As you may know, the Code of Ethics sets out the basic ethical commitments that guide all regulated members of the paramedic profession in Alberta. Each regulated member is required to understand and comply with this Code, but how does this translate in the day-to-day work of EMRs, PCPs and ACPs?
In an effort to help regulated members understand and apply the Code of Ethics to real life situations, we will be sharing scenarios that give context to the Code and ideas on how to implement this into practice.
The following scenario will attempt to address responsibility to the profession – respecting professional relationships.
4.5 Respect professional relationships
Respect professional relationships by maintaining professional behaviour and being respectful in interactions with all healthcare colleagues, employees and students, and refraining from conduct that could be considered harassment, abuse or discrimination.
Scenario:
An Advanced Care Paramedic (ACP), Sarah, has been assigned as a preceptor to a Primary Care Paramedic (PCP) student, Jake, during his clinical practicum. Over the course of several shifts, Sarah notices that she feels a personal attraction toward Jake. She recognizes that while these feelings may be natural, her role as a preceptor places her in a position of authority and influence over his learning, evaluation and overall success in the program.
Jake, who has also developed an attraction to Sarah, approaches her at the end of a shift and asks if she would like to spend time together outside of work. He suggests that since they get along well, it could be a chance to get to know each other better in a more personal setting.
Sarah pauses and reflects on her professional responsibilities. She recognizes that engaging in a personal or romantic relationship with a student she is directly supervising would create a clear power imbalance and could compromise both the integrity of the learning environment and the fairness of Jake’s evaluation. Even if the relationship appears consensual, the inherent authority she holds as a preceptor makes it ethically inappropriate.
Sarah responds by thanking Jake for his honesty, but clearly and respectfully sets a boundary. She explains that, as his preceptor, it is her responsibility to maintain a professional relationship and ensure a safe and unbiased learning environment. She emphasizes that this boundary is in place to protect both of them and uphold professional standards.
She also acknowledges that the situation could feel uncomfortable and offers to speak with leadership about arranging a different preceptor if that would better support his learning experience. Jake appreciates her transparency and professionalism and indicates that he is comfortable continuing the practicum under her supervision.
Jake further reflects on the situation and agrees that maintaining professionalism is the priority. He shares that he is happy to complete the practicum as planned and suggests that, once the educational relationship has formally ended and there is no longer a power imbalance, they could revisit the conversation if mutual interest remains. Sarah agrees that any future discussion would need to occur entirely outside of the professional, educational and evaluative context.
Sarah considers informing her supervisor or educator about the interaction and documents it according to organizational policy. She continues to treat Jake with respect and professionalism, ensuring that his learning experience remains fair, supportive and focused on clinical competence.
This scenario highlights the importance of maintaining professional boundaries, particularly where there is a power imbalance. Even when mutual attraction exists, regulated members must prioritize their ethical obligations over personal interests.
Respecting professional relationships means:
- Recognizing and managing power differentials
- Avoiding dual relationships that could impair objectivity
- Maintaining clear, professional boundaries with students and colleagues
- Acting in a way that upholds trust in the profession
By choosing to set clear boundaries while also supporting the learner’s comfort and autonomy, Sarah demonstrates her commitment to the Code of Ethics 4.5 and to fostering a respectful, safe and professional environment for learners and colleagues alike.