Unit rationale, description and aim
Paramedics encounter situations and problems that require expedient, insightful and competent decision making to achieve optimal outcomes for people and communities. This unit will introduce students to the theoretical and practical aspects of biopsychosocial approach and paramedic care principles for a range of life span variations, whose presentations, needs and management vary from the general population. The number of older adults being attended to within the community is increasing exponentially and as such it is imperative that students understand the complex and varying risks associated with this demographic along with the unique biopsychosocial circumstances that impact care of the older adult. While the number of gynaecological, obstetric, newborn, and paediatric emergencies are small, the acuity in such cases can be high and complex. This unit ensures students development in the knowledge and skills to manage common illness / injuries that are encountered across a life span including the reproductive emergencies, birthing process, pre and post-partum care along with consideration to the paediatric patient and older adult. Students will begin to apply individualised management plans for populations across the lifespan and will begin to apply the theory and a clinical decision-making framework both in the practical laboratory environment and during clinical placement. Skills developed in this unit assist students to start building an understanding of paramedic management of groups whose presentations, needs and management vary from the general population.
The aim of this unit is to assist students to achieve an advanced knowledge of the common primary, urgent and emergency lifespan health presentations and apply paramedicine care principles, including culturally safe care, to support optimal outcomes for people and communities.
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.
Outline the aetiologies, epidemiology, pathophysio...
Learning Outcome 01
Evaluate evidence-based practice principles and ap...
Learning Outcome 02
Integrate appropriate clinical assessments, cultur...
Learning Outcome 03
Evaluate the application of a paramedic decision m...
Learning Outcome 04
Content
Topics will include:
The health considerations of:
- Reproductive systems
- Obstetrics
- Neonatal
- Paediatrics
For the selected lifespans and health aetiologies within the context of paramedicine, students will develop their understanding and apply relevant concepts and skills of:
Theory and Approaches
- People-centred care for lifespan health;
- Epidemiology;
- Biopsychosocial considerations;
- Developmental considerations;
- Pathophysiology and presentations;
- Risks and implications;
Reasoning and Cognition
- Clinical decision-making and reasoning;
- Focused clinical assessments;
- Differential diagnosis;
- Acuity;
- Theoretical management and care concepts;
Applied Care
- 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;
- Debrief, reflection and evaluation, and;
- Advanced Life Support approach and cardiac arrest for associated life-span health presentations
Experiences and Outcomes
- The individual’s experience of selected life-span health and interactions with health care, including Indigenous and First People’s perspectives;
- Debrief, reflection and evaluation.
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 their development.
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 their future practice as a paramedic.
The written assessment will build on students’ previous assessment by further assimilating and analysing key concepts pertinent within paramedicine. It’s context will be centred around real-world problems to 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 Work Integrated Learning (WIL) portfolio in this unit is a hurdle requirement. The WIL portfolio allows an opportunity for students to document clinical placement experience, receive feedback and develop good record management skills. Furthermore, reflection is a cornerstone attribute of a health professional and the portfolio gives students the opportunity to reflect and subsequently develop their application of decision-making skills, therapeutic skills and professionalism within a real-world environment. Given the nature of paramedicine and its associated risks, it is pertinent that students demonstrate that they are fit and safe to practice within the clinical practice environment. Therefore, students must demonstrate they have met the learning outcomes associated with their clinical placement experience as this is the knowledge that is essential to the unit of study. Students cannot progress in the course if a pass is not achieved and are allowed unlimited attempts to submit a satisfactory WIL portfolio.
To pass the unit, students are required to submit/undertake all assessment tasks, demonstrate that they have achieved each learning outcome and gain an aggregate mark of 50% within the written assessment and exam. In addition, students must successfully complete the hurdle task assessment(s) to pass the unit.
Overview of assessments
Assessment Task 1: Examination Enables students...
Assessment Task 1: Examination
Enables students to demonstrate broad understanding of the principles, management and care required for medical aetiologies within the paramedicine context.
50%
Assessment Task 2: Written Assessment Provides...
Assessment Task 2: Written Assessment
Provides students with the opportunity to identify real-world problems and articulate solutions while supporting their development of academic communication and critical thinking skills.
50%
Assessment Task 3 (Ungraded Hurdle): Practice and...
Assessment Task 3 (Ungraded Hurdle): Practice and Work Integrated Learning (WIL) Portfolio
Enables students to demonstrate and reflect on their competency and incorporation of culturally safe care, therapeutic, psychomotor, social and cognitive skills into paramedicine to address presenting challenges in the practice and clinical environment.
Pass/Fail
Learning and teaching strategy and rationale
Online learning will assist students 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 will begin to apply the concepts in the subsequent workshops, it is expected that students will have completed the online learnings before attending the face-to-face component.
The workshops will allow students to use the fundamental concepts acquired from online learning, apply analytical thinking, and 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 clinical contexts. As students progress through the cycle of theory to practice, the online learning and workshops will have a direct relationship to PARA318 practical classes and clinical placement.
Practical classes will allow students to experiment with concepts developed during this unit. Cases and management plans discussed and created in workshops will be further explored and refined by providing students with 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 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.
To extend students’ leaning, they will have the opportunity to explore and apply knowledge and skills of paramedicine in the real-world environment. 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 students 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.
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.
National Safety and Quality Health Service Standards (Second Edition)
The Australian Commission on Safety and Quality in Health Care Standards developed in this unit are: