Course Coordinator:Chantal Perera (email@example.com) School:School of Health - Paramedicine
UniSC Sunshine Coast
|Blended learning||Most of your course is on campus but you may be able to do some components of this course online.|
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course will develop your knowledge, critical thinking and clinical skills required to respond safely to manage maternal and neonatal health within the paramedic practice setting. You will analyse the factors affecting the prevalence and outcome of maternal and neonatal health in Australia, and will investigate the role of paramedics in these changing trends. You will develop an understanding of primary health care and broader health systems that optimise patient outcomes in maternal and neonatal cases.
|Laboratory 1 – On campus for 3 hours each week.||3hrs||Week 1||13 times|
Obstetric & gynaecological emergencies:
300 Level (Graduate)
|Course Learning Outcomes On successful completion of this course, you should be able to...||Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming...||Professional Standard Mapping * Paramedicine Board of Australia|
|1||Apply evidence-based paramedic primary healthcare to maternal and neonatal presentations in a culturally safe manner.||Empowered||
3, 3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.2.c, 3.2.d, 3.2.e, 3.2.f, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.4.b, 3.4.d, 3.1, 3.2, 3.3
|2||Demonstrate clear communication, critical reasoning and an ethical approach to paramedic primary healthcare.||
Creative and critical thinker
1, 1.1.a, 1.1.c, 1.1.d, 1.1.e, 1.1.f, 1.1.g, 1.1.h, 1.1.i, 1.1.j, 1.1.k, 1.2.a, 1.2.b, 1.2.c, 1.2.d, 1.2.e, 1.2.f, 1.3.a, 1.3.b, 1.3.c, 1.4.a, 1.4.b, 1.1, 1.2, 1.3, 1.4, 2, 2.1.a, 2.1.b, 2.1.c, 2.1.d, 2.1.e, 2.1.f, 2.1.g, 2.2.c, 2.2.d, 2.2.e, 2.2.f, 2.1, 2.2
|3||Evaluate the epidemiology of gynaecological, obstetric and neonatal conditions and factors that influence health outcomes.||
Creative and critical thinker
5.2.d, 5.2.e, 5.3.a, 5.3.b, 5.3.c, 5.3.d, 5.3.e, 5.3.f, 5.4.b, 5.4.c, 5.4.d, 5.4.e, 5.3, 5.4
|4||Synthesise the evidence that underpins paramedic primary healthcare using a prescribed style.||Creative and critical thinker||
3.1.a, 3.1.b, 3.2.a, 3.2.b, 3.2.c, 3.2.d, 3.2.e, 3.3.c, 3.3.d, 3.2, 4.5.a, 4.7.f, 4.5, 5.6.c, 5.6.d
|Paramedicine Board of Australia|
|1||Domain 1: The professional and ethical practitioner|
|1.1.a||Demonstrate understanding of: reporting obligations, legal responsibilities, legal requirements, ethical and professional responsibilities, and the legal and ethical boundaries of paramedicine practice.|
|1.1.c||Follow mandatory and voluntary reporting obligations.|
|1.1.d||Apply the Paramedicine Board of Australia’s Code of conduct to their practice.|
|1.1.e||Provide relevant information to a patient and demonstrate appropriate methods to obtain informed consent.|
|1.1.f||Demonstrate knowledge of Australia’s healthcare systems, their standards and requirements.|
|1.1.g||Demonstrate understanding of the basic principles underpinning bio- ethics in paramedicine practice.|
|1.1.h||Demonstrate culturally safe practice when providing healthcare services for Aboriginal and Torres Strait Islander Peoples.|
|1.1.i||Exercise appropriate levels of autonomy and professional judgement in a variety of practice settings.|
|1.1.j||Operate within the current legislation applicable to paramedicine practice.|
|1.1.k||Practise in accordance with the applicable legislation governing the safe use of scheduled medicines by paramedics in the jurisdiction of practice.|
|1.2.a||Demonstrate understanding of the influence of socio-cultural factors on patient attitudes and behaviour.|
|1.2.b||Display appropriate professional behaviour in patient interactions.|
|1.2.c||Provide culturally safe care for all patients.|
|1.2.d||Identify and respect appropriate boundaries between patients and health professionals.|
|1.2.e||Assess each situation, determine the nature and severity of the problem and apply the required knowledge and experience to provide a response that is in the best interest of the patient/s.|
|1.2.f||Facilitating advance care planning where appropriate.|
|1.3.a||Recognise and respond appropriately to unsafe or unprofessional practice.|
|1.3.b||Integrate organisational directives, policies, procedures and guidelines with Professional standards.|
