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Herausgeber: John Wiley & Sons
Kategorie: Fachliteratur
Serie: Fundamentals
Sprache: Englisch

Beschreibung

Fundamentals of Paramedic Practice

An indispensable guide for aspiring paramedics and emergency medical professionals

Paramedic practice is swiftly evolving, driven by changes in the paramedic curriculum. To meet the growing demands of the community, student paramedics and clinicians working in out-of-hospital care must stay abreast of this rapid evolution.

Fundamentals of Paramedic Practice, Third Edition contributes to driving the profession forward and provides a comprehensive, accessible text authored by experienced paramedics and academics. This third edition has undergone comprehensive updates, introducing new chapters that provide students and recently registered practitioners with a vital overview of the theory and practice of contemporary paramedicine. This is an essential resource for the next generation of paramedics and out-of-hospital practitioners. Readers of the third edition of Fundamentals of Paramedic Practice will find:

A multidisciplinary approach incorporating varied and dynamic research
New chapters on subjects including end of life care, domestic violence, and paramedic wellbeing
Learning activities to aid understanding and retention

Fundamentals of Paramedic Practice, Third Edition is ideal for undergraduate paramedic and emergency care students, as well as registered paramedics, clinicians, and educators.

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Cover

Table of Contents

Title Page

List of Contributors

Preface

Acknowledgements

About the companion website

CHAPTER 1: Professionalism in paramedic practice

Introduction

Professionalism in paramedic practice

Defining professionalism

Professionalism as ethical practice

Professional identity, socialisation, and culture

Learning professionalism

Reflective practice

Assessment of professionalism

Scope of practice and professional confidence

Help-seeking behaviour

Health and well-being

Professionalism whilst working under stress

Cultural safety

Professional regulation

Raising concerns

Conclusion

References

CHAPTER 2: Professional health regulation for paramedicine

Introduction

Principles for paramedic professional health regulation

Health professional regulation for paramedic professionalis

The UK experience

Paramedics misbehaving

Conclusion

Glossary

References

CHAPTER 3: Legal and ethical aspects of paramedic practice

Introduction

Legal aspects of paramedic practice

Ethical aspects of paramedic practice

Ethical principles: an ethical framework

Conclusion

References

CHAPTER 4: The impact of professional culture on paramedics and students

Introduction

Defining culture

Organisational culture

Professional culture

Paramedic culture

How can culture in paramedicine affect your clinical practice?

Conclusion

References

CHAPTER 5: Human factors in paramedicine

Introduction

What are human factors?

Human error in paramedicine

Tasks

Organisation

Tools and technology

Environment

Interactions

Human factors in paramedic practice

Conclusion

Glossary

References

CHAPTER 6: Sociological aspects of paramedic practice

Introduction

The sociological imagination

Three sociological paradigms

The sociocultural context of health

Medicalisation and demedicalisation

Conclusion

Glossary

References

CHAPTER 7: Communication competency in healthcare

Introduction

Communication process

Communication theory

Communication modalities

Patient-centred communication

Patient-centred interview

Barriers to effective communication

Interdisciplinary communication

Critical information communication

Closed loop communication

Clinical handover

Interdisciplinary debriefing

Conclusion

Glossary

References

Bibliography

CHAPTER 8: Practice-based learning

Introduction: the evolution of UK paramedic practice-based learning

Apprenticeships

Undergraduate degrees

Paramedic students as practice-based learners

The supernumerary learner

The benefits of practice-based learning

Developing reflective practice

The role of the practice educator

Learner support: neurodiversity

Learner well-being

Transition to practice (initial)

Conclusion

Glossary

References

CHAPTER 9: Well-being for paramedics

Introduction

Definitions

Resilience

Stigma

‘The stress bucket’: what factors can affect your well-being?

Context of paramedic mental health and well-being

Exposure to traumatic incidents

Moral injury

The extra challenge

Signs your bucket is overflowing: recognition of distress

Attaching the tap to the bucket: adaptive coping strategies

Take notice

Self-compassion

Take time for you to be you

Connections

Social support

Reflection

Attaching the tap to the bucket: looking after your physical health

Supportive conversations

Accessing external support

Conclusion

Glossary

References

CHAPTER 10: Mental health for paramedics

Introduction

What is mental health?

What are the factors affecting mental health on the job?

Global assessment of the well-being of paramedics

Emotional suppression and workplace culture

Six distinct stages of critical incidents

Changing the stigma and finding support

Self-care and well-being of a paramedic

Conclusion

Glossary

References

CHAPTER 11: Responding to mental health in the community

Introduction

Positive mental health and mental illness

Stigma

Mental health legislation

Overview of common mental health conditions and illnesses

Affective disorders

Anxiety disorders

Personality disorders

Post-traumatic stress disorder

Schizophrenia and psychotic disorders

Self-harm and suicide

Family and intimate partner violence and assaults

Risk assessment

Differential diagnosis

Practice considerations

Collaboration and innovations

Conclusion

Glossary

References

CHAPTER 12: De-escalation

Introduction

Background

Identify

Individual approach

Spatial awareness

Non-verbal and verbal communication

Altering stimuli

Remain calm

Language

Common interests

Agree to disagree

Defer authority

Empower with choices

Boundaries and social contracts

Inform the patient

Conclusion

Glossary

References

CHAPTER 13: Public health and health promotion

Introduction

The importance of social determinants of health

The public health movement

The (in)visibility of paramedics in public health

The public health model

Paramedic practice, public health, and integrative care systems

Health promotion

Health behaviours

Conclusion

Glossary

List of Tables

Chapter 1

TABLE 1.1 The fifteen dimensions of professionalism.

TABLE 1.2 Performance-enhancing psychological strategies.

Chapter 2

TABLE 2.1 The five Es of professionalisation.

Chapter 5

TABLE 5.1 Summary of error-producing conditions in prehospital care.

TABLE 5.2 Positive team-working qualities.

Chapter 7

TABLE 7.1 Exemplar communication techniques that foster trust and rapport e...

