Mrs Laura Triffett1, Associate Professor Paul Simpson1, Associate Professor Liz Thyer1, Associate Professor Marije Hennus3
1Western Sydney University, Campbelltown, Australia, 2Ambulance Tasmania, Hobart, Australia, 3University Medical Center Utrecht, , Utrecht , The Netherlands
Biography:
Laura is a paramedic and PhD candidate at Western Sydney University with over 27 years of clinical and educational experience. Her research examines Entrustable Professional Activities and readiness for practice, supported by broader interests in authentic assessment and health literacy responsiveness, and a commitment to developing capable future paramedics.
Abstract:
Introduction:
Determining whether learners can safely perform the real world tasks of paramedic practice remain a critical issue for educators, supervisors, and ambulance services. This presentation will demonstrate how Entrustable Professional Activities (EPAs) offer a practical, theoretically grounded framework to address the persistent challenge of assessing readiness for practice in paramedicine.
Methods:
The development of EPAs for the paramedicine profession is a multi-step process that forms my PhD research. After review of other health EPAs, reflection on current assessment practices, and consideration of the expanding scope of paramedic roles we undertook a sequential exploratory mixed methods study. A national survey and semi structured interviews explored perceptions of readiness, entrustment, and the essential work of a paramedic. Thematic analysis identified core domains of practice, which were subsequently confirmed through a Nominal Group Technique (NGT) workshop. A Delphi consensus will be conducted to validate the results.
Results:
Three overarching domains of paramedic practice were identified: the Paramedic as a Person, the Paramedic as a Health Professional, and the Paramedic within the System. These domains were consistently highlighted across the survey, interview, and NGT phases. Findings informed the development of eight core EPAs representing the work of a qualified paramedic central to safe autonomous practice, each further articulated into nested EPAs outlining developmental expectations for students and graduates.
Conclusion:
Paramedicine requires robust, transparent mechanisms to assess readiness for practice. EPAs provide a structured, practice anchored framework that strengthens clinical governance, enhances patient safety, and supports confident entrustment decisions within a modern paramedic workforce.