CSB347 Community Paramedicine

Unit Outline: Semester 1 2025, Kelvin Grove, Internal

Overview

Due to the rise in urgent and non-emergent presentations, the paramedic profession is undergoing a transformation, necessitating a shift towards managing cases traditionally in the realm of primary healthcare providers. Community paramedicine is an area of clinical practice that aims principally to improve patient outcomes by navigating the patient more efficiently through the health care system. Community paramedicine programs enable paramedics to act as liaisons between primary care providers and their communities including vulnerable populations. Paramedics must have a detailed understanding of the health system in which they operate, possess advanced patient assessment skills and work collaboratively with other healthcare professionals. CSB347 will provide you with further skills and knowledge to care more holistically for patients that can receive the care they require from a variety of service providers including primary care and urgent/emergency health services.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Describe the evolution of community paramedicine and compare how different approaches facilitate efficient patient navigation through healthcare systems
2. Appraise the epidemiological trends of chronic health conditions in Australia and internationally, and the implications for paramedicine and service delivery
3. Develop and apply advanced clinical management skills to independently and collaboratively make safe clinical decisions, and effectively communicate information and professional opinions to key stakeholders
4. Apply knowledge and values of cultural safety, inclusivity, and effective communication to develop evidence-based and ethical management plans in community paramedicine
5. Reflect on the principles of human factors, bias, and recognition of personal and professional limitations in the context of community paramedicine

Content

Learning Approaches

In this unit, students learn by engaging in authentic learning through an array of integrated and increasingly complex case-based learning activities, online learning packages and self-directed learning activities. By sharing learning in case-based learning groups, this unit fosters a reflexive learning environment preparing students to work in diverse and multidisciplinary teams. 

You will apply directed learning to real clinical case studies through case-based learning, and to clinical simulation exercises. You are required to engage in higher order learning activities through problem based learning approaches, and develop culturally safe, evidence-informed, and person-centred management plans, building on existing knowledge of clinical guidelines, pathophysiology and a variety of clinical presentations. 

Support for learning will include

• Implementation of Universal Design for Learning principles (UDL) through presenting information in multiple ways, including videos, podcasts, readings, infographics
• Reviewed accessibility standards to meet the Web Content Accessibility Guidelines (WCAG)
• Create a safe and welcoming learning community, where all learners have a sense of belonging through implementing activities to help learners to build connections.
• Opportunities for learners to critically reflect on the influence of cultural narratives on oneself, others and broader social institutions, and discipline specific reflection.
• Experienced facilitators to support the development of learners' STEM skills
• Course-level assessment design that is personalised, and adaptable through the integration of reflective practice on prior clinical placement experiences.
• Canvas learning modules for academic writing and support.

Feedback on Learning and Assessment

Feedback is provided in the following ways:

• Opportunity to receive formative feedback exist during all learning 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 Canvas.

Feedback dialogue is facilitated during face-to-face learning opportunities during learning activities, from peers and tutors to guide your assessment.  Feedback will be facilitated by peers and tutors, regarding the progression of all unit learning outcomes throughout case based and simulation learning activities. Feedback will be relevant to the learning outcomes and assessment tasks. 

Assessment

Overview

There are two assessment items to be completed for this unit consisting of a management portfolio and a Practical exam.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Paramedic Case

Drawing on a clinical case, you will develop a case study reflection, applying community paramedicine approaches, pathways, and evidence-based practice. This will showcase your development and understanding of clinical decision making for patients with urgent and non-emergent presentations.

Your chosen case study will reflect on:

• the presenting patient,
• epidemiology,
• patient assessment,
• clinical management,
• ethical conduct,
• professional communication,
• collaboration,
• safety/risk management and
• patient discharge.

It will demonstrate critical reflection on personal and professional practice to identify development needs and opportunities.

This is an assignment for the purposes of an extension

Assessment: Practical Examination

As a graduate paramedic, you will conduct a holistic  assessment and create a patient management plan. You will synthase your knowledge of community paramedicine pathways and clinical decision-making processes to determine and communicate the best path of care for your patient.

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.

Requirements to Study

Requirements

Equipment and personal protective clothing:

The following equipment will be required for tutorial throughout the course. Advice will be given by your lecturer at the beginning of the semester:

• Stethoscope
• Watch with second hand or display
• Appropriate tutorial dress includes trousers/ jeans, covered shoes and a collared shirt/polo
• Personal protective equipment will be available as required during tutorials

Details on purchasing uniforms and personal protective equipment for clinical placements will be provided by your lecturer.

Resources

Resource Materials

Recommended text(s)

Talley, N and O'Connor, S. (2017) Clinical Examination: A Systematic Guide to Physical Diagnosis, 8th Edition, Elsevier, Sydney

Risk Assessment Statement

The role of a student paramedic can be hazardous. Throughout your course of study, you will be required to undertake observations with an operational crew responding to emergency calls. There is regular exposure to high speed driving, heavy lifting, body fluids, medical sharps, defibrillators and, sometimes aggressive patients in the off-campus phase of the course. During the on-campus phase, the risk is minimal and only simulated exercises are conducted. While undertaking this unit you should review the Paramedic Student HSE Manual (v8.1) on Canvas and industry occupational health and safety guidelines that protect qualified staff and students in day-to-day practice.

Course Learning Outcomes

CS43 Bachelor of Paramedic Science

1. Apply scientific knowledge and skills from paramedicine and related disciplines that focus on the needs and holistic care of the individual.
   Relates to: Paramedic Case , Practical Examination
2. Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
   Relates to: Paramedic Case , Practical Examination
3. 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: Paramedic Case
4. Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
   Relates to: Paramedic Case , Practical Examination
5. 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: Paramedic Case , Practical Examination
6. Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
   Relates to: Paramedic Case
7. 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: Paramedic Case