Unit rationale, description and aim
It is essential for any health professional, especially paramedics, to have a strong foundation in emotional intelligence and social skills. Being both self-aware and socially-aware provides the fundamental basis to develop and employ skills in self-development and management, self-care and relationship management so the student can be successful in their professional lives. Students will begin to develop positive and professional habits that are required to be a healthy, caring and competent paramedic and will also explore and start to understand how these concepts and skills influence the health of work colleagues, communities and patients. Using learning devices such as case-studies, self-assessment, role-play, and interviewing, students will assimilate these concepts, apply skills and reflect, in order to develop a deeper understanding of self, others and relationships to health care. This unit will support the development of essential skills as a health practitioner as it will assist them with the ability to define goals, create positive habits, communicate effectively with diverse populations, and perform successfully within a team which is a core component of being able to improve communities. These foundations will be further explored and developed in the rest of the paramedicine course.
The aim of this unit is to develop a foundation of self-awareness, self-care, social awareness, culturally safe and relationship management skills that will be integral to a career in paramedicine.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe how being self-aware, culturally aware an...
Learning Outcome 01
Integrate self-care, self-development and social a...
Learning Outcome 02
Reflect on how self-awareness, self-management, se...
Learning Outcome 03
Content
Topics will include:
- Emotional intelligence
- Principles of self-awareness
- Physical
- Psychological
- Social and cultural
- Philosophical and spiritual
- Principles of self-development and self-management:
- Self-care
- Behaviour change theories
- Strategies and techniques
- Principles of social and introduction cultural awareness:
- Perceiving, empathy and compassion
- Diverse populations and cultures
- Cultural Safety and Australian First People’s Knowings and perspectives
- Networks and communities
- Principles of effective communication:
- Theory
- Listening
- Language
- Style
- Context
- Preparation for practice and placement
- Principles of professional relationships
- Teamwork
- Introduction to leadership and followership
- Occupational injuries
- Manual Handling:
- Biomechanics
- Assessment and risk
- Equipment
- Strategies
- Reflective practice for learning and development
Assessment strategy and rationale
A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes, attain the Graduate Capabilities and meet the professional capabilities required in paramedicine. With the ethos that assessments support and guide learning, students will see a direct relationship between each task and development.
An early written task allows for an introduction into the content and academic writing with early feedback. This will assist students in acquiring knowledge that becomes the basis for the rest of the unit and the degree. Additionally, the early feedback will allow students to incorporate learning into subsequent assessments.
The group task is an effective and powerful way to learn, especially within the first year. In addition to the creation of early peer-peer bonds the skills that are developed are highly relevant to the workplace: organisation, delegation, effective communication, peer-support, developing the student's unique voice and perspective in relation to peers, co-operation, leadership, and following. Project management skills such as breaking complex tasks into parts and steps as well as collaboratively managing time and work processes across group members are also developed. All of these skills are important in the practice of paramedicine. The group task will also provide students with personal and interpersonal experiences that can be used in a reflective journal to help develop self-awareness, self-development, social and cultural awareness and relationship management.
Reflective practice will play an important role during the degree and throughout students’ professional career and personal endeavours. with the opportunity to contemplate thoughts, feelings and experiences in relation to the course content and interactions. For PARA114, it will be an important tool to develop emotional intelligence and help anticipate future learning challenges.
To pass the unit, students must demonstrate that they have achieved each learning outcome and obtained a total mark of 50% in the unit as the minimum standard.
Overview of assessments
Assessment Task 1: Written Assessment An e...
Assessment Task 1: Written Assessment
An early written task allows for an introduction to the content and academic writing with early feedback. This will assist students in acquiring knowledge that becomes the basis for the rest of the unit and the degree.
25%
Assessment Task 2: Group Assessment Allows...
Assessment Task 2: Group Assessment
Allows students to incorporate learning from written task one to achieve team-based goals. Furthermore, it provides students with personal and interpersonal experiences that can be used in their reflective journal.
35%
Assessment Task 3: Reflective Journal To reflec...
