CSB353 Risk Management and Disposition of the Undifferentiated Patient

Unit Outline: Semester 1 2026, Kelvin Grove, Internal

Overview

The unit explores multi-factorial and complex cases, where a clear provisional diagnosis in the paramedic care setting is improbable. Using a case-based learning approach and a mixture of medical/surgical cases (genitourinary, gastrointestinal, metabolic, haematological, non-traumatic musculoskeletal and infectious disease) this unit will explore the undifferentiated presentation, risk assessment and disposition planning. While completing this, students will apply knowledge of history taking, physical examination, clinical reasoning, Aboriginal and Torres Strait Islander perspectives, social determinants of health and other biopsychosocial factors that impact health, risk, disposition planning and outcomes. 

Learning Outcomes

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

1. Evaluate the prevention, epidemiology, anatomy, physiology, pathophysiology, clinical features, pharmacology, management, definitive care and prognosis for patients with common and serious acute and sub-acute clinical presentations.
2. Appraise the impact of personal and professional limitations as well as cognitive biases on the delivery of reflexive and contemporary healthcare.
   Relates to: AHPRA Paramedicine: Domain 3.3, 3.3C, Domain 3.4, 3.4B, 3.4C, 3.4D
3. Assess biomedical ambiguity as well as socioeconomic and health system factors to formulate and perform risk assessment, risk stratification and disposition planning to patient presentations in a variety of care settings applicable to paramedic practice.
   Relates to: AHPRA Paramedicine: Domain 3.2, 3.2A, 3.2E, 3.2F, Domain 3.3, 3.3A; NSQHS (Ambulance): 2, 5, 8
4. Investigate the principles of safety and risk reduction through evidence informed management plans which examine the social determinants impacting healthcare outcomes for Aboriginal and Torres Strait Islander peoples.
   Relates to: AHPRA Paramedicine: Domain 3.2, 3.2C, 3.2D, 3.2E, 3.2F; NSQHS (Ambulance): 1, 2
5. Critique management planning in relation to professional and healthcare standards, to ensure safe and coordinated care in a range of complex clinical situations.
   Relates to: NSQHS (Ambulance): 5

Content

Learning Approaches

In this unit, you will learn by engaging with an array of case-based learning activities, online learning modules and group activities. 

The unit will develop your capacity for inquiry, critical thought and analysis, clinical problem solving, and teamwork through an emphasis on case-based learning, collaborative learning and communication. Sharing and applying the knowledge gained as collaborative learners builds confidence while developing interpersonal and professional communication skills. Formative online quizzes will give you feedback on your grasp of the knowledge.

Feedback on Learning and Assessment

Feedback is provided in the following ways:

• Opportunity to receive 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 Canvas.

Assessment

Overview

There are two assessments to be completed as part of this unit. The assessment items are designed to provide evidence of your achievement of the stated learning outcomes.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Portfolio

You will be presented with complex case studies involving undifferentiated patient presentations. For each case, you are required to develop an evidence-informed, patient-centred, and culturally inclusive management and disposition plan. This task will assess your ability to integrate clinical knowledge, apply critical thinking, conduct risk assessments, and formulate appropriate management and disposition strategies. Your approach should be guided by the National Safety and Quality Health Service Standards and aligned with the professional capabilities of a registered paramedic.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Examination (written)

An examination paper including multiple-choice and short-answer questions assessing theoretical knowledge, clinical reasoning, and case-based decision-making for undifferentiated presentations, risk assessment, and disposition planning.

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

Risk Assessment Statement

The role of a 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.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

AHPRA Professional capabilities for registered paramedics

Domain 3.2: The evidence-based practitioner

1. 
   Relates to: ULO3, Portfolio, Examination (written)
2. 
   Relates to: ULO4, Portfolio, Examination (written)
3. 
   Relates to: ULO4, Portfolio, Examination (written)
4. 
   Relates to: ULO3, ULO4, Portfolio, Examination (written)
5. 
   Relates to: ULO3, ULO4, Portfolio, Examination (written)

Domain 3.3: The evidence-based practitioner

1. 
   Relates to: ULO3, Portfolio, Examination (written)
2. 
   Relates to: ULO2, Portfolio, Examination (written)

Domain 3.4: The evidence-based practitioner

1. 
   Relates to: ULO2, Portfolio, Examination (written)
2. 
   Relates to: ULO2, Portfolio, Examination (written)
3. 
   Relates to: ULO2, Portfolio, Examination (written)

National Safety and Quality Health Service Standards for Ambulance

1: Clinical Governance

Relates to: ULO4

2: Partnering with Consumers

Relates to: ULO3, ULO4

5: Comprehensive Care

Relates to: ULO3, ULO5

8: Recognising and Responding to Acute Deterioration

Relates to: ULO3

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: Portfolio, Examination (written)
2. Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
   Relates to: Portfolio, Examination (written)
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: Examination (written)
4. Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
   Relates to: Portfolio
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: Examination (written)
6. Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
   Relates to: Portfolio
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: Portfolio