Unit description and aim
It is essential for any health professional, especially paramedics, to have a strong foundation in emotional intelligence and social skills. Being both self-aware and socially-aware provides the fundamental basis to develop and employ skills in self-development and management, self-care and relationship management so the student can be successful in their professional lives. Students will begin to develop positive and professional habits that are required to be a healthy, caring and competent paramedic and will also explore and start to understand how these concepts and skills influence the health of work colleagues, communities and patients. Using learning devices such as case-studies, self-assessment, role-play, and interviewing, students will assimilate these concepts, apply skills and reflect, in order to develop a deeper understanding of self, others and relationships to health care. This unit will support the development of essential skills as a health practitioner as it will assist them with the ability to define goals, create positive habits, communicate effectively with diverse populations, and perform successfully within a team which is a core component of being able to improve communities. These foundations will be further explored and developed in the rest of the paramedicine course.
The aim of this unit is to develop a foundation of self-awareness, self-care, social awareness and relationship management skills that will be integral to a career in paramedicine
On successful completion of this unit, students should be able to:
LO1 - Outline the roles, responsibilities, environments and risks of paramedic practice within the Australian health care system (GA2);
LO2 - Discuss the use of a paramedic clinical decision-making framework with consideration to legal and ethical principles inherent in paramedicine whilst maintaining people-centred care (GA1, GA9);
LO3 - Apply a safe foundational paramedic decision making framework, incorporating basic clinical assessments and social and reasoning skills to distinguish between wellness and illness (GA1, GA5)
LO4 - Reflect on your application of a safe foundational paramedic decision -making framework that incorporates basic clinical assessments and social and reasoning skills to distinguish between wellness and illness (GA4, GA5)
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
PROFESSIONAL CAPABILITIES FOR A REGISTERED PARAMEDIC
The Paramedicine Board of Australia is responsible for assessing, consulting on and setting the standards for paramedics practicing in Australia. These standards and relevant domains are articulated in the Professional Capabilities for a Registered Paramedic document. The learning outcomes of this unit are matched to the relevant capabilities, in order to align your development with the requirements of a paramedic.
Domain 1: Professional and ethical conduct
1.1, 1.2, 1.3
Domain 2: Professional communication and collaboration
Domain 3: Evidence-based practice and professional learning
Domain 4: Safety, risk management and quality assurance
4.1, 4.2, 4.6
Domain 5: Paramedicine practice
Topics will include:
Paramedicine and the Health Care Systems
- Australian Health Care System overview
- Paramedic's roles in health care delivery
- Introduction to interdisciplinary care
- Paramedic environments
- Basic legal and ethical concepts
- Introduction to professionalism
Paramedicine, Reasoning and Cognition
- Scope of Practice
- Principles of biopsychosocial model and approach
- Paramedic clinical decision-making framework
- Reasoning used in health care
- Introduction to human factors
- Situational awareness
- Acuity and time criticality
Paramedicine and Assessments
- Principles of wellness and illness
- Information gathering techniques
- Clinical, social and environmental assessments
- Mechanism of injury
- Infection risks and control
Paramedicine and Patient Experiences
- Patient dignity and comfort
- Applied therapeutic and interprofessional communication
Learning and teaching strategy and rationale
This Unit provides teaching and learning strategies that engage students with materials, concepts and experiences that will support achievement of the aims and outcomes of the Unit as well as relevant Graduate Attributes and professional capabilities.
Online learning will assist in acquiring the fundamental theoretical concepts necessary for paramedicine. The information, delivery and exercises will be constructed in digestible portions which will allow for ease of understanding, flexibility and respect for individual learning styles. As students begin to apply the concepts in the subsequent workshops, it is expected that they will have completed the online learnings before attending the face-to-face component.
The workshops will allow the use of the fundamental concepts acquired from online learning, to engage in discussion and group work so students can begin to solve the case-based challenges posed. These challenges are designed with a real-world focus to apply knowledge to relevant contexts.
Practical classes will allow students to experiment and apply concepts developed during online, lectures and tutorials. Cases and management plans discussed and created in the aforementioned will be further explored and refined by providing the opportunity to develop and enact skills, paramedic clinical decision making, communication strategies and attributes of teamwork. Varying levels of realism will engage senses to advance psychomotor, emotional, social and cognitive skills. Within the practical class environment, methods of learning may include skills stations, role-play, facilitated scenarios and simulations, peer-to-peer learning, audio and visual practice recordings analysis, and/or structured feedback and debriefs.
As the practice of paramedicine relies heavily on social interaction and cooperation, it is expected that students will emulate this within the learning environments.
It is expected that the student will undertake a total 150 hours of study for this unit. The hours will comprise of the face-to-face methods, online learning and self-directed study in which student will engage with a range of online resources, readings, and prepare for and/or undertake assessments.
Assessment strategy and rationale
A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieves the unit learning outcomes, attain the graduate attributes and meet the professional capabilities required in paramedicine. With the ethos that assessments support and guide learning, students will see a direct relationship between each task and student development.
The concept map provides the opportunity to explore, create and relate concepts identified within the content and student studies. It provides students with a visual representation that outlines knowledge on a given topic, thus providing immediate personal feedback on student learning. It will also provide the basis for future assessment tasks within this unit and others. Ultimately, it will support clinical reasoning and decision-making development, therefore assist in caring for those effected by various aetiologies.
The written assessment will build on previous assessment by further assimilating and analysing key concepts pertinent within paramedicine. It’s context will be centred around real-world problems to provide a deeper understanding of the profession and practice, while developing communication and critical thinking skills. This enables students to create knowledge and solutions that will be directly relatable to paramedicine.
The practice portfolio will enable students to showcase and reflect on practice throughout the unit. Authentic tasks and requirements within the practice portfolio with be targeted to the learning outcomes of the unit and stage of development. The practice portfolio will provide a strong foundation for further practice units and maximise clinical experience.
To pass this unit, you are required to submit all assessment tasks and gain an aggregate mark of 50%.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Enables you to visually identify and create a knowledge network that will assist in your comprehension of broad complex topics.
Provides you with the opportunity to begin to identify real-world problems and articulate basic solutions while supporting your development of academic communication and critical thinking skills.
Provides you with the opportunity to demonstrate and reflect on your application of skills and decisions.
GA1, GA4, GA5, GA10
Representative texts and references
Bryant, B., & Knights, K. (2015). Pharmacology for health professionals (5th ed). Chatswood, NSW: Elsevier Australia.
Bullock, S., & Hales, M., (2018) Principles of Pathophysiology (2nd ed.). Melbourne, VIC: Pearson Australia.
Curtis, K., & Ramsden, C. (2019). Emergency and trauma care for nurses and paramedics (3rd ed.). Chatswood, NSW: Elsevier Australia.
Hall, J.E., (2015). Guyton And Hall Textbook of Medical Physiology. (13th ed.). Chatswood, NSW: Elsevier. Philadelphia, PA: Elsevier.
Talley, N.J. & O’Connor, S. (2018). Talley & O’Connor’s Clinical Examination. (8th ed.). Volumes 1 and 2. Chatswood, NSW: Elsevier.
Tortora, G., & Derrickson, B. (2016). Principles of anatomy and physiology (15th ed). Hoboken, NJ: Wiley and Sons.
Townsend, R., & Luck, M. (2019). Applied paramedic law and ethics (2nd ed.). Australia and New Zealand. Sydney: Elsevier.