Assessment Task 3: Reflective Journal
To reflect and develop self-awareness, self-development, social and cultural awareness and relationship management with regards to the course material and experiences.
40%
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. Teaching and learning strategies are chosen to engage the student with materials, concepts and experiences that will support achievement of the aims and objectives of the Unit as well as relevant Graduate Capabilities and professional capabilities. Usually located in the first year, PARA114 provides the key foundational knowledge and skills of being a competent, adaptable, culturally safe, capable and healthy paramedic. To support this early development, delivery methods will be multi-modal and comprised of virtual/online environments and face to face resource sessions and workshops.
Online learning will assist in acquiring the fundamental theoretical concepts necessary for paramedicine. The information, delivery and exercises will be constructed in digestible portions which will allow for ease of understanding, flexibility and respect for individual learning styles. As students begin to apply the concepts in the subsequent workshops, it is expected that students will have completed the online learning before attending the face-to-face component.
The workshops will allow the use of the fundamental concepts acquired from online learning. By beginning to think, engaging in discussion, and participating in group work, the students will begin to develop the knowledge and skills required for this unit. Learning will be centred around real-world problems that allow for self-development and begin to solve problems in the professional context.
Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.
As the practice of paramedicine relies heavily on social interaction and cooperation, it is expected that students will emulate this within the learning environments.
It is expected that students will undertake a total 150 hours of study for this unit. The hours will comprise of the face-to-face methods, online learning and self-directed study in which students will engage with a range of online resources, readings, and prepare for and/or undertake assessments.
National Safety and Quality Health Service Standards (Second Edition)
In connection to the learning outcomes, the Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
Relating to
The governing body:
a. Provides leadership to develop a culture of safety and quality improvement, and satisfies itself that this culture exists within the organisation
b. Provides leadership to ensure partnering with patients, carers and consumers
c. Sets priorities and strategic directions for safe and high-quality clinical care, and ensures that these are communicated effectively to the workforce and the community
d. Endorses the organisation’s clinical governance framework
e. Ensures that roles and responsibilities are clearly defined for the governing body, management, clinicians and the workforce
f. Monitors the action taken as a result of analyses of clinical incidents
g. Reviews reports and monitors the organisation’s progress on safety and quality performance
Relevant Learning OutcomeLO1
Relating to
The governing body ensures that the organisation’s safety and quality priorities address the specific health needs of Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO1
Relating to
The health service organisation establishes and maintains a clinical governance framework, and uses the processes within the framework to drive improvements in safety and quality
Relevant Learning OutcomeLO1
Relating to
The health service organisation implements and monitors strategies to meet the organisation’s safety and quality priorities for Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO1
Relating to
The health service organisation considers the safety and quality of health care for patients in its business decision-making
Relevant Learning OutcomeLO1
Relating to
Clinical leaders support clinicians to:
a. Understand and perform their delegated safety and quality roles and responsibilities
b. Operate within the clinical governance framework to improve the safety and quality of health care for patients
Relevant Learning OutcomeLO1
Relating to
The health service organisation uses a risk management approach to:
a. Set out, review, and maintain the currency and effectiveness of, policies, procedures and protocols
b. Monitor and take action to improve adherence to policies, procedures and protocols
c. Review compliance with legislation, regulation and jurisdictional requirements
Relevant Learning OutcomeLO1
Relating to
The health service organisation uses organisation-wide quality improvement systems that:
a. Identify safety and quality measures, and monitor and report performance and outcomes
b. Identify areas for improvement in safety and quality
c. Implement and monitor safety and quality improvement strategies
d. Involve consumers and the workforce in the review of safety and quality performance and systems
Relevant Learning OutcomeLO1
Relating to
The health service organisation ensures that timely reports on safety and quality systems and performance are provided to:
a. The governing body
b. The workforce
c. Consumers and the local community
d. Other relevant health service organisations
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Identifies and documents organisational risks
b. Uses clinical and other data collections to support risk assessments