TABLE 7.2 Open-ended questions.

TABLE 7.3 Probing questions.

TABLE 7.4 Paraphrasing.

TABLE 7.5 Permission statements.

TABLE 7.6 Empathy.

TABLE 7.7 Teach back.

TABLE 7.8 Trauma-informed communication.

TABLE 7.9 Culturally responsive communication.

TABLE 7.10 Honesty and complex conversations.

TABLE 7.11 False reassurance and distancing language.

TABLE 7.12 Closed-ended question.

TABLE 7.13 Leading questions.

TABLE 7.14 Why questions.

TABLE 7.15 Closed-loop communication.

TABLE 7.16 Description of the IMIST-AMBO tool.

TABLE 7.17 Information shared during clinical handover.

Chapter 9

TABLE 9.1 Potential indicators of distress.

Chapter 10

TABLE 10.1 Factors affecting mental health on the job.

Chapter 11

TABLE 11.1 Types of dementia and their causes and symptoms.

TABLE 11.2 Positive and negative psychotic symptoms.

TABLE 11.3 Risk assessment factors

TABLE 11.4 Common psychiatric symptoms with possible physiological causes.

TABLE 11.5 Medication side effects causing possible mental health symptoms....

Chapter 12

TABLE 12.1 AHPRA and national board code of conduct.

Chapter 13

TABLE 13.1 Ambulance Response Programme categories.

Chapter 14

TABLE 14.1 Classical styles of leadership.

TABLE 14.2 Belbin’s team roles.

Chapter 15

TABLE 15.1 Common research study designs and their classifying characteristi...

Chapter 16

TABLE 16.1 Description of basic word structure.

TABLE 16.2 Root words and meanings.

TABLE 16.3 Common prefixes.

TABLE 16.4 Common suffixes.

TABLE 16.5 Prefixes relating to colour.

TABLE 16.6 Putting it all together.

TABLE 16.7 Forming plurals.

TABLE 16.8 Eponym examples.

TABLE 16.9 Anatomical positions.

TABLE 16.10 Anatomical directional terms.

TABLE 16.11 Anatomical movement.

TABLE 16.12 Medical abbreviations and acronyms.

TABLE 16.13 Common similarities.

TABLE 16.14 British versus American spellings.

Chapter 17

TABLE 17.1 Paediatric high-risk substances.

TABLE 17.2 Mnemonics for cholinergic toxidrome.

TABLE 17.3 Toxidrome quick guide.

Chapter 18

TABLE 18.1 Three types of time criticality in the VSTS.

TABLE 18.2 Shock classifications and their origins.

Chapter 19

TABLE 19.1 ECG paper speed.

TABLE 19.2 Questions to ask with an ECG.

TABLE 19.3 Template for analysing an ECG.

Chapter 21

TABLE 21.1 Function of the cerebral lobes.

TABLE 21.2 Example questions for history taking.

TABLE 21.3 Example questions for secondary survey.

TABLE 21.4 Glasgow Coma Scale.

TABLE 21.5 AEIOUTIPS mnemonic.

TABLE 21.6 Adapted cranial nerve assessment.

TABLE 21.7 ROSIER tool breakdown.

TABLE 21.8 Shortened-NIHSS-8 breakdown.

TABLE 21.9 ACT-FAST tool breakdown.

TABLE 21.9 MRS breakdown.

Chapter 22

TABLE 22.1 Distribution of the abdominal organs.

TABLE 22.2 Questions for abdominal patients.

TABLE 22.3 Signs and symptoms of abdominal pathology.

TABLE 22.4 Mnemonics for taking a symptom/pain history.

Chapter 23

TABLE 23.1 Common disease pathologies causing breathing difficulty.

TABLE 23.2 Immediate observations.

TABLE 23.3 Potential questions for history taking from patients with respira...

TABLE 23.4 Pathophysiology of advantageous sounds.

Chapter 24

TABLE 24.1 Primary survey.

TABLE 24.2 The trauma primary survey.

TABLE 24.3 The reversible causes of cardiac arrest.

TABLE 24.4 SAMPLER.

TABLE 25.5 Top/head-to-toe survey.

TABLE 24.6 SOCRATES.

TABLE 24.7 PQRST.

Chapter 26

TABLE 26.1 Classification of age

TABLE 26.2 Vital sign acceptable ranges per age group.

TABLE 26.3 Summary of airway differences in paediatrics.

TABLE 26.4 Summary of breathing differences in paediatrics.

TABLE 26.5 Summary of circulation differences in paediatrics.

TABLE 26.6 Summary of skeletal differences in paediatrics.

TABLE 26.7 Summary of hydration differences in paediatrics.

TABLE 26.8 Summary of metabolic and thermoregulation differences in paediatr...

TABLE 26.9 TICLS.

TABLE 26.10 Severity of airway obstruction.

TABLE 26.11 Assessment of respiratory distress.

TABLE 26.12 Common causes of respiratory distress in infants and children.

TABLE 26.13 Common causes of shock in infants and children.

TABLE 26.14 AVPU assessment.

TABLE 26.15 GCS vs modified GCS for paediatrics.

TABLE 26.16 Common causes of neurological deficit in infants and children.

TABLE 26.17 FLACC pain assessment.

TABLE 26.18 Average circulating blood volume per age.

TABLE 26.19 Assessment of dehydration in paediatrics.

Chapter 27

TABLE 27.1 CVE-focused questions

TABLE 27.2 Diabetic ketoacidosis (DKA) and HHS signs, symptoms, and clinical...

Chapter 28

TABLE 28.1 Other risk factors to explore.

TABLE 28.2 Frailty decision matrix.

TABLE 28.3 Some ways in which abuse may occur in the older person.

TABLE 24.4 End-of-life signs and symptoms.

TABLE 28.5 Frailty syndrome presentations.

Chapter 29

TABLE 29.1 Six-stage treatment plan for minor burns.

Chapter 30

TABLE 30.1 Classification of disasters.

TABLE 30.2 Modified TRTS.

