Nearly qualified student paramedics' perceptions of reflection and use in practice

The paramedic role is becoming increasingly complicated and varied, necessitating paramedics to be highly-skilled and knowledgeable evidence-based practitioners. High-quality education and subsequent continued professional development (CPD) are essential.

Reflection encompasses a key part of this CPD (Health and Care Professions Council (HCPC), 2012; 2014). The process of reflection, when involving the collection of evidence and data from multiple sources, is said to promote deep reflection and self-assessment, which in turn produces a more accurate and valid evidence base from which skill and knowledge development and improvement can take place (Boyd and Fales, 1983). In order for reflection and reflective practice to develop and thrive, the environment should provide certain factors. These include intellectual and emotional support, and an organisational climate that promotes respect, mentoring access, time for group discussion and reflection, as well as freedom to express opinions (Devenny and Duffy, 2014). For reflection to be entrenched in the learner's mind, mentors and facilitators need to provide quality teaching and learning opportunities, support, clinical leadership behaviours and a positive work culture (Walker et al, 2013).