Unit description and aim
It is pertinent that a paramedic will be able to integrate medical theory into clinical practice. To achieve this PARA217 will introduce students to the practical clinical assessments, skills, management and decision making required for the medical aetiologies explored in PARA216 Paramedic Theory: Medical 1. This unit will translate knowledge and theory acquired in PARA216 Paramedicine Theory: Medical 1 into practice and environmental context. Continuing with case-based learning, students will explore, experiment, reflect and refine their ability to assess, identify and care for individuals effected by a varying medical aetiologies and presentations explored in PARA216. Students will continue to develop and incorporate therapeutic and social skills into a paramedic decision making framework, both in the laboratory environment and while undertaking clinical placement.
The aim of this unit is to provide students with the knowledge to accurately assess, recognize and apply people-centred care principles for various medical aetiologies. Within clinical and dynamic environments.
On successful completion of this unit, students should be able to:
LO1 - Demonstrate appropriate clinical assessments, therapeutic, social and cognitive skills for the management and care of people affected by a range of medical aetiologies within the context of clinical paramedicine (GA5)
LO2 - Integrate appropriate clinical assessments, therapeutic, social and cognitive skills into a paramedic decision making framework in order to assist people affected by a range of medical aetiologies within the context of clinical paramedicine (GA1, GA5, GA6)
LO3 - Reflect upon your application of a paramedic decision making framework, therapeutic/social skills and professionalism in the practice environment for medical conditions (GA2, GA4, GA7)
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
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA7 - work both autonomously and collaboratively
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
LO1, LO2, LO3
Domain 2: Professional communication and collaboration
LO1, LO2, LO3
Domain 3: Evidence-based practice and professional learning
3.1, 3.2, 3.3, 3.4
Domain 4: Safety, risk management and quality assurance
4.1, 4.4, 4.5, 4.6
Domain 5: Paramedicine practice
5.3, 5.4, 5.6
LO1, LO2, LO3
Topics will include:
For the selected lifespans and aetiologies, you will apply the relevant concepts and skills of:
Approaches and Reasoning
- People-centred care for life span health;
- Clinical decision-making and reasoning;
- Focused clinical assessments;
- Relating pathophysiology to presentations;
- Differential diagnosis;
- Development and application of management and care principles;
- Selected therapeutic and social skills;
- Applied pharmacotherapy;
- Interdisciplinary and team-based care;
- Health care and referral pathways;
- Advanced Life Support Approach and Cardiac arrest for associated aetiologies.
Experiences and Outcomes
- The individual’s experience of selected life-span health and interactions with health care, including those from Australian First Peoples’ experiences and perspectives;
- Debrief, reflection and evaluation.
Introduction to Advanced Life Support Care
- Advanced Life Support Approach
- Cardiac Arrest
- Integrating into an Advanced Life Support team
- Reversable causes of selected medical aetiologies
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 objectives of the Unit as well as relevant Graduate Attributes and professional capabilities. PARA217, coupled with PARA216 Paramedicine Theory: Medical 1, will create foundational knowledge of medical conditions and students associated care within the discipline of paramedicine.
Usually situated, in the first year, this Unit will be predominately delivered in a face-to-face style and the clinical practice environment. This, combined with online delivery, will provide opportunities for both independent and social learning. Online learning materials will assist in priming students for practice and will aid in reflection and conceptualisation. The materials will include readings and exercises that will support application of theory and help self-identify knowledge gaps.
Practical classes will allow students to experiment with concepts developed during PARA216. Cases and management plans discussed and created in PARA216 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 students senses to advance psychomotor, emotional, social and cognitive skills. Within the practical class environment, methods of learning will 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.
The tutorial will capstone both theoretical and practical units by building on students’ knowledge and experiences created throughout the unit and degree. This process will be structured yet organic. It will be facilitated to promote discussion and provide clarification and guidance for examining and reflecting upon experimentation and application of patient care plans, skills, emotions and paramedic clinical decision making.
As the practice of paramedicine relies heavily on social interaction and cooperation, it is expected that students will emulate this within the learning environments.
Simulations will then provide an authentic and engaging opportunity to apply students developing skills in a dynamic and challenging, but safe environment. Given the uncontrolled and unpredictable nature of paramedicine, this will allow focus and consolidate knowledge for students to be optimally prepared to negotiate the challenges encountered in a career in paramedicine.
To extend leaning, students will have the opportunity to explore and apply knowledge and skills of paramedicine in the real-world environment. A total of 120 hours of supervised clinical placement will be provided within an appropriate emergency, urgent care, primary health care , simulated or other relevant environment. The supervised and facilitated clinical placement provides a safe environment where students can provide people centred care which is essential for successful practice within paramedicine. Clinical placement experience will enable to reflect on practice and the principles of paramedicine
It is expected that students 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 students 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 achieve the unit learning outcomes, attain the graduate attributes and the meet professional capabilities required in paramedicine. With the ethos that assessments support and guide learning, students will see a direct relationship between each task and your development.
The concept map provides the opportunity to explore, create and relate concepts identified within the content and studies. It provides students with a visual representation that outlines and organises knowledge on a given topic, thus providing immediate personal feedback on 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, thus 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. Its context will be centred around real-world problems to provide a deeper understanding of the profession and practice, while developing students’ communication and critical thinking skills. This enables students to create knowledge and solutions that will be directly relatable to paramedicine.
The exam allows students to showcase a broad understanding of the knowledge inherent in this unit and its specific application within a professional context, which will direct future practice as a paramedic. These assessments will build knowledge and skills which, by the conclusion of this programme, will enable the student to graduate as a safe and effective practitioner.
To pass this unit, students 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|
Allows you to showcase and collaborate on your learning experiences in a professional manner ensuring that your understanding and skills meets the professional requirements for practice.
Objective Structured Clinical Examination (OSCE)
Enables you to demonstrate your competency and incorporation of therapeutic, psychomotor, social and cognitive skills into paramedic practice to address presenting clinical challenges.
GA1, GA5, GA6
Clinical Logbook and Reflective Portfolio
Enables you to demonstrate your ability to record and maintain documentation and develop reflective skills relating to real world application of paramedicine.
GA2, GA4, GA7
Allows students to showcase and collaborate on learning experiences in a professional manner ensuring that students’ understanding and skills meets the professional requirements for practice.
GA1, GA2, GA4, GA5, GA6, GA7, GA8, GA9, GA10
Objective Structured Clinical Examination (OSCE)
Enables students to demonstrate competency and incorporation of therapeutic, psychomotor, social and cognitive skills into paramedic practice to address presenting clinical challenges.
GA1, GA2, GA3, GA4 GA5, GA6, GA7, GA8, GA9
Clinical Logbook and Reflective Portfolio
Enables students to demonstrate ability to record and maintain documentation and develop reflective skills relating to real world application of paramedicine.
GA1, GA2, GA3, GA4, GA5, GA6, GA7, GA9
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.
Phalen, T. (2019) The 12-lead ECG in acute coronary syndromes (4th ed.). St Louis, Missouri: 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.