|1.3.c||Apply relevant quality frameworks and processes to practice.|
|1.4.a||Demonstrate understanding of the principles of patient advocacy and their application to paramedicine practice.|
|1.4.b||Recognise when it may be appropriate to intervene on the patient’s behalf.|
|1.1||Practise ethically and professionally, consistent with relevant legislation and regulatory requirements|
|1.2||Provide each patient with an appropriate level of dignity and care|
|1.3||Assume responsibility, and accept accountability, for professional decisions|
|1.4||Advocate on behalf of the patient, when appropriate in the context of the practitioner’s practice as a paramedic|
|2||Domain 2: The communicator and the collaborator|
|2.1.a||Establish a rapport with the patient to gain understanding of their issues and perspectives, and to encourage their active participation and partnership in care and/or treatment.|
|2.1.b||Communicate with the patient and/or other relevant people to collect and convey information and reach an agreement about the purpose of any care and treatment.|
|2.1.c||Convey knowledge and procedural information in ways that engender trust and confidence, and respects patient confidentiality, privacy and dignity.|
|2.1.d||Respond appropriately to patient queries or issues.|
|2.1.e||Use appropriate communication skills to effectively manage avoidance, confusion and confrontation particularly with those who cannot communicate verbally or physically.|
|2.1.f||Identify and effectively manage communication barriers, including anxiety and stress, specific to individual patients and/or carers.|
|2.1.g||Make appropriate adjustments to communication style to suit the needs of the patient including those from culturally and linguistically diverse backgrounds and Aboriginal and Torres Strait Islander Peoples.|
|2.2.c||Follow appropriate protocols, procedures and guidelines to give and receive relevant and timely verbal and written communication.|
|2.2.d||Effectively supervise tasks delegated to other healthcare team members.|
|2.2.e||Consult effectively with healthcare team members and other relevant people to facilitate continuity of care.|
|2.2.f||Make appropriate referrals, delegations and handovers to other healthcare team members and other service providers.|
|2.1||Communicate clearly, sensitively and effectively with the patient and other relevant people|
|2.2||Collaborate with other health practitioners|
|3||Domain 3: The evidence-based practitioner|
|3.1.a||Operate within a framework of making informed, evidence-based, reasonable and professional judgements about their practice, with acting in the best interests of their patients as their primary concern.|
|3.1.b||Make sensible, practical, and culturally safe decisions about their practice, taking account of all relevant information and the best interests of the people who use, or are affected by, the service being provided.|
|3.2.a||Apply evidence-based practice principles along with critical and reflective thinking to resolve clinical challenges.|
|3.2.b||Demonstrate a logical and systematic approach to problem-solving and situation analysis.|
|3.2.c||Analyse and critically evaluate the information collected to make clinical judgments.|
|3.2.d||Recognise that clinical judgements involve consideration of conflicting information and evidence.|
|3.2.e||Formulate a diagnosis informed by the patient assessment and analysis of context and situation.|
|3.2.f||Identify the time criticality of treatment, referral, handover and where appropriate, transport.|
|3.3.a||Select or modify approaches to meet the needs of patients, their relatives and carers, reflecting culturally safe practice when practicing.|
|3.3.b||Practise situational awareness to changes in risks or hazards and change their practice as needed to take account of new developments.|
|3.3.c||Using appropriate resources to support professional decision-making.|
|3.3.d||Demonstrate a level of skill in the use of information technology appropriate to their practice.|
|3.4.b||Critically reflect on personal strengths and limitations to identify learning and development required to improve and adapt professional practice.|
|3.4.d||Plan and implement steps to address professional learning and development needs, inclusive of culturally safe practice.|