Chapter 32

TABLE 32.1 Defining family violence

TABLE 32.2 Known indicators of FDV in healthcare settings.

Chapter 33

TABLE 33.1 Communication tips.

TABLE 33.2 Specific communication needs.

TABLE 33.3 WHO analgesic ladder and JRCALC pain scoring.

TABLE 33.4 JIC medications commonly prescribed.

TABLE 33.5 SOCRATES.

TABLE 33.6 General indications of the last year of life.

TABLE 33.7 Types of advance decision-making.

TABLE 33.8 Sources of advice for patients.

List of Illustrations

Chapter 1

FIGURE 1.1 Gibbs’ 1998 reflective cycle.

FIGURE 1.2 Transcultural skills development model.

Chapter 5

FIGURE 5.1 Error minimisation in prehospital care based on Reason’s Swiss ch...

FIGURE 5.2 Diagrammatic representation of Carayon et al.’s (2006) SEIPS mode...

FIGURE 5.3 Flow diagram showing the true complexity of the patient handover ...

FIGURE 5.4 Egg-timer model of disparity.

Chapter 6

FIGURE 6.1 The social system.

Chapter 7

FIGURE 7.1 The transmission model of communication. Source: http://pressbook...

FIGURE 7.2 The interaction model of communication. Source: http://pressbooks...

FIGURE 7.3 Interaction model of communication. Source: Guttman et al. 2021/W...

FIGURE 7.4 Concept of proxemics. Source: https://openeducationalberta.ca/fou...

FIGURE 7.5 Graded assertiveness – PACE. Source: College of Emergency Nursing...

FIGURE 7.6 Graded assertiveness – 5-step advocacy. Source: https://trauma.re...

FIGURE 7.7 Graded assertiveness – CNS. Source: https://www.ahrq.gov/teamstep...

FIGURE 7.8 Closed-loop communication. Source: SlideModel / https://slidemode...

FIGURE 7.9 Team debrief: take stock. Source: www.rcemlearning.co.uk.

FIGURE 7.10 Team debrief: stop. Source: https://www.edinburghemergencymedici...

FIGURE 7.11 Team debrief: generic exemplar. Source: Coggins et al. 2020, p. ...

Chapter 9

FIGURE 9.1 Stress bucket. Source: Adapted by Pavoni 2023, based on the orig...

FIGURE 9.2 Five ways to well-being.

Chapter 10

FIGURE 10.1 Overview of contributing factors on physical and mental well-be...

Chapter 11

FIGURE 11.1 Mental health continuum. Source: Delphis. https://delphis.org.uk...

Chapter 15

FIGURE 15.1 The different journeys through the theories of research.

Chapter 16

FIGURE 16.1 The anatomical position.

FIGURE 16.2 Anatomical planes.

Chapter 17

FIGURE 17.1 Routes of medication administration.

FIGURE 17.2 Toxidrome flowchart.

Chapter 18

FIGURE 18.1 Diagrammatic representation of Cushing’s triad.

FIGURE 18.2 Application of a soft collar.

FIGURE 18.3 Needle thoracocentesis. Source: Gregory and Mursell 2010 (p. 277...

FIGURE 18.4 Neck of femur.

Chapter 19

FIGURE 19.1 Letters code the different waveform deflections of the ECG.

FIGURE 19.2 Electrical conduction of the heart.

FIGURE 19.3 Twelve-lead ECG precordial and chest lead placement.

FIGURE 19.4 Paper speed.

FIGURE 19.5 Example of complete heart block (i.e. no relationship between t...

FIGURE 19.6 Schematic representation of LBBB.

FIGURE 19.7 Schematic representation of RBBB.

FIGURE 19.8 Graphical representation of the different cut-offs for abnormal ...

Chapter 20

FIGURE 20.1 Anatomy of the heart.

FIGURE 20.2 Coronary arteries.

FIGURE 20.3 Electrical conduction system of the heart.

FIGURE 20.4 Progression of atheroma build up in the coronary arteries. Sourc...

FIGURE 20.5 Pulse points.

FIGURE 20.6 Clubbing. Source: Used with permission of Mayo Foundation for Me...

FIGURE 20.7 Splinter haemorrhages. Source: Parveen Kumar et al. 2017. Reprod...

FIGURE 20.8 Xanthelasma. Source: Nau Nau / Shutterstock.

Chapter 21

FIGURE 21.1 A neurone.

FIGURE 21.2 Spinal cord.

Chapter 22

FIGURE 22.1 Gastrointestinal system. Source: M. Magain, Melbourne, Australia...

FIGURE 22.2 Hepatobiliary and pancreatic system. Source: M. Magain, Melbourn...

FIGURE 22.3 Urinary system. Source: M. Magain, Melbourne, Australia, 2014. R...

FIGURE 22.4 The four abdominal quadrants. Source: M. Magain, Melbourne, Aust...

FIGURE 22.5 The nine abdominal regions. Source: M. Magain, Melbourne, Austra...

FIGURE 22.6 Location of the ovaries. Source: M. Magain, Melbourne, Australia...

FIGURE 22.7 Visceral structures. Source: M. Magain, Melbourne, Australia, 20...

FIGURE 22.8 Referred pain. Source: M. Magain, Melbourne, Australia, 2014. Re...

FIGURE 22.9 Surgical scar locations. Source: M. Magain, Melbourne, Australia...

Chapter 23

FIGURE 23.1 Anatomy of the respiratory system.

FIGURE 23.2 Anatomical landmarks of the anterior aspect of the chest.

FIGURE 23.3 Patient in tripod position.

Chapter 24

FIGURE 24.1 Head tilt–chin lift.

FIGURE 24.2 Jaw thrust method of opening the airway for suspected trauma pa...

Chapter 25

FIGURE 25.1 Effacement of cervix.

FIGURE 25.2 Curve of Carus.

FIGURE 25.3 Umbilical cord prolapse.

FIGURE 25.4 Shoulder dystocia.

FIGURE 25.5 The McRoberts position.

