Morgan, O., Jones, L.K., Sutton, C., Clegg, L.

Domain 1 of the Paramedicine Board of Australia’s capabilities states that paramedics must be able to manage their personal, mental, and physical health to ensure fitness to practice. This study explored the extent of wellbeing education curricula in undergraduate paramedicine degrees across Australia. Mental health literacy is of increasing importance for paramedic students preparing to join the workforce, however the current degree course structures lack focus on the impact this has on paramedics' mental health once they enter the profession. Current literature surrounding the topic of wellbeing education for student paramedics is limited, this study aims to fill this gap. The aim is to explore wellbeing focused education currently implemented in Australia’s undergraduate paramedicine curricula.

Following a qualitative exploratory descriptive methodology, semi-structured interviews were conducted to gain the perspective of academics who educate future paramedics. Utilising convenience and snowball sampling, participants from the Australasian Council of Paramedicine Deans (ACPD), and members of their respective institutions were interviewed for their understanding of wellbeing and self-care education and what education surrounding these topics is currently provided at their institutions.

Post interview phase of data collection, the data for this study is currently in the process of undertaking thematic analysis. The emerging themes of this research at this point of analysis are a lack of evidence informing strategies currently implemented by tertiary institutions, a need for scaffolding as there is no clear framework for integration of interventions, and the implementation of external specialists into curriculum activities. This paper will present the findings from this research and outline recommendations for curriculum development to support the mental preparedness and wellbeing of future paramedics.