References
An innovation in mental health specialty placements
Abstract
The current article describes how an innovative approach to mental health training for student paramedics can prepare the future workforce with the skills and knowledge needed to provide high-quality care. Action research methodology is used to describe the delivery and evaluation of the placement, identifying its key and sustainable learning impacts for all involved. Key to its success was the co-production of the placement from beginning to end, including service users and qualified paramedics. The outcome of the placement enabled students to develop the confidence and ability to provide compassionate person-centred care as well as the skills to cultivate self-care and resilience.
Mindful of the current driver for parity of esteem between mental and physical health care (McShane, 2013), for those in mental health (MH) crisis, it is well-evidenced that first presentation will often be within the pre-hospital setting (Hawley et al, 2011). It has been recognised ‘that historically and currently, paramedics are the first point of contact for patients with mental health episodes’ (Berry, 2014). In the UK, the London Ambulance Service (2015) stated that they had experienced a 15% increase in MH-related calls between 2012 and 2015. A report published by the UK National Audit Office identified that ambulance service demand is rapidly increasing and MH-related conditions are perceived to be a contributing factor (Morse, 2017).
Following a membership survey conducted by the College of Paramedics, paramedic clinicians within the UK have stated that they feel they have inadequate skills and knowledge to be able to provide sufficient care to patients with MH conditions (Berry, 2014). Recommendations following the Paramedic Evidence Based Education Project (Lovegrove, 2013) suggest a stronger knowledge and skills focus during training in a number of areas, including general MH, wellbeing and dementia.
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