Unit rationale, description and aim
The paramedic requires comprehensive knowledge of the challenges faced by marginalized and diverse groups and the specific health care issues encountered by these groups. This unit explores issues relating to the professional practice of paramedics and the unique challenges faced by paramedics as their role and scope of practice evolves to meet the changing needs of culturally and linguistically diverse groups.
This capstone unit enables students to undertake a community engagement project which explores the concepts of the continuum of care, human dignity, patient-centred care and diversity from a paramedic practice perspective. Students will extend on the concepts introduced in the unit PARA314 and engage with a community group in order to identify the group's perspective on their specialty needs as a potential consumer of paramedic services. This engagement will underpin a project aimed at proposing a paramedic practice modification or enhancement which is informed by the needs of the community they engage with.
The aim of this unit is to assist students to understand the changing health needs of diverse and marginalised populations through community engagement and how to provide health care to a range of distinctive population groups.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply a research approach aimed at exploring the n...
Learning Outcome 01
Evaluate a range of communication strategies in or...
Learning Outcome 02
Identify the needs of a specific community group a...
Learning Outcome 03
Propose practice modifications within paramedic pr...
Learning Outcome 04
Content
Topics will include:
- Continuum of care
- Patient centred care
- Diversity
- Marginalised groups
- Human dignity
- Communication strategies
- Community engagement
- Indigenisation
- Internationalisation
- Language
- Culture
- Social justice
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements.
Third/final year sees the students continue their transition toward being an independent practitioner. The evidence synthesis assessment task engages final year students with their pending professional working environment and the preservation of human dignity. The written discussions evaluate knowledge and understanding critical to the delivery of health care to disadvantaged, marginalised and diverse groups. The proposal to modify paramedic practice evaluates understanding of theory and practice in paramedicine in the continuum of care for disadvantaged, marginalised and diverse groups and inspires students to develop innovative new practice interventions to improve health care delivery to these groups.
These assessments are required to build student knowledge which, by the conclusion of this programme, will allow the student to graduate as a safe and effective paramedic.
To pass the unit, students must demonstrate that they have achieved each learning outcome and obtained a total mark of 50% in the unit as the minimum standard.
Overview of assessments
Assessment Task 1: Evidence Synthesis Synthesise...
Assessment Task 1: Evidence Synthesis
Synthesise contemporary literature to understand the communication needs of a community group.
40%
Assessment Task 2: Reflective Journal Enables ...
Assessment Task 2: Reflective Journal
Enables students to think deeply and articulate ideas for improvement on issues relating to the dignity of the individual and social justice in health care delivery.
20%
Assessment Task 3: Proposal to Modify Paramedic ...
Assessment Task 3: Proposal to Modify Paramedic Practice
Enables students to showcase their learning experiences in a professional manner ensuring that documentation meets the professional and ethical requisites for practice.
40%
Learning and teaching strategy and rationale
Modes of delivery in this unit include lectures, online activities, community engagement activities and self-directed study. Consistent with adult learning principles, the teaching and learning strategies used within these modes of delivery will provide students with advanced knowledge and skills relevant to community engagement activities and innovative paramedic practice. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers.
Located in the third/final year of the programme, this unit includes community engagement activities and self-directed learning during which students will undertake meaningful engagement with a community group in order to identify their unique needs. Strategies and objectives of engagement are subject to negotiation with and approval of the unit LIC. Lectures are utilised to convey content and its central principles while computer assisted learning deliver interactive learning sessions which assist students in applying the theory to practice while also providing an opportunity to consolidate knowledge and implement theoretical concepts. Students will be presented with a selection of case scenarios during in-class activities that will guide the learning of the unit.
These assessments are required to build student knowledge which, by the conclusion of this programme, will allow the student to graduate as a safe and effective paramedic.
