Emergency care practitioners' perceptions of the transition from student to independent practitioner: a qualitative exploration.
African journal of emergency medicine · 2026-03-06 · Qualitative study
Abstract
INTRODUCTION: The World Health Organisation classifies emergency medical services (EMS) as an integral part of all well-functioning healthcare systems. The responsibility of making critical clinical decisions on a scene may be daunting to newly qualified emergency care practitioners (ECPs). The expectation that newly qualified ECPs must immediately function autonomously places considerable strain on their well-being, as undergraduate training alone may not equip them with the competencies and experience needed to practise with confidence. The aim of this study was to explore the views and perceptions of ECPs on their transition from student to independent practitioner, and the available resources in independent practice to support this transition. METHODS: A qualitative exploration with semi-structured one-on-one online interviews was performed with ECPs across South Africa. The interviews were audio-recorded and transcribed verbatim. Interviews were analysed using content analysis with an inductive-dominant approach, grounded in constructivism. After data familiarisation was done, meaning units were condensed and led to the development of codes and categories. RESULTS: A total of twelve ECPs were interviewed. Three categories were developed after the data analysis process: 1) new graduates feel under-prepared and overwhelmed, particularly when making high-risk clinical decisions and managing additional responsibilities, 2) feeling overwhelmed necessitates actions to change, such as seeking informal mentorship and developing coping strategies, and 3) there is a need for change in the workplace and university training, including a structured mentorship, better workplace support, and better preparation for paediatric and neonatal care. CONCLUSION: This study offers insights into the transition process from ECP student to independent practitioner, informing regulators on the necessary workplace support, mentorship structures, and curriculum adjustments for newly qualified practitioners to navigate their first months as independent practitioners.