References

Principles of Child Development University of Tennessee Extension Family and Consumer Sciences. 2012. http//fcs.tennessee.edu/humandev/kidsmart/ (accessed 29th October 2012)

A Curriculum Framework for Ambulance Education.Derby, UK: British Paramedic Association; 2006

Articles of Association. 2011. http//www.collegeofparamedics.co.uk/downloads/Articles_of_Association_JUNE_2011.pdf (accessed 30 November 2012)

Paramedic Curriculum.Bridgwater, UK: College of Paramedics; 2008

Guidance & Competence Framework.Derby: CoP;

Guidance & Competence Framework.Bridgwater, UK: College of Paramedics; 2008

Standards of Education and Training.London: HCPC; 2012

Statutory Instruments. 2001. http//www.hpc-uk.org/assets/documents/1000061DThe_Health_Professions_Order.pdf (accessed 30 November)

UK Ambulance Service Clinical Practice Guidelines. (2006).London: The Ambulance Service Association; 2006

Raising a profession

07 December 2012
Features
02 December 2012
Volume 4 · Issue 12

As a father of three children it is fascinating to watch as they grow and develop. Likewise it has been exciting to be part of the growth and development of the paramedic profession that has only recently completed its first decade with registration. Children follow a developmental pathway on their journey to becoming independent and hopefully balanced and objective adults. This commentary focuses on highlighting the potential parallels between raising, or developing, a profession and raising children which in turn underscores the nature of the process which takes place over many years and requires constant attention with important decisions to be made throughout.

A number of child development models exist but in general they focus on achieving milestones in a variety of domains over time. These domains are physical, mental, emotional and social development. The principles of child development include (Brandon, 2012):

  • Development is orderly. Children usually have to learn one skill or develop in one area before they can learn another skill. For example, infants crawl before they walk, eat soft foods before solid foods, and coo and babble before they form words. Over time they develop mastery of skills.
  • Development occurs in stages. Children seem to go through stages of development where a lot of changes will occur followed by a period of little noticeable changes before the next level of development occurs.

    • Using a selection of key phrases from each of the child development stages (Brandon, 2012) this commentary draws parallels with the observed development of the paramedic profession which is actually history being made in full view of us all.

    The baby

  • Having someone read to him/ her helps the brain develop (2–3 months)
  • Is able to sit alone for a short time (7–9 months)
  • Copies speech sounds (7–9 months) Likes being read to (10–12 months)

    • This of course had to begin with a birth and in the context of the paramedic profession the birth came about when groups of doctors in several parts of the UK formulated plans aimed at improving outcomes for patients suffering from cardiac and other acute events. These doctors trained small teams of ambulance service personnel initially with advanced skills which then led to the first national courses in the mid–1980’s which were known as ‘extended training’. These were very much based on a training methodology and there was an eagerness and enthusiasm to learn from the individuals involved. The term ‘extended trained ambulance staff’ was quickly replaced with the term ‘paramedic’.

    The early years

  • Doesn’t know what is unsafe (1 year)
  • Is learning that she is a separate person (2 years)
  • Gets angry when he can’t do something (2 years)
  • Responds to guidance (3 years) May not obey limits/tests rules (4 years)
  • Has lots of energy (4 years)
  • Is always asking why (4 years)
  • Follows commands well (5 years).

    • During the toddler years exploration is fundamental. Children want to get out and try a number of skills. If they cannot do something they ask why, but are reasonably content with following protocols at the five year mark. In the early development of paramedics there was very much a protocol led system with the medical profession taking responsibility for setting the boundaries. Each ambulance service also had a paramedic steering committee which reviewed issues that arose and refined protocols locally.

    Children

  • Likes to have successes noticed (7–8 years) Points out when parents are wrong or do things they tell children not to do (7–8 years)
  • Learns and understand rules (9–10 years)
  • Thinks in more adult terms (9–10 years)
  • Changes in body can be frightening (9–10 years)
  • Peers are important (9–10 years).

    • During this period of child development it can be normal to be frightened about the changes that are occurring and peers become increasingly important influencing the child's views over those of the parents.

    In 2000 the progress and success of paramedics was recognised through registration and the development of independence began to emerge with the formal establishment of the profession (Health Professions Order (HPO), 2001).

    Teenagers

    Young teens have strong beliefs. They want to be heard. They can state their thoughts more clearly. They still think more about the present than the future (11–13 years)

  • They begin to doubt their parents’ beliefs (11–13 years)
  • Girls begin to like boys (11–13 years)
  • They needs lots of rest (14–16 years)
  • They are becoming self reliant (14–16 years)
  • They are more responsible. Being treated fairly is important to them. They can think about things that cannot be seen or touched, such as spiritual ideas and things like love, respect and justice (14–16 years)
  • They need rules and structure for security, but rebel against the rules (14–16 years)
  • They may stop hugging and kissing parents, especially in public (14– 16 years).

    • While not dwelling on needing lots of rest or sexual attraction, it is at this stage the development of beliefs becomes fundamental and potentially can be paralleled to the professional body which is by now making clear position statements. The profession continues to respect those more experienced groups that have assisted in the journey so far, but views are being formed which are based on the experiences of the new professionals who want to be sure these are taken into account when important plans and decisions are being made. The shift from protocol led care to guidelines (Joint Royal Colleges Ambulance Liaison Committee and Ambulance Service Association (JRCALC), (2006) is important at this stage as is the publication of evidence led by paramedics.

    Becoming an adult

  • Older teens are able to think ideas through (17–19 years)
  • They are able to see both sides of an issue (17–19 years)
  • Friends are important but there is room for other relationships; conflict with parents begins to decrease; concern for others increase (17–19 years)
  • They are more independent (17–19 years).

    • The goal of parents is to produce independent and well-balanced adults; accepting that these will be people who emerge different to themselves. As the paramedic profession continues to develop, establishing this identity will become increasingly important as will the acknowledgement and respect of the medical and other professions (the parents to the child) that have assisted and guided and who have steered this journey.

    The curriculum guidance

    One of the key roles of a professional body is to set the curriculum for the profession. This is recognised by the Health and Care Professions Council (HCPC) when validating courses with a requirement for the education providers programme to ‘reflect the philosophy, core values, skills and knowledge base as articulated in any relevant curriculum guidance’ (HCPC, 2012).

    The first curriculum produced by paramedics was published in 2006 (British Paramedic Association (BPA), 2006). The second edition was published in 2008 (CoP, 2008) and the College is in the process of consulting on the third edition, to be published in 2013. The curriculum takes into account that the paramedic role is changing to match the workload in which they operate and it increasingly tries to define what a ‘paramedic’ is and therefore how individuals should be prepared for the role.

    Conclusion

    Is it may be a little far fetched to compare child development and profession development? There are certainly some aspects where there are parallels. Readers can draw their own conclusions about where they think the paramedic profession is in its development today and what it still needs to do to become the equivalent of an independent fully grown adult (or an established profession).

    The council of the CoP would like to put on record its appreciation and enormous gratitude to those who have nurtured the development of the profession. It is often quoted that ‘it takes a village to raise a child’. In the case of raising the paramedic profession many individuals and groups have been involved and without them it would not be where it is today. As previously noted, these others have included the medical and nursing professions; and there has also been midwifery, educationalists, leaders and senior managers in ambulance services, and others.

    The aim of this short article has been to illustrate that just like the development of a child, the development of a relatively new profession takes time. It also takes effort, commitment and an acknowledgement that continuing to work with others positively will enhance the process and add value to the paramedic profession and the benefits it brings to patients in particular and society in general.