CQUniversity Unit Profile
PMSC13001 Mental Health for Paramedics
Mental Health for Paramedics
All details in this unit profile for PMSC13001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

In this unit, you will evaluate individual patient presentations and related factors contributing to mental health conditions. You will learn how to formulate and apply evidence-based and safe treatment strategies for individuals experiencing a mental health crisis. While doing so, you will appraise and integrate mental health legislation and professional standards within the context of paramedicine. Additionally, you will explore how to communicate effectively with individuals experiencing mental health challenges, health care teams involved in mental health care, and the general public.

Details

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-requisites: PMSC12002 Clinical Paramedic Practice 1. PMSC12001 Procedures and Skills in Paramedic Care. Please note: Any student who has not successfully completed a PMSC residential school within the preceding 12 months or undertaken a clinical placement unit, should consult with the Head of Course to discuss completing a PMSC12001 Procedures & Skills refresher. This ensures currency with all contemporary skills and procedures in line with industry standards and professional capabilities.

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 - 2025

Mixed Mode

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Case Study
Weighting: 50%
3. On-campus Activity
Weighting: Pass/Fail

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.

Previous Student Feedback

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 and Unit Teaching Evaluation

Feedback

Poster presentation marking criteria was unclear and difficult to understand what was required in that section at times.

Recommendation

Poster presentation marking guide will be reviewed and improved to ensure that the response required is clear. More criterions will be included to make the assessment requirements clear.

Feedback from Student and Unit Teaching Evaluation

Feedback

Students enjoyed the residential school with the actor involvement and realistic scenarios. Students also enjoyed the structure and clear expectations of residential school.

Recommendation

Residential schools will continue to be presented in a realistic way with actor involvement where there is availability. Residential school will continue to keep a structure and provide information on the requirements for the assessments.

Feedback from Student and Unit Teaching Evaluation

Feedback

Students enjoyed the content delivered throughout the weeks but at times could be discussed more concisely.

Recommendation

Some lectures will be recorded again to ensure that the delivery is more concise. Some content was filmed during staff sickness and will be executed better for next delivery.

Feedback from Student and Unit Teaching Evaluation

Feedback

Students felt the tools and guidance given to them were helpful for their development and made the content easy to understand.

Recommendation

Tools and guidance will continue to be given to students while looking for other teaching methods that will allow more students to understand the necessary concepts.

Feedback from Self reflection

Feedback

The Moodle site at times was not clear and needed extra clarification.

Recommendation

The Moodle site will be reviewed and updated to make sure that all information is clear for the student.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Evaluate individual patient presentations and related factors contributing to mental health conditions
  2. Formulate and apply evidence-based and safe treatment strategies for individuals experiencing a mental health crisis
  3. Appraise and integrate mental health legislation and professional standards within the context of paramedicine
  4. Communicate effectively with individuals experiencing mental health challenges, health care teams involved in mental health care, and the general public.

The Paramedicine Board of Australia requires that units align with the Professional Capabilities for Registered Paramedics, which consist of five (5) domains. The below section aligns the proposed learning outcomes with these domains. In addition, the learning outcomes have been aligned with the National Safety and Quality Health Service (NSQHS) Standards.
 
Professional Capabilities for Registered Paramedics

Standard/Attribute/Criteria Learning Outcome
Domain 1: The professional and ethical practitioner 1.1.1, 1.1.3, 1.1.5, 1.1.6, 1.1.8, 1.1.9, 1.1.10, 1.1.11 1.2.2, 1.2.3, 1.2.5 1.3.1, 1.3.2, 1.4.1, 1.4.2 LO1, LO2, LO3, LO4
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, 2.1.8, 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6 LO1, LO2, LO3, LO4
Domain 3: The evidence-based practitioner 3.1.1, 3.1.2 3.2.1 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.3.1, 3.3.2, 3.3.3, 3.4.3 LO1, LO2, LO3, LO4
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, 4.3.1, 4.3.2, 4.3.3, 4.4.4, 4.5.2, 4.5.3, 4.6.5, 4.7.7, 4.7.9 LO1, LO2, LO3, LO4
Domain 5: The paramedicine practitioner 5.1.2, 5.1.3, 5.1.4, 5.1.5, 5.2.1,5.2.2, 5.2.3, 5.2.4, 5.2.5, 5.3.1, 5.3.3, 5.3.4, 5.3.5, 5.3.6, 5.4.1, 5.4.2, 5.4.3, 5.4.5, 5.4.6, 5.6.1, 5.6.2, 5.6.3, 5.6.4 LO1, LO2, LO3

National Safety and Quality Health Service Standards

Standard Learning Outcomes
Partnering with Consumers LO2, LO3, LO4
Preventing and Controlling Infections LO1, LO2, LO4
Medication Safety LO1, LO2, LO4
Comprehensive Care LO1, LO2, LO3, LO4
Communicating for Safety LO1, LO2, LO4
Recognising and Responding to Acute Deterioration LO1, LO2

