Planning and writing an evidence-based critical reflection

The continual progression and dynamic nature of health care provision, increasing consumer demands and the requirements of clinical governance in the modern NHS, have dictated the need for the adaptation of systems of care which are resource efficient and cost effective (Department of Health (DH), 1998). Furthermore, the knowledge and skills required of health care professionals have evolved and it is paramount that future practitioners are ‘fit for practice’ at the point of registration (Health Professionals Council (HPC), 2007).

These changes are reflected in the provision of prehospital care (DH, 2001) with greater responsibility being afforded to the ambulance service for mobile health provision (DH, 2005). These changes have necessitated the development of the role of the paramedic to provide evidence based emergency care (College of Paramedics (CoP), 2008).

Consequently, there has been a shift in the training and education of technicians and paramedics from the customary methods instigated by the Institute of Health Care Development, towards an academic pathway in association with higher education institutes (HEIs). This is supported by the CoP Paramedic Curriculum Guidance and Competence Framework (2008), the HPC Standards of Proficiency (2007) and Standards of Education and Training (2009), and the Quality Assurance Agency (QAA) Benchmarking Statements (2004). As a result, greater emphasis has been placed upon the need for paramedics to demonstrate clinical effectiveness through the use of critical reflection and evidence–based practice (EBP).