c. Acts to reduce risks
d. Regularly reviews and acts to improve the effectiveness of the risk management system
e. Reports on risks to the workforce and consumers
f. Plans for, and manages, internal and external emergencies and disasters
Relevant Learning OutcomeLO1
Relating to
The health service organisation has organisation-wide incident management and investigation systems, and:
a. Supports the workforce to recognise and report incidents
b. Supports patients, carers and families to communicate concerns or incidents
c. Involves the workforce and consumers in the review of incidents
d. Provides timely feedback on the analysis of incidents to the governing body, the workforce and consumers
e. Uses the information from the analysis of incidents to improve safety and quality
f. Incorporates risks identified in the analysis of incidents into the risk management system
g. Regularly reviews and acts to improve the effectiveness of the incident management and investigation systems
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Uses an open disclosure program that is consistent with the Australian Open Disclosure Framework
b. Monitors and acts to improve the effectiveness of open disclosure processes
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Has processes to seek regular feedback from patients, carers and families about their experiences and outcomes of care
b. Has processes to regularly seek feedback from the workforce on their understanding and use of the safety and quality systems
c. Uses this information to improve safety and quality systems
Relevant Learning OutcomeLO1
Relating to
The health service organisation has an organisation-wide complaints management system, and:
a. Encourages and supports patients, carers and families, and the workforce to report complaints
b. Involves the workforce and consumers in the review of complaints
c. Resolves complaints in a timely way
d. Provides timely feedback to the governing body, the workforce and consumers on the analysis of complaints and actions taken
e. Uses information from the analysis of complaints to inform improvements in safety and quality systems
f. Records the risks identified from the analysis of complaints in the risk management system
g. Regularly reviews and acts to improve the effectiveness of the complaints management system
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Identifies the diversity of the consumers using its services
b. Identifies groups of patients using its services who are at higher risk of harm
c. Incorporates information on the diversity of its consumers and higher risk groups into the planning and delivery of care
Relevant Learning OutcomeLO1
Relating to
The health service organisation has healthcare record systems that:
a. Make the healthcare record available to clinicians at the point of care
b. Support the workforce to maintain accurate and complete healthcare records
c. Comply with security and privacy regulations
d. Support systematic audit of clinical information
e. Integrate multiple information systems, where they are used
Relevant Learning OutcomeLO1
Relating to
The health service organisation works towards implementing systems that can provide clinical information into the My Health Record system that:
a. Are designed to optimise the safety and quality of health care for patients
b. Use national patient and provider identifiers
c. Use standard national terminologies
Relevant Learning OutcomeLO1
Relating to
The health service organisation providing clinical information into the My Health Record system has processes that:
a. Describe access to the system by the workforce, to comply with legislative requirements
b. Maintain the accuracy and completeness of the clinical information the organisation uploads into the system
Relevant Learning OutcomeLO1
Relating to
The health service organisation provides orientation to the organisation that describes roles and responsibilities for safety and quality for:
a. Members of the governing body
b. Clinicians, and any other employed, contracted, locum, agency, student or volunteer members of the organisation
Relevant Learning OutcomeLO1
Relating to
The health service organisation uses its training systems to:
a. Assess the competency and training needs of its workforce
b. Implement a mandatory training program to meet its requirements arising from these standards
c. Provide access to training to meet its safety and quality training needs
d. Monitor the workforce’s participation in training
Relevant Learning OutcomeLO1
Relating to
The health service organisation has strategies to improve the cultural awareness and cultural competency of the workforce to meet the needs of its Aboriginal and Torres Strait Islander patients
Relevant Learning OutcomeLO1
Relating to
The health service organisation has valid and reliable performance review processes that:
a. Require members of the workforce to regularly take part in a review of their performance
b. Identify needs for training and development in safety and quality
c. Incorporate information on training requirements into the organisation’s training system
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to:
a. Define the scope of clinical practice for clinicians, considering the clinical service capacity of the organisation and clinical services plan
b. Monitor clinicians’ practices to ensure that they are operating within their designated scope of clinical practice
