A Proposed Theoretical Framework for Clinical Judgment in EMS.

In the prehospital setting, EMS clinicians are challenged by the need to assess and treat patients who are clinically undifferentiated with a large constellation of possible medical problems. In addition to possessing a large and diverse set of knowledge, skills, and abilities, EMS clinicians must integrate a plethora of environmental, patient, and event specific cues in their clinical decision-making processes. To date, there is no theoretical framework to capture the complex process that characterizes the prehospital experience from dispatch to handoff, the interface between cues and on-scene information and assessments, while incorporating the importance of leadership and communication. To fill this gap, we propose a theoretical framework for clinical judgment in the prehospital setting that builds upon previously defined methodologies and applies them to the clinical practice of EMS clinicians throughout the EMS experience.

Impact of COVID-19 on initial emergency medical services certification in the United States.

Objective: As the COVID-19 pandemic began, there were significant concerns for the strength and stability of the emergency medical services (EMS) workforce. These concerns were heightened with the closure of examination centers and the cessation of certification examinations. The impact of this interruption on the EMS workforce is unclear. Our objective was to evaluate the impact of COVID-19 on initial EMS certification in the United States. In addition, we evaluated mitigation measures taken to address these interruptions. Methods: This study was a cross-sectional evaluation of the National Certification Cognitive Examination administration and results for emergency medical technician (EMT) and paramedic candidates. We compared the number of examinations administered and first-attempt pass rates in 2020 (pandemic) to 2019 (control). Descriptive statistics and 2 one-sided tests of equivalence were used to assess if there was a relevant difference of ±5 percentage points. Results: Total number of examinations administered decreased by 15% (EMT, 14%; paramedic, 7%). Without the addition of EMT remote proctoring, the EMT reduction would have been 35%. First-time pass rates were similar in both EMT (-0.9%) and paramedic (-1.9%) candidates, which did not meet our threshold of a relevant difference. Conclusion: COVID-19 has had a measurable impact on examination administration for both levels of certification. First-time pass rates remained unaffected. EMT remote proctoring mitigated some of the impact of COVID-19 on examination administration, although a comparison with mitigation was not assessed. These reductions indicate a potential decrease in the newly certified workforce, but future evaluations will be necessary to assess the presence and magnitude of this impact.

Methods and Implementation of the 2019 EMS Practice Analysis.

Background: The EMS Practice Analysis provides a vision of current prehospital care by defining the work performed by EMS professionals. In this manuscript, we present the National Advanced Life Support (ALS) EMS Practice Analysis for the advanced EMT (AEMT) and paramedic levels of certification. The goal of the 2019 EMS Practice Analysis is to define the work performed by EMS professionals and present a new template for future practice analyses. Methods: The project was executed in three phases. Phase 1 defined the types/frequency of EMS clinical presentations using the 2016 National Emergency Medical Services Information System (NEMSIS) dataset. Phase 2 defined the criticality or potential for harm of these clinical presentations through a survey of a random sample of nationally certified EMS professionals and medical directors. Phase 3 defined the tasks and the associated knowledge, skills, and abilities (KSA) that encompass EMS care through focus groups of subject matter experts. Results: In Phase 1, the most common EMS adult impressions were traumatic injury, abdominal pain/problems, respiratory distress/arrest, behavioral/psychiatric disorder, and syncope/fainting. The most common pediatric impressions were traumatic injury, behavioral/psychiatric disorder, respiratory distress/arrest, seizure, and abdominal pain/problems. Criticality was defined in Phase 2 with the highest risk of harm for adults being airway obstruction, respiratory distress/arrest, cardiac arrest, hypovolemia/shock, allergic reaction, or stroke/CVA. In comparison, pediatric patients presenting with airway obstruction, respiratory distress/arrest, cardiac arrest, hypovolemia/shock, allergic reaction, stroke/CVA, and inhalation injury had the highest potential for harm. Finally, in Phase 3, task statements were generated for both paramedic and AEMT certification levels. A total of 425 tasks and 1,734 KSAs were defined for the paramedic level and 405 tasks and 1,636 KSAs were defined for the AEMT level. Conclusion: The 2019 ALS Practice Analysis describes prehospital practice at the AEMT and paramedic levels. This approach allows for a detailed and robust evaluation of EMS care while focusing on each task conducted at each level of certification in EMS. The data can be leveraged to inform the scope of practice, educational standards, and assist in validating the ALS levels of the certification examination.

