Educator Update - Summer 2019

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A MATTER OF DEGREES: THE CASE FOR DEGREED PARAMEDICS culture, and occupation (Lemieux, 2014). Paramedicine education hours and content continue to increase (National Highway Traffic Safety Administration [NHTSA], 2000) with most programs meeting or exceeding the contact hours required in an associate degree RN program. We are unfairly withholding credit from graduates of EMS programs that are anywhere from 1200 – 2000 hours. Graduates who receive a degree have several long-term advantages over those who receive a certificate. A degree provides more opportunities in various venues and higher compensation (Lemieux, 2014). Personnel who become injured or burned out have a degree to fall back on rather than an expired state license and national certification. The decision to ignore issues associated with compensation and long work hours is a decision to continue the decline in the percentage of the population interested in becoming and staying involved in EMS as an occupation. It is time EMS evolve from the shifting-the-burden mentality (Senge, 1990) applying short-term fixes to ameliorate symptoms rather than resolving the fundamental problem (Jacobs, DiMattio, Bishop, & Fields, 1998). Currently, several national EMS documents and philosophies are being reviewed and revised which will guide EMS into the next decade. This offers a rare opportunity to inspire transformational and visionary change and take courageous steps towards confronting the market failures EMS is experiencing (National EMS Advisory Council [NEMSAC], 2012). References Blau, G., & Chapman, S. (2016). Why do emergency medical services (EMS) professionals leave EMS? Prehospital and Disaster, 31(Suppl.1), s105-s111. https://doi.org/doi:10.1017/ S1049023X16001114 Blau, G., Chapman, S., Gibson, G., & Bentley, M. (2011). Exploring the importance of different items as reasons for leaving Emergency Medical Services between fully compensated, partially compensated, and non-compensated/volunteer samples. Journal of Allied Health, 40(3), 33-37. Blegen, M. A., Goode, C. J., Park, S. H., Vaughn, T., & Spetz, J. (2013). Baccalaureate education in nursing and patient outcomes. The Journal of Nursing Administration, 43(2), 89-94. http://dx.doi.org/10.1097/NNA.0b013e31827f2028 Boyleston, E. S., & Collins, M. A. (2012). Advancing our profession: Are higher educational standards the answer? The Journal of Dental Hygiene, 86(3), 168-178. Caffrey, S. M., Barnes, L. C., & Olvera, D. J. (2019). Joint position statement on degree requirements for paramedics. Prehospital Emergency Care, 23, 434-437. https://doi.org/10. 1080/10903127.2018.1519006 Institute of Medicine. (2007). Future of emergency care: Emergency medical services at the crossroads. Retrieved from The National Academies Press: https://www.nap.edu/ download/11629 Jacobs, L. A., DiMattio, M. K., Bishop, T. L., & Fields, S. D. (1998). The baccaluareate degree in nursing as an entry level requirement for professional nursing practice. Journal of Professional Nursing, 14(4), 225-233. http://dx.doi.org/10.1016/ S8755-7223(98)80063-X Kirkwood, S. (2018, January 29). 3 ways EMS leaders make or break paramedic training programs. EMS1. Retrieved from https://www.ems1.com/paramedic-chief/articles/374184048-3-ways-EMS-leaders-make-or-break-paramedic-training-programs/ Kutney-Lee, A., Sloane, D. M., & Aiken, L. H. (2013). An increase in the number of nurses with baccalaureate degrees is linked to lower rates of postsurgery mortality. Health Affairs, 32(3), 579-586. http://dx.doi.org/10.1377/hlthaff.2012.0504 Lemieux, T. (2014). Occupations, fields of study and returns to education. Canadian Journal of Economics, 47(4), 1047- 1077. National EMS Advisory Council. (2012). EMS system performance-based funding and reimbursement model [Final Advisory]. Retrieved from https://www.ems.gov/nemsac/ FinanceCommitteeAdvisoryPerformance-BasedReimbursement-May2012.pdf National Highway Traffic Safety Administration. (2000). EMS education agenda for the future: A systems approach. Washington D.C.: Department of Transportation. National Highway Traffic Safety Administration. (2007). National EMS scope of practice model (DOT HS 810 657). Retrieved from https://www.ems.gov/education/EMSScope.pdf Senge, P. M. (1990). The fifth discipline: The art & practice of the learning organization. New York, NY: Doubleday Business. 6 | Educator Update | www.naemse.org
A MATTER OF DEGREES: THE CASE FOR DEGREED PARAMEDICS Patterson, D. P., Probst, J. C., Leith, K. H., Corwin, S. J., & Powell, P. M. (2005). Recruitment and retention of emergency medical technicians: A qualitative study. Journal of Allied Health, 34(3), 153-162. Retrieved from http://www.ingentaconnect.com/content/asahp/jah/2005/00000034/00000003/ art00006 United States Department of Labor. (2018). https://www.bls. gov/ CORE VALUES INTEGRITY LEADERSHIP TRUST INNOVATION COLLABORATION INCLUSIVE Ease of Use OUT OF THE BOX SOLUTIONS Maintenance and Affordability IMPROVE YOUR ROI WITH LOW OPERATIONAL COSTS Realistic/Training IMPROVED CLINICAL OUTCOMES For more information contact us at: 1.800.431.4310 • NascoHealthcare.com HC190029PAD2 EMSEd by Pocket Nurse ® strives to be a valuable partner to those who have made it their life’s work to educate the EMS professionals of the future. We offer comprehensive simulation and educational medical supplies for EMS training and allied healthcare education programs. A robust collaboration with Ross/ West View EMS to create immersive simulation scenarios for EMS training, which prepares first responders for real-life emergency simulations. Dedicated EMS content at SimTalk Blog (blog.simtalkblog.com), including relevant content during EMS Week. An EMSEd catalog with a complete selection of simulation and medical education solutions. Request a copy here: http://info.pocketnurse.com/2019-emsed-catalog 1.800.225.1600 www.PocketNurse.com www.naemse.org | Educator Update | 7
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Educator Update - Summer 2019

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