c. Review the scope of clinical practice of clinicians periodically and whenever a new clinical service, procedure or technology is introduced or substantially altered
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Conducts processes to ensure that clinicians are credentialed, where relevant
b. Monitors and improves the effectiveness of the credentialing process
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to:
a. Support the workforce to understand and perform their roles and responsibilities for safety and quality
b. Assign safety and quality roles and responsibilities to the workforce, including locums and agency staff
Relevant Learning OutcomeLO1
Relating to
The health service organisation provides supervision for clinicians to ensure that they can safely fulfil their designated roles, including access to after-hours advice, where appropriate
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes that:
a. Provide clinicians with ready access to best-practice guidelines, integrated care pathways, clinical pathways and decision support tools relevant to their clinical practice
b. Support clinicians to use the best available evidence, including relevant clinical care standards developed by the Australian Commission on Safety and Quality in Health Care
Relevant Learning OutcomeLO1
Relating to
The health service organisation has systems to:
a. Monitor variation in practice against expected health outcomes
b. Provide feedback to clinicians on variation in practice and health outcomes
c. Review performance against external measures
d. Support clinicians to take part in clinical review of their practice
e. Use information on unwarranted clinical variation to inform improvements in safety and quality systems
f. Record the risks identified from unwarranted clinical variation in the risk management system
Relevant Learning OutcomeLO1
Relating to
The health service organisation maximises safety and quality of care:
a. Through the design of the environment
b. By maintaining buildings, plant, equipment, utilities, devices and other infrastructure that are fit for purpose
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Identifies service areas that have a high risk of unpredictable behaviours and develops strategies to minimise the risks of harm for patients, carers, families, consumers and the workforce
b. Provides access to a calm and quiet environment when it is clinically required
Relevant Learning OutcomeLO1
Relating to
The health service organisation facilitates access to services and facilities by using signage and directions that are clear and fit for purpose
Relevant Learning OutcomeLO1
Relating to
The health service organisation admitting patients overnight has processes that allow flexible visiting arrangements to meet patients’ needs, when it is safe to do so
Relevant Learning OutcomeLO1
Relating to
The health service organisation demonstrates a welcoming environment that recognises the importance of the cultural beliefs and practices of Aboriginal and Torres Strait Islander people
Relevant Learning OutcomeLO1
Relating to
The health service organisation uses a charter of rights that is:
a. Consistent with the Australian Charter of Healthcare Rights
b. Easily accessible for patients, carers, families and consumers
Relevant Learning OutcomeLO1
Relating to
The health service organisation ensures that its informed consent processes comply with legislation and best practice
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes to identify:
a. The capacity of a patient to make decisions about their own care
b. A substitute decision-maker if a patient does not have the capacity to make decisions for themselves
Relevant Learning OutcomeLO1
Relating to
The health service organisation has processes for clinicians to partner with patients and/or their substitute decision-maker to plan, communicate, set goals, and make decisions about their current and future care
Relevant Learning OutcomeLO1
Relating to
The health service organisation supports the workforce to form partnerships with patients and carers so that patients can be actively involved in their own care
Relevant Learning OutcomeLO1
Relating to
The health service organisation uses communication mechanisms that are tailored to the diversity of the consumers who use its services and, where relevant, the diversity of the local community
Relevant Learning OutcomeLO1
Relating to
Where information for patients, carers, families and consumers about health and health services is developed internally, the organisation involves consumers in its development and review
Relevant Learning OutcomeLO1
Relating to
The health service organisation supports clinicians to communicate with patients, carers, families and consumers about health and health care so that:
a. Information is provided in a way that meets the needs of patients, carers, families and consumers
b. Information provided is easy to understand and use
c. The clinical needs of patients are addressed while they are in the health service organisation
d. Information needs for ongoing care are provided on discharge
Relevant Learning OutcomeLO1
Relating to
The health service organisation:
a. Involves consumers in partnerships in the governance of, and to design, measure and evaluate, health care
b. Has processes so that the consumers involved in these partnerships reflect the diversity of consumers who use the service or, where relevant, the diversity of the local community
Relevant Learning OutcomeLO1
Relating to
