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An evolved grounded theory study of North Carolina paramedics continuing professional education
Keywords
Continuing Professional Education, Health Professions
Session Abstract
This session presents findings from a grounded theory study of North Carolina paramedics continuing professional education.
Session Description
EMS fills the gap between the community setting and access to definitive medical care. The professional identity of field-based emergency medical care personnel is a profession that situates itself uniquely among other health and public safety occupations. EMS has evolved without a specific research agenda, making it difficult to ground the field’s development or to contribute to the evolution of Continuing Professional/Medical Education (CPE or CME) in this area. The grounded theory study will present findings that address 4 related research questions: 1) What is the CPE context for NC paramedics? 2) How do practicing NC paramedics understand and navigate the CPE system in relation to their educational and practice needs? 3) Within the NC CPE system, what influences the system’s addressing of paramedic educational needs? 4) What supports or hinders the CPE system’s maintenance or enhancement of paramedic professional practice?
Drawing upon Cultural Historical Activity Theory as a framework, this evolved grounded theory study uses situational analysis to map and analyze NC paramedic navigation of continuing professional education. The data collection included observation, participant interview, photographic and document analysis and will contribute to both practice and academic knowledge in paramedic CPE.