol-use disorderKnow the functions of each organ affected by excessive alcohol consumptionKnow how the symptoms relate to the pathology of individual organs
The growth of community paramedicine-mobile integrated health-care programmes has increased steadily across the United States since the term was first used in print in the United States by Kevin McGinnis in 2001. Unfortunately, the basic definitions of Emergency Medical Services as well as regulations in Virginia may block full implementation of this program, unless they can be changed. Yet one program in Chesterfield County has found a way to start successfully, despite these challenges.
This book sees a return to the tried and tested format of case studies as a medium for learning, so is surely a safe ground for the authors and publisher alike?
RegistrationRegistration for the SPIRES event took place on the first day at Oxford Brookes University, providing an opportunity to meet the paramedic science team and the representatives from HEI's and neighbouring ambulance service trusts. Dr John Black, medical director for South Central Ambulance Service, delivered a formal welcome to the competing teams and promised an exciting weekend for all competitors (South Central Ambulance Service NHS Foundation Trust, 2016). During registration students were encouraged to involve themselves in the social media dialogue and contribute their ‘team selfie’ to the SPIRES2016 online hashtag. This was a brilliant way to communicate with the wider paramedic community and build excitement at the event. After the reception, each team received a SPIRES itinerary and were directed to their accommodation on the OBU campus.