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment - 50%
2 - Case Study - 50%
3 - On-campus Activity - 0%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4
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 and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Mikaela Bray Unit Coordinator
m.bray@cqu.edu.au
Schedule
Week 1 Begin Date: 14 Jul 2025

Module/Topic

- Introduction to mental health

- Statistics

- Definitions

- Communication

Chapter

Pocket Book of Mental Health 4th Edition - Chapters 1, 2 & 3

Mental Health Care (Hungerford, Hodgson, Clancy, Murphy & Doyle) 4th Edition - Chapter 1.4 & 1.5

Events and Submissions/Topic

Week 2 Begin Date: 21 Jul 2025

Module/Topic

- Assessment tools

- Mental status assessment

- Legislation

 

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 5

Queensland Ambulance Guidelines - Clinical Practice Manual (CPM) - Clinical practice procedure - Chapters: Behavioural disturbances - Emergency examination authority, Mental illness - the legal framework, transport of persons under the MHA 2016

Public health act 2005

Events and Submissions/Topic

Week 3 Begin Date: 28 Jul 2025

Module/Topic

- Bipolar

- Schizophrenia

- Borderline personality disorder

- Excited delirium

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 4 & 9

Mental Health Care (Hungerford, Hodgson, Clancy, Murphy & Doyle) 4th Edition - Chapter 9 & 10

Events and Submissions/Topic

Week 4 Begin Date: 04 Aug 2025

Module/Topic

- Anxiety

- Depression

- Post Traumatic Stress Disorder (PTSD)

- Grief

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 4 & 12

Mental Health Care (Hungerford, Hodgson, Clancy, Murphy & Doyle) 4th Edition - Chapter 7

Events and Submissions/Topic

Week 5 Begin Date: 11 Aug 2025

Module/Topic

- Self harm

- Suicidal ideation

- Substance use/ethanol/drug use

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 4, 7 & 9

Mental Health Care (Hungerford, Hodgson, Clancy, Murphy & Doyle) 4th Edition - Chapter 8

Queensland Ambulance Service - Clinical Practice Manual (CPM) - Clinical practice guideline - Chapter - Behavioural disturbances - The suicidal patient

Events and Submissions/Topic

Written Assessment Due: Week 5 Friday (15 Aug 2025) 9:00 am AEST
Vacation Week Begin Date: 18 Aug 2025

Module/Topic

Chapter

Events and Submissions/Topic

Week 6 Begin Date: 25 Aug 2025

Module/Topic

- Domestic abuse

- Domestic violence

- Cultural consideration and safety

Chapter

Pocket Book of Mental Health 3rd Edition - Chapter 10

Events and Submissions/Topic

Week 7 Begin Date: 01 Sep 2025

Module/Topic

- Acute behavioural disturbance

- Verbal de-escalation

- Restraints

- Other agencies

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 7

Queensland Ambulance Service - Clinical Practice Manual (CPM) - Clinical practice guideline - Chapter - Behavioural disturbances - Acute behavioural disturbance

Events and Submissions/Topic

Week 8 Begin Date: 08 Sep 2025

Module/Topic

- Pharmacology

- Sedation management

- Post sedation cares

Chapter

Pocket Book of Mental Health 3rd Edition - Chapters 9

Queensland Ambulance Service - Clinical Practice Manual (CPM) - Drug therapy protocols - Chapter - Droperidol

Queensland Ambulance Service - Clinical Practice Manual (CPM) - Clinical practice procedure - Chapter - Behavioural disturbances - Emergency sedation - acute behavioural disturbance

Queensland Ambulance Service - Clinical Practice Manual (CPM) - Clinical practice guideline - Chapter - Behavioural disturbances - Acute behavioural disturbance

Events and Submissions/Topic

Week 9 Begin Date: 15 Sep 2025

Module/Topic

- Postnatal depression

- Postnatal psychosis

 

Chapter

Mental Health Care (Hungerford, Hodgson, Clancy, Murphy & Doyle) 4th Edition - Chapter 7.3

Events and Submissions/Topic

Case Study Due: Week 9 Friday (19 Sept 2025) 9:00 am AEST
Week 10 Begin Date: 22 Sep 2025

Module/Topic

- Paramedic mental health

Chapter

Events and Submissions/Topic

Week 11 Begin Date: 29 Sep 2025

Module/Topic

- Case study

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 06 Oct 2025

Module/Topic

- Case study

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 13 Oct 2025

Module/Topic

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 20 Oct 2025

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Written Assessment

Task Description

For this assessment you will be required to complete 2 separate components. 
PART A - Report  
You will create a report on ONE of the four statements provided in the assessment task regarding a stigma in mental health. These conditions are discussed during week 3 (bipolar, schizophrenia, borderline personality disorder (BPD) and excited delirium).  
 
The word count for this report is 1000 words not including references. You are to write using academic language.  
 
PART B – Poster presentation 
You are to create an A3 poster with information from your research that is informative of the topic with focus on reducing the stigma of the condition to the public whilst providing achievable solutions to this issue.  
 
This poster does not have a word count.
 
