RESUMEN
INTRODUCTION: The work environment of paramedics is rapidly becoming more technology-oriented, and new innovations are constantly being introduced. The aim of this study was to determine the roles Finnish advanced level paramedics identify for themselves within technological development processes in their experience and what kinds of technological development in pre-hospital emergency care are needed. METHODS: This qualitative study utilised essay material written by experienced advanced level paramedics (n = 20), which was analysed using inductive content analysis. RESULTS: The paramedics identified direct and indirect roles and clear obstacles. The roles were related to expertise, their own professional skills, supporting development and implementation. The obstacles to participation in technological developed were perceived as the employer's unwillingness to involve grassroots level paramedics, lack of training or expertise, and overall unrecognised role. Technological development was seen to be needed regarding information and communication technology, treatment tools, and equipment. Further, nationally homogenous technological development that supports the quality and safety of nursing work and the integration of digitalization into education were also seen as needed. CONCLUSIONS: Paramedics can be innovative and active technology developers with extensive expertise in the technology of their field. Employers and technology developers should be encouraged to enable user-oriented product development and to involve paramedics in development work.
Asunto(s)
Servicios Médicos de Urgencia , Auxiliares de Urgencia , Humanos , Auxiliares de Urgencia/educación , Paramédico , Servicio de Urgencia en Hospital , Hospitales , Técnicos Medios en SaludRESUMEN
Some level of digital technology design skills and competencies is important in any profession but in their education and work life this is often ignored. We explore the potential of Educational Participatory Design (EPD) in transforming work practices within diverse disciplines. This is done through a transdisciplinary case where EPD was used as an approach for transforming language teacher education seen to respond too slowly to technological advancements in society and work life. Based on our findings, we propose EPD as a useful approach for building the design agency of future professionals with various disciplinary and professional backgrounds. In the context of real-life work practice with students as future workers, EPD invites them to act as 'designers' envisioning novel practices and technologies for their own work, engaging their 'users' in the PD processes. EPD as a novel methodological approach integrates design with work practice learning and education and therefore, we suggest, belongs to the core expertise of CSCW research and design interested in the digital transformation of work practices.
RESUMEN
The COVID-19 pandemic is challenging for Fab Labs and makerspaces where the use of digital fabrication machines and working with physical materials in collaboration with others are at the heart of the activities. We have been actively promoting children's technology education both by training local teachers and by working with children themselves. The restrictions have resulted in limiting the number of participants or moving to online working, or even closing the workspaces and cancelling the events. To continue our work, we needed to explore new solutions for the situation. We have provided online training for teachers, experimented with working in family groups and fully online, while access to the digital fabrication machines and children's engagement in online activities were the largest challenges we encountered. We report in this paper our experiences with different solutions as well as challenges we have faced, both as regards technology education of children and collecting research data related to that.