National Safety and Quality Health Service Standards (Second Edition)
In connection to the learning outcomes, the Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Relating to
Partnering with Consumers Standard
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures for partnering with consumers
b. Managing risks associated with partnering with consumers
c. Identifying training requirements for partnering with consumers
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring processes for partnering with consumers
b. Implementing strategies to improve processes for partnering with consumers
c. Reporting on partnering with consumers
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation uses a charter of rights that is:
a. Consistent with the Australian Charter of Healthcare Rights
b. Easily accessible for patients, carers, families and consumers
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation ensures that its informed consent processes comply with legislation and best practice
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation has processes to identify:
a. The capacity of a patient to make decisions about their own care
b. A substitute decision-maker if a patient does not have the capacity to make decisions for themselves
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation has processes for clinicians to partner with patients and/or their substitute decision-maker to plan, communicate, set goals, and make decisions about their current and future care
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation supports the workforce to form partnerships with patients and carers so that patients can be actively involved in their own care
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation uses communication mechanisms that are tailored to the diversity of the consumers who use its services and, where relevant, the diversity of the local community
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Where information for patients, carers, families and consumers about health and health services is developed internally, the organisation involves consumers in its development and review
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation supports clinicians to communicate with patients, carers, families and consumers about health and health care so that:
a. Information is provided in a way that meets the needs of patients, carers, families and consumers
b. Information provided is easy to understand and use
c. The clinical needs of patients are addressed while they are in the health service organisation
d. Information needs for ongoing care are provided on discharge
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation:
a. Involves consumers in partnerships in the governance of, and to design, measure and evaluate, health care
b. Has processes so that the consumers involved in these partnerships reflect the diversity of consumers who use the service or, where relevant, the diversity of the local community
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation provides orientation, support and education to consumers who are partnering in the governance, design, measurement and evaluation of the organisation
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation works in partnership with Aboriginal and Torres Strait Islander communities to meet their healthcare needs
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
The health service organisation works in partnership with consumers to incorporate their views and experiences into training and education for the workforce
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Communicating for Safety Standard
Relevant Learning OutcomeLO4
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures to support effective clinical communication
b. Managing risks associated with clinical communication
c. Identifying training requirements for effective and coordinated clinical communication
Relevant Learning OutcomeLO4
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the effectiveness of clinical communication and associated processes
b. Implementing strategies to improve clinical communication and associated processes
c. Reporting on the effectiveness and outcomes of clinical communication processes
Relevant Learning OutcomeLO4
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard to effectively communicate with patients, carers and families during high-risk situations to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO4
Relating to
The health service organisation has clinical communications processes to support effective communication when:
a. Identification and procedure matching should occur
b. All or part of a patient’s care is transferred within the organisation, between multidisciplinary teams, between clinicians or between organisations; and on discharge
c. Critical information about a patient’s care, including information on risks, emerges or changes
Relevant Learning OutcomeLO4
Relating to
The health service organisation:
a. Defines approved identifiers for patients according to best-practice guidelines
b. Requires at least three approved identifiers on registration and admission; when care, medication, therapy and other services are provided; and when clinical handover, transfer or discharge documentation is generated
Relevant Learning OutcomeLO4
Relating to
The health service organisation specifies the:
a. Processes to correctly match patients to their care
b. Information that should be documented about the process of correctly matching patients to their intended care
Relevant Learning OutcomeLO4
Relating to
The health service organisation, in collaboration with clinicians, defines the:
a. Minimum information content to be communicated at clinical handover, based on best-practice guidelines
b. Risks relevant to the service context and the particular needs of patients, carers and families
c. Clinicians who are involved in the clinical handover
Relevant Learning OutcomeLO4
Relating to
Clinicians use structured clinical handover processes that include:
a. Preparing and scheduling clinical handover
b. Having the relevant information at clinical handover
c. Organising relevant clinicians and others to participate in clinical handover
d. Being aware of the patient’s goals and preferences
e. Supporting patients, carers and families to be involved in clinical handover, in accordance with the wishes of the patient
f. Ensuring that clinical handover results in the transfer of responsibility and accountability for care
Relevant Learning OutcomeLO4
Relating to
Clinicians and multidisciplinary teams use clinical communication processes to effectively communicate critical information, alerts and risks, in a timely way, when they emerge or change to:
a. Clinicians who can make decisions about care
b. Patients, carers and families, in accordance with the wishes of the patient
Relevant Learning OutcomeLO4
Relating to
The health service organisation ensures that there are communication processes for patients, carers and families to directly communicate critical information and risks about care to clinicians
Relevant Learning OutcomeLO4
Relating to
The health service organisation has processes to contemporaneously document information in the healthcare record, including:
a. Critical information, alerts and risks
b. Reassessment processes and outcomes
c. Changes to the care plan
Relevant Learning OutcomeLO4
Paramedicine Board of Australia Professional Capabilities for Registered Paramedics
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.
Relating to
The professional and ethical practitioner
This domain covers paramedics’ responsibility to be professional and ethical, and to practise with professional autonomy and accountability within the current medico-legal framework. It also addresses their responsibility for ensuring that patient confidentiality and privacy is always maintained, while recognising the potential role as a patient advocate.
