Programme Specification

Transcription

1 Final Document Faculty of Health and Human Sciences School of Health Professions Programme Specification Programme Specification BSc (Hons) Paramedic Practitioner September 2012 BSc (Hons) Paramedic Practitioner For 2013 Entry Date of approval: 31 January 2013 Date of implementation: September 2013 Year of first award: 2016 Updated via minor change - October 2016

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3 Brief description of Programme The BSc (Hons) Paramedic Practitioner programme is an academic qualification that, upon successful completion of the programme, will enable students to be eligible to apply for registration as a Paramedic with the Health and Care Professions Council (HCPC). The three year programme contains five modules per academic year and each of the 15 modules carries either twenty or forty credits. Collectively they incorporate theory and practice to meet the academic standards for degree level study, HCPC standards of proficiency (HCPC, 2007) and HCPC standards of conduct, performance and ethics (HCPC, 2008). Within the three-year modular programme, the student will in: Year 1: focus on the development of core skills required by a practitioner working in unscheduled, emergency ambulance care. Topics include the context of health care; health & safety in clinical practice; anatomy and physiology; application of patient management; communication skills and health perspectives within a Major Incident. Year 2: learn how patient treatment and management is influenced by the complexities of pathophysiology and pharmacology. Gain comprehension of variations in assessment and treatment for obstetric, paediatric, elderly and cardiac patients; develop practical ability with advanced clinical skills and become confident with evidence based practice, audit and research. Year 3: learn how to be an effective decision-maker, analyse advanced professional issues in healthcare practice and how this relates towards the latest available clinical evidence. They will build upon skills required to become a safe and competent practitioner, further refining clinical techniques and research capabilities for both non-urgent and acute situations, as well as developing strengths as a leader. Preparation for employment is a key component in this year with emphasis on personal development planning, interviewing techniques and enhancing job applications. At the successful completion of the programme, a student will gain the academic award of a Bachelor of Science with Honours Paramedic Practitioner. Upon successful completion of the year 3 stage (and completion of a minimum of 2250 hours in clinical placement) a student will also be eligible to apply for registration with the HCPC as a Paramedic. The Bachelor of Science with Honours Paramedic Practitioner degree could also form part of a progression route to Masters level study. All assessments for this award are level 7. Distinctive features Being only one of a few universities in the UK offering a degree entry to the professional register (HCPC, 2012), the BSc (Hons) Paramedic Practitioner programme delivered at Plymouth University is highly sought after and has a good reputation for the quality of teaching and support offered to students. This is evidenced by a high ratio of applicants to places available (approx. 8-9:1 for the last five years). The teaching team is very experienced with a range of academic and clinical areas of special interest and research. Students are able to undertake this programme with access to a diverse range of placement areas and high quality university resources that offer a wide choice of facilities to meet their learning needs. The planning of this programme has been in accordance with the requirements of the Health and Care Professions Council (HCPC), the College of Paramedics (CoP) and Skills for Health. Delivery is through the School of Health Professions (SoHP), at the Peninsula Allied 3

4 Health Centre within the northern Plymouth University campus. Indicators for change within the context of health care provision have resulted in current NHS policies and drivers that embrace new and emerging ways of working and plurality of services, especially during this era of increasing demand on services (GB, DH, 2011; GB, DH 2005). The introduction of the ambulance service initiative RIGHT CARE in the RIGHT PLACE at the RIGHT TIME is driven by the desire to 'improve the patient journey' and deliver the highest possible quality of care. It focusses on quality patient management and new and improved ways of providing an even more positive experience to the patient, whilst also offering greater job satisfaction to clinicians. By utilising alternative care pathways available, clinicians are now able to deliver a quality service to the patient, by directing them to the most appropriate location. This also contributes to reducing pressures within the local health community as a whole. In terms of education, UK ambulance services are continuing to move through a period of transition, with almost all now recruiting new paramedics at diploma or degree level from universities, rather than producing them 'in-house' using the IHCD programmes. The main strength of this programme curriculum is that it ensures that the student Paramedic is not only equipped to be a competent decision maker with the knowledge and skills of today s workforce requirements but is also educated towards harnessing future changes and potential abilities needed for tomorrow s workforce requirements. By horizon scanning and interpreting the latest research, guidance and policy documents, directing the skill set for Paramedics, the programme syllabus has immense fortitude and resilience amongst its national competitiors. This programme therefore produces a Paramedic that is not only fit for practice and purpose, but also is fit for the graduate award, with transferable skills such as change agent leadership, continual professional development and personifying a vanguard for professional innovation. At the forefront of this is the promotion of citizenship, where the student is also embedded with the qualities of ethical awareness, collaberativeness, and sustainability. New ways of working can also be applied to the organisation and management of this academic programme. From the successful past 5 years of operating the BSc (Hons) Paramedic Practitioner programme, we are now able to use our experience to stream-line and adjust the curriculum to make it even more efficient, robust and rigorous. This familiarity enables us to continue to improve on the overall student experience in terms of fully meeting their expectations as well as enabling the programme team to work more productively with teaching, assessment and research. To facilitate these changes we have had discussions with employers and stakeholders with the curriculum design including input by those working in the clinical as well as academic areas. The Programme Management Committee has included consultative ideas suggested at the stakeholder meeting (held in June 2012). The stakeholders meeting was attended by senior managers from the local ambulance trust, local, educators and representatives from clinical settings, mentors from practice, alumni students and current Paramedic students. Key themes such as step off points ; level of entry of qualification for entry onto the HCPC register; curriculum redesign were discussed. This resulted in an action plan and the suggested developments disseminated and integrated into the programme strategy. The Programme Management Committee also involves Service User representation and actively encourages the attendance and feedback of Service Users in the observation of OSCE examinations. Within the revalidated programme, there are excellent opportunities for inter-professional learning (IPL) and shared learning (SL) with other health professions within the School. The 4