Chapter 26

FIGURE 26.1 Greenstick fracture.

FIGURE 26.2 PAT. Source: Fernandez et al. 2017.

Chapter 27

FIGURE 27.1 Electrical activity in the brain during a seizure.

FIGURE 27.2 Types of strokes. Source: Healthline Media. https://www.healthl...

Chapter 28

FIGURE 28.1 The Rockwood Clinical Frailty Scale. Source: Rockwood et al. 202...

Chapter 29

FIGURE 29.1 Anatomical positions – knowing your anatomical positions/landmar...

FIGURE 29.2 Assessment and measurement of a wound.

FIGURE 29.3 The Ottawa Ankle Rules.

Chapter 30

FIGURE 30.1 Joint Emergency Service Interoperability Principles (JESIP) METH...

FIGURE 30.2 Modified physiological triage tool (MPTT)-24. Source: Vassallo,...

FIGURE 30.3 JDM. Source: Reproduced with permission of JESIP 2016.

Chapter 31

FIGURE 31.1 Clinical decision-making tool. Source: Snooks et al. 2017.

Figure 31.2 Home action plan for patient with COPD. Source: Asthma WA 2022....

Chapter 33

FIGURE 33.1 The journey of a palliative care patient to end of life.

FIGURE 33.2 Holistic support needs of patients. Source: St Christopher’s Hos...

FIGURE 33.3 Engel’s biopsychosocial model.

FIGURE 33.4 The stages of cancer. Source: Adapted from Cancer Research UK 20...

FIGURE 33.5 Common sites of referred pain. Source: Cancer Research UK 2020....

FIGURE 33.6 The needle insertion angles for IM, SC, and IV

Guide

Cover

Table of Contents

Title Page

List of Contributors

Preface

Acknowledgements

About the companion website

Begin Reading

Answers

Index

End User License Agreement

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Fundamentals of Paramedic Practice

A Systems Approach

Third Edition

EDITED BY

Sam Willis

Course Co-ordinator for Paramedicine, Charles Darwin University,Teaching Fellow of the Higher Education Academy, PhD Candidate

Ian Peate

Editor in Chief British Journal of Nursing;

Consultant Editor Journal of Paramedic Practice;

Consultant Editor International Journal for Advancing Practice;

Visiting Professor Northumbria University;

Visiting Professor St Georges University of London and Kingston University, London;

Professorial Fellow Roehampton University;

Visiting Senior Clinical Fellow University of Hertfordshire

Edition HistoryWiley-Blackwell (1e, 2015), Wiley-Blackwell (2e, 2020)

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by law. Advice on how to obtain permission to reuse material from this title is available at http://www.wiley.com/go/permissions.

The right of Sam Willis and Ian Peate to be identified as the authors of the editorial material in this work has been asserted in accordance with law.

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Limit of Liability/Disclaimer of WarrantyThe contents of this work are intended to further general scientific research, understanding, and discussion only and are not intended and should not be relied upon as recommending or promoting scientific method, diagnosis, or treatment by physicians for any particular patient. In view of ongoing research, equipment modifications, changes in governmental regulations, and the constant flow of information relating to the use of medicines, equipment, and devices, the reader is urged to review and evaluate the information provided in the package insert or instructions for each medicine, equipment, or device for, among other things, any changes in the instructions or indication of usage and for added warnings and precautions. While the publisher and authors have used their best efforts in preparing this work, they make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives, written sales materials or promotional statements for this work. This work is sold with the understanding that the publisher is not engaged in rendering professional services. The advice and strategies contained herein may not be suitable for your situation. You should consult with a specialist where appropriate. The fact that an organization, website, or product is referred to in this work as a citation and/or potential source of further information does not mean that the publisher and authors endorse the information or services the organization, website, or product may provide or recommendations it may make. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

Library of Congress Cataloging-in-Publication Data

Paperback: 9781394164790

List of Contributors

Elicia Austin

Elicia previously worked as Research Paramedic for South Central Ambulance Service. Following this she entered Higher Education as a lecturer at Coventry University. She currently works as Senior Lecturer of Paramedic Science and is Research Fellow at the University of Hertfordshire. Elicia will begin her PhD part-time in the academic year 2023/2024 and stills enjoys working clinically as Bank Paramedic for the ambulance service.

Craig Barlow

Craig is Consultant Practitioner (Paramedic) in Emergency Medicine at St Georges University Hospital, London, UK. He is also Associate Lecturer in Advanced Clinical Practice at St Georges University Hospital and a member of NHS England Workstream 3 (Hospitals) Clinical Advisory Group. Craig has a specialist interest and background in advanced clinical practice, primary, urgent and emergency care, governance, and quality assurance, where he is Specialist Professional Advisor to the Care Quality Commission.

He began his career within a UK NHS ambulance service, where he later developed a portfolio career in advanced clinical practice within primary and urgent care, but most recently has returned to emergency care. Craig has worked at both local and regional levels for Health Education England in the faculty for advancing practice. He holds a BSc (Hons) in Paramedic Practice, Post Graduate Certificate in Education, Post Graduate Certificate in Professional Practice, and MSc in Advanced Clinical Practice and Professional Education. Craig is an active and longstanding instructor for the Resuscitation Council UK.

Seán Bolger

Seán is an experienced healthcare professional whose passion for nursing has taken him on a dynamic journey through various facets of the field. With a strong foundation in emergency nursing, Seán currently serves on the frontline as an Emergency Department nurse as well as a Clinical Educator. Currently based in Western Australia, Seán has experience in healthcare delivery in Ireland and the United Kingdom.

In addition to his work in the hospital setting, Seán has made a meaningful impact in community healthcare. As a Nurse Practitioner, he has worked closely with diverse populations, ensuring access to quality care and promoting health and wellness. Seán’s experiences extend beyond traditional healthcare settings, as he has provided nursing services in police custody environments, as well as resource-poor areas such as music festivals and cruise ships.