The health service organisation provides orientation, support and education to consumers who are partnering in the governance, design, measurement and evaluation of the organisation
Relevant Learning OutcomeLO1
Relating to
The health service organisation works in partnership with Aboriginal and Torres Strait Islander communities to meet their healthcare needs
Relevant Learning OutcomeLO1
Relating to
Clinicians use the safety and quality systems from the Clinical Governance Standard when:
a. Implementing policies and procedures to support effective clinical communication
b. Managing risks associated with clinical communication
c. Identifying training requirements for effective and coordinated clinical communication
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation applies the quality improvement system from the Clinical Governance Standard when:
a. Monitoring the effectiveness of clinical communication and associated processes
b. Implementing strategies to improve clinical communication and associated processes
c. Reporting on the effectiveness and outcomes of clinical communication processes
Relevant Learning OutcomeLO2, LO3
Relating to
Clinicians use organisational processes from the Partnering with Consumers Standard to effectively communicate with patients, carers and families during high-risk situations to:
a. Actively involve patients in their own care
b. Meet the patient’s information needs
c. Share decision-making
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation has clinical communications processes to support effective communication when:
a. Identification and procedure matching should occur
b. All or part of a patient’s care is transferred within the organisation, between multidisciplinary teams, between clinicians or between organisations; and on discharge
c. Critical information about a patient’s care, including information on risks, emerges or changes
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation:
a. Defines approved identifiers for patients according to best-practice guidelines
b. Requires at least three approved identifiers on registration and admission; when care, medication, therapy and other services are provided; and when clinical handover, transfer or discharge documentation is generated
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation specifies the:
a. Processes to correctly match patients to their care
b. Information that should be documented about the process of correctly matching patients to their intended care
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation, in collaboration with clinicians, defines the:
a. Minimum information content to be communicated at clinical handover, based on best-practice guidelines
b. Risks relevant to the service context and the particular needs of patients, carers and families
c. Clinicians who are involved in the clinical handover
Relevant Learning OutcomeLO2, LO3
Relating to
Clinicians use structured clinical handover processes that include:
a. Preparing and scheduling clinical handover
b. Having the relevant information at clinical handover
c. Organising relevant clinicians and others to participate in clinical handover
d. Being aware of the patient’s goals and preferences
e. Supporting patients, carers and families to be involved in clinical handover, in accordance with the wishes of the patient
f. Ensuring that clinical handover results in the transfer of responsibility and accountability for care
Relevant Learning OutcomeLO2, LO3
Relating to
Clinicians and multidisciplinary teams use clinical communication processes to effectively communicate critical information, alerts and risks, in a timely way, when they emerge or change to:
a. Clinicians who can make decisions about care
b. Patients, carers and families, in accordance with the wishes of the patient
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation ensures that there are communication processes for patients, carers and families to directly communicate critical information and risks about care to clinicians
Relevant Learning OutcomeLO2, LO3
Relating to
The health service organisation has processes to contemporaneously document information in the healthcare record, including:
a. Critical information, alerts and risks
b. Reassessment processes and outcomes
c. Changes to the care plan
Relevant Learning OutcomeLO2, LO3
Paramedicine Board of Australia Professional Capabilities for Registered Paramedics
The Paramedicine Board of Australia is responsible for assessing, consulting on and setting the standards for paramedics practicing in Australia. These standards and relevant domains are articulated in the Professional Capabilities for a Registered Paramedic document. The learning outcomes of this unit are matched to the relevant capabilities, in order to align your development with the requirements of a paramedic.
Relating to
Practise ethically and professionally, consistent with relevant legislation and regulatory requirements
- Demonstrate understanding of: reporting obligations, legal responsibilities, legal requirements, ethical and professional responsibilities, and the legal and ethical boundaries of paramedicine practice.
- Manage personal, mental and physical health to ensure fitness to practice.
- Follow mandatory and voluntary reporting obligations. • Apply the Paramedicine Board of Australia’s Code of conduct to their practice.
- Provide relevant information to a patient and demonstrate appropriate methods to obtain informed consent.
