CSB349 Paramedic Management - Paediatrics, Gerontology and Bariatrics

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

This theoretical unit is the fifth in a series of case-based learning paramedic specific management units that explores common and critical medical and surgical presentations encountered in the paramedic care setting. The unit focus is on developing students' knowledge and values for the patient-centred assessment and management of paediatrics, gerontology and bariatrics. Additionally, to ensure students are prepared for national and international work-integrated learning and employment opportunities, they will focus on national and international evidence-informed clinical practice. This unit develops the knowledge and values required to effectively and safely manage paediatric, geriatric and bariatric patient presentation.

Learning Outcomes

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

1. Examine the prevention, epidemiology, anatomy, physiology, pathophysiology, clinical features, pharmacology, management, definitive care, prognosis and rehabilitation of paediatric, geriatric and bariatric patient presentations.
2. Apply critical reasoning when developing management strategies for patients with paediatric, geriatric and bariatric patient presentations.
3. Apply knowledge and values of the underpinning cultural safety, communication, assessment and management principles of paediatric, geriatric and bariatric patient presentations to create appropriate, evidence-informed, person-centred and culturally safe management plan
4. Critically examine the principles of human factors, recognition of personal and professional limitations and identify when to seek support and advice in the context of paediatric, geriatric and bariatric patient patient presentations

Content

Learning Approaches

In this unit, you will learn by engaging in 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. During this unit learners will have opportunities to engage in online interactive sessions with industry experts.

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.

Assessment

Overview

There are two assessment items to be completed for this subject.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Paramedic management portfolio

As a novice paramedic, you will complete a series of professional development activities around paediatric, geriatric and bariatric care and write a reflection response to each activity. Your reflections will critically analyse how these learning activities improve your understanding of personal and professional limitations and develop skills to fill these gaps. You will develop a portfolio of evidence to demonstrate this ongoing learning which is an essential component of your registration as a paramedic through AHPRA.

Assessment: Examination (written)

A variety of multiple choice, short answer and essay questions will assess your management of paediatric, gerontology and bariatric presentations and knowledge of related pathophysiology, skills and clinical pharmacology.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties 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)

Advanced Paediatric Life Support Australia. (2012). Advanced Paediatric Life Support: Australia and New Zealand (5th ed.). Sydney: Wiley-Blackwell.

Curtis, K., & Ramsden, C. (2019). Emergency and trauma care for nurses and paramedics. (3rd Ed.) Elsevier Health Sciences.

Queensland Ambulance Service. Clinical practice manual. Brisbane: Queensland Ambulance Service.
Available online in PDF format only at: https://ambulance.qld.gov.au/clinical.html

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

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 management portfolio, Examination (written)
2. Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
   Relates to: Paramedic management 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: Paramedic management portfolio
4. Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
   Relates to: Paramedic management portfolio, Examination (written)
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 management portfolio
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 management 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: Paramedic management portfolio