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This thesis contains no material that has been submitted previously, in whole or in part, for the award of any other academic degree or diploma. Except where otherwise indicated, this thesis is my own work.”  \n“I have conducted my research in alignment with the Australian Code for the Responsible Conduct of Research and Victoria University’s Higher Degree by Research Policy and Procedures.”  \nSignature Date 2nd March 2022  \n“All research procedures reported in the thesis were approved by the Victoria University Human Research Ethics Committee-HRETH 12/238”  \nSignature  \nDate 2nd March 2022  \nABSTRACT  \nEvidence-based practice (EBP) is a core skill of all health professionals and a professional registration requirement for paramedics in Australia, NZ, and the UK. Paramedic Academics (PAs) have a key role in teaching EBP to paramedic undergraduates.  \nHowever, only limited literature exists to assess the preparedness of PAs to do so.  \nThe current research is conducted under the paradigm of constructivism using the mixed methods ofa phenomenological guided multiple repeated individual case studies using sequential semi-structured interviews incorporating vignettes and a positivist-based survey. The Evidence-Based Practice Profile-Paramedic (EBP2-P) survey assesses the domains of relevance, terminology, practice, confidence, and sympathy to EBP. Demographic data was also collected. Data analysis was Cronbach’s alpha coefficient, descriptive statistics, Welch’sunequal variances t-test and Factorial AVOVA.  \nA total of 106 PAs from Australia (61), NZ (20) and the UK (25) responded to the survey. Most respondents had a paramedic background (89%) and >10 years clinical experience (68%) . Only 11% held a PhD while 12% held a Master’s by Research and 30% a Master’s by coursework. Under half of respondents had any EBP education (48%) or published an academic paper or presented at a conference (43%) . Mean academic experience was four years with 22% reporting less than one year. EBP2-P scores for the PAs were statistically significantly superior (p \u003C .05) to other allied health professional academics in the domains of practice and sympathy and not significantly different in relevance, terminology, and confidence.  \nThe themes of variable EBP training levels, academic, and clinical use, inexperienced PAs, lack of higher degrees, resistance to students practicing EBP from clinical supervisors were detected in the qualitative phase. Student paramedics’ attitudes to EBP were influenced  \nstrongly by early clinical placements and they disliked being taught by non-paramedic staff that did not understand the paramedic environment and used irrelevant examples.  \nThe pattern of the EBP2-P scores demonstrated that the PA cohort is at least as capable as the Allied Health Academics regarding the EBP characteristics evaluated. Differences between Australian PAs and their UK and NZ counterparts may be due to variation in years professional registration programs began. Some academics, in-service educators, and clinical managers require EBP education. Further support is needed for PAs to publish, present, and remain in academia. Paramedic EBP education should be themed through each unit of an","cbCaip9QDbliCQ8Z","https://ap.wps.com/l/cbCaip9QDbliCQ8Z","pdf",6389073,378,"English","# Abstract\n## Study approach\n## Survey and measures (EBP2-P)\n## Key findings\n## Recommendations for practice and education\n## Recommendations for further research\n## Acknowledgments","[{\"question\":\"What is the central focus of the thesis?\",\"answer\":\"The thesis assesses how prepared Australasian and UK Paramedic Academics are to teach evidence-based practice (EBP) to paramedic undergraduates.\"},{\"question\":\"How is preparedness evaluated in the study?\",\"answer\":\"The study combines qualitative case studies with sequential semi-structured interviews using vignettes, and a positivist-based survey. The EBP2-P survey measures relevance, terminology, practice, confidence, and sympathy to EBP.\"},{\"question\":\"What guidance does the thesis provide for improving EBP education?\",\"answer\":\"It recommends integrating EBP into all units of paramedic undergraduate curricula, supporting PAs to publish and remain in academia, and providing training and support for clinical supervisors to deliver EBP education effectively.\"}]","Preparedness of Australasian and UK Paramedic Academics to teach Evidence Based Practice | PDF",1788583859,953]