In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This unit deepens understanding of diverse medical, environmental, and mental health challenges across various demographics, focusing on prehospital management of wide-ranging medical conditions. Emphasis is placed on discerning between simple and complex presentations by applying case-based learning to bolster clinical knowledge, critical thinking, and judgement, leading to accurate diagnoses. You will develop comprehensive, evidence-based clinical management plans, integrating patient safety, professional limitations, and consultation strategies. The unit underscores the importance of patient-centred care, advocating for solutions that consider social, cultural, and individual preferences, ensuring continuity of care. Additionally, it examines the paramedic's role in primary health care, contrasting healthcare models to optimise patient entry into the health system, aligning with current industry standards and protocols.
Details
Pre-requisites or Co-requisites
Pre-requisites PMSC13014 Paramedic Trauma and Emergency Management Co-requisites: PMSC13013 Transition to Paramedic Practice and Professionalism
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 SUTE UNIT COMMENTS REPORT - T2, 2023
Students stated the tutorials were very beneficial; however, more work must be done to mediate other students' interjections and disruptions during live tutorial sessions.
It is recommended that a recorded tutorial session presents the main learning outcomes of the weekly case studies.
Feedback from Direct Email
A student suggested that an end-of-week video could be posted with a PDF or Word document with the specific case or pathophysiology answers to accompany each case.
It is clear that students, while they have enjoyed the format, are requesting additional specific answers for each case study. This can be incorporated in the next offering; however, it must be weighed against the concern that students only read the answers and do not understand the content.
Feedback from SUTE UNIT COMMENTS REPORT - T2, 2023
Students thought the case studies provided real-world scenarios and were great learning tools.
The case studies have proven to be popular and will be a cornerstone in the next delivery. Before the upcoming offering, efforts will be made to enhance both the format and the delivery method of the information to enhance student satisfaction further.
- Demonstrate critical thinking in complex, multifactorial cases to diagnose the patient and synthesise an evidence-based and responsive clinical management plan
- Evaluate and address patient safety considerations, including risk assessments, professional limitations, and appropriate consultation both within and beyond the ambulance service
- Identify patient-centred aspects of care in clinical management decisions, and advocate for the patient to reach management solutions that accommodate social and cultural factors, patient wishes, and continuity of care
- Describe the paramedic role in primary health care, and compare models of health care to determine the most appropriate pathway into the health system.
| Standard/Attribute/Criteria | Learning Outcomes |
| Domain 1: The Professional and Ethical Practitioner 1.1.4, 1.1.5, 1.1.9, 1.1.10, 1.1.111.2.1, 1.2.2, 1.2.5, 1.2.6 1.3.2, 1.3.3, 1.4.1, 1.4.2 | LO1, LO2, LO3, LO4 |
| Domain 2: The communicator and the collaborator 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6 | LO1, LO2, LO3, LO4 |
| Domain 3: The evidence-based practitioner 3.1.1, 3.1.23.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.3.3, 3.3.4 | LO1, LO2, LO3, LO4 |
| Domain 4: The safety and risk management practitioner 4.1.1, 4.1.2, 4.1.54.2.1, 4.2.4 4.3.1, 4.3.3, 4.5.1 | LO1, LO2, LO3, LO4 |
| Domain 5: The Paramedicine Practitioner 5.1.15.2.1, 5.2.3, 5.2.4, 5.2.5 5.3.3, 5.3.6 5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.6.1, 5.6.3, 5.6.4 | LO1, LO2, LO3, LO4 |
| Standard | Learning Outcomes |
| Clinical Governance | LO1, LO2, LO3, LO4 |
| Partnering with Consumers | LO1, LO2, LO3, LO4 |
| Preventing and Controlling Infections | LO1, LO2 |
| Medication Safety | LO1, LO2 |
| Comprehensive Care | LO1, LO2, LO3, LO4 |
| Communicating for Safety | LO1, LO2, LO3 |
| Recognising and Responding to Acute Deterioration | LO1, LO2, |
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
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 | ||||