Overview
In this unit you will develop the capacity to engage with, assess, and manage obstetrics and paediatric patients. Upon completion of this unit, you will be able to draw upon your knowledge of pathophysiology, epidemiology, and aetiology to provide professional, situational, and culturally appropriate treatment pathways for managing these special populations.
Details
Pre-requisites or Co-requisites
Pre-requisite - PMSC12001 Procedures and Skills in Paramedic Practice, PMSC11004 Paramedic Medical Emergencies 1 and PMSC12004 Advanced Electrophysiology and Coronary Care
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Feedback
Inconsistencies were identified between academics at residential school
All academics teaching in the unit will receive identical explicit instruction. A Zoom meeting will be held before residential school to ensure all academics are consistently trained in assessment facilitation.
Feedback from Student Feedback
There was limited opportunity to complete enough scenarios at residential school due to large group numbers
Attempt to employ more casual staff members to ensure appropriate academic/student ratios to assist students in getting exposure to scenarios.
Feedback from Student Feedback
Unit layout was well received by students, with equal time allocated to obstetric and paediatric patients
Keep the layout similar in future deliveries of the unit.
Feedback from Student Feedback/Unit Coordinator reflection
The time limit for the first quiz was very tight. An extra 10 - 15 minutes would be beneficial
Increase the allocated time for the first quiz.
Feedback from Unit Coordinator reflection/student feedback
Some students struggled with the understanding and interpretation of the written assessment details.
Provide extra discussion around the written assessment to ensure understanding from students.
Feedback from Student feedback
More tutorial sessions would be useful.
Schedule more tutorial sessions throughout the unit.
- Analyse and apply the pathophysiology to antenatal patients through all stages of pregnancy, including intrapartum and post-partum
- Analyse and apply the knowledge of key growth, anatomical and physiological differences when assessing paediatric patients
- Integrate theoretical knowledge in the clinical assessment of common and emergent obstetric and paediatric conditions
- Demonstrate the application of clinical skills, interventions, and pharmacology in the management of obstetric and paediatric patients in the pre-hospital environment
- Employ the principles of effective communication when dealing with paediatric and obstetric patients, with consideration of culturally appropriate, ethical, and professional behaviours required of the registered paramedic.
Standard/Attribute/Criteria | Learning Outcomes |
Domain 1: The professional and ethical practitioner 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.1.9, 1.1.10, 1.1.11, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2 | LO1, LO2, LO3, LO4, LO5 |
Domain 2: The communicator and collaborator 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.2.1, 2.2.2, 2.2.3, 2.2.5, 2.2.6 | LO4, LO5 |
Domain 3: The evidence-based practitioner 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.4.2 | LO1, LO2, LO3, LO4, LO5 |
Domain 4: The safety and risk management practitioner 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.3.2, 4.5.3 | LO2, LO3, LO4, LO5 |
Domain 5: The paramedic practitioner 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.1.5, 5.2.1, 5.2.3, 5.2.4, 5.2.5, 5.3.1, 5.3.2, 5.3.4, 5.3.5, 5.3.6, 5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.6.1, 5.6.2, 5.6.3, 5.6.4 | LO1, LO2, LO3, LO4, LO5 |
National Safety and Quality Health Service Standards
The Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Standard | Learning Outcomes |
Clinical Governance | LO1, LO2, LO3, LO4 |
Partnering with Consumers | LO2, LO3, LO4, LO5 |
Preventing and Controlling Infections | LO2, LO3, LO4, LO5 |
Medication Safety | LO4, LO5 |
Comprehensive Care | LO1, LO2, LO3, LO4, LO5 |
Communicating for Safety | LO4, LO5 |
Recognising and Responding to Acute Deterioration | LO3, LO4, LO5 |
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Written Assessment - 40% | |||||
2 - Online Quiz(zes) - 20% | |||||
3 - Online Quiz(zes) - 40% | |||||
4 - Practical Assessment - 0% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | ||||
---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |
1 - Communication | |||||
2 - Problem Solving | |||||
3 - Critical Thinking | |||||
4 - Information Literacy | |||||
5 - Team Work | |||||
6 - Information Technology Competence | |||||
7 - Cross Cultural Competence | |||||
8 - Ethical practice | |||||
9 - Social Innovation | |||||
10 - Aboriginal and Torres Strait Islander Cultures |
Textbooks
Midwifery: Preparation for Practice 4e
Edition: 4th (2018)
Authors: Sally Pairman, Sally X Tracy and Hannah Dahlen
Elsevier
ISBN: 072954267X
Textbook of Adult Emergency Medicine
(2020)
Authors: Cameron, P. , Little, M. ,Mitra, B. & Conor, D.
