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.

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 

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:

• NSQHS 6

  Relating to

  Communicating for Safety Standard

  Relevant Learning OutcomeLO2, LO3

• NSQHS 6.1

  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

• NSQHS 6.2

  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

• NSQHS 6.3

  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

• NSQHS 6.4

  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

• NSQHS 6.5

  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

• NSQHS 6.6

  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

• NSQHS 6.7

  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

• NSQHS 6.8

  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

• NSQHS 6.9

  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

• NSQHS 6.10

  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

• NSQHS 6.11

  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.  

• PBA Domain 1

  Relating to

  The professional and ethical practitioner

  This domain covers paramedics’ responsibility to be professional and ethical, and to practise with professional autonomy and accountability within the current medico-legal framework. It also addresses their responsibility for ensuring that patient confidentiality and privacy is always maintained, while recognising the potential role as a patient advocate.

  Relevant Learning OutcomeLO1, LO2, LO3

• PBA Domain 1.1

  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

• PBA Domain 1.2

  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

• PBA Domain 2

  Relating to

  The communicator and the collaborator

  This domain covers paramedics’ responsibility to use appropriate, clear and effective communication. It also addresses their responsibility to ensure that they always function effectively with other healthcare team members.

  Relevant Learning OutcomeLO1, LO2

• PBA Domain 2.1

  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

• PBA Domain 2.2

  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

• PBA Domain 3

  Relating to

  The evidence-based practitioner

  This domain covers paramedics’ responsibility to engage in evidence-based practice and to critically monitor their actions through a range of reflective processes. It also addresses their responsibility for identifying, planning and implementing their ongoing professional learning and development needs.

  Relevant Learning OutcomeLO3

• PBA Domain 3.4

  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

• PBA Domain 4

  Relating to

  The safety and risk management practitioner

  This domain covers paramedics’ responsibility to protect patients and others from harm by managing and responding to the risks inherent in paramedicine practice. It also addresses their responsibility to ensure high-quality professional services are provided for the benefit of patients and others.

  Relevant Learning OutcomeLO1, LO2, LO3

• PBA Domain 4.2

  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

• PBA Domain 4.5

  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

• PBA Domain 4.6

  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

• PBA Domain 5

  Relating to

  The paramedicine practitioner

  This domain covers profession-specific knowledge, skills and capabilities required for practice as a registered paramedic

  Relevant Learning OutcomeLO1

• PBA Domain 5.3

  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

• PBA Domain 5.4

  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