5 structured learning of shared IPL learning at Plymouth provides for a process which goes beyond the learning of subject content. The aim is to contribute to the development of adaptable, collaborative team members, who possess inter-personal skills and who understand the roles and contributions other professions make to the patient journey. The experience at Plymouth to date has confirmed findings in the literature that IPL enhances team working skills. The opportunities and exposure to group dynamics constructed by the IPL groups is seen as a resource for teaching team skills. Students develop problem solving skills which helps them find resolutions for team conflict. Health and Social care teams are often characterised by conflict avoidance. The early exposure to team building and team conflict helps students to be actively engaged in this necessary process. There are also broader, informal opportunities for inter-professional learning with nurses and other health professionals, especially within practice placementss such as within Emergency Departments, Paediatric units, Minor Injury units etc.particular emphasis is placed on learning in practice, where students will be able to develop their evidence based portfolio, encompassing their achievements and utilization of theory in practice. Research is embedded throughout all three years of study, with evidence based practice being introduced in the SL module in the first year with an IPL research project proposal module in the second year and completion of the IPL research project in the third year. Members of the programme team are all involved in research and there is a strong commitment to research informed teaching, as well as involvement of students in staff research, the Institute of Health and Community seminar series and other educational events. Students are encouraged to collaborate with staff in their research areas and to co-author national and international journal papers and co-present papers at internal and external conferences. Active staff engagement in research and professional practice thoroughly informs the student learning experience through joint particpation and collaberation. Plymouth University has a highly regarded placement support system and the Paramedic programme team works very closely with the organisations and Trusts in the South West region to provide quality placements for pre-registration students. This enables the students to undertake their clinical practice across relevant areas in audited trusts, hospital and community settings in which interprofessional working is the norm. This flexible approach provides an opportunity for students to enhance their knowledge and hone their skills in a designated locality. The clinical placements are undertaken at sites and locations across the region in acute and community sectors, to ensure fitness for purpose and practice enabling eligibility towards professional registration. As experiences grows, this will encourage student confidence, competency and proficiency, which will be measured and monitored through academic assessment and collated clinical practice experience, evidenced via a portfolio and, through achievement of summative assessment within clinical practice. Summative assessment of practice offers the student and others a benchmark of how and what progress is made. This lends itself to an opportunity for the student to identify and plan how they will continue to make progress. This process will be facilitated by mentors, clinical staff and academic staff. The final outcome of which should permit flexibility, confidence, competency and proficiency, and increase their employability as a newly registered practitioner who is able to contribute towards the required high quality delivery of healthcare services to patients. This curriculum offers the opportunity to learn skills in critical thinking, which underpin clinical decision-making and problem solving in healthcare contexts. These skills will facilitate the analysis of care, develop and appraise inter-professional working and use resources available 5