Elsevier
Sydney Sydney , NSW , Australia
ISBN: 9780702076244
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
a.raeside@cqu.edu.au
Module/Topic
Introduction to the Obstetric Patient
History Taking in the Obstetric Patient
Complications of Pregnancy
Chapter
Pairman, S., Tracy, S., Dahlen, H. G., & Dixon, L. (2019). Midwifery: preparation for practice (4e.. ed.). Book 2.
- Maternal changes associated with pregnancy, Chapter 18, pp. 394 - 401.
- Historical Health Review, Chapter 18, pp.449
- Physiological changes of pregnancy, Chapter 21, pp.474-479.
- Bleeding in early pregnancy, Chapter 35, pp.812-824
- Preeclampsia, Chapter 35, pp 852 - 857
- HELLP and Eclampsia, Chapter 38, pp.972 - 974
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Normal Cephalic Delivery
Cultural Considerations in Obstetrics
Postpartum Anxiety and Depression
Chapter
Pairman, S., Tracy, S., Dahlen, H. G., & Dixon, L. (2019). Midwifery: preparation for practice (4e.. ed.). Chatswood.
- Applied physiology of labour and birth, Chapter 22, pp. 485 – 500
- Postnatal Depression, Chapter 39, pp, 1005 - 1008
McLelland, G., McKenna, L., Morgans, A., & Smith, K. (2018). Epidemiology of unplanned out-of-hospital births attended by paramedics. BMC pregnancy and childbirth, 18(1), 1-9.
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Obstetric Emergencies
Neonatal Resuscitation
Chapter
Pairman, S., Tracy, S., Dahlen, H. G., & Dixon, L. (2019). Midwifery: preparation for practice (4e.. ed.). Chatswood.
- Life-Threatening emergencies, Chapter 38, pp.943-956
- Breech Presentation, Chapter 34, pp. 790 - 804
- Placental Abruption, Chapter 35, 821 – 823
- Maternal Life-Threatening Conditions, Chapter 38, pp. 956 - 966
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Introduction to Paediatrics
Paediatric Resuscitation
Chapter
Cameron, P., Browne, G. J., Mitra, B., Dalziel, S., & Craig, S. (Eds.). (2018). Textbook of paediatric emergency medicine. Elsevier Health Sciences.
- Approach to the paediatric patient, Chapter 1.1, pp, 1-11
- Crisis Intervention, Chapter 18, 439-444
- Administration in EMS, Chapter 19, 445- 450
Walker, A., & Hanna, A. (2020). Kids Really Are Just Small Adults: Utilizing the Pediatric Triangle with the Classic ABCD Approach to Assess Pediatric Patients. Cureus, 12(3).
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Paediatric Respiratory Conditions
Chapter
Cameron, P., Browne, G. J., Mitra, B., Dalziel, S., & Craig, S. (Eds.). (2018). Textbook of paediatric emergency medicine. Elsevier Health Sciences.
- Inhaled foreign body, Chapter 6.3, pp, 160-161
- Croup, Chapter 6.4, pp, 161-164
- Acute asthma, Chapter 6.5, pp, 165-170
- Bronchiolitis, Chapter 6.8, pp, 176-178
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Written Assessment Case Study Due: Week 5 Monday (5 Aug 2024) 9:00 am AEST
Module/Topic
No content
Chapter
Events and Submissions/Topic
Module/Topic
Paediatric Medical Conditions
Chapter
Cameron, P., Browne, G. J., Mitra, B., Dalziel, S., & Craig, S. (Eds.). (2018). Textbook of paediatric emergency medicine. Elsevier Health Sciences.
- Shock, Chapter 2.5, pp, 41-43
- Sepsis recognition and initial management, Chapter 2.6, pp, 43-45
- Diabetic emergencies in children, Chapter 10.3, pp, 281-283
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Paediatric Neurological Conditions
Submersion Injuries
Minor Trauma in Paediatric Patients
Chapter
Cameron, P., Browne, G. J., Mitra, B., Dalziel, S., & Craig, S. (Eds.). (2018). Textbook of paediatric emergency medicine. Elsevier Health Sciences.
- Seizures and non-epileptic events, Chapter 8.3, 243-247
- Headache, Chapter 8.6, 259-264
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Introduction to Geriatric Patients
Chapter
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures/readings.
Module/Topic
Geriatric Neurological Conditions
Chapter
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures/readings.