Relevant Learning OutcomeLO1, LO4
Relating to
Practise ethically and professionally, consistent with relevant legislation and regulatory requirements
- Demonstrate understanding of: reporting obligations, legal responsibilities, legal requirements, ethical and professional responsibilities, and the legal and ethical boundaries of paramedicine practice.
- Manage personal, mental and physical health to ensure fitness to practice.
- Follow mandatory and voluntary reporting obligations. • Apply the Paramedicine Board of Australia’s Code of conduct to their practice.
- Provide relevant information to a patient and demonstrate appropriate methods to obtain informed consent.
- Demonstrate knowledge of Australia’s healthcare systems, their standards and requirements.
- Demonstrate understanding of the basic principles underpinning bio- ethics in paramedicine practice.
- Demonstrate culturally safe practice when providing healthcare services for Aboriginal and Torres Strait Islander Peoples.
- Exercise appropriate levels of autonomy and professional judgement in a variety of practice settings.
- Operate within the current legislation applicable to paramedicine practice.
- Practise in accordance with the applicable legislation governing the safe use of scheduled medicines by paramedics in the jurisdiction of practice.
Legal responsibilities may include an understanding of responsibilities contained in relevant Commonwealth, state and territory legislation and regulations, specific responsibilities to maintain confidentiality, confirm informed consent and exercising duty of care.
Informed consent is a person’s voluntary decision about healthcare that is made with knowledge and understanding of the benefits and risks involved.
Principles underpinning bio-ethics must include: respect the rights of the individual, respect the autonomy of the individual, cause no harm, and advance the common good.
Relevant aspects of the Australian health care systems may include knowledge of service provision arrangements, the structure of the health system, points of access and the range of roles that paramedics may play within that structure.
Key elements of fitness to practise must include competence, professionalism, including a sense of responsibility and accountability, self-awareness and professional values, sound mental health and the capacity to maintain health and wellbeing for practice.
Reporting obligations must include making a notification about the health (impairment), conduct or performance of a registered health practitioner that may be placing the public at risk; as well as of their own impairments to practice.
Relevant Learning OutcomeLO1, LO4
Relating to
Provide each patient with an appropriate level of dignity and care
- Demonstrate understanding of the influence of socio-cultural factors on patient attitudes and behaviour.
- Display appropriate professional behaviour in patient interactions.
- Provide culturally safe care for all patients.
- Identify and respect appropriate boundaries between patients and health professionals.
- Assess each situation, determine the nature and severity of the problem and apply the required knowledge and experience to provide a response that is in the best interest of the patient/s.
- Facilitating advance care planning where appropriate.
Socio-cultural factors may include those related to cultural and linguistic diversity, age, gender, disability, socio-economic, geographic locations; and identifying as Aboriginal and Torres Strait Islander Peoples.
Appropriate professional behaviour must include behaviour that:
- is culturally safe for Aboriginal and Torres Strait Islander patients to access safe and responsive healthcare, free of racism
- respects socio-cultural difference, is empathetic and non-discriminatory, regardless of individuals’ or groups’ race, culture, religion, age, gender identity, sexuality, physical or mental state, and
- respects, and so far as possible, upholds the rights, dignity, values and autonomy of every patient. This includes their role in the diagnostic and therapeutic process and in maintaining health and well being.
Cultural Safety is determined by Aboriginal and Torres Strait Islander individuals, families and communities. Culturally safe practise is the ongoing critical reflection of health practitioner knowledge, skills, attitudes, practicing behaviours and power differentials in delivering safe, accessible and responsive healthcare free from racism.
- To ensure culturally safe and respectful practice, health practitioners must:
- acknowledge colonisation and systemic racism, social, cultural, behavioural and economic factors which affect individual and community health
- acknowledge and address individual racism, their own biases, assumptions, stereotypes and prejudices and provide care that is holistic, free of bias and racism
- recognise the importance of self-determined decision- making, partnership and collaboration in healthcare which is driven by the individual, family and community, and
- foster a safe working environment through leadership to support the rights and dignity of Aboriginal and Torres Strait Islander People and colleagues.
Relevant Learning OutcomeLO1, LO4
Relating to
Advocate on behalf of the patient, when appropriate in the context of the practitioner’s practice as a paramedic
- Demonstrate understanding of the principles of patient advocacy and their application to paramedicine practice.
- Recognise when it may be appropriate to intervene on the patient’s behalf.
Principles of advocacy may include supporting and promoting the rights and interests of individuals, helping individuals to achieve or maintain their rights and representing their needs.
