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

9.1

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

9.2

Practice through simulation

9.3

Practice situations that occur rarely

9.4

Practice situations that occur frequently

9.5

Practice in collaboration with police and rescue service

9.6

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

9.7

Practice with the radio communication equipment

9.8

Practice with the medical equipment in the ambulance

9.9

Practice techniques for immobilization

9.10

Practice techniques for removing people from vehicles

9.11

Practice techniques to maneuver the stretcher

9.12

Driving and parking exercises

9.13

Have practical skills tests

9.14

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

10.1

Be able to visit and auscultate at different intra-hospital wards

10.2

Have access to lectures on medical conditions in adults

10.3

Have access to lectures on medical conditions in children

10.4

Have access to lectures on child birth

10.5

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

10.6

Get access to lectures about psychiatric conditions

10.7

Get a structured run-through of the EMS medical guidelines

10.8

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

10.9

Have written tests on theoretical knowledge

11.1

Have access to applicable medical guidelines

11.2

Have access to written ethical guidelines

11.3

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

11.4

Have access to written guidelines about how to report deviations

11.5

Have access to written guidelines regarding how to manage conflicts

11.6

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

11.7

Have access to instruction films about how to realign a fracture

12.1

Participate in courses along with experienced colleagues

12.2

Participate in group discussions about authentic patient situations

12.3

Participate in group discussions about ethics

12.4

Participate in group discussions about threats and violence

12.5

Get feedback on the own actions from the receiving unit

13.1

Have a structured introduction period

13.2

Have an individually fitted introduction period

13.3

Have a supervisor with formal supervisor competence during the introduktion period

13.4

Work with the same supervisor during the introduction period

13.5

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

13.6

Get regular feedback on the own development during an introduction period

14.1

Have an experienced colleague

14.2

Work with the same colleague during the first year

14.3

Work with another RN

14.4

Have a trustworthy colleague

14.5

Be respected and accepted by the colleagues at the ambulance station

14.6

There is an open climate at the ambulance station

14.7

Get peer support debriefing in extreme situations

14.8

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

14.9

Have a mentor to support personal development

14.10

Have a mentor to support professional development

14.11

Have a mentor to talk to about conflicts

14.12

Have a mentor to contact about practical issues

14.13

Have a mentor to contact about routines

15.1

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

15.2

Get feedback on the own professional development from the organization director

15.3

Trust in the ambulance station manager

15.4

Trust in the organization director

15.5

Have confidence in the organization

15.6

The organization is characterized by ethical considerations

15.7

The organization is characterized by professionalism

15.8

The organization is characterized by equally

15.9

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

15.10

The organization provides time for professional development activities

15.11

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

15.12

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

16.1

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

16.2

Receiving an extra unit when being given life-threatening assignments with the highest level of priority

16.3

Being exempt from introducing new colleagues

16.4

Have access to an interpreter service