A Narrative Inquiry on Paramedic Preceptorship Experiences

Abstract

This study adopted a narrative inquiry methodology in order to explore paramedic experiences and perceptions about their student preceptorship and their role as a preceptor. The questions that this research sets out to answer are: What are the experiences of practising paramedics in Ontario in their roles as preceptors? Additionally, what were the preceptor’s experiences as students during their own preceptorship? There were six participants within the region of Ontario that took part in individual in-depth narrative interviews. In order to understand the data collected, a sociocultural theoretical framework was used, focusing on Rogoff’s guided participation (2003). The findings revealed four main themes: i) the role of education in preceptorship, ii) the importance of interpersonal relationships, iii) the need for enhanced communication among institutional levels, and iv) the role of compensation in preceptorship. Taken together, the themes reveal the preoccupations and concerns of the paramedics who recounted their experiences both during their student preceptorship and as paramedic preceptors. All of the participants recommended further education and a modification to the current preceptor practises. They stressed the value of creating safe environments through good relationships with their students. The lack of communication between the paramedic service and educational bodies as well as between the paramedic service and the preceptors was also of concern to the participants. Finally, regarding compensation, the participants spoke about both the positive and negative aspects of compensation for the preceptor.