Development and Validation of Content Domains for Paramedic Prehospital Performance Assessment: A Focus Group and Delphi Method Approach.

BACKGROUND: The chaotic and complex nature of delivering patient care in the prehospital setting complicates the provision of real-time formative feedback to paramedic students. Although the use of simulations is widespread in emergency medical services (EMS) education, a high degree of variability precludes consistent performance assessment in EMS. Objectives: The objective of this study was to define and validate key domains required to evaluate paramedic prehospital performance. Methods: We conducted a two-phase study that combined focus group and Delphi methodology. Participants were purposefully selected to attain diverse panels regarding sex, race, ethnicity, professional roles, levels of education, geographical area, and experience as a paramedic and educator. In Phase I, a panel of 11 subject matter experts (SMEs) were tasked with identifying the essential domains to be evaluated in a paramedic performance assessment. In Phase II, another panel of 11 SMEs and a four-round modified Delphi method with 28 paramedic program directors were used to validate the domains identified in Phase I. Results: The first focus group identified and achieved consensus on five domains: (1) effective communication, (2) scene management, (3) patient assessment, (4) patient management, and (5) professional behavior. These domains were validated by the second focus group. The first round of the Delphi process generated 64 content domains, which were reduced to nine unique content domains via thematic analysis. These nine content domains fit well within the broader domains identified by the focus groups with one specific area, critical thinking and reasoning, being listed in two key areas based on the definitions of the focus group domains of patient assessment and patient management. Conclusion: The content domains identified in this study provide EMS educators a theoretical framework for designing the performance assessment of newly trained professionals in the prehospital setting.

Relations of Maternal Depression and Parenting Self-Efficacy to the Self-Regulation of Infants in Low-Income Homes.

There is increasing recognition that young children's self-regulation provides a foundation for overall wellness later in life. Yet, infants reared in poverty may exhibit less-developed self-regulation compared to their more advantaged peers. Factors associated with poverty that may influence early self-regulation include maternal depression and parenting self-efficacy. However, few researchers have examined how both parenting self-efficacy and maternal depression may affect young children's self-regulation. The purpose of this study was to investigate the associations among maternal depression, parenting self-efficacy, and infant self-regulation for a racially diverse sample of 142 mother-infant dyads living in low-income households in the United States. Maternal depressive symptomatology was determined with the Edinburgh Postnatal Depressive Scale. Parenting self-efficacy was determined with a self-report measure, reflecting caregivers' mindset or feelings reflecting competency as a parent of an infant. Infant self-regulation was measured by parental report of the Infant Behavior Questionnaire Short Form Effortful Control subscale. While maternal depressive symptomatology and self-efficacy were directly and significantly correlated with infant self-regulation, results of a mediation model suggested that parenting self-efficacy mediated the relationship between maternal depressive symptomatology and infant self-regulation. Lower maternal depressive symptomatology predicted better parenting self-efficacy, in turn predicting better infant self-regulation. This study increases our understanding of how early factors shape the self-regulation of infants reared in low-income homes - highlighting the potential role of targeting parenting self-efficacy for parenting interventions for mothers experiencing depressive symptoms.

Age-Related Progressions in Story Structure in Young Children's Narratives.

Purpose: Prior theoretical and empirical work has referenced several broad stages of narrative development, particularly in terms of young children's understanding of story structure. However, there is considerable variation in how story structure has been defined and assessed across these studies. The aims of the present study were threefold: (a) to test the unidimensionality of items designed to assess story-structure knowledge, (b) to examine story-structure item difficulty levels, and (c) to examine age-related progressions on individual story-structure components across 3-, 4-, 5-, and 6-year-olds. Method: Participants included 386 children (M = 4.8 years, SD = 11.67 months) from the Narrative Assessment Protocol study (http://www.narrativeassessment.com/), which was designed to revise a new narrative assessment tool for children between the ages of 3 and 6 years. Results: Factor analysis indicated that 16 of 21 items reflecting story-structure knowledge constituted a unidimensional construct. Individual story-structure item analyses further revealed that establishing subgoals and tracking the overall goals in the stories were particularly challenging for 3- and 4-year-olds. Conclusion: These findings hold implications for refinement of theoretical models of story-structure emergence in early childhood.