6 in the health care context. Paramedic students will not only be in a position to articulate and justify decision-making, but also be able to appropriately challenge decisions in healthcare delivery. Wider institutional facilities such as learning support, library and information technology are also available to the students as required, enabling them to meet the requirements of the programme. Overall, this programme aims to develop a contemporary, holistic practitioner who is safe and competent in practice. By equipping students with the tools for continual development and lifelong learning, they will not only meet the demands of today s health service but also have the skills to adapt practice to meet the ever-changing needs of the NHS. Entry requirements The Faculty of Health, Education and Society (FHES) is committed to adopting a robust and rigorous process of selection for all applicants to the programme. Based on Higher Education Funding Council for England (HEFCE) funded places, the annual intake of students each year will remain as approximately 50 students per intake. Admission for the programme is through UCAS application. When a candidate has successfully met the criteria for admission, they will be offered a conditional place on the programme. A condition of admission on to the programme must include completion of a satisfactory occupational health assessment and an Enhanced Criminal Records Bureau check. The selection process complies with Plymouth University s Equal Opportunities Policy. Standard Entry Requirements 5 GCSE s at C or above including Maths, English, and Science. 128 points at A level to include (Human) Biology, Chemistry or Physics, (Equivalent qualifications considered), to exclude general studies. Access to HE applicants must have a minimum of 45 L3 credits from a health or science based course. Minimum of 15 L3 credits in Biology, Chemistry or Physics Applicants must complete a satisfactory occupational health assessment** Applicants will be required to undergo a health screen for Blood borne viruses. *** An Enhanced Criminal Records Bureau assessment will be undertaken**** **All applicants must complete a satisfactory occupational health assessment prior to being accepted to the programme. ***Emergency service practice does require individuals to perform invasive procedures such as airway management. All applicants will undergo a health screen for blood borne viruses and Tuberculosis. This is in keeping with Department of Health Guidelines (March 2007) Health clearance for Tuberculosis, Hepatitis B, Hepatitis C and HIV: New healthcare workers. Any prospective student found to be infectious will not be eligible to join the programme. **** If in the process of the ECRB check or students annual declaration, there is any disclosure of a positive criminal conviction, further advice will be sought from the Head of School, Professional Issues Committee and Placement Quality Development Division. Should the disclosure indicate any likelihood of influencing clinical practice or career progression and application to the Paramedic Register, this could result in the HCPC being notified (HCPC (2008) Standards of performance conduct and ethics). 6

7 Entry requirements for International Students International students who are currently registered (or equivalent) as a Paramedic in their home country will be eligible to apply for a place on the programme. All international students must complete the International English Language Testing System and be expected to obtain a score of 7.0 across each section. Further information can be found at Non Standard Entry Applications from mature students for direct entry are welcomed. The equivalent non-standard qualifications must be achieved. Individuals are encouraged to contact the Admissions Team to discuss whether their qualifications would make them eligible to apply to the programme. Accredited Prior Experiential Learning AP(E)L & Accreditation of Certificated Learning AP(C)L AP(E)L is an academic term which encompasses Accredited Prior Experiential Learning and Accreditation of Certificated Learning AP(C)L, This process facilitates students to use previous professional experience and learning. Students may be eligible to apply for AP(E)L which could gain some exemption from part of the study programme. Individual requirements for AP(E)L must be discussed with the programme leader and the student is required to complete the AP(E)L and application process. Requirements would include curriculum vitae, a portfolio demonstrating their contemporary level of practice and evidence of how they are working towards meeting the programme learning outcomes. Having met the criteria and with support of their manager, and a successful application process they would be eligible to join the programme. A prospective student who for example, currently holds an IHCD Technician Qualification may make use of AP(E)L for any previously completed Diploma/ Degree level modules. E.G., Anatomy and Physiology. Claims for AP(E)L would normally be made on receipt of an offer of a place on the programme or module of study. The amount of AP(E)L that can be awarded is governed by the University rules and regulations. However, the maximum that can be given is currently half the award (60 credits per academic year). There is an established AP(E)L process within the FHES and any claim has to meet both the academic and professional criteria. Each claim is considered individually. An AP(E)L booklet is available on request. Transfers from Other Universities External transfers from other universities require candidates to write to the Programme Lead requesting a transfer. They will meet with the Programme Lead or their representative and discuss the issues. If there is a vacancy and a suitable practice placement available, the transfer may be authorised. In addition, confirmation is required with their previous University that they have successfully completed to a satisfactory standard, all of their academic and practice work to date. Information for Students with Specific Learning Difficulties and/or disabilities and other (short term) needs The purpose of undertaking this programme is to gain the academic achievements and to aspire in a career serving the pre-hospital arena. These careers can be related to clinical practice, research or management within NHS ambulance services and private organisations. Students with a disability or a long-term condition will not be excluded from this programme. However, it would be unethical not to state from the outset that there are some physical 7

8 conditions that may preclude individuals access to eligibility for registration with the HCPC. The programme team will be able to guide individuals who have questions regarding their ability to progress within the programme. The HCPC has produced guiding principles of how they would need to be assured of an individual s ability to (and of their fitness to) practice when the individual has a disability or health impairment issue. Further information can be obtained from: ( ) In addition, Plymouth University use Disability ASSIST Services (incorporating South West Regional ACCESS Centre. It is within the Teaching Learning Development and although based at Plymouth, provides a service across all sites of the University. Disability ASSIST Services is responsible in liaison with other departments of the University, for providing a support service to meet the needs of students with disabilities and dyslexia studying on all four campuses. Specific services which are available include - advice for prospective students regarding facilities and support at the University, dyslexia assessment, support for claiming the Disabled Student Allowance, arrangement of examination provisioning in conjunction with the exams office and individual departments, the supply and co-ordination of enablers, study skills and computer skills training, work practice learning experience and employment assessment. Full details and guidance for the application process can be found on the Plymouth University extranet web pages. Progression routes The BSc (Hons) Paramedic Practitioner award is made to students who achieve all theory and practice components and meet the professional body requirements to apply for registration as a Paramedic with the HCPC. There will be no intermediate awards leading to registration with the HCPC. Programme aims The programme provides opportunities for a student to develop and demonstrate knowledge, understanding, transferable skills and other attributes to achieve the following aims. These aims are consistent with the HCPC Standards of Proficiency for Paramedics (2007), the HCPC Standards of Education for Paramedics (2009), the College of Paramedics Curriculum Guidance and Competence Framework for Ambulance Education (2008), the Skills for Health Competences for Emergency, Urgent and Scheduled Care (2007) and the Skills for Health Competencies for the Emergency Care Practitioner (2007).. Year 3 BSc (Hons) Paramedic Practitioner The aims of the programme are: 1. To develop a contemporary, holistic practitioner who is able to perform safe, competent, and ethical emergency health care in the community, exercising both autonomy and accountability in their independent practice and inter-professional roles. 2. To support and enhance the development of a practitioner who is committed to life-long 8

9 learning, continual personal development and advancement of the profession, through application of critical thinking skills, reflective practice and up to date research evidence and audit. 3. To equip the practitioner with the knowledge, skills, abilities and aptitudes required for safely undertaking comprehensive health assessments, diagnostic decision-making, appropriate patient management, timely therapeutic interventions and correct documentation procedures for the purposes of delivering high quality care. 4. To provide an educational curriculum which meets the required competencies for Paramedic registration with the Health Professions Council and also the needs of employers, stakeholders, students, service users and the health and social care workforce. Intended Programme Learning Outcomes, the student will be expected to; Relate their knowledge base, skills and professional behaviour to the area of emergency health and social care practice in the community, in order to meet the needs of service users. Apply contemporary regulations, guidelines and recommendations of their professional bodies (and employer or future employer), in relation to their professional practice. Critically evaluate information from and about patients in order to determine timely interventions and appropriate care pathways. Examine the roles, responsibilities and support arrangements necessary to deliver emergency care. Exercise exemplar qualities of leadership, followership and team working within the various intra-professional or inter-professional groups operating in emergency care. Critically appraise research data from a range of different sources and be able to integrate appropriate evidence into practice to improve clinical effectiveness. Reflect on practice, through a critical thinking, problem solving, enquiry based approach and be able to influence and implement change where appropriate. Develop an appreciation of health and social care issues within a multidisciplinary context and be able to integrate views, opinions and contributions made by different professionals to the overall care of the service user. Apply a range of theoretical and practical knowledge, skills and communication methods throughout professional practice in order to work with the diversity of needs in society, in a non-discriminatory way, across the multifarious cultural, ethnical and age spectrums. The programme provides opportunities for participants to develop and demonstrate the programme learning outcomes. The learning outcomes are referenced to level 6 descriptors (SEEC) below. These will be contextualised on each student s coursework. Mapping to FHEQ can be seen in Appendix 1. 9