Your poster should include a brief summary of the condition, understanding of the stigma that is portrayed in society and some achievable solutions to the issues you have identified. Providing helplines and appropriate direction for members of the public to contact would be good to include. 

Level of GenAI Use Allowed:

Level 2 AI PLANNING: AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. 

You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.


Assessment Due Date

Week 5 Friday (15 Aug 2025) 9:00 am AEST


Return Date to Students

Week 7 Friday (5 Sept 2025)


Weighting
50%

Minimum mark or grade
50%

Assessment Criteria

Report criteria:

  • Sufficiently introduces the chosen topic including appropriate information
  • Symptoms are introduced for the condition
  • Pre-hospital management discussed including elements of pharmacological and non pharmacological treatment
  • Stigma is identified and appropriate justification on how the perception can be changed

Presentation criteria:

  • Presentation content appropriate for public display with relevant information included
  • Presentation appearance to assessment instructions
  • Referencing as per APA standard

This assessment must be in your own words and completed individually, collaboration with other students is not permitted.

Ensure you engage with recent (dated after 2014) peer-reviewed, scientific articles using APA referencing. 


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Evaluate individual patient presentations and related factors contributing to mental health conditions
  • Communicate effectively with individuals experiencing mental health challenges, health care teams involved in mental health care, and the general public.

2 Case Study

Assessment Title
Case Study

Task Description

You will be required to complete 5 tasks from a case study provided on the Moodle page. These tasks support your continued professional development through structured self-directed learning. A brief overview of each task focus is:

- Task one: Legislation requirements

- Task two: Disposition considerations

- Task three: Domestic violence awareness/strategies

- Task four: Treatment strategies and progression

- Task five: Cultural considerations

Please review the tasks thoroughly before commencing. You must complete all tasks according to the instructions provided, ensuring that all work is referenced as per instructions. 

Level of GenAI Use Allowed:

Level 2 AI PLANNING: AI may be used for pre-task activities such as brainstorming, outlining and initial research. This level focuses on the effective use of AI for planning, synthesis, and ideation, but assessments should emphasise the ability to develop and refine these ideas independently. 

You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.


Assessment Due Date

Week 9 Friday (19 Sept 2025) 9:00 am AEST


Return Date to Students

Week 12 Friday (10 Oct 2025)


Weighting
50%

Minimum mark or grade
50%

Assessment Criteria

You will be required to demonstrate your theoretical knowledge taught to you throughout this unit. This assessment will be conducted by case based learning. The marks awarded to each question will accumulate to the final result. The case study and marking guide will be provided on the unit Moodle page. The assessment will be based on marking criteria covering the following key points:

Assessment criteria:

- Comprehensively addressed all elements of each task

- Demonstrates appropriate grammar and sentence structure for academic writing

- Utilised quality references throughout assessment with the use of APA referencing style


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Formulate and apply evidence-based and safe treatment strategies for individuals experiencing a mental health crisis
  • Appraise and integrate mental health legislation and professional standards within the context of paramedicine

3 On-campus Activity

Assessment Title
On-Campus Activity

Task Description

For this assessment you will be required to attend a compulsory residential school where you will be required to demonstrated your practical application of the concepts taught to you in this unit through a series of simulated cases. 
The on-campus assessment will consist of two tasks: 

  • Long case (20 minutes)
  • Short case (15 minutes)

The assessment tasks will consist of a practical demonstration of patient management. The practical assessment tasks will be related to content that has been delivered throughout the unit and aligns with the unit learning outcomes.


Assessments undertaken during the residential school may be assessed against a combination of the following criteria: 
· Patient assessment and history taking 
· Application of appropriate legislation 
· Implementation of interventions and patient management 
· Scene management and patient safety 
· Mental Status Examination (MSE)/Sedation Assessment Tool (SAT) 
· Verbal/Non-verbal and written communication skills 

Level of GenAI Use Allowed:

Level 1 No AI: The assessment is completed entirely without AI assistance in a controlled environment, ensuring that students rely solely on their existing knowledge, understanding, and skills. 

You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

 

Please note: The 72-hour grace period does not apply to this assessment. 


Assessment Due Date

This assessment task will be completed during the mandatory residential school.


Return Date to Students

Two weeks after the final residential school


Weighting
Pass/Fail

Assessment Criteria

Rubrics specific to the campus activity will be uploaded onto the Moodle page. 

The rubrics will consist of marks awarded for:

  • Patient assessment
  • Communication
  • Management of condition
  • Professionalism
  • Safe practitioner

You need to attempt and pass both assessment items to pass the unit.

Students must achieve a pass grade on both the short and long case to pass the unit. Students will be eligible for 1 reattempt of either the long or the short case.


Referencing Style

Submission
Offline

Learning Outcomes Assessed
  • Evaluate individual patient presentations and related factors contributing to mental health conditions
  • Formulate and apply evidence-based and safe treatment strategies for individuals experiencing a mental health crisis
  • Appraise and integrate mental health legislation and professional standards within the context of paramedicine
  • Communicate effectively with individuals experiencing mental health challenges, health care teams involved in mental health care, and the general public.

Academic Integrity Statement

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?