Evidence-based practice conversations with clinical supervisors during paramedic placements: An exploratory study of students' perceptions

Abstract

Emma Bourke-Matas, Stephen Maloney, Megan Jepson, Kelly-Ann Bowles

Objective: Universities teach the latest evidence-based practice (EBP) when students attend academic classes. Clinical placements are an important aspect of paramedic training; however, may pose a potential area of conflict regarding approaches to practice. This study explored multiple facets of EBP conversations while on clinical placement. Methods: A cross-sectional self-administered electronic questionnaire with paramedic students from an Australian university. Results: Eighty-two percent of students understood what constitutes an EBP conversation, however less than a quarter of students reported learning about or practicing EBP conversations on their clinical placements. Gender of the supervisor and age of the student significantly affected the likelihood of learning about or practicing EBP conversations (p = 0.029 and p = 0.049, respectively). Positively, students did not feel that EBP questioning would have possible negative repercussions. Conclusions: Paramedic students and clinical supervisors rarely engage in EBP conversations during clinical placement, with the effect of gender and age requiring further investigation.

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