10 Knowledge and understanding skills On completion graduates should be able to: Critically appraise research data from a range of different sources and be able to integrate appropriate evidence into practice to improve clinical effectiveness. Critically evaluate information from and about patients in order to determine timely interventions and appropriate care pathways. Reflect on practice, through a critical thinking, problem solving, enquiry based approach and be able to influence and implement change where appropriate Cognitive and intellectual skills On completion graduates should be able to: Relate their knowledge base, skills and professional behaviour to the area of emergency health and social care practice in the community, in order to meet the needs of service users. Develop an appreciation of health and social care issues within a multidisciplinary context and be able to integrate views, opinions and contributions made by different professionals to the overall care of the service user. Examine the roles, responsibilities and support arrangements necessary to deliver emergency care. Key and transferable skills On completion graduates should be able to: Apply a range of theoretical and practical knowledge, skills and communication methods throughout professional practice in order to work with the diversity of needs in society, in a non-discriminatory way, across the multifarious cultural, ethnical and age spectrums. Critically evaluate information from and about patients in order to determine timely interventions and appropriate care pathways. Apply contemporary regulations, guidelines and recommendations of their professional bodies (and employer or future employer), in relation to their professional practice Employment related skills On completion graduates should be able to: Consistently promote patient safety through risk assessment, such as identifying red flag issues both on clinical and management issues Recognising limitations within their competency or scope of practice, understand and apply responsibility of own actions. Exercise exemplar qualities of leadership, followership and team working within the various intra-professional or inter-professional groups operating in emergency care. Through a portfolio, demonstrate transferrable skills gained through undertaking the degree and associated clinical practice development Practical skills On completion graduates should be able to: Provide evidence of safe, competent practice to that of the standard required by the employer and HCPC Contribute towards recognising and rectify deficits within clinical knowledge and practice Have the opportunity to contribute towards their own competency development, working with their clinical peers to develop and refine clinical practice as required for their role. 10

11 Year 2 Diploma of Higher Education Programme aims are; 1. To develop a contemporary Paramedic student who is able to perform safe, competent, and ethical emergency health care in the community, exercising both responsibility and accountability in their practice and inter-professional roles. 2. To encourage the student to foster and value life-long learning though the promotion of reflective practice and continual professional development. 3. To furnish the student with the knowledge, skills, abilities and aptitudes required for safely undertaking health assessments, diagnostic decision making, appropriate patient management, timely therapeutic interventions and correct documentation procedures, for the purposes of delivering high quality evidenced-based care. 4. To provide an educational curriculum which works towards the required competencies for Paramedic registration with the Health Professions Council and also the needs of employers, stakeholders, students, service users and the health and social care workforce. Intended Programme Learning Outcomes, the student will be expected to; Undertake comprehensive assessment and examination using a range of diagnostic skills and provide appropriate therapeutic interventions based on the clinical presentation. Relate their knowledge base, skills and professional behaviour to the area of emergency health and social care practice in the community, in order to meet the needs of service users. Apply contemporary regulations, guidelines and recommendations of their professional bodies (and employer or future employer), in relation to their professional practice. Evaluate information from and about patients in order to determine timely interventions and appropriate care pathways. Examine the roles, responsibilities and support arrangements necessary to deliver emergency care. Demonstrate good communication skills whilst working amongst teams that operate in emergency care Confidently access and understand research data from a range of different sources and be able to interpret appropriate evidence used to improve clinical practice. Reflect on practice, through a problem solving, enquiry based approach and be able to influence and implement change where appropriate. Develop an appreciation of health and social care issues within a multidisciplinary context. Apply a range of theoretical and practical knowledge, skills and aptitudes throughout professional practice in order to work with the diversity of needs in society, in a non-discriminatory way, across the multifarious cultural, ethnical and age spectrums. 11

12 Year 1 Certificate of Higher Education, Programme aims are to; 1. To develop skills for performing safe, competent, and ethical emergency health care in the community, appreciating both responsibility and accountability in their practice and inter-professional roles. 2. To encourage the student to foster and value life-long learning though the promotion of reflective practice and continual professional development. 3. To furnish the student with the fundamental knowledge, skills, abilities and aptitudes required for safely undertaking basic health assessments, appropriate patient management and correct documentation procedures, for the purposes of delivering high quality evidenced-based care. 4. To provide an educational curriculum which meets the required competencies for the needs of employers, stakeholders, students, service users and the health and social care workforce. Intended Programme Learning Outcomes, the student will be expected to; Use a range of diagnostic equipment and provide appropriate basic therapeutic interventions based on the clinical presentation. Conduct appropriate dynamic risk assessments based on the scene, situation and clinical needs of patients. Relate their knowledge base, skills and professional behaviour to the area of emergency health and social care practice in the community, in order to meet the needs of service users. Apply contemporary regulations, guidelines and recommendations related to emergency care. Obtain information from and about patients in order to initiate timely interventions and recognise own limitations with capability, referring to other health care professionals when appropriate. Demonstrate awareness of the roles, responsibilities and support arrangements necessary to deliver emergency care. Develop good interpersonal and communication skills whilst working amongst teams that operate in emergency care Appreciate the different sources of research data and how appropriate evidence is used to improve clinical practice. Reflect on practice, through a problem solving, enquiry based approach. Develop an understanding of health and social care issues within a multidisciplinary context. Develop a range of theoretical and practical knowledge, skills and aptitudes in order to work with the diversity of needs in society, in a non-discriminatory way, across the multifarious cultural, ethnical and age spectrums. Teaching learning and assessment strategies Within the FHES, the aim of the Learning and Teaching Strategy is the development of students through our teaching and their learning. We aim to produce students who have knowledge and understanding, and the ability to apply it, and are equipped with the necessary skills, attitudes and confidence to play a constructive and creative role in society throughout their lives. The programme is based upon the fundamental belief that the process of learning will be most effective if it is student centred and that they take responsibility for their own 12