Relevant Learning OutcomeLO1, LO4
Relating to
The communicator and the collaborator
This domain covers paramedics’ responsibility to use appropriate, clear and effective communication. It also addresses their responsibility to ensure that they always function effectively with other healthcare team members.
Relevant Learning OutcomeLO2
Relating to
Communicate clearly, sensitively and effectively with the patient and other relevant people
- Establish a rapport with the patient to gain understanding of their issues and perspectives, and to encourage their active participation and partnership in care and/or treatment.
- Communicate with the patient and/or other relevant people to collect and convey information and reach an agreement about the purpose of any care and treatment.
- Convey knowledge and procedural information in ways that engender trust and confidence, and respects patient confidentiality, privacy and dignity.
- Respond appropriately to patient queries or issues.
- Use appropriate communication skills to effectively manage avoidance, confusion and confrontation particularly with those who cannot communicate verbally or physically.
- Identify and effectively manage communication barriers, including anxiety and stress, specific to individual patients and/or carers.
- Make appropriate adjustments to communication style to suit the needs of the patient including those from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait Islander Peoples.
- Make provisions to engage third parties, including interpreters, to facilitate effective communication with patients whose first language is not English, whenever possible.
Communication needs may be influenced by English language skills, health literacy, age, health status and culture.
Appropriate adjustments may include the paramedic demonstrating an awareness of the ways that their own culture and experience affect their interpersonal style and having an awareness of strategies to ensure this does not present an impediment.
Communication techniques must include active listening, use of appropriate language and detail, use of appropriate verbal and non-verbal cues and language, written skills and confirming that the other person has understood.
Relevant Learning OutcomeLO2
Relating to
Collaborate with other health practitioners
- Establish and maintain effective and respectful collaborative working relationships as a member of a healthcare team.
- Demonstrate an understanding of professional roles and responsibilities of healthcare team members and other service providers and how they interact with the role of a paramedic.
- Follow appropriate protocols, procedures and guidelines to give and receive relevant and timely verbal and written communication.
- Effectively supervise tasks delegated to other healthcare team members.
- Consult effectively with healthcare team members and other relevant people to facilitate continuity of care.
- Make appropriate referrals, delegations and handovers to other healthcare team members and other service providers.
Healthcare team members may include registered health practitioners, accredited health professionals, volunteers, licensed and unlicensed healthcare workers, police, fire and other emergency service personnel.
Relevant Learning OutcomeLO2
Relating to
The evidence-based practitioner
This domain covers paramedics’ responsibility to engage in evidence-based practice and to critically monitor their actions through a range of reflective processes. It also addresses their responsibility for identifying, planning and implementing their ongoing professional learning and development needs.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Make informed and reasonable decisions
- Operate within a framework of making informed, evidence-based, reasonable and professional judgements about their practice, with acting in the best interests of their patients as their primary concern.
- Make sensible, practical, and culturally safe decisions about their practice, taking account of all relevant information and the best interests of the people who use, or are affected by, the service being provided.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Use clinical reasoning and problem-solving skills to determine clinical judgements and appropriate actions
- Apply evidence-based practice principles along with critical and reflective thinking to resolve clinical challenges.
- Demonstrate a logical and systematic approach to problem-solving and situation analysis.
- Analyse and critically evaluate the information collected to make clinical judgments.
- Recognise that clinical judgements involve consideration of conflicting information and evidence.
- Formulate a diagnosis informed by the patient assessment and analysis of context and situation.
- Identify the time criticality of treatment, referral, handover and where appropriate, transport.
Critical thinking may include skills in questioning, analysing, synthesising, interpreting, and cognitive reasoning, and the critical appraisal of literature and evidence.
Reflective practice may include critical self-reflection during and after a clinical challenge or experience. It may involve structured and informal reflection to review and integrate knowledge including culturally safe practise and findings into practice.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Draw on appropriate knowledge, resources and skills in order to make professional judgements
- Select or modify approaches to meet the needs of patients, their relatives and carers, reflecting culturally safe practice when practicing.
- Practise situational awareness to changes in risks or hazards and change their practice as needed to take account of new developments.
- Using appropriate resources to support professional decision-making.
- Demonstrate a level of skill in the use of information technology appropriate to their practice.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Identify ongoing professional learning, development needs and opportunities
- Demonstrate an understanding of legal and professional responsibilities to undertake continuing professional development(CPD).
- Critically reflect on personal strengths and limitations to identify learning and development required to improve and adapt professional practice.
- Seek input from others to confirm professional learning and development needs.
- Plan and implement steps to address professional learning and development needs, inclusive of culturally safe practice.
- Maintain records of involvement in both formal and informal professional learning and development activities.