Module/Topic
Falls and Geriatric Trauma
Chapter
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures/readings.
Obstetric and Paediatric Quiz Due: Week 10 Monday (16 Sept 2024) 9:00 am AEST
Module/Topic
Chapter
Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The lancet, 392(10146), 508-520.
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Residential School Preparation
Chapter
Events and Submissions/Topic
Web-based resources. Pre-recorded lectures.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
You are presented with the following obstetric case study and will be required to answer five (5) questions pertinent to the case totally 2000 words (+/- 10%)
You are a paramedic in your first-year post-qualification, working with a graduate who has only been on road for 2 months.
You are dispatched to a 28-year-old female, with imminent delivery. The information you have is:
• G3: P1, 41 weeks gestation
• Membranes ruptured 2 hours ago at home
• Onset of regular painful contractions 30 minutes ago, she called the hospital and was advised to come in; it’s approximately a 20-minute drive from her home.
• She is unable to move herself to the car between contractions as she has developed a sudden and overwhelming urge to push. Her partner calls 000.
• You are 15 km from the location with a 9-minute response time
• Backup is 15 minutes away and dispatched at the same time
• Unremarkable antenatal history, except for well-controlled gestational diabetes
• Regular check-ups with GP and midwife.
• Previous normal singular vaginal births.
On arrival, you find the woman, Sophie, lying on her bed actively pushing and the presenting part appears to be the baby’s head. Her partner, Tom, is relieved to see you. You only have time to place your equipment down when the head is delivered with Sophie's next push.
One the next contraction you then recognise
• there is no spontaneous restitution of the head
• the shoulders do not deliver
• Sophie continues to push with significant pain
1) Provide a definition and overview of the obstetric condition the patient is presenting with?
2) List and discuss the pertinent risk factor(s) that could have increased this patient’s risk of presenting with her current condition?
3) Describe one (1) of the manoeuvres or actions that is linked with this obstetric emergency and provide a pathophysiological rationale?
Once the application of the manoeuvres is complete, the baby is delivered safely with an APGAR of 8.
Sophie is now holding the baby skin to skin on her chest when she states that she doesn’t feel well and you notice considerable PV blood loss. At this point, she delivers the placenta, and with this comes a fresh flow of frank red blood. You feel her abdomen at this point, and it feels soft and boggy.
4) What is your concern at this point, and outline and discuss the likely potential cause of this substantial blood loss?
5) Describe that pathophysiology behind ONE of the key pharmacological options used post-delivery in the management of this condition?
Week 5 Monday (5 Aug 2024) 9:00 am AEST
This assessment must be submitted via the unit moodle page under the written assessment case study tab
Week 7 Friday (30 Aug 2024)
3 weeks after due date
Please see the Moodle for a detailed rubric, however, broadly you will be assessed on:
-Knowledge of pathophysiology of a specific obstetric condition.
-Application of pathophysiology to clinical presentation.
-Understanding of aetiology of numerous obstetric conditions.
Please write your assessment using the following style and format and then upload it to the PMSC12003 Moodle page under the Case Study link in the Assessment tab.
Presentation:
Your assessment should be formatted on A4 International Standard paper with margins of 2.54cm. Arial font and size set to 12 point, and line spacing set to 1.5.
Format:
Cover page: a cover page must be included for this assessment in the following format:
- Assessment name
- Unit number and name (PMSC12003 Special Populations in Paramedic Practice)
- Your name
- Student number
- Word count (not including cover page, headings, in-text references and reference page)
- Assessment due date (if you have an approved extension this needs to be noted here)
Body of assessment:
- Headings may be used (i.e. Provisional Diagnosis, Definition, Pathophysiology etc.)
- Appropriately referenced using the APA 7th Edition format
Reference page:
- The reference list must be on a separate page at the end of your assessment
- References must be listed using the APA 7th Edition format
The word limit for this assessment is 2000 words (+/-10%, not including cover page, headings, in-text references and reference page).
The assessment will be marked against a rubric, which will be available on the Moodle page.
You must provide a reference list of no less than 7 reference sources, published after 2013, which can include peer-reviewed scientific journal articles, Australian and/or New Zealand ambulance service guidelines, expert textbooks and websites, as appropriate.
In the absence of an approved extension, a penalty of 5% of the total marks for the assessment will be deducted for each full or part calendar day the assessment is overdue, in accordance with the Assessment Policy and Procedure.
The pass mark for this assessment is 50%
This written assessment will be worth 40% of the total percentage mark for this unit.