13 learning. Our learning and teaching strategy therefore, includes a variety of facilitative methods to encourage self-development, self-direction, lifelong learning and critical thinking. In addition, a strong emphasis is placed on the acquisition of practical skills underpinned by an evidence base thereby ensuring development of clinical effectiveness. The opportunity to practice these skills is essential and will be achieved in high quality simulated and clinical environments. Inter-professional collaboration is central to the work of all health care practitioners and underpins the delivery of high quality care. This programme has been developed to ensure that the student has experience of working and learning with other professional groups. A range of opportunities is provided in all practice environments for intraand inter-professional learning The College of Paramedics (CoP) recommends that programmes for a Paramedic Practitioner should have a balance of 50% theory and 50% in practice. The proposed programme, (over an extended 45 weeks academic year of 37.5 hours per week), has integrated the following requirements: Year of Programme Minimum accumulative hours within educational programme Table One: The cumulative hours of theory and practice Minimum assessed clinical practice based learning hours for each stage of the educational programme Year hours 585 hours in a supernumerary capacity Year hours in a supernumerary capacity Year hours 585 hours in a supernumerary capacity Minimum accumulative assessed clinical practice based learning hours Proposed educational award 585 hours Certificate in Higher Education 1170 hours Diploma of Higher Education 1755 hours BSc (Hons) Paramedic Practitioner Transferable skills can be seen in the diagram below. The programme team have considered which key themes form the foundation of professional practice i.e. what skills and information will allow the student to develop theory and practice in order to move forward in their career once the programme has finished. Table Two, shows how the different modules underpin the key themes that are revisited in a number of different ways throughout the programme. 13

14 Table two: Key themes through the curriculum Quality and professional standards SOHP 401 Preparations for practice placements Year 1 PARA104 Practice Portfolio 1 PARA101 Foundations of Pre-Hospital Patient Care PARA 202 Pharmacology and Medicines Management PARA205 Practice Portfolio 2 PARA302 Clinical Decision Making in Paramedic Practice SOHP602 Preparation for Professional Practice PARA304 Practice Portfolio 3 and Elective Therapeutic Practice PARA102 Safe Systems of Work in Clinical Practice SOHP 402 Introduction to Human Anatomy & Physiology PARA101 Foundations of Pre- Hospital Patient Care PARA104 Practice Portfolio 1 PARA201 Advanced Patient Care PARA 202 Pharmacology and Medicines Management PARA203 Acute Cardiac Care PARA205 Practice Portfolio 2 PARA301 Refining Practitioner Skills for Patient Care PARA304 Practice Portfolio 3 and Elective Innovation & Improvement SOHP 401 Preparations for practice placements Year 1 SOHP501 Project Studies SOHP601 Research 2 (Project ) SOHP602 Preparation for Professional Practice PARA304 Practice Portfolio 3 and Elective Leadership and management SOHP 401 Preparations for practice placements Year 1 PARA101 Foundations of Pre- Hospital Patient Care PARA104 Practice Portfolio 1 PARA203 Acute Cardiac Care PARA205 Practice Portfolio 2 PARA302 Clinical Decision Making in Paramedic Practice SOHP302 Preparation for Professional Practice PARA304 Practice Portfolio 3 and Elective Team Working SOHP 401 Preparations for practice placements Year 1 PARA102 Safe Systems of Work in Clinical Practice PARA101 Foundations of Pre- Hospital Patient Care PARA104 Practice Portfolio 1 PARA201 Advanced Patient Care PARA203 Acute Cardiac Care PARA205 Practice Portfolio 2 PARA301 Refining Practitioner Skills for Patient Care SOHP602 Preparation for Professional Practice PARA304 Practice Portfolio 3 and Elective Self-Management Induction week year 1 SOHP 101 Preparations for practice placements Year 1 PARA101 Foundations of Pre-Hospital Patient Care PARA104 Practice Portfolio 1 Induction Week Year 2 SOHP501 Project Studies Induction Week Year 3 PARA302 Clinical Decision Making in Paramedic Practice SOHP602 Preparation for Professional 14 Practice PARA304 Practice Portfolio 3 and Elective

