References
The art and science of mentorship in action
Abstract
The authors have collaborated to produce this article bringing together more than 60years of combined experience of paramedic practice, education and management. All maintain their paramedic registration and have among their goals the advancement and development of knowledge, skills and professionalism to promote an effective contemporary paramedic who continues to meet the care needs of the communities they serve.
Practice mentors are pivotal to the success of a modern, fit-for-purpose paramedic curriculum that requires a significant proportion of learning and assessment to take place in the practice setting. This article focuses on the support that is needed for mentors during major professional and organisational change. Change which is aligned to localised multifaceted organisational strategies and change which includes supporting mentors, enabling them to carry out their function professionally, effectively and with confidence. This article discusses experiences of a collaborative, structured approach to mentorship support which is achieved through organisational, educational and professional alliances. It also explores other approaches and suggests a way forward in terms of a national governance framework.
Paramedic practice mentors are pivotal to the success of an educational curriculum where 50% of learning takes place ‘in practice’ predominantly with the emergency service hub of any given ambulance trust. In 2006, the paramedic profession across the UK was experiencing significant changes in terms of educational curriculum, care delivery approaches and structures in order to meet the changing needs of patients as well as future corporate care delivery strategies. Those strategies were introduced to help prepare the profession for a move to higher education institutions (HEI) suggested by Bradley (2005).
Before 2006, numerous structures, relative to service delivery management, education, and clinical leadership, existed and the pace of change meant that paramedics acting as work-based trainers, supervisors or assessors had little time to adjust to new approaches. Nonetheless, a recent audit report and formal student feedback demonstrates that despite these challenges, paramedics acting as mentors have generally been providing constructive support and learning experiences which compare well with other healthcare professionals:
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