CSB330 Foundations of Paramedicine
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CSB330 |
|---|---|
| Equivalent(s): | PUB180 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,002 |
| Domestic tuition unit fee | $3,876 |
| International unit fee | $4,320 |
Unit Outline: Semester 1 2022, Kelvin Grove, Internal
| Unit code: | CSB330 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Grady Nalder | grady.nalder@qut.edu.au |
Overview
This foundational unit will introduce the profession, regulatory bodies and professional standards, and the foundations of high-quality, culturally safe and patient-centred healthcare. A particular emphasis of this unit is to provide a foundation for practical knowledge, skills and application of knowledge related to paramedic practice. This will enhance students’ work-integrated learning experience, and prepare students for more complex clinical practice, commencing in the second year of the paramedicine course.
Learning Outcomes
On successful completion of this unit you will be able to:
- Develop understanding of national and international models of paramedicine and health systems and their influence on structure, policy, and procedures.
- Demonstrate basic and intermediate life support, first aid, the ability to acquire a patient history and physical examination and communicate with a person in a culturally safe manner.
- Using a case-based learning approach, apply knowledge of the skills, attributes, roles, responsibilities and scope of the beginning practitioner.
- Critically examine and reflect on the knowledge, skills and values required of a paramedic, based on the professional capabilities for registered paramedics.
- Create a safe and professional environment for the patient and clinician.
Content
- Introduction to the profession, regulatory bodies and professional standards.
- The role, professional identity of paramedics and national and international models of paramedicine/out-of-hospital care.
- Introduction to case-based learning, clinical simulation and work-integrated learning.
- Orientation to requirements for work-integrated learning.
- Introduction to procedural skills, clinical feedback and reflective practice.
- Contextualised application of cultural safety knowledge, skills and values from CSB111.
- The Australian Commission on Safety and Quality in Healthcare and the National Safety and Quality Health Service Standards.
- Introduction to safety in a dynamic and mobile clinical environment.
- Clinical communication and human factors.
- Growth mindset
- A structured approach to patient encounters.
- History taking, physical examination, the diagnostic process, clinical reasoning and decision making.
- Personal health and wellbeing and preparing to function in a dynamic and mobile clinical environment.
- Introduction to the foundations of resuscitation and emergent clinical care.
- Procedural skills associated with history taking, physical examination and basic life support.
Learning Approaches
In this unit, you will learn by engaging in an array of case-based learning activities, online learning packages and small group clinical simulation activities. You will be guided through the development of foundational paramedic skills and knowledge with a strong theoretical basis, complemented by practical sessions utilising paramedic equipment and procedures.
Feedback on Learning and Assessment
Feedback is provided in the following ways:
- Opportunity to recieve formative feedback exist during all learning activities.
- Verbal, formative feedback is provided during and after clinical simulation activities.
- In addition to the assessment marking rubrics, specific feedback is provided on summative assessment items.
- General feedback on summative assessments is provided during learning activities and/or via Blackboard.
Assessment
Overview
Formative Assessment
On Campus:
Regular opportunities will be made available for you to practice your clinical skills in both supervised and unsupervised settings. This self-directed practice will help you identify your specific learning needs.
Summative Assessment
As detailed in Assessment Components.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Clinical skill demonstration and reflection
This is a team-based assessment. The team is required to function effectively and create a safe patient care experience through the application of a clinical task or procedure. After completing the task individuals are required to reflect on the teamwork and performance by identifying areas requiring development and creating an action plan.
This is an assignment for the purposes of an extension.
Assessment: Examination (written)
The written examination will include a combination of multiple-choice and written response questions covering all content from the unit.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Curtis, K., Ramsden, C (Eds.). (2019). Emergency and Trauma Care for Nurses and Paramedics 3rd Ed. Chatswood: Elsevier Australia.
Gregory, P., and Mursell, I. (2010). Manual of clinical paramedic procedures. West Sussex: Wiley-Blackwell.
Queensland Ambulance Service. Clinical practice manual. Brisbane: Queensland Ambulance Service. Only available online at < href='https://ambulance.qld.gov.au/clinical.html'>https://ambulance.qld.gov.au/clinical.html
Other
Stethoscope - Information will be provided during the semester - do not purchase prior.
Risk Assessment Statement
The role of student paramedic can be hazardous. There is regular exposure to body fluids, medical sharps and defibrillators. During the on campus phase the risk is minimised and only simulated exercises are conducted. While undertaking this unit you should review the industry Occupational Health and Safety guidelines that protect qualified staff and students in day-to-day practice.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Apply scientific knowledge and skills from paramedicine and related disciplines that focus on the needs and holistic care of the individual.
Relates to: Clinical skill demonstration and reflection, Examination (written) - Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Clinical skill demonstration and reflection - Access, evaluate, and utilise digital health information that informs holistic paramedic care and assists in intra- and inter-professional communication and clinical decision-making.
Relates to: Examination (written) - Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
Relates to: Clinical skill demonstration and reflection, Examination (written) - Practice and promote the qualities of ethical conduct, social inclusivity, reflexivity and reflection, and bearing responsibility for risk management and quality assurance across a range of community settings.
Relates to: Clinical skill demonstration and reflection, Examination (written) - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Examination (written) - Communicate appropriately and with sensitivity to all persons, their families, carers, interprofessional teams and community leaders, to professional standards, both independently and collaboratively, to ensure safe and coordinated care, based on consensual agreement.
Relates to: Clinical skill demonstration and reflection