How paramedic degree apprenticeship students experience academic and workplace learning and the relationship between these domains

This study explores students’ experiences of a paramedic degree-level apprenticeship, a higher education route to paramedic registration for existing ambulance staff. As research in this area is limited, understanding these experiences is vital for evaluating and developing the programme. This small-scale phenomenological study recruited six students from one ambulance trust in southern England. Data were gathered through audio diaries structured around Gibbs’ (1988) reflective cycle and follow-up semi-structured interviews, analysed thematically. Findings showed academic and clinical learning were closely integrated, with students applying knowledge between domains. Participants learned through peers, mentors, and communities of practice, highlighting both benefits and inconsistencies. Academic learning transferred effectively into practice, while real-world experience helped students navigate the limitations of simulation-based teaching. However, online learning posed challenges around engagement and participation. With hybrid delivery now embedded in the curriculum, further research into enhancing online student engagement is recommended.