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 |
|
| CSP student contribution | $1,164 |
| Domestic tuition unit fee | $4,356 |
| International unit fee | $4,848 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | CSB330 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Danielle O'Regan | danielle.oregan@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 your work-integrated learning experience, and prepare you for clinical practice.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critique 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.
- Demonstrate effective teamwork and collaboration by creating a safe and professional environment for the patient and clinicians.
Content
- Introduction to the profession, regulatory bodies and professional standards.
- You are introduced to the concepts of cultural awareness, sensitivity and safety, with a specific focus on culturally safe practice and what that means in the paramedic context. You begin their journey of understanding and unpacking your own culture and identifying your own biases and how they may influence others and your practice.
- You are exposed to Aboriginal and Torres Strait Islander ways of being, doing, and knowing in the context of health care provision and paramedicine specifically. You learn how to develop culturally inclusive language, how to deliver a culturally safe and meaningful Acknowledgement or Welcome to Country.
- You work in groups to unpack and explore your own culture, experiences, and ways of being/doing, as well as the impact that they have on your peers, profession, and future patients/consumers.
- Learning materials that present global and domestic issues of power imbalance, professionalism, systemic issues such as racism, how this may impact vulnerable patient groups, how they may contribute (positively/negatively) to these issues, and strategies for mitigating these. Curriculum, content and class materials require learners to use Aboriginal and Torres Strait Islander-authored resources and materials
- 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, including personal health and wellbeing.
- Clinical communication and human factors.
- Growth mindset and trauma-informed care.
- A structured approach to patient encounters.
- History taking, physical examination, the diagnostic process, clinical reasoning and decision making.
- 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 integrated and increasingly complex case-based, online and self-directed learning. Through collaboration in case-based learning groups, this unit fosters a reflexive learning environment preparing you to work in diverse and multidisciplinary teams.
Feedback on Learning and Assessment
Feedback is provided in the following ways:
- Opportunity to receive formative feedback exists during all learning activities (for example, but not limited to peers, academic professional).
- 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 online platforms.
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: Group clinical skills demonstration
This is a team-based assessment. The team is required to function effectively and create a safe patient care experience through the application and explanation of a series of clinical tasks and/or procedures.
Assessment: Written Reflection and Action Plan
After completing your Group Clinical Skills Demonstration document, evaluate, and reflect upon your own performance, and recognise strengths and gaps in your knowledge/skills. Using your reflection identify areas requiring development and create an action plan to address these.
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)
Talley & O'Connor's clinical examination : a systematic guide to physical diagnosis Talley, Nicholas J., author.; O'Connor, Simon, author. 9th edition. 2022
Clinical skills for paramedic practice Inglis, Dianne, editor.; Kenneally, Jeffrey, editor. 2021 .
Risk Assessment Statement
Appropriate and professional clinical activity clothing: torso covering shirts including shoulders and upper arms, bare below the elbows. Furthermore, covered shoes, and trousers to the ankles must be worn during workshops. There is no exception to this rule. No singlets, shorts and/or open footwear permitted to be worn during workshops and/or unit associated self-directed (SDL) and other examples of simulation.
Risks may be associated with:
• construction tasks (including art work)
• laboratory work
• hazardous materials or tools
• field trips or industrial visits
• handling animals
QUT has a formal risk assessment process which can be used to determine the types of risks and how you should handle them.
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: Group clinical skills demonstration, Examination (written) - Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Group clinical skills demonstration - 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: Group clinical skills demonstration, 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: Group clinical skills demonstration, 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: Group clinical skills demonstration