Subject Benchmark Statement

Transcription

1 In partnershp wth Subject Benchmark Statement Paramedcs June 2016 UK Qualty Code for Hgher Educaton Part A: Settng and mantanng academc standards

2 Contents How can I use ths document?... 1 About Subject Benchmark Statements... 2 About ths Subject Benchmark Statement Introducton Nature and scope of Paramedc Scence Educaton and tranng Knowledge, understandng and sklls Teachng, learnng and assessment Benchmark standards Appendx 1: Membershp of the benchmarkng and revew groups for the Subject Benchmark Statement for Paramedcs... 25

3 How can I use ths document? Ths document s a Subject Benchmark Statement for paramedcs that defnes what can be expected of a graduate n the subject, n terms of what they mght know, do and understand at the end of ther studes. You may want to read ths document f you are: nvolved n the desgn, delvery and revew of programmes of study n paramedc scence or related subjects a prospectve student thnkng about studyng paramedc scence or related subjects, or a current student of the subject, to fnd out what may be nvolved an employer, to fnd out about the knowledge and sklls generally expected of a graduate paramedc. The document also defnes what can be expected of a post-regstered paramedc n terms of what they know, are able to do and understand at the end of ther studes. You may want to read ths document f you are: nvolved n the desgn, delvery and revew of specalst and/or advanced programmes as master's level for post-regstered paramedcs an exstng regstered paramedc thnkng about studyng to become a specalst or advanced paramedc, to fnd out what may be nvolved an employer, to fnd out about the knowledge and sklls generally expected of a specalst and/or advanced paramedc. Explanatons of unfamlar terms used n ths Subject Benchmark Statement can be found n the Qualty Assurance Agency for Hgher Educaton's (QAA's) glossary. 1 1 The QAA glossary s avalable at: 1

4 About Subject Benchmark Statements Subject Benchmark Statements form part of the UK Qualty Code for Hgher Educaton (Qualty Code) 2 whch sets out the Expectatons that all provders of UK hgher educaton revewed by QAA are requred to meet. They are a component of Part A: Settng and Mantanng Academc Standards, whch ncludes the Expectaton that hgher educaton provders 'consder and take account of relevant Subject Benchmark Statements' n order to secure threshold academc standards. 3 Subject Benchmark Statements descrbe the nature of study and the academc standards expected of graduates n specfc subject areas, and n respect of partcular qualfcatons. They provde a pcture of what graduates n a partcular subject mght reasonably be expected to know, do and understand at the end of ther programme of study. Subject Benchmark Statements are used as reference ponts n the desgn, delvery and revew of academc programmes. They provde general gudance for artculatng the learnng outcomes assocated wth the programme but are not ntended to represent a natonal currculum n a subject or to prescrbe set approaches to teachng, learnng or assessment. Instead, they allow for flexblty and nnovaton n programme desgn wthn a framework agreed by the subject communty. Further gudance about programme desgn, development and approval, learnng and teachng, assessment of students, and programme montorng and revew s avalable n Part B: Assurng and Enhancng Academc Qualty of the Qualty Code n the followng Chapters: 4 Chapter B1: Programme Desgn, Development and Approval Chapter B3: Learnng and Teachng Chapter B6: Assessment of Students and the Recognton of Pror Learnng Chapter B8: Programme Montorng and Revew. For some subject areas, hgher educaton provders may need to consder other reference ponts n addton to the Subject Benchmark Statement n desgnng, delverng and revewng programmes. These may nclude requrements set out by professonal, statutory and regulatory bodes, natonal occupatonal standards and ndustry or employer expectatons. In such cases, the Subject Benchmark Statement may provde addtonal gudance around academc standards not covered by these requrements. 5 The relatonshp between academc and professonal or regulatory requrements, s made clear wthn ndvdual statements, but t s the responsblty of ndvdual hgher educaton provders to decde how they use ths nformaton. The responsblty for academc standards remans wth the hgher educaton provder who awards the degree. Subject Benchmark Statements are wrtten and mantaned by subject specalsts drawn from and actng on behalf of the subject communty. The process s facltated by QAA. In order to ensure the contnung currency of Subject Benchmark Statements, QAA ntates regular revews of ther content, fve years after frst publcaton, and every seven years subsequently. 2 The Qualty Code, avalable at: algns wth the Standards and Gudelnes for Qualty Assurance n the European Hgher Educaton Area, avalable at: 3 Part A: Settng and Mantanng Academc Standards, avalable at: 4 Indvdual Chapters are avalable at: 5 See further Part A: Settng and Mantanng Academc Standards, avalable at: 2

5 Relatonshp to legslaton Hgher educaton provders are responsble for meetng the requrements of legslaton and any other regulatory requrements placed upon them, for example by fundng bodes. The Qualty Code does not nterpret legslaton nor does t ncorporate statutory or regulatory requrements. Sources of nformaton about other requrements and examples of gudance and good practce are sgnposted wthn the Subject Benchmark Statement where approprate. Hgher educaton provders are responsble for how they use these resources. 6 Equalty and dversty The Qualty Code embeds consderaton of equalty and dversty matters throughout. Promotng equalty nvolves treatng everyone wth equal dgnty and worth, whle also rasng aspratons and supportng achevement for people wth dverse requrements, enttlements and backgrounds. An nclusve envronment for learnng antcpates the vared requrements of learners, and ams to ensure that all students have equal access to educatonal opportuntes. Hgher educaton provders, staff and students all have a role n, and a responsblty for, promotng equalty. Equalty of opportunty nvolves enablng access for people who have dfferng ndvdual requrements as well as elmnatng arbtrary and unnecessary barrers to learnng. In addton, dsabled students and non-dsabled students are offered learnng opportuntes that are equally accessble to them, by means of nclusve desgn wherever possble and by means of reasonable ndvdual adjustments wherever necessary. 6 See further the UK Qualty Code for Hgher Educaton: General Introducton, avalable at: 3