Professional learning and development may be provided by the professional community and the broader healthcare network/practice.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
The safety and risk management practitioner
This domain covers paramedics’ responsibility to protect patients and others from harm by managing and responding to the risks inherent in paramedicine practice. It also addresses their responsibility to ensure high-quality professional services are provided for the benefit of patients and others.
Relevant Learning OutcomeLO3, LO4
Relating to
Operate effectively in an emergency care environment
- Respond to urgent and non-urgent requests for assistance in a low-risk manner in accordance with relevant safety legislation, organisational directives, policies, procedures and guidelines.
- Use appropriate transport platforms considering: safety, clinical need, time criticality and environmental considerations.
- Cooperate with and use the support of other emergency service and rescue organisations to facilitate the coordinated extrication, transfer and transport of a patient in the most effective manner.
Relevant Learning OutcomeLO3, LO4
Relating to
Monitor and review the ongoing effectiveness of their practice and modify it accordingly
- Monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programs.
- Consider feedback from colleagues and critically reflect on their own paramedicine practice.
- Make reasoned decisions to initiate, continue, modify or cease care or treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately.
Relevant Learning OutcomeLO3, LO4
Relating to
Audit, reflect on and review practice
- Demonstrate the principles, application and need for quality control and quality assurance in paramedicine practice.
- Demonstrate an awareness of the role of audit and review in quality management, including quality control, quality assurance, culturally safe practice and the use of appropriate outcome measures.
- Maintain an effective audit trail and work towards continual improvement.
- Participate in quality assurance programs, where appropriate or required.
- Reflect on practice and the application of such reflection to their future practice.
- Participate in case conferences and other methods of review.
Relevant Learning OutcomeLO3, LO4
Relating to
The paramedicine practitioner
This domain covers profession-specific knowledge, skills and capabilities required for practice as a registered paramedic
Relevant Learning OutcomeLO1, LO3, LO4
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Assess and monitor the patient capacity to receive care
- Identify factors or conditions that may affect the patient behaviour and/or capacity to undergo the procedure.
- Identify patients who are vulnerable or otherwise most at risk including those with mental health issues particularly Aboriginal and Torres Strait Islander Peoples.
- Identify contraindications and limitations arising from the patient capacity to consent or refuse to receive care; determine appropriate adjustments to procedures; and, where appropriate, communicate these to the patient.
- Perform patient assessment and interventions in accordance with legislation, registration standards, codes and guidelines, including gaining informed consent.
- Identify and respond to a patient deteriorating condition, or inability to undergo a procedure or treatment, consistent with duty of care and statutory requirements.
Patient capacity or behaviour may include pre-existing medical and/or physical and physiological conditions and other factors that may affect their capacity to receive care which includes culturally safe care.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Understand the key concepts of the bodies of knowledge which are specifically relevant to paramedicine practice
- Understand the structure, function and pathophysiology of the human body, relevant to their practice, together with knowledge of health, human growth and development, disease, disorder and dysfunction.
- Understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process.
- Understand the theoretical basis of and the variety of approaches to assessment and intervention.
- Demonstrate an applied knowledge of human anatomy and physiology sufficient to understand the nature and effects of injury or illness and to conduct assessment and observation in order to establish patient management strategies.
- Understand psychological and social factors, including intergenerational trauma that impact and influence an individual in health and illness.
- Understand the clinical sciences underpinning paramedic practice, including physiological, pharmacological, behavioural and functional.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely
- Maintain the safety of self, patients and those involved in their care.
- Practice safely and effectively across the full range of patient presentations and circumstances.
- Arrive at a reasonable working diagnosis.
- Position for safe and effective interventions.
- Demonstrate an applied knowledge of the indications and contra-indications of using specific paramedic interventions including their modifications.
- Modify and adapt practice appropriate and inclusive of a culturally safe practice environment.
Relevant Learning OutcomeLO1, LO3, LO4
Relating to
Formulate specific and appropriate patient care and treatment actions
- Adapt practice to meet the needs of different groups distinguished by, for example, physical, psychological, environmental, cultural or socio-economic factors within their authorised scope of practice.
- Demonstrate sensitivity to the factors which shape lifestyle that may impact on the individual’s health and affect the interaction between the patient and registered paramedic.
- Utilise knowledge, reasoning and problem-solving skills to determine appropriate judgements and actions.
- Prioritise the care provided to optimise safety and health outcomes for the patient and demonstrate a logical and systematic approach to problem-solving in a culturally safe framework.
Relevant Learning OutcomeLO1, LO3, LO4