CSB352 Safeguarding and Advocacy in Paramedic Practice
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: | CSB352 |
|---|---|
| Prerequisite(s): | CSB338 and CSB341 |
| 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 2 2025, Kelvin Grove, Internal
| Unit code: | CSB352 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | CSB338 and CSB341 |
| Coordinator: | Stephen Bartlett | stephen.bartlett@qut.edu.au |
Overview
As paramedicine continues to evolve, it is critical that paramedics have the knowledge, skills and values to effectively advocate with, and for an individual, community or population. This unit focuses on health safeguarding and advocacy theory, frameworks and transferable skills. It also encourages students to look beyond a deficit or biomedical model of health, enabling the integration of individual strengths, the social determinants of health, health inequalities and vulnerability in health planning and response. Furthermore, while completing this unit, students will apply knowledge of the health care system, human rights and legislation, ethical conduct, social inclusion, cultural safety, acknowledging intersectionality and the inalienable right to culture, values and beliefs when collaborating with patients and their support network, bystanders and health professionals.
Learning Outcomes
On successful completion of this unit you will be able to:
- Define advocacy and its associated theoretical frameworks, and its impact on health outcomes.Relates to: NSQHS (Ambulance): 2
- Assess information and compare and contrast approaches to advocacy.
- Collaborate with others through advocacy to create person-centred, evidence-informed and culturally safe health responses.Relates to: AHPRA Paramedicine: Domain 2.1, 2.1A, 2.1B, 2.1C, Domain 2.2, 2.2A, 2.2B, 2.2C, Domain 3.1, 3.1B, Domain 3.2, 3.2A, Domain 3.3, 3.3A; NSQHS (Ambulance): 2, 5
- Implement an advocacy response that positively impacts the health outcomes of individuals, communities and populations.
- Critically evaluate health responses in terms of advocacy theory and evidence-informed practice.Relates to: AHPRA Paramedicine: Domain 2.1, 2.1A, 2.1B, 2.1C, Domain 2.2, 2.2A, 2.2B, 2.2C, Domain 3.1, 3.1B
Content
- Theoretical frameworks, definitions and techniques of safeguarding and advocacy.
- Reinforce and extend prior learning about the social determinants of health (non-medical) and medical factors that influence health outcomes.
- Review personal and system factors that influence engagement and disengagement with health services and practitioners.
- Exploration of conscious/unconscious bias, privilege and power in health.
- Explore the concept of vulnerability and at-risk populations and strategies to stratify risk.
- From the perspective of paramedicine, understand the Queensland, Australian and International context and apply the principles of safeguarding and advocacy in areas such as:
- Aboriginal and Torres Strait Islander health
- National Agreement on Closing the Gap
- Domestic and family violence
- Sexual assault and abuse
- Community violence
- Polyvictimisation and multi-type maltreatment
- Child and elder safety/abuse
- Victims and survivors of crime
- Exploitation
- Multi-type maltreatment
- Modern day slavery
- Patient safety
- Cultural, linguistic and religious diversity
- Refugee health
- Chronic conditions
- Alcohol and other drugs
- Persons with a disability
- LGBTIQA+
- Mental health
- Poverty and healthcare
- Loss, grief, death and dying
- Models of negotiation and communication strategies to enhance a student's ability to safeguard and advocate for/with an individual, community or population.
- Tools, frameworks, checklists and systems to assist in safeguarding and advocacy
- Reinforce and extend prior knowledge, skills and values associated with ethics, the Australian legal system, the Australian Charter of Healthcare Rights, expectations or professional bodies and cultural safety.
- Personal and professional strengths and limitations, and the role of consultation and referral
- Lived experiences, the consumer voice and shared decision-making
- Patient-led discursive opportunities created by delays at a health service.
Learning Approaches
Students will engage with the content while working collaboratively through an increasingly complex array of presentations (ie. exploitation, domestic and family violence, etc). Student development is supported through the use of access to an array of lived experiences, interprofessional expertise, case-based learning activities, online learning modules, group activities and reflection. Sharing and applying the knowledge gained as collaborative learners builds confidence while developing interpersonal and professional communication skills. Formative online and in-class activities will allow for continuous feedback.
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 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 subject.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project
In response to a stimulus, students will work in groups to:
- Create a contextualised, holistic, person-centred, evidence-informed and culturally safe advocacy response; and
- Following submission of the work, undertake a structured peer review of a group's advocacy response.
This is an assignment for the purposes of an extension.
Assessment: Examination (Written)
A variety of multiple choice, short answer and essay questions will assess your knowledge of advocacy principles in the paramedic care setting.
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
Students will be provided all prescribed and recommended resources via QUT Readings.
Risk Assessment Statement
There are no exceptional risks associated with this unit. This unit may raise concerns of some students. Students are provided contact details and resources for support services.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
AHPRA Professional capabilities for registered paramedics
Domain 2.1: The communicator and the collaborator
Domain 2.2: The communicator and the collaborator
Domain 3.1: The evidence-based practitioner
Relates to: ULO3, ULO5, Project, Examination (Written)
Domain 3.2: The evidence-based practitioner
Relates to: ULO3, ULO4, Project, Examination (Written)
Domain 3.3: The evidence-based practitioner
Relates to: ULO3, Project, Examination (Written)
National Safety and Quality Health Service Standards for Ambulance
2: Partnering with Consumers
5: Comprehensive Care
Relates to: ULO3
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: Project, Examination (Written) - Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Examination (Written) - 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: Project, Examination (Written) - Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
Relates to: Project, 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: Project, 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: Project, 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: Project, Examination (Written)