Sheahan Judy, Duffy Richelle, Cunningham Charmaine
University of Cape Town, Department of Family, Community and Emergency Care, Division of Emergency Medicine, Cape Town, South Africa.
Northumbria University, Faculty of Health & Life Sciences, Department Nursing, Midwifery and Health, Newcastle Upon Tyne, United Kingdom.
Afr J Emerg Med. 2025 Jun;15(2):595-601. doi: 10.1016/j.afjem.2025.04.001. Epub 2025 Apr 17.
Growing responsibility and changes to paramedicine and prehospital care have led to rapid developments in paramedicine education. Despite educational requirements at increasingly advanced levels, it remains unclear how academia has responded to these changes and if they're developing the requisite skills and knowledge.
A scoping review was undertaken to understand the present role of paramedicine educators and how they've adapted to the evolution of paramedicine education worldwide. Data searches were performed across eight electronic databases, six paramedicine journals, grey literature, and included sources reference lists.
The four-staged search strategy revealed 1,738 sources, of which 32 remained for final synthesis. In general, there was a lack of contemporary research examining the role of the paramedicine educator despite changes to Higher Education provision and function of paramedics. Noteworthy was the absence of articles from Africa, South America, and major parts of Europe, highlighting the need for development in these regions. There is a lack of clear role descriptions or definitions for paramedicine educators. Inconsistencies were highlighted in entry criteria and progression routes across paramedicine academia globally, emphasising the importance of support for transitioning and established paramedicine educators.
These findings have important implications for Higher Education. Professional demands are on the rise, creating a need to introduce clearly defined roles for paramedicine educators to provide clarity in expectations and increase confidence. The changing landscape of care provision in paramedicine from the historic emergency care focussed model to a more autonomous and inclusive sphere of out-of-hospital care, provides an ideal opportunity to progress and shape the identity of the paramedicine educator.
护理人员和院前急救责任的不断增加以及相关变化促使护理人员教育迅速发展。尽管教育要求越来越高，但目前尚不清楚学术界如何应对这些变化，以及他们是否在培养所需的技能和知识。
进行了一项范围综述，以了解护理人员教育工作者目前的角色以及他们如何适应全球护理人员教育的演变。在八个电子数据库、六本护理人员期刊、灰色文献以及所纳入资料的参考文献列表中进行了数据检索。
四阶段检索策略共检索到1738条资料，其中32条留作最终综合分析。总体而言，尽管高等教育的提供情况和护理人员的职能发生了变化，但缺乏关于护理人员教育工作者角色的当代研究。值得注意的是，非洲、南美洲和欧洲大部分地区都没有相关文章，这凸显了这些地区开展相关研究的必要性。护理人员教育工作者缺乏明确的角色描述或定义。全球护理人员学术界在入学标准和晋升途径方面存在不一致，这强调了支持转型中的和在职的护理人员教育工作者的重要性。
这些发现对高等教育具有重要意义。专业需求在不断增加，因此需要为护理人员教育工作者引入明确的角色，以明确期望并增强信心。护理人员护理提供模式从传统的以紧急护理为重点的模式转变为更自主、更具包容性的院外护理领域，这为推动和塑造护理人员教育工作者的身份提供了理想契机。
