Paramedic nursing students' experiences of clinical placement in an ambulance where the teacher is another clinical supervisor - A qualitative study.
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| Titel: | Paramedic nursing students' experiences of clinical placement in an ambulance where the teacher is another clinical supervisor - A qualitative study. |
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| Autoren: | Seppänen K; LAB University of Applied Sciences, Yliopistonkatu 36, Lappeenranta 53851, Finland. Electronic address: kaisa.seppanen@lab.fi., Tanninen A; LAB University of Applied Sciences, Yliopistonkatu 36, Lappeenranta 53851, Finland., Venesoja A; LAB University of Applied Sciences, Yliopistonkatu 36, Lappeenranta 53851, Finland; Department of Emergency Medicine and Services, University of Helsinki and Helsinki University Hospital, Haartmaninkatu 8, P.O. Box 63, Helsinki 00014, Finland. |
| Quelle: | International emergency nursing [Int Emerg Nurs] 2025 Dec; Vol. 83, pp. 101698. Date of Electronic Publication: 2025 Oct 07. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: Elsevier Country of Publication: England NLM ID: 101472191 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1878-013X (Electronic) Linking ISSN: 1878013X NLM ISO Abbreviation: Int Emerg Nurs Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: Oxford : Elsevier, 2008- |
| MeSH-Schlagworte: | Students, Nursing*/psychology , Students, Nursing*/statistics & numerical data , Allied Health Personnel*/education , Allied Health Personnel*/psychology, Humans ; Qualitative Research ; Ambulances/statistics & numerical data ; Female ; Male ; Adult ; Interviews as Topic/methods ; Clinical Competence/standards ; Paramedics |
| Abstract: | Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Kaisa Seppanen reports financial support was provided by European Union. Antti Tanninen reports financial support was provided by European Union. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Background: Clinical placements are crucial for paramedic nursing students' and other healthcare students' learning. However, students' experiences of guidance in placements vary. Our aim was to describe paramedic nursing students' experiences of clinical placement in an ambulance where the teacher was another supervisor. Methods: This descriptive qualitative study used purposeful sampling to interview 22 paramedic nursing students who completed their ambulance clinical placement with teacher supervision between April and December 2023. Data were analyzed using inductive content analysis. Findings: One main category "Paramedic nursing students' professional growth", and two generic categories "Teachers' supervising competence" and "Student-centered view" were generated. Students highlighted low threshold to ask questions, different perspective on supervising, and experiences of being safe, as well as time spent on ambulance tasks, learning discussions, learning experiences, and a targeted weekly schedule in a clinical placement where the teacher was their supervisor. Conclusion: Embedding pedagogically trained teachers as clinical supervisors in ambulance placements enhances paramedic students' professional growth by fostering a safe, structured, and student-centered learning environment. Familiar teacher-student relationships, low thresholds for questions, and reflective learning discussions contribute to meaningful supervision and highlight the need for pedagogical competence in ambulance settings. (Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
| Contributed Indexing: | Keywords: Clinical placement; Emergency medical services; Paramedic nurse; Pedagogics; Professional growth; Student centeredness |
| Entry Date(s): | Date Created: 20251008 Date Completed: 20251126 Latest Revision: 20251126 |
| Update Code: | 20251127 |
| DOI: | 10.1016/j.ienj.2025.101698 |
| PMID: | 41061504 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Kaisa Seppanen reports financial support was provided by European Union. Antti Tanninen reports financial support was provided by European Union. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.<br />Background: Clinical placements are crucial for paramedic nursing students' and other healthcare students' learning. However, students' experiences of guidance in placements vary. Our aim was to describe paramedic nursing students' experiences of clinical placement in an ambulance where the teacher was another supervisor.<br />Methods: This descriptive qualitative study used purposeful sampling to interview 22 paramedic nursing students who completed their ambulance clinical placement with teacher supervision between April and December 2023. Data were analyzed using inductive content analysis.<br />Findings: One main category "Paramedic nursing students' professional growth", and two generic categories "Teachers' supervising competence" and "Student-centered view" were generated. Students highlighted low threshold to ask questions, different perspective on supervising, and experiences of being safe, as well as time spent on ambulance tasks, learning discussions, learning experiences, and a targeted weekly schedule in a clinical placement where the teacher was their supervisor.<br />Conclusion: Embedding pedagogically trained teachers as clinical supervisors in ambulance placements enhances paramedic students' professional growth by fostering a safe, structured, and student-centered learning environment. Familiar teacher-student relationships, low thresholds for questions, and reflective learning discussions contribute to meaningful supervision and highlight the need for pedagogical competence in ambulance settings.<br /> (Copyright © 2025 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
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| ISSN: | 1878-013X |
| DOI: | 10.1016/j.ienj.2025.101698 |