Table 4 Results from Delphi rounds

 Practice methods to get a structured way to work (e.g. according to the ABCDE-principle)

 Practice ways to lead the work at the scene of an accident

 Get a structured run-through of the medications used in the EMS

 Practice through simulation

 Practice with the radio communication equipment

 Practice with the medical equipment in the ambulance

 Practice techniques for immobilization

 Practice in collaboration with police and rescue service

 Practice situations that occur rarely

 Practice techniques for removing people from vehicles

 Have practical skills tests

 Practice situations that occur frequently

 Driving and parking exercises

 Practice techniques to maneuver the stretcher

 Have access to lectures on medical conditions in children

 Get a structured run-through of the EMS medical guidelines

 Get access to concept educations such as AMLS, PHTLS, PS, PEPP

 Have access to lectures on medical conditions in adults

 Have written tests on theoretical knowledge

 Have access to lectures on how to lead the work at the scene of an accident

 Have access to lectures on child birth

 Get feedback on the own actions from the receiving unit

 Participate in courses along with experienced colleagues

 Participate in group discussions about authentic patient situations

 Participate in group discussions about ethics

 Participate in group discussions about threats and violence

 Have access to applicable medical guidelines

 Have access to internet-based instruction films on the ambulance’s technical equipment

 Have access to written guidelines on when and how to contact a physician

 Have access to written guidelines about how to report deviations

 Have access to instruction films about how to realign a fracture

 Get regular feedback on the own development during an introduction period

 Have a structured introduction period

 Have an individually fitted introduction period

 Have a supervisor with formal supervisor competence

 Work with the same supervisor during the introduction period

 Work with the same ambulance team (supervisor and his/her colleague) during the introduction period

 Get peer support debriefing in extreme situations

 Have a trustworthy colleague

 Have an experienced colleague

 Be respected and accepted by the colleagues at the ambulance station

 There is an open climate at the ambulance station

 Have one person in the organization to contact with logistics questions during off-hour

 Have a mentor to contact about routines

 Have a mentor to support professional development

 Have a mentor to talk to about conflicts

 Have a mentor to contact about practical issues

 Have a mentor to support personal development

 Work with another RN

 Trust in the ambulance station manager

 Have confidence in the organization

 The organization is characterized by professionalism

 Get feedback on the own professional development from the ambulance station manager

 The organization accepts that new professionals need more time to perform patient assessments

 The organization provides time for professional development activities

 The organization is characterized by equally

 The organization has clear competence descriptions of what is expected of each role in the team

 The organization is characterized by ethical considerations

 The dispatch center accepts that new professionals need more time to perform patient assessments

 Trust in the organization director

 Get feedback on the own professional development from the organization director

 Being exempt from introducing new colleagues

 Have access to an interpreter service

 Being exempt from life-threatening assignments with the highest level of priority