15 The programme uses a modular approach with alternate periods of theory and practice however, students will return to the classroom for clinical based tutorials during their practice placements to guide the linking of theory and practice. This will happen through clinical skills teaching, reflection and consideration of the evidence that underpins practice. The learning and teaching strategies will form a package of blended learning, with a wide range of approaches used relevant to the topic being studied. Students will have access to lectures, seminars and small group work as part of classroom based learning. They will also use self-directed studies through scenario-based problems and web-based learning. In the support of practice-based learning, students will engage in the clinical skills sessions, reflective writing and placement learning. Student attendance will be monitored through class registers and monthly timesheets. The learning and teaching methodologies will include: Lectures These will form an integral part of teaching to introduce new information and key areas of knowledge and will make use of the student portal Tulip making lecture notes and presentations available. The portal Tulip will also create an interactive e-learning platform. Seminars and workshops These will enable further exchange of information and ideas. Under the guidance of a seminar/workshop leader, and following appropriate preparation, students are expected to question, analyse, evaluate and think about the topic under discussion including providing peer feedback. Working effectively within a group is a key skill for all health professionals and seminars encourage good group working. Clinical skills teaching Clinical skills are an integral and essential component of their learning and professional development experience. It is a time when with supervision and guidance, students will begin to identify specific equipment function, understand the requirements for procedures, begin to develop dexterity and learn appropriate application of clinical skills. On this basis, Plymouth University has engaged in an on-going dialogue with the COP, HCPC, key stakeholders and local healthcare providers to identify the range of clinical skills required by the graduate at the completion of the programme. The outcome reflects the reviewed COP Curriculum Framework (2008) and Skills for Heath Framework for the Emergency Care Practitioner (2007) and is demonstrated by the enhancement of the number of clinical placement hours in this proposed curriculum. In supporting these initiatives, there has been a concomitant investment in providing purpose built clinical skills facilities at PAHC and on the main campus sites. Academic and designated clinical staff will lead the clinical skills sessions, which will provide the opportunity for development of clinical skills based on theoretical knowledge and evidence. They will incorporate demonstrations, role-play and skills rehearsal to allow students to rehearse their clinical skills in a safe, structured, stimulating and inter-professional environment. It is also desirable for students to participate in role-play and experience the issues that they are currently studying. Therefore, in order to ensure that they are given the opportunity to consent in the activity, an explanation of the types of role-play activity within each practical teaching will be discussed. These activities may include; role-play, manual handling and biomechanical assessment. Clearly if students need to be prepared prior to the teaching 15

16 session, this information will be distributed in a timely manner. In the induction week, in a confidential manner, an opportunity will be given for students to express any concerns about culture differences or personal medical health issues that may influence their refusal to participate in role-play or specific clinical skill events. A consent form has been developed and will be distributed to all students at the beginning of the first academic year and is available in the programme handbook. Clinical skills will also be tested in the practice setting and will reflect the strength of using appropriate approaches to ensure students are fit for practice and purpose on completion of the programme. The clinical skills taught relate to meeting the programme and module learning outcomes and, to ensure the link between theory and practice is fully developed. Tutorials The aim of academic support is to promote the development of key skills so that students are empowered to take control of their own learning. The support could be on an individual basis or in groups. Module teachers provide academic support for each module. Shortly after enrolment to the programme, a named personal tutor is allocated to each student. E - Learning All students on enrolment will have access to the student Moodle, which in turn gives access to information and facilities. There are links to folders holding course material as well as e- mail, contacts, calendar and tasks. The programme will make full use of Moodle, as well as encouraging participation in the FHES satellite seminar sessions, and the use of video conferencing facilities when appropriate. Available online numeracy and IT programmes will also be utilised. Academic staff from a range of specialist areas will guide learning through these and other programmes. Student discussion e-folders are available for each module, allowing students to interact with their colleagues across the region, sharing and discussing new information and relevant websites. Adapted problem based learning approach Problem based learning (PBL) is a process with much broader outcomes than the more traditional ways of teaching. This programme is considered a practical, vocational and academic subject area where PBL allows students to focus on issues of practical relevance, to investigate pertinent theory, and in the process develop transferable skills of group working, leadership, presentation and critical thinking. PBL is an effective way to attain competent professional practitioners possessing qualities such as autonomy, active decision-making, flexibility, independence, leadership and collaboration. Learning in the practice area The range of placements in this programme allows a student to identify when they will be exposed to clinical practice. Being aware of the modules and placement opportunities will enable them to plan their studies more effectively. Placements are organised through the Practice Quality Development Division (PQDD) and coordinated by the Placement Coordinator. The Placement Coordinator is supported by the Lead lecturer for Placement within the team. The range of placements provide exposure to different emergency care settings, which are in-hospital, out of hospital based, and closely follow examples offered by the COP in their curriculum guidance (CoP 2008). Students are regularly in touch with the ambulance service. Some of this activity is to reflect the professional direction of their career development but also the purpose allows them to be regularly in touch with their clinical mentor. Throughout the development of their placement activity, additional clinical visits might include, for example, visiting ambulance control. These dates are negotiated to ensure 16

