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Table 4 Result of a cross-sectional survey study about important support during the first year in the EMS

From: Treat me nice! –a cross-sectional study examining support during the first year in the emergency medical services

Statements Mean Std. Deviation
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
  1. Participants n = 230, response rate 59%. Highest rated statements in bold