Evaluation of self-regulation skills training for paramedic trainees

Background: Self-regulation skills teach individuals to identify and regulate their own physiological and psychological responses to stressful situations. A major advantage of these skills is that they can be done virtually anywhere and anytime. Recent research suggests that these skills produce measurable physiological changes; counter the physical and physiological effects of stress; enhance cognitive and physical function; and ameliorate psychological symptoms associated with stress-related and chronic conditions. Methods/Objectives: A mixed-methods program evaluation was conducted to assess a training program that taught mind-body self-regulating skills to paramedic students so that they could learn to recognize and stabilize their own and others' physiological and emotional responses to stressful events. The objectives were to (1) evaluate the feasibility and acceptability of this training program and to (2) assess the impact of training on physiological outcomes (heart rate (HR), heart rate variability (HRV)), psychological distress (as measured by the State Trait Anxiety Inventory (STAI)), and performance metrics (time on scene, pass rate, critical errors) in a cohort of paramedic students who received training prior to simulation testing compared to a control group of students who did not receive training (N=20 per group). Results: The authors will present the results of the primary and secondary outcomes of this program evaluation. The primary outcome measure is time to return to baseline HR and HRV in the intervention and control groups after paramedic simulation testing. Secondary outcomes include comparison between the two groups of performance metrics during simulation testing (time on scene, number of critical errors, and pass rate) and self-reported anxiety as measured by the STAI.