Jemmima Bowd

Jemmima is an ambulance paramedic working in Geelong, Victoria, Australia. She graduated with a Bachelor of Paramedicine at Griffith University in 2021 and previously worked in event medicine and the Covid-19 vaccination programme.

Janie Brown

Janie is an Associate Professor in Curtin School of Nursing, a Senior Research Fellow at St John of God Midland Public Private Hospital and Lead of the International Consortium for Occupational Resilience (ICOR). She is a Registered Nurse and has been a nurse educator within many adult education sectors throughout Australia. Janie is a nurse researcher who responds to demand driven research, continually striving to contribute in meaningful ways to the national and international health care community of practice. She does this through reflexive and effective nursing leadership and academic excellence in teaching and research. The nexus between her leadership, teaching and research roles engages Janie with nursing students, clinicians, higher education specialists and researchers to work collaboratively and collectively for better health outcomes for all Australians.

Marie Boulianne

Marie works at Bethesda Clinic as the Clinical Nurse Manager providing specialised mental health assistance to Defence Personnel, Veterans and First Responders. Her working experience includes a mixture of community mental health nursing, private practice, and academic positions in undergraduate and postgraduate nursing. She is a Credentialed Mental Health Nurse. She completed her PhD at the University of Notre Dame researching the role played by humour in the development of resilience and well-being in nursing.

Matt Campbell

Matt is a registered paramedic with St John WA in Australia. His work involves frontline pre-hospital care in metropolitan Perth as well as working as an industrial paramedic in remote sites across Western Australia. Matt has also worked as a registered paramedic for the London Ambulance Service. Prior to his career as a paramedic he studied at the University of Adelaide and completed a Bachelor of Health Sciences with a major in Pathology. He has since completed a Bachelor of Paramedic Science and a Graduate Certificate in Healthcare in Remote and Extreme Environments. Matt has a passion for teaching and education and has held various positions at Flinders University and Curtin University.

Vince Clarke

Vince is Programme Lead for the BSc(Hons) in Paramedic Science at the University of Hertfordshire, UK, where he has been employed since 2016. He joined the London Ambulance Service in 1996, qualified as paramedic in 1998 and entered the Education and Development Department in 2001. He worked as part of the Higher Education team and developed in-house paramedic programmes as well as working closely with higher education partner institutions.

A Health & Care Professions Council partner since 2006, Vince has been involved in the regulatory approval of a wide range of paramedic educational programmes across the United Kingdom as well as assessing Continuing Professional Development submissions and sitting on Conduct and Competence Fitness to Practise panel hearings.

Vince is Trustee for Education for the College of Paramedics, the UK’s professional body for paramedics, having previously held the position of Head of Endorsements. He maintains clinical currency and works for the London Ambulance Service as a Bank Paramedic. Vince also works as an independent paramedic expert witness for the Court and prepares reports on breach of duty for both claimants and defendants.

Vince’s Professional Doctorate in Education focused on the theory-practice relationship in paramedic undergraduate education. This work informed the development of university accredited ambulance service paramedic Practice Educator courses and forms the basis for the College of Paramedics approach to practice-based learning with Vince having edited the College publication “Paramedic Practice-based learning: A Handbook for Practice Educators and Facilitators’.

Derek Collings-Hughes

Derek is a registered paramedic BParamed(Hons), MACPara originally from New Zealand who now resides in Western Australia. He holds a clinical role as an Ambulance Paramedic for St John Ambulance and an academic role as Lecturer in Paramedicine and Co-course Co-ordinator for the BSc-Paramedicine degree at Curtin University, Western Australia. Derek has a strong interest in the non-technical skills within paramedic practice. As such, his research interests include paramedic identity and professionalism, ethical and clinical decision-making, and using evidence to inform system improvements within paramedicine.

Joe Copson

Joe is a final-year PhD Student at the University of Hertfordshire and Lecturer in Paramedic Science at the University of East Anglia. He graduated in 2019 with a BSc (Hons) in Paramedic Science, following which he began his paramedic career working for the East of England Ambulance Service. He commenced his PhD full-time in 2021 – with funding from the University of Hertfordshire and the College of Paramedics – and is due to complete his PhD in 2024. His PhD is exploring the transition to practice experiences of newly qualified paramedics.

Clare Davies

Dr Clare Davies is a Registered Nurse and Registered Sick Children's Nurse (UK), and currently the Director of Postgraduate Studies at Sydney Nursing School, The University of Sydney. She has over 30 years' experience in nursing and has practiced in nursing leadership positions in the UK and Australia in the specialty of paediatrics and child health. She is a Master of Philosophy and Doctor of Philosophy graduate of The University of Sydney. Clare's research interests are aimed at improving the experiences of infants, children and adolescents who are admitted to hospital. Her current research investigates the rights and voice of children in healthcare and improving their experiences during medical procedures.

Michael Fanner

Michael is Postdoctoral Researcher at the Department of Social Policy and Intervention, University of Oxford, Honorary Assistant Professor in Community Child Health at the School of Health Sciences, University of Nottingham, and works one day a week as Health Visitor for Dorset HealthCare University NHS Foundation Trust. Michael is currently establishing an England-wide NIHR funded Supporting Early Minds Research Network to identify, facilitate and support the research infrastructure focusing on the development of accessible, acceptable, and targeted interventions aimed at the cognitive and mental well-being of infants, toddlers, and pre-schoolers and their families from diverse backgrounds. In 2012–2013, Michael graduated as a Registered Nurse (Adult) and Specialist Community Public Health Nurse (Health Visitor) at King’s College London and maintains registration with Nursing and Midwifery Council through clinical, educational and research practice. In addition, Michael is a Queen’s Nurse and a Fellow of AdvanceHE/Higher Education Academy. Michael holds a PhD in social policy and has research interests in how social policy and clinical practice ‘caters for’ ethically complex social issues and evidence translation in infant mental health. Michael is an experienced educator and has lectured in nursing, paramedic science, social work and specialist community and public health nursing across a number of universities.

Matthew Faulkner

Anaesthetics North/Western Training Scheme, Melbourne, Victoria, Australia.

