Having joined the ambulance service in 2008, I completed my undergraduate study qualifying as a Paramedic in 2012. I took part in the NIHR Clinical Academic Training Programme 2013-14, building a knowledge of research strategies and activities. Since then I have moved into various clinical leadership roles, working as the Placement Facilitator for SECAmb, working closely alongside the University of Surrey. In 2015, I started my MSc pathway in Advanced Clinical Practice as part of the Specialist Paramedic training programme, and worked as a Paramedic Practitioner in Surrey and Hampshire. This role focuses on developing clinical excellence and improving patient outcome in the pre-hospital and community setting before being awarded the College of Paramedics' Diploma in Urgent and Emergency Care.
Areas of specialism
University roles and responsibilities
- Field Lead (Paramedic Science)
- Academic Integrity Officer and Fitness to Practise Panel Member
- Athena SWAN Action Group Member
- Schwartz Steering Group Member
In the media
I'm interested in pre-hospital treatment pathways, as well as decision making in clinical practice. Beyond this research interests focus upon the development of healthcare education.
Aims: This study aims to evaluate an established teaching tool for developing the Clinical Reasoning skills of student Paramedics, ascertaining the feasibility of this as an ongoing method for enhancing the teaching of clinical reasoning potentially alleviating the identified issues of transferring. Methods Utilising a qualitative approach to seek opinion and experience of the students undertaking the learning activity to ascertain level of enjoyment, student relatability and awareness of the skills it wished to develop. Data collected via an online survey tool was then analysed to draw theme and particular comment. Findings Student enjoyment and engagement was evident, the exercise permitted independence of thought and working; promoting students to self-appraise the effectiveness of the working strategy. Conclusion The results of this case study indicate the exercise could be effective in its premise of developing students’ clinical reasoning skills. It compliments established teaching strategies, such as core lectures, seminars and supervised practice.
Clinical decision-making is a multifaceted construct, requiring the practitioner to gather, interpret and evaluate data to select and implement an evidence-based choice of action. Clinical reasoning is a difficult skill for students to develop due in part to the inability to guarantee awareness or opportunity to develop within time spent in practice. While professional developments within the past few years have established a supportive preceptorship programme within NHS trusts for new paramedic registrants, enhancing activities to develop these crucial skills within a pre-registrant programme should be prioritised to enhance the abilities of students and subsequent new registrants. A better understanding of the reasoning processes used during clinical decision-making may help health professionals with less experience to develop their processes in their own clinical reasoning. To embed such awareness and enhanced practice, the lead author, a third-year student paramedic at the time of writing, presents a reflective consideration of a patient encounter using the hypothetico-deductive model to evaluate and critically explore his own reasoning and processing within a meaningful patient interaction.