- Demonstrate knowledge of Australia’s healthcare systems, their standards and requirements.
- Demonstrate understanding of the basic principles underpinning bio- ethics in paramedicine practice.
- Demonstrate culturally safe practice when providing healthcare services for Aboriginal and Torres Strait Islander Peoples.
- Exercise appropriate levels of autonomy and professional judgement in a variety of practice settings.
- Operate within the current legislation applicable to paramedicine practice.
- Practise in accordance with the applicable legislation governing the safe use of scheduled medicines by paramedics in the jurisdiction of practice.
Legal responsibilities may include an understanding of responsibilities contained in relevant Commonwealth, state and territory legislation and regulations, specific responsibilities to maintain confidentiality, confirm informed consent and exercising duty of care.
Informed consent is a person’s voluntary decision about healthcare that is made with knowledge and understanding of the benefits and risks involved.
Principles underpinning bio-ethics must include: respect the rights of the individual, respect the autonomy of the individual, cause no harm, and advance the common good.
Relevant aspects of the Australian health care systems may include knowledge of service provision arrangements, the structure of the health system, points of access and the range of roles that paramedics may play within that structure.
Key elements of fitness to practise must include competence, professionalism, including a sense of responsibility and accountability, self-awareness and professional values, sound mental health and the capacity to maintain health and wellbeing for practice.
Reporting obligations must include making a notification about the health (impairment), conduct or performance of a registered health practitioner that may be placing the public at risk; as well as of their own impairments to practice.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Provide each patient with an appropriate level of dignity and care
- Demonstrate understanding of the influence of socio-cultural factors on patient attitudes and behaviour.
- Display appropriate professional behaviour in patient interactions.
- Provide culturally safe care for all patients.
- Identify and respect appropriate boundaries between patients and health professionals.
- 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.
- Facilitating advance care planning where appropriate.
Socio-cultural factors may include those related to cultural and linguistic diversity, age, gender, disability, socio-economic, geographic locations; and identifying as Aboriginal and Torres Strait Islander Peoples.
Appropriate professional behaviour must include behaviour that:
- is culturally safe for Aboriginal and Torres Strait Islander patients to access safe and responsive healthcare, free of racism
- respects socio-cultural difference, is empathetic and non-discriminatory, regardless of individuals’ or groups’ race, culture, religion, age, gender identity, sexuality, physical or mental state, and
- respects, and so far as possible, upholds the rights, dignity, values and autonomy of every patient. This includes their role in the diagnostic and therapeutic process and in maintaining health and well being.
Cultural Safety is determined by Aboriginal and Torres Strait Islander individuals, families and communities. Culturally safe practise is the ongoing critical reflection of health practitioner knowledge, skills, attitudes, practicing behaviours and power differentials in delivering safe, accessible and responsive healthcare free from racism.
- To ensure culturally safe and respectful practice, health practitioners must:
- acknowledge colonisation and systemic racism, social, cultural, behavioural and economic factors which affect individual and community health
- acknowledge and address individual racism, their own biases, assumptions, stereotypes and prejudices and provide care that is holistic, free of bias and racism
- recognise the importance of self-determined decision- making, partnership and collaboration in healthcare which is driven by the individual, family and community, and
- foster a safe working environment through leadership to support the rights and dignity of Aboriginal and Torres Strait Islander People and colleagues.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Communicate clearly, sensitively and effectively with the patient and other relevant people
- 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.
- 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.
- Convey knowledge and procedural information in ways that engender trust and confidence, and respects patient confidentiality, privacy and dignity.
- Respond appropriately to patient queries or issues.
- Use appropriate communication skills to effectively manage avoidance, confusion and confrontation particularly with those who cannot communicate verbally or physically.
- Identify and effectively manage communication barriers, including anxiety and stress, specific to individual patients and/or carers.
- 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.
- Make provisions to engage third parties, including interpreters, to facilitate effective communication with patients whose first language is not English, whenever possible.
Communication needs may be influenced by English language skills, health literacy, age, health status and culture.
