Citation

Warren-James M, Hanson J, Flanagan B, Katsikitis M, Lord B. Australas. Emerg. Care 2021; 24(4): 296-301.

Copyright

(Copyright © 2021, College of Emergency Nursing Australasia, Publisher Elsevier Publishing)

DOI

10.1016/j.auec.2021.03.002

PMID

33814343

Abstract

Work integrated learning (WIL) in the ambulance setting is an essential part of the paramedic curriculum. However, qualified ambulance personnel are reported to experience higher suicide rates and mental stress disorders due to high pressure work environments, and there is growing concern for the wellbeing of students entering this setting. The aim of this integrative review was to explore how studies have reported paramedic students' experience of stress whilst undertaking WIL. Five studies met the inclusion criteria and were evaluated for quality according to validated tools from the Critical Appraisal Skills Program, then ranked on the level of evidence used. Data was summarised in a comprehensive research paper matrix, and findings were categorised into levels and sources of stress. Levels of stress were measured by the percentage of paramedic students who developed post-traumatic stress disorder. The primary sources of stress were experiencing death and fear of making clinical mistakes. Students also identified emotional expression as a negative attribute. Future research should prioritise identifying the levels and sources of stress students face in each year of their academic program when undertaking WIL to provide a direction for preparatory activities that may mitigate the negative effects of stress.

Language: en

Keywords

Humans; Students; Stress; Emergency Medical Technicians; Curriculum; Ambulances; Paramedic; Allied Health Personnel; Placement; Prehospital