- Analyse and apply the pathophysiology to antenatal patients through all stages of pregnancy, including intrapartum and post-partum
- Integrate theoretical knowledge in the clinical assessment of common and emergent obstetric and paediatric conditions
2 Online Quiz(zes)
1
Week 10 Monday (16 Sept 2024) 9:00 am AEST
Quiz opens on Monday 9th September 2024 and must be completed by Monday 16th September 0900 AEST
Week 12 Friday (4 Oct 2024)
Results returned 2 weeks after closing date
This quiz is worth 20% of the total mark for the unit. Marks are awarded if a question is answered correctly and the total marks are tallied after each quiz has been attempted. Non-attempts will score a zero mark.
Quizzes are open-book, so the use of Clinical Practice Guidelines, book chapters, journal articles etc are allowed. Please take note that this is an individual assessment. Collaboration is not allowed and may lead to disciplinary action.
Each quiz will have a specific time limit imposed to complete the quiz. When the time for the quiz expires, any open attempt are automatically submitted. You must therefore commence the quiz allowing the appropriate amount of time to complete the attempt.
In the absence of an approved extension, there will be no opportunity to complete the task after the due date, and there will be no opportunity to apply a late penalty of five percent per day. Quizzes may not be re-attempted.
- Analyse and apply the pathophysiology to antenatal patients through all stages of pregnancy, including intrapartum and post-partum
- Analyse and apply the knowledge of key growth, anatomical and physiological differences when assessing paediatric patients
3 Online Quiz(zes)
This quiz will involve a combination of multiple-choice and short answer questions. It will primarily cover the assessment and management of paediatric and geriatric patients. The quiz will involve case studies that will require drug calculations and will require critical thinking in your application of knowledge.
1
Review/Exam Week Monday (7 Oct 2024) 9:00 am AEST
Quiz will be opened on Monday 30th September and must be completed by Monday 7th October 2024 0900hrs
Exam Week Friday (18 Oct 2024)
Results returned two weeks after closing date
This quiz is worth 40% of the total mark for the unit. Marks are awarded if a question is answered correctly and the total marks are tallied after each quiz has been attempted. Non-attempts will score a zero mark.
The quiz is open-book, so the use of Clinical Practice Guidelines, book chapters, journal articles etc are allowed. Please take note that this is an individual assessment. Collaboration is not allowed and may lead to disciplinary action.
There will be a specific time limit imposed to complete the quiz. When the time for the quiz expires, any open attempt are automatically submitted. You must therefore commence the quiz allowing the appropriate amount of time to complete the attempt.
In the absence of an approved extension, there will be no opportunity to complete the task after the due date, and there will be no opportunity to apply a late penalty of five percent per day. Quizzes may not be re-attempted.
- Integrate theoretical knowledge in the clinical assessment of common and emergent obstetric and paediatric conditions
- Demonstrate the application of clinical skills, interventions, and pharmacology in the management of obstetric and paediatric patients in the pre-hospital environment
4 Practical Assessment
This assessment is a Pass/Fail Assessment.
This is an Objective Structured Clinical Examination (OSCE), which will be conducted at the Residential School. There will be two (2) OSCE stations, each designed to assess your knowledge and practical skills acquired during this unit.
There will be one (1) short case OSCE station and one (1) long case. You will be allocated 15 and 20 minutes respectively to complete the assessment. The short and long case OSCEs will be delivered in the format of a structured scenario, looking at the following areas:
- Patient assessment and history taking.
- Evidence gathering and patient treatment.
- Implementation of interventions, procedures, pharmacology and skills.
- Overall patient and scene management.
Feedback for the short and long cases will be provided AFTER the residential school. Further information will be given to students upon arrival at the residential school.
The Practical Assessment will take place during the Residential School
2 weeks post Residential School
An example assessment rubric will be provided on the unit Moodle page. The result from each OSCE will be added together to form a cumulative mark across all 3 assessment items you complete on the day. This will determine the pass/fail result. You will be required to achieve an overall score of 50% to achieve a pass mark. Due to being awarded a cumulative mark, there will be no opportunity for any re-sits.
Failure to attempt/undertake an assessment task will result in a fail for this assessment.
No submission method provided.
- Demonstrate the application of clinical skills, interventions, and pharmacology in the management of obstetric and paediatric patients in the pre-hospital environment
- Employ the principles of effective communication when dealing with paediatric and obstetric patients, with consideration of culturally appropriate, ethical, and professional behaviours required of the registered paramedic.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
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