Sarah Fulford

Sarah is an Australian Historian and award-winning teacher. She holds a BA and MPhil and is Lecturer/MCASI in the Faculty of Health Science and Humanities at Curtin University. Through teaching, she is able to join the students’ journey as they understand the sociological impact of marginalisation on vulnerable groups. Her Higher Degree by Research work focuses on a concept of camaraderie as evidenced throughout Australian military history and through this brings to the forefront the voices of Australian nurses who are marginalised within the context of Australian warfare.

Charlie Gadd

Charlie is an ambulance paramedic working in Melbourne, Victoria, Australia. He graduated with a Bachelor of Paramedicine from Griffith University in 2021 and has previous experience in event medicine and community education.

Emma Geis

Emma is the Award Lead and Lecturer in Paramedic Science at Keele University. Emma’s background is as a London-based front-line paramedic, she then developed into being a training officer for the London ambulance service and has since completed her BSc in Leadership and Management in Healthcare, PGCE, Post Grad Certificate in Mental Health, and MSc in Medical Education. Due to her passion of mental health and well-being, Emma now works as the Co-academic Lead for the College of Paramedics’ Future Workforce Mental Health Project since July 2021 and is starting her Professional Doctorate in Health Education in September 2023.

Justin Honey-Jones

Justin is a Specialist Lecturer Practitioner (Paramedic) and Designated Safeguarding Lead for East of England Ambulance Service. He is Associate Lecturer in Paramedic Science and Medical and Healthcare Education at Anglia Ruskin University and External Examiner in Paramedic Degree Apprenticeships at the University of Cumbria.

Justin is also Partner (Fitness to Practice Registrant Panel Member) at Health and Care Professions Council.

He began his career as a combat medical technician with the British Army Reserves and at the London Ambulance Service NHS Trust, initially as an emergency medical technician and later progressing to be a paramedic after completing the LAS Paramedic Academy programme. He holds a BSc (Hons) in Paramedic Practice from St George’s Hospital Medical School, University of London, an MA in Education and Training from the University of Wales, Trinity St Davids and is currently undertaking a Post Graduate Diploma in Advanced Paramedic Practice at the University of Hertfordshire.

Jack Howard

Jack is an intensive care paramedic at Ambulance Victoria in Melbourne, Australia. Jack has been working across Victoria, predominantly in the northern suburbs of Melbourne, as a front-line paramedic for the past 13 years. Jack has a BSc in Health Science (Paramedicine) from Victoria University and an MSc in Specialist Paramedic Practice from Monash University.

Jane Jennings

Jane is a registered paramedic working in Australia. Prior to working as a paramedic she worked as a management accountant in the building industry. Jane’s love of people, learning, and community has allowed her to contribute to projects like this, encouraging further learning and development in the field of paramedicine.

Netta Lloyd-Jones

Netta is Associate Lecturer, Oxford Brookes University. She has extensive experience of working in nursing and healthcare practice education within higher education institutions, working in partnership with the NHS, private, voluntary, and independent sectors. Practice education expertise includes implementing professional regulatory body standards (for nursing, paramedics, occupational therapy, physiotherapy, and osteopathy), quality assurance, and Standards of Conduct: Fitness to Practice. Since retiring from being full time, Netta is Associate Lecturer supporting the Masters’ programmes in Hong Kong (nursing, management, and leadership), including MSc modules in advanced research design, dissertation supervision, and module lead for the Mastering Professional Nursing Practice module (advanced and culturally safe practice). As Intensive Care Lecturer Practitioner at Oxford Radcliffe Hospitals NHS Trust, she was seconded to the Department of Health as Nursing Officer, within the NHS Executive for two years before returning to Oxford Brookes University. Posts held include Head of Department, School Executive Projects Officer, and Collaborative Provision Lead, before taking up post as Head of Practice Education.

Jack Matulich

Intensive Care Unit, Gold Coast University Hospital, Southport, Queensland, Australia.

Jennie McGowan

Jennie is a registered paramedic and registered nurse, working in Western Australia. Her background in nursing has given her a solid foundation for clinical and non technical skills as a paramedic. Jennie graduated with a bachelor of Nursing from Notre Dame University in 2015. Jennie specialised in emergency nursing, particularly in rural areas, completing a Graduate certificate in Emergency Nursing from the University of Tasmania in 2018. This inspired her interest in out of hospital care. Jennie then begun working as a road based retrieval nurse, whilst begining her Paramedicine studies, graduating with a Bachelor of Paramedicine from Curtin University. Jennie works for a jurisdictional Ambulance service across rural, remote and metropolitan regions; providing clinical care along with education and support to ambulance volunteers and junior clinicians.

Melinda (Dolly) McPherson

Melinda (Dolly) is Advanced Clinical Practitioner at the University Hospital Southampton and HEMS Specialist Paramedic with the Hampshire and Isle of Wight Air Ambulance. She is a degree paramedic with an MSc in Advanced Practice and has obtained her prescribing qualification. She has experience in the NHS across a number of environments including the ambulance service, minor injuries, the emergency department and within GP practices. She has an interest in reading and writing academic literature with previous publications in the Journal of Paramedic Practice, International Emergency Nursing Journal, and Standby CPD. It is her aim to add to the evidence base that currently inspires paramedic practice whilst learning from it herself. She is currently furthering her interests in research, education and quality improvement working alongside the Royal College of Emergency Medicine (RCEM), the pre-hospital trainee operated research network (PHOTON), and Health Education England (HEE).

Nevin Mehmet

Nevin’s is currently Deputy Head of School for Human Sciences, and a Senior Lecturer Applied Ethics for Health & Public Health and supports the paramedic and public health curriculum. Nevin gained an MA Medical Ethics and Law degree and her research interest are within Public Health and Healthcare Ethics in particularly with curriculum delivery within the health, paramedic and public health curriculum.

