|
Support from practical skills exercises
|
|
9.1
|
Practice methods to get a structured way to work (e.g. according to the ABCDE-principle)
|
6,50
|
0,89
|
|
9.2
|
Practice through simulation
|
5,97
|
1,24
|
|
9.3
|
Practice situations that occur rarely
|
5,74
|
1,34
|
|
9.4
|
Practice situations that occur frequently
|
5,51
|
1,33
|
|
9.5
|
Practice in collaboration with police and rescue service
|
5,67
|
1,23
|
|
9.6
|
Practice ways to lead the work at the scene of an accident
|
6,02
|
1,12
|
|
9.7
|
Practice with the radio communication equipment
|
5,84
|
1,29
|
|
9.8
|
Practice with the medical equipment in the ambulance
|
6,13
|
1,25
|
|
9.9
|
Practice techniques for immobilization
|
5,99
|
1,12
|
|
9.10
|
Practice techniques for removing people from vehicles
|
5,66
|
1,37
|
|
9.11
|
Practice techniques to maneuver the stretcher
|
5,24
|
1,58
|
|
9.12
|
Driving and parking exercises
|
5,41
|
1,43
|
|
9.13
|
Have practical skills tests
|
5,47
|
1,50
|
|
9.14
|
Get a structured run-through of the medications used in the EMS
|
6,27
|
1,10
|
|
Support from theoretical knowledge
|
|
10.1
|
Be able to visit and auscultate at different intra-hospital wards
|
4,89
|
1,73
|
|
10.2
|
Have access to lectures on medical conditions in adults
|
5,71
|
1,25
|
|
10.3
|
Have access to lectures on medical conditions in children
|
6,07
|
1,09
|
|
10.4
|
Have access to lectures on child birth
|
5,80
|
1,18
|
|
10.5
|
Have access to lectures on how to lead the work at the scene of an accident
|
5,60
|
1,21
|
|
10.6
|
Get access to lectures about psychiatric conditions
|
5,37
|
1,38
|
|
10.7
|
Get a structured run-through of the EMS medical guidelines
|
6,21
|
1,02
|
|
10.8
|
Get access to concept educations such as AMLS, PHTLS, PS, PEPP
|
6,08
|
1,23
|
|
10.9
|
Have written tests on theoretical knowledge
|
5,20
|
1,48
|
|
Theoretical support
|
|
11.1
|
Have access to applicable medical guidelines
|
6,68
|
0,69
|
|
11.2
|
Have access to written ethical guidelines
|
5,03
|
1,45
|
|
11.3
|
Have access to written guidelines on when and how to contact a physician
|
5,83
|
1,32
|
|
11.4
|
Have access to written guidelines about how to report deviations
|
5,27
|
1,37
|
|
11.5
|
Have access to written guidelines regarding how to manage conflicts
|
4,82
|
1,44
|
|
11.6
|
Have access to internet-based instruction films on the ambulance’s technical equipment
|
5,29
|
1,49
|
|
11.7
|
Have access to instruction films about how to realign a fracture
|
5,26
|
1,48
|
|
Support for experience-based knowledge
|
|
12.1
|
Participate in courses along with experienced colleagues
|
6,43
|
0,87
|
|
12.2
|
Participate in group discussions about authentic patient situations
|
6,27
|
1,04
|
|
12.3
|
Participate in group discussions about ethics
|
5,68
|
1,41
|
|
12.4
|
Participate in group discussions about threats and violence
|
6,07
|
1,12
|
|
12.5
|
Get feedback on the own actions from the receiving unit
|
6,40
|
0,97
|
|
Support from an introduction period
|
|
13.1
|
Have a structured introduction period
|
6,73
|
0,71
|
|
13.2
|
Have an individually fitted introduction period
|
6,14
|
1,20
|
|
13.3
|
Have a supervisor with formal supervisor competence during the introduktion period
|
5,56
|
1,55
|
|
13.4
|
Work with the same supervisor during the introduction period
|
5,27
|
1,47
|
|
13.5
|
Work with the same ambulance team (supervisor and his/her colleague) during the introduction period
|
4,71
|
1,65
|
|
13.6
|
Get regular feedback on the own development during an introduction period
|
6,28
|
1,01
|
|
Support from colleagues and work environment
|
|
14.1
|
Have an experienced colleague
|
6,47
|
0,89
|
|
14.2
|
Work with the same colleague during the first year
|
3,21
|
1,65
|
|
14.3
|
Work with another RN
|
5,38
|
1,68
|
|
14.4
|
Have a trustworthy colleague
|
6,68
|
0,65
|
|
14.5
|
Be respected and accepted by the colleagues at the ambulance station
|
6,59
|
0,68
|
|
14.6
|
There is an open climate at the ambulance station
|
6,56
|
0,68
|
|
14.7
|
Get peer support debriefing in extreme situations
|
6,71
|
0,68
|
|
14.8
|
Have one person in the organization to contact with logistics questions during off-hour
|
5,89
|
1,23
|
|
14.9
|
Have a mentor to support personal development
|
5,30
|
1,49
|
|
14.10
|
Have a mentor to support professional development
|
5,39
|
1,42
|
|
14.11
|
Have a mentor to talk to about conflicts
|
5,37
|
1,43
|
|
14.12
|
Have a mentor to contact about practical issues
|
5,18
|
1,50
|
|
14.13
|
Have a mentor to contact about routines
|
5,07
|
1,53
|
|
Support from management and organization
|
|
15.1
|
Get feedback on the own professional development from the ambulance station manager
|
5,77
|
1,23
|
|
15.2
|
Get feedback on the own professional development from the organization director
|
3,99
|
1,73
|
|
15.3
|
Trust in the ambulance station manager
|
6,50
|
0,77
|
|
15.4
|
Trust in the organization director
|
5,35
|
1,53
|
|
15.5
|
Have confidence in the organization
|
6,18
|
1,01
|
|
15.6
|
The organization is characterized by ethical considerations
|
6,13
|
1,10
|
|
15.7
|
The organization is characterized by professionalism
|
6,50
|
0,82
|
|
15.8
|
The organization is characterized by equally
|
6,50
|
0,90
|
|
15.9
|
The organization has clear competence descriptions of what is expected of each role in the team
|
6,14
|
1,07
|
|
15.10
|
The organization provides time for professional development activities
|
6,20
|
0,95
|
|
15.11
|
The organization accepts that new professionals need more time to perform patient assessments
|
6,20
|
1,11
|
|
15.12
|
The dispatch center accepts that new professionals need more time to perform patient assessments
|
5,52
|
1,69
|
|
Other support
|
|
16.1
|
Being exempt from life-threatening assignments with the highest level of priority
|
1,76
|
1,44
|
|
16.2
|
Receiving an extra unit when being given life-threatening assignments with the highest level of priority
|
2,67
|
1,78
|
|
16.3
|
Being exempt from introducing new colleagues
|
5,82
|
1,66
|
|
16.4
|
Have access to an interpreter service
|
4,63
|
1,82
|
