BACKGROUND: Working in the ambulance service is highly demanding, requiring new professionals to manage diverse, unpredictable patient situations from day one. New professionals often report limited self-confidence, emotional strain, and isolation, which can contribute to burnout, and turnover. Despite these challenges, in Sweden, education required for working in the ambulance service covers only a fraction of the essential competencies. Structured induction programmes are therefore critical for supporting new professionals. Although there is extensive knowledge about induction in hospital settings, little is known about induction in the ambulance service. Therefore, the aim of this study was to map the induction process of novice professionals in Swedish ambulance services.

METHODS: A descriptive study was conducted based on qualitative data from induction programme materials from 23 ambulance organisations, representing all 21 healthcare regions in Sweden. Data was analysed using document analysis.

RESULTS: Analysis yielded six categories describing the content of the introductory training; Transportation and navigation; Cooperation and communication; Systematic work approaches and structures, Prerequisites for care and nursing; Safe healthcare environment; Organizational knowledge, and a seventh category describing Pedagogical approaches.

CONCLUSION: The findings of this study highlight a need for more evidence-based and pedagogically coherent induction programmes within ambulance services. Induction should support not only technical and clinical competence, but also interpersonal, ethical, and person-centred aspects of care, while fostering professional socialisation, belonging, and psychological safety. As this study was based on documentary analysis, further research is needed to examine how different induction designs influence learning, clinical competence, and patient safety in ambulance care.