Simon Menz

Simon is a registered paramedic in Australia who is currently Clinical Support Paramedic with a state-based ambulance service. Simon commenced his paramedic career in 2011, graduating from Edith Cowan University with a BSc in Paramedic Science. After becoming fully qualified in 2014, he has undertaken a variety of paramedic roles within his service, including paramedic mentor, community paramedic, and paramedic trainer. In 2020, Simon completed a Masters in Specialist Care Paramedic Practice with Monash University. He has developed a passion for training with a special interest in critical care, de-escalation, obstetrics, and human factors.

Simon also works part time as Paramedic Lecturer at Notre Dame University. Prior to this, Simon was Assistant Lecturer at Curtin University for the undergraduate Paramedicine program. In his spare time, Simon is a board member of the International Journal for Advancing Practice where he advocates for the profession of paramedicine.

Sarah Neal

Sarah Neal qualified as an Adult Nurse in 1988 working at the Royal Free Hospital in London, firstly caring for people with neurosciences disorders and then transferring to care for those with HIV/AIDs. Sarah then moved to Oxford developing her skills over a number of years to become Lecturer Practitioner for Neuroscience Intensive Care, Oxford Radcliffe Infirmary NHS Trust. During this role she led and taught neuroscience post-qualifying education.

Sarah had a particular interest in clinical decision-making and medical ethics. She also contributed to the work of the local Nursing and Allied health professions research ethics committee. In 2004, Sarah became a Senior Lecturer at Oxford Brookes University, teaching across the curriculum for Bachelors and Masters Adult Nursing. Sarah developed expertise in practice education undertaking the role of Placement Lead for Adult Nursing (Oxford) from 2004–2015. Sarah is now the Head of Practice Education at Oxford Brookes University working in close partnership with leaders in the NHS and Private and Voluntary Sector to ensure high quality placement experiences for pre-registration Paramedic Science, Physiotherapy, Occupational Therapy, Nursing, Midwifery and Social work students. Her interests are fitness to practise and learning professional behaviour and suitability.

Alexander Olaussen

Dr Olaussen is a clinician-scientist in the field of pre-hospital emergency care. Clinically, he is a registered paramedic and medical doctor working as a rural emergency doctor. Academically, he has published over 60 peer-reviewed articles, and 2 books, and is currently completing his PhD through Monash University and Alfred Hospital. In terms of education, Alex is an Adjunct Senior Lecturer at Monash University with in the Bachelor of Paramedicine, a Fellow with the Higher Education Academy, and has to date mentored 18 honours and masters students. He is a research fellow with the National Trauma Research Institute (NTRI) and Alfred Emergency Health Services, and on the ILCOR task force for education, implementation and teams.

Alexander Palmer

Alexander started his career as an Emergency Medical Technician for the London Ambulance NHS Trust and later progressed to Paramedic after completing the LAS Paramedic Academy programme. During the Covid-19 pandemic he worked as a Vaccination Centre Manager in the UK vaccination programme. He holds a BSc (Hons) in Management and Leadership in Health and Social Care from Anglia Ruskin University.

Katie Pavoni

Katie is Associate Professor and Course director/Pastoral Lead for the BSc in Paramedic Science, at St George’s, University of London. Her area of passion and interest is practitioner, student, and patient mental health and in her clinical work she works as a paramedic and mental health practitioner.

Katie is a member of the College of Paramedics Mental Health & Wellbeing Steering group and co-academic lead for the Future Workforce Mental Health Project where she has co-designed a national mental health and well-being curriculum for pre and post registration paramedics, a national well-being support tool and a mental health and well-being education package for mentors and preceptors for early career paramedics. In addition, Katie works with the British Red Cross.

She holds an MSc Advanced Practice (Mental Health) and is undertaking her PhD in Health & Social Care Research: Mental Health.

Georgina Pickering

School of Biomedical Sciences – Paramedicine, Charles Sturt University, Bathurst, New South Wales, Australia.

Rasa Piggott

Rasa specialises in developing evidence - based education content and curricula that serves to progress paramedic professionalisation nationally and internationally. Rasa’s authorship and academic roles are founded in her continued currency of practice as a Registered Paramedic and Registered Nurse. Rasa’s professional ambition aligns with industry and profession transformational change objectives, including paramedic capability advancement concerning holistic patient assessment, comprehensive biopsychosocial care, risk mitigation and clinical governance adherence. Rasa is a profession leader of industry equity, equality and human - rights compliance. She operates with unwavering dedication to improving conditions for marginalised cohorts amongst patient and provider consumer pools, with a view to improving societal health equity and outcomes.

Markus Pitter

Markus has in excess of 15 years of service as a front-line paramedic in Australia. Throughout his career he has worked in a variety of roles including solo response, remote clinical support, clinical incident review and analysis, human factors and interplay in paramedicine, and design and implementation of innovative clinical practice guidelines. In addition to his hands-on experience, Markus is a passionate educator having worked with several Universities as a sessional lecturer and delivered in-service training and education. Markus is currently a Senator in the Western Australian Clinical Senate which aims to improve clinical care across the health care system and working as an extended care paramedic.

Helen Pocock

South Central Ambulance Service NHS Foundation Trust, Bicester, UK.

Steven Poulton

Steve is Senior Lecturer in Paramedic Science at York St John University. He became a pracademic following the birth of his first son; having worked full-time in a UK ambulance service he continues to maintain clinical shifts on a monthly basis in addition to his full-time role. Steve’s passion for educating people, from patients to students, has seen him become a part of the UK College of Paramedics CPD team, from concept to delivery. Steve is involved in creating clinical CPD events for all those seeking something to learn. Academically, Steve holds two degrees, a Post Grad Certificate in Academic Education, and is working towards an MSc.

Kieran Robinson

Kieran started his career in the East of England Ambulance Service after completing his BSc in Paramedic Science and worked on a mixture of ambulances, rapid response vehicles, and in the emergency operations centre doing telephone triage. Alongside this work, Kieran completed his MSc in Critical Care and a level 3 Award in Education and Training before undertaking some work as an associate lecturer with Anglia Ruskin University. He also completed a scholarship with the Healthcare Leadership Academy, subsequently contributing to the organisation as Cohort Director and achieving fellowship status with the Institute of Leadership and Management.