Appropriate adjustments may include the paramedic demonstrating an awareness of the ways that their own culture and experience affect their interpersonal style and having an awareness of strategies to ensure this does not present an impediment.
Communication techniques must include active listening, use of appropriate language and detail, use of appropriate verbal and non-verbal cues and language, written skills and confirming that the other person has understood.
Relevant Learning OutcomeLO1, LO2
Relating to
Collaborate with other health practitioners
- Establish and maintain effective and respectful collaborative working relationships as a member of a healthcare team.
- Demonstrate an understanding of professional roles and responsibilities of healthcare team members and other service providers and how they interact with the role of a paramedic.
- Follow appropriate protocols, procedures and guidelines to give and receive relevant and timely verbal and written communication.
- Effectively supervise tasks delegated to other healthcare team members.
- Consult effectively with healthcare team members and other relevant people to facilitate continuity of care.
- Make appropriate referrals, delegations and handovers to other healthcare team members and other service providers.
Healthcare team members may include registered health practitioners, accredited health professionals, volunteers, licensed and unlicensed healthcare workers, police, fire and other emergency service personnel.
Relevant Learning OutcomeLO1, LO2
Relating to
Identify ongoing professional learning, development needs and opportunities
- Demonstrate an understanding of legal and professional responsibilities to undertake continuing professional development(CPD).
- Critically reflect on personal strengths and limitations to identify learning and development required to improve and adapt professional practice.
- Seek input from others to confirm professional learning and development needs.
- Plan and implement steps to address professional learning and development needs, inclusive of culturally safe practice.
- Maintain records of involvement in both formal and informal professional learning and development activities.
Professional learning and development may be provided by the professional community and the broader healthcare network/practice.
Relevant Learning OutcomeLO3
Relating to
Maintain safety of self and others in the work environment
- Demonstrate knowledge of legal responsibilities for health and safety of self and others.
- Identify safety hazards in the workplace and apply knowledge of responsibilities for notification.
- Use dynamic risk assessment processes.
- Use appropriate personal protective clothing and equipment.
Responsibilities for notification of safety hazards may include protocols or instructions, legislation and regulations.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Monitor and review the ongoing effectiveness of their practice and modify it accordingly
- Monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programs.
- Consider feedback from colleagues and critically reflect on their own paramedicine practice.
- Make reasoned decisions to initiate, continue, modify or cease care or treatment, or the use of techniques or procedures, and record the decisions and reasoning appropriately.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Audit, reflect on and review practice
- Demonstrate the principles, application and need for quality control and quality assurance in paramedicine practice.
- Demonstrate an awareness of the role of audit and review in quality management, including quality control, quality assurance, culturally safe practice and the use of appropriate outcome measures.
- Maintain an effective audit trail and work towards continual improvement.
- Participate in quality assurance programs, where appropriate or required.
- Reflect on practice and the application of such reflection to their future practice.
- Participate in case conferences and other methods of review.
Relevant Learning OutcomeLO1, LO2, LO3
Relating to
Understand the key concepts of the bodies of knowledge which are specifically relevant to paramedicine practice
- 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.
- Understand the principles and applications of scientific enquiry, including the evaluation of treatment efficacy and the research process.
- Understand the theoretical basis of and the variety of approaches to assessment and intervention.
- 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.
- Understand psychological and social factors, including intergenerational trauma that impact and influence an individual in health and illness.
- Understand the clinical sciences underpinning paramedic practice, including physiological, pharmacological, behavioural and functional.
Relevant Learning OutcomeLO1
Relating to
Conduct appropriate diagnostic or monitoring procedures, treatment, therapy or other actions safely
- Maintain the safety of self, patients and those involved in their care.
- Practice safely and effectively across the full range of patient presentations and circumstances.
- Arrive at a reasonable working diagnosis.
- Position for safe and effective interventions.
- Demonstrate an applied knowledge of the indications and contra-indications of using specific paramedic interventions including their modifications.
- Modify and adapt practice appropriate and inclusive of a culturally safe practice environment.
Relevant Learning OutcomeLO1