EMS Mental Health Assignment: Culturally Sensitive Support for Non-Western Bystanders in Denmark
| University | University College Dublin (UCD) |
| Subject | Literature Review |
Title
Exploring Culturally Sensitive Mental Health Support for Non-Western Bystanders in Denmark’s EMS: Practices, Gaps, and Policy Implications
These instructions follow academic best practices for a scoping review, using the PRISMA-ScR framework, APA 7th edition referencing, and a literature inclusion timeframe of 2010–2025.
✅ Instructions for Writing the Literature Review
1. Purpose
The literature review aims to:
- Map existing evidence on culturally sensitive mental health support in emergency medical services (EMS)
- Focus on non-Western populations and bystander trauma
- Identify research gaps and best practices in Denmark and comparable EU contexts
2. Inclusion Criteria (PCC Framework)
| Element | Description |
|---|---|
| Population: | Non-Western immigrants or refugees, ethnic minorities, or culturally/linguistically diverse bystanders |
| Concept: | Mental health support, trauma-informed care, cultural competence, bystander psychological interventions |
| Context: | EMS (ambulance services, paramedics, prehospital care) in Denmark or EU countries |
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3. Study Timeframe
Only include peer-reviewed literature published between January 2010 and May 2025.
4. Search Strategy (PRISMA-ScR Standards)
a. Databases
Use at least three of the following academic databases:
- PubMed / MEDLINE
- ScienceDirect
- PsycINFO (EBSCO)
- Scopus or Embase (if available)
b. Search String Structure
Use combinations of MeSH terms and keywords for each PCC element. For example:
(“Emergency Medical Services” OR “EMS” OR “ambulance” OR “prehospital care”)
AND (“bystander*” OR “witness*” OR “layperson*” OR “community responder”)
AND (“mental health” OR “psychological support” OR “trauma” OR “PTSD”)
AND (“culturally competent” OR “cultural sensitivity” OR “ethnic minority” OR “non-Western” OR “immigrant” OR “refugee”)
Apply Boolean operators, truncations, and filters (e.g., publication year: 2010–2025; language: English).
c. Document the Search Process
Create a PRISMA flow diagram with:
- Number of records identified
- Number after duplicates removed
- Records screened
- Full-text articles assessed
- Final number of included studies
Record search dates, database names, keywords used, filters applied, and total hits.
5. Screening Process
Screen titles and abstracts against inclusion/exclusion criteria:
- Include: Empirical studies (qualitative, quantitative, mixed methods), literature reviews, policy documents
- Exclude: Opinion pieces, non-peer-reviewed sources, editorials, studies unrelated to mental health or EMS
Use tools like Zotero, Rayyan, or Excel to manage references and screen articles.
6. Data Extraction
Create a data extraction table with the following fields:
| Field | Description |
|---|---|
| Author(s), Year | |
| Title | |
| Country of study | |
| Population studied | |
| EMS context | |
| Intervention or focus | |
| Cultural relevance | |
| Key findings | |
| Relevance to your research question |
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7. Thematic Analysis Structure
Group findings into thematic categories, aligned with your thesis structure:
- Cultural and Linguistic Barriers
- Mental Health Needs of Migrants and Refugees
- Current EMS Practices and Gaps
- Disparities and Inequities
- Recommendations for Culturally Competent EMS Care
Each theme should:
- Start with authors and publication year
- Synthesize findings (not just summarize)
- Compare studies, highlight contradictions or consensus
- Identify methodological strengths/weaknesses
- Emphasize relevance to the Danish EMS context
8. Referencing
Use APA 7th edition throughout the review.
- In-text: (Author, Year) or Author (Year)
- Full reference list in alphabetical order at the end of the chapter
9. Writing Style & Structure
Follow an hourglass structure:
- Start with general trends on EMS, trauma, and migration in Europe
- Narrow to Denmark and non-Western bystanders
- End with summary and identification of key gaps
Use:
- Topic sentences to introduce each paragraph
- Transitions to connect ideas
- Clear and concise academic English
- Objective and analytical tone
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