Broadening his experiences, Kieran spent some time working with a private ambulance service in a clinical leadership role. He also completed a temporary contract as Senior Operations Manager for the ambulance service in Qatar preparing for the FIFA World Cup. Most recently, he has been working in a new community team as Virtual Ward Senior Practitioner.

Simon Sawyer

Simon is Director of Education at Australian Paramedical College and Adjunct Senior Lecturer at Griffith University.

He has worked as an Advanced Life Support Paramedic in Victoria, Australia since 2012. He began designing and teaching paramedic programs as a lecturer at Monash University in 2015. Simon holds an Adjunct Senior Lecturer position with the Paramedicine Department at Griffith University where he studies family and domestic violence, paramedic education, and paramedic well-being. Simon completed a PhD on the paramedic response to family violence and teaches paramedics how to respond to patients experiencing family and domestic violence. He is currently the Director of Education at the Australian Paramedical College and still works as a Paramedic.

Marco Scarvaci

Marco is a registered paramedic working in Western Australia. He graduated with a Bachelor of Paramedicine at Curtin University and also has a previous degree in a Bachelor of Exercise and Sport Science. Marco previously worked in health and fitness but then changed to become an Emergency Medical Dispatcher which sparked his career in this field.

Brian J. Sengstock

Brian is the Associate Head of School (Healthcare Sciences) and Senior Lecturer in Healthcare Sciences at Charles Sturt University. Brian began his career working was a volunteer ambulance officer, before progressing into both clinical and ambulance communication centre roles, and finally paramedic and health leadership and management education in the university setting. He holds a Postgraduate Certificate in Intensive Care Paramedic Studies from Charles Sturt University, a Graduate Certificate in Emergency and Disaster Management from Queensland University of Technology, and a Master of Emergency Management from Charles Sturt University. Brian completed his PhD in 2008 through CQ University.

Ramon Z. Shaban

Professor Ramon Z. Shaban is Clinical Chair of Communicable Disease Control and Infection Prevention with the Sydney Infectious Diseases Institute of the Faculty of Medicine and Health at the University of Sydney and Western Sydney Local Health District. Professor Shaban is a leading internationally credentialed expert infection control practitioner with particular strengths in high-consequence infectious diseases, disease control, emergency care and health protection. As Clinical Chair he is Chief Infection Control Practitioner and District Director of Communicable Disease Control and Infection Prevention for Western Sydney Local Health District, where he provides strategic and operational leadership of infection prevention and disease control services. He is also Associate Director of the New South Wales Biocontainment Centre, Australia's first purpose-built state-of-the-art facility for the prevention, containment and management of high-consequence infectious disease located at Westmead Hospital in New South Wales.

Samantha Sheridan

School of Biomedical Sciences – Paramedicine, Charles Sturt University, Bathurst, New South Wales, Australia.

Jade Speed

Jade studied at St George’s Hospital Medical School, University of London gaining a BSc (Hons) in Paramedic Science. Following this, she began her career as a paramedic with the London Ambulance Service. During the Covid 19 pandemic, Jade worked in conjunction with colleagues from the London Fire Brigade and trained three firefighters to work alongside paramedics to deliver care to patients across London. With a specific passion and interest in safeguarding, following the pandemic, Jade took a secondment with the Safeguarding Team within the Ambulance Service and after a year, Jade was fortunate enough to gain a full-time job as a Safeguarding Specialist for the London Ambulance Service.

Dan Staines

Department of Nursing, Midwifery and Healthcare Practice, Coventry University, Coventry, UK.

Clare Sutton

School of Biomedical Sciences – Paramedicine, Charles Sturt University, Bathurst, New South Wales, Australia.

Samantha Sweet

Samantha is a paramedic working with London’s ambulance service. Having completed her degree at University of Hertfordshire, she returned to this university and completed a masters degree in emergency and critical care. Samantha is an associate lecturer at Anglia Ruskin University alongside her full time role. And also volunteers for a charity critical care system.

Renate Taylor

Renate began her journey working in primary schools as special educational assistant whilst undertaking BSc Psychology with the Open University. This followed with BSc in Mental Health Nursing, studying at the University of Hertfordshire, which was a passion to understand and help those experiencing serious mental health problems. As a newly qualified nurse she undertook a taught MSc in Cognitive Behavioural Therapy. Renate was awarded an accolade for service improvement in rolling out the SBARD in mental health services in Hertfordshire. Joining the University of Bedfordshire, she embraced her role of teaching in higher education with passion and interest to support mental health nursing students in their learning and clinical practice. Additionally, she is a founder member of the Recovery College in partnership with the NHS Trust and is currently working at the University of Roehampton as Senior Lecturer in Mental Health Nursing and Nurse Education.

Ruth Townsend

School of Biomedical Science, Charles Sturt University, Bathurst, New South Wales, Australia.

Jane Warland

Jane is Adjunct Associate Professor University of Adelaide. She began her midwifery career training as a midwife at Adelaide’s Queen Victoria Hospital (now Women’s and Childrens). She practised as a clinician midwife for 20 years before undertaking her PhD. She has worked in Midwifery Education since 2008. Her key areas of teaching interest are facilitating normal birth and complex midwifery care. Jane has published widely. She is a senior researcher, with a research track record in Stillbirth where she is recognised as an international leader in this field.

Aimee Yarrington

Aimee has been a qualified midwife since 2003. She has worked in all areas of midwifery practice, from the high-risk consultant-led units to the low-risk stand-alone midwife-led units. She left full-time midwifery practice to join the ambulance service in 2009, starting as an emergency care assistant and working her way up to paramedic, while always keeping her midwifery practice up to date. She has worked in several areas within the ambulance service, including the emergency operations centre and the education and training department. Her work towards improving the education of prehospital maternity care has led to her being awarded a fellowship award from the College of Paramedics. Aimee strives to improve the teaching and education for clinicians in dealing with prehospital maternity care.

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