Paramedic students and their mental readiness for fieldwork

Abstract

The present research elicits the mental health preparedness of paramedic students, in relationship to preparedness by their academic institution for fieldwork. Paramedic student’s mental health preparedness has not been extensively explored; improved understanding could result in better mental health services for paramedics-in-training. Paramedics are at a heightened risk for psychological distress. The research, led by a social worker, elicited paramedic student experiences prior to experiencing psychological distress. The research was conducted in Canada’s Prairie provinces, although no Manitoba participants opted to take part in this research. For the research, 43 participants completed the 12-question survey on study eligibility and mental health resiliency. Alberta accounted for 72% (n=31) of participants, and 28% (n=12) were from Saskatchewan. In total, 24 participants agreed to participate further in a Zoom focus group. The research used a phenomenological methodology, and the shared essences of paramedic student’s mental health preparedness were drawn from six focus groups. From those focus groups, four themes emerged. Resiliency as a coping strategy was believed to be developed from birth, as well as an emphasis on how experiences relating to emergency services can impact resiliency. The lack of standards for mental health supports in paramedic training programs were discussed. The need for effective communication with enhanced open learning was expressed. The importance of increased mental health information and recommendations for the future were emphasized. The research explored whether new paramedic students felt they were mentally prepared for the career to which they were soon embarking. Keywords: focus groups, mental health preparedness, paramedic students, phenomenological methodology, social work