Planning and writing an evidence-based critical reflection


The shift of training and education of technicians and paramedics towards an academic pathway in higher education Institutes has placed greater emphasis on the need for students to demonstrate clinical effectiveness through evidence– based practice (EBP) and critical reflection in and on practice. However, the health care literature highlights that students often find it difficult to grasp the elements involved in asking questions about their practice, searching the literature and applying their findings to their critical reflections on practice. Evaluation of the learning needs of a group of nursing students reflected these findings. As a result, a guide was formulated to support student nurses in the development and application of these skills when using the Gibbs' model of reflection and this has been adapted for student paramedics. This article presents a set of guidelines which incorporate the Lenburg competency, outcomes and performance assessment (COPA) model (2002); a patient intended outcome, paramedic intervention (PIP) model, and an adapted Gibbs' reflective cycle model (Figure 1) which paramedic students can use to develop the skills required to systematically plan and write evidence based critical reflections on practice.

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