|3.1||Make informed and reasonable decisions|
|3.2||Use clinical reasoning and problem-solving skills to determine clinical judgements and appropriate actions|
|3.3||Draw on appropriate knowledge, resources and skills in order to make professional judgements|
|4.5.a||Monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programs.|
|4.7.f||Demonstrates a commitment to participating in and contributing to the research process.|
|4.5||Monitor and review the ongoing effectiveness of their practice and modify it accordingly|
|5.2.d||Perform patient assessment and interventions in accordance with legislation, registration standards, codes and guidelines, including gaining informed consent.|
|5.2.e||Identify and respond to a patient deteriorating condition, or inability to undergo a procedure or treatment, consistent with duty of care and statutory requirements.|
|5.3.a||Understand the structure, function and pathophysiology of the human body, relevant to their practice, together with knowledge of health, human growth and development, disease, disorder and dysfunction.|
|5.3.b||Understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process.|
|5.3.c||Understand the theoretical basis of and the variety of approaches to assessment and intervention.|
|5.3.d||Demonstrate an applied knowledge of human anatomy and physiology sufficient to understand the nature and effects of injury or illness and to conduct assessment and observation in order to establish patient management strategies.|
|5.3.e||Understand psychological and social factors, including intergenerational trauma that impact and influence an individual in health and illness.|
|5.3.f||Understand the clinical sciences underpinning paramedic practice, including physiological, pharmacological, behavioural and functional.|
|5.4.b||Practice safely and effectively across the full range of patient presentations and circumstances.|
|5.4.c||Arrive at a reasonable working diagnosis.|
|5.4.d||Position for safe and effective interventions.|
|5.4.e||Demonstrate an applied knowledge of the indications and contra-indications of using specific paramedic interventions including their modifications.|
|5.6.c||Utilise knowledge, reasoning and problem-solving skills to determine appropriate judgements and actions.|
|5.6.d||Prioritise the care provided to optimise safety and health outcomes for the patient and demonstrate a logical and systematic approach to problem-solving in a culturally safe framework.|
|5.3||Understand the key concepts of the bodies of knowledge which are specifically relevant to paramedicine practice|
|5.4||Conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely|
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
(PAR202 and PAR212 and enrolled in the Program SC395 or SC306) or (HLT202 and enrolled in Program SC393)
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).|
The task 1 formative quiz will provide an opportunity for you to self-assess the basic level of knowledge required for this course. This quiz will allow you to identify your strengths and weaknesses and provide an opportunity to target areas of limited knowledge.
|Delivery mode||Task No.||Assessment Product||Individual or Group||Weighting %||What is the duration / length?||When should I submit?||Where should I submit it?|
|Week 4||Online Test (Quiz)|
|Week 4||Online Assignment Submission with plagiarism check|
|Week 10||Online Assignment Submission with plagiarism check|
|All||3||Practical / Laboratory Skills||Individual||40%||
|Week 13||In Class|
|All - Assessment Task 1:Formative Quiz|
The aim of this activity is to enable you to review foundational concepts of maternal child health.
|All - Assessment Task 2a:Case Based Learning|
You will critique a case.
|All - Assessment Task 2b:Case Based Learning|
You will critically analyse a series of cases.
|All - Assessment Task 3:Simulation Based Clinical Assessment|
To assess your clinical decision making and core clinical competencies (communication and psychomotor skills)
|Product:||Practical / Laboratory Skills|
Simulation based assessment during the tutorial
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.
|Required||Advanced Life Support Group (ALSG)||2018||Pre-Obstetric Emergency Training||2nd Ed||John Wiley & Sons|
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
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