17 someone at the location is available to facilitate their day. The programme team notify all students of what additional visits would be of benefit, by what period of their progress they should be considered and identify a booking process to follow. Students are supported in their studies by a named personal tutor and clinical mentors to support their learning in the practice setting. Personal tutors are allocated at the beginning of the programme and will be one of the points of contact for students whilst in practice. Clinical practice placement educators (PPED) can be from a range of different health care professions. Importantly these PPED s will have been made aware of their assessment process and requirements. Together with their PPED s, students will be able to negotiate learning contracts to ensure they are able to work towards gaining the appropriate skills and knowledge for their development. Throughout the three-year programme students are part of the team but extra to allocated staff complement. They will negotiate their shifts with their PPED s and these will include weekends and night duty. Whilst they are a student of this programme and working towards gaining sufficient knowledge and experience to complete the programme they will be supernumerary when in the placement setting. Supernumerary means that whilst they are a student, they will be working under the supervision of a health care professional at all times. Even as students gain more competence and experience, they will not work outside their level of responsibility. The PPED s and programme team are aware of this requirement and there should be no occasion where they (as a student from Plymouth University) should be considered otherwise. Mechanisms are in place for them to report any adverse situation or event. One of the first steps is to report this to their personal tutor, programme leader, PPED or to the healthcare professional, they are working with. Elective Work Based Learning Placement opportunities In addition to the core areas, elective placement experience gained within the third year Practice portfolio module may include areas such as; 1. Contingency Planning Departments 2. Diving Diseases Centre 3. Air Ambulance (land based only) 4. General Practitioner surgery A process for electives is mandated for an elective module placement and to ensure preparations are made in a timely manner, students will be asked at the end of year two what area they are considering for the elective module. In the short and medium term, elective placements may be restricted to local and national location of placements. If the placement is associated with a Trust, a risk assessment and workplace agreement will be undertaken. All other placements will be discussed with PQDD. The results of this discussion will be final. The knowledge, understanding and skills required for the application of clinical practice are transferable throughout the programme experience. Students will be able to observe and contribute to the management, treatment and care of patients from a variety of age groups that include infants, adolescents, adults and older adults. They will be supervised when they engage in clinical practice but during the progress made, they will be equipped with a variety 17

18 of skills that ensures they are fit for purpose upon completion of their studies. Assessment Strategy The learning and teaching strategy recognises that high quality assessment practices are an important element of their experience and is applied via a variety of assessment modes. The assessment strategy incorporates Plymouth University s Equal Opportunities strategy to ensure no student is disadvantaged in an assessment. The programme team will respond to the needs of a student with an identified disability, as identified and defined in conjunction with Disability Assist Services. It is the intention of the University that students with specific learning difficulties and or disabilities should not be disadvantaged when being assessed. Provision exists for special arrangements to be made for any time constrained assessment, which contributes towards the final mark of a module. However, all decisions taken will ensure that the nature of proficiency in professional practice is not compromised. Plymouth University expects assessment to assist students in learning by: Providing appropriate feedback Measuring their achievements objectively against learning outcomes Providing a reliable and consistent basis for the recommendations for award Assisting staff in evaluating the effectiveness of their teaching The Assessment Policy therefore, helps students to develop and progress through the acquisition of knowledge and understanding to analyse and evaluate issues pertaining to professional practice. Assessment Methods A range of assessment methods will be used throughout the programme; this will include written examinations, written assignments, practical examinations portfolio material, and reflective accounts. Assessments will include: written tests clinical practice skills essays reflective accounts multiple choice questions (MCQ) presentation case study problem based examinations A planned approach will be used with the timing of assessments to prevent undue burden to both the student and clinical staff. The completion of a portfolio is a mandatory requirement for successful completion of the programme and carries a 20 credit value within each year of the programme. Within this document there will be competencies and Summative Learning outcomes that the student will need to achieve through participating in clinical practice. A portfolio will enable the student to develop a professional collection of evidence demonstrating their individual development and learning throughout the programme. This will include for example: reflective accounts, demonstrating transferable skills, personal development planning, and recorded evidence of clinical competence. 18