6 Jont statement from QAA and the College of Paramedcs The QAA, n partnershp wth the College of Paramedcs, s publshng ths revsed Subject Benchmark Statement for paramedcs. Snce the Statement was frst publshed n 2004, the nature, scope and range of paramedc practce has changed dramatcally, and there s wdespread recognton that related qualfcatons need to keep pace and be algned wth other alled health and non-medcal professons throughout the UK. The publcaton of the Keogh Report 7 sgnalled the begnnng of developng a modernsed, mult-professonal approach to urgent and emergency healthcare that uses the sklls and expertse of paramedcs. 'By supportng and developng paramedcs, and provdng drect access to the expertse of general practtoners around half of all 999 calls whch requre an ambulance to be dspatched could be managed at the scene'. The publcaton of the Paramedc Evdence Based Educaton Project (PEEP) 8 report made a recommendaton for the development of a pre-regstraton educaton development model that would lead to paramedcs becomng an all-graduate professon. Ths Statement has been produced to ensure that pre-regstraton programmes n paramedc scence or related subjects and postgraduate programmes of study n paramedc practce or related subjects contnue to respond to these changes and meet the needs of the contnung demands on the professon. The revsed Subject Benchmark Statement supports ths process by provdng a robust framework for developng qualfcatons that produce competent, reflectve practtoners who are responsve to the ndvdual patent and servce users' healthcare needs n the twentyfrst century. Pror to consultng wth key stakeholders wth an nterest n paramedcs, ths Statement has been revewed and updated by an expert group, convened by QAA, comprsng student, professonal, statutory, regulatory body, employer and hgher educaton representaton. Sgned on behalf of QAA Mr Ian Kmber, Drector of Qualty Development, QAA Sgned on behalf of The College of Paramedcs Graham Harrs FCPara, Natonal Educaton Lead 7 NHS England (2013) Hgh qualty care for all, now and for future generatons: Transformng urgent and emergency care servces n England - Urgent and Emergency Care Revew End of Phase 1 Report. Keogh Report. Leeds. NHS England, avalable at: 8 Lovegrove, M (2013) Paramedc Evdence-Based Educaton Project. Buckngham. Alled Health Solutons, avalable at: 4

7 About ths Subject Benchmark Statement Ths Subject Benchmark Statement refers to bachelor's degrees wth honours n Paramedc Scence, and master's degrees n advanced paramedc practce. 9 Ths verson of the Statement forms ts second edton, followng ntal publcaton n Honours degrees n paramedc scence are expected to meet the Standards of Educaton and Tranng, 11 and the Standards of Profcency - Paramedcs 12 as requred by the regulatory body, the Health and Care Professons Councl (HCPC). Programmes leadng to an honours degree n paramedc scence are desgned wth reference to currculum gudance produced by the professonal body, the College of Paramedcs. 13 The ntroducton of the College of Paramedcs Post Regstraton Career Framework, 14 whch provdes post-regstered paramedcs wth gudance relatng to master's degrees n advanced paramedc practce, s an mportant step n the development of a professonal dentty for specalst and advanced paramedcs. As the professon of paramedcs has matured, graduates have been nstrumental n the ongong development of a specfc knowledge base n the care of patents n the pre and out-of-hosptal arena. Ths growng maturty s also reflected n the development of ths Subject Benchmark Statement. Note on algnment wth hgher educaton sector codng systems Programmes of study that use ths Subject Benchmark Statement as a reference pont are generally classfed under the followng code n the Jont Academc Codng System (JACS). 15 B950 (Paramedcal Scence). 9 Qualty Assurance Agency (2014) Bachelor's degrees are at FHEQ level 6/SCQF level 10 and Master s degrees are at FHEQ level 7/SCQF level 11 n The Frameworks for Hgher Educaton Qualfcatons of UK Degree-Awardng Bodes, avalable at: 10 Further nformaton s avalable n the Recognton scheme for Subject Benchmark Statements, avalable at: 11 The HCPC Standards of Educaton and Tranng, avalable at: 12 The HCPC Standards of Profcency - Paramedcs, avalable at: 13 The College of Paramedcs - Paramedc Currculum Gudance, avalable at: 14 The College of Paramedcs - Post Regstraton Career Framework, avalable at: 15 Further nformaton about JACS s avalable at: 5

8 Summary of changes from the prevous Subject Benchmark Statement (2004) Snce the frst Subject Benchmark Statement for paramedcs was publshed, paramedc practce has changed to satsfy an ncreased strategc emphass on 'Takng Healthcare to the Patent', 16 'Takng Healthcare to the Patent 2', 17 and ambulance servces delverng 'moble urgent treatment servces'. 18 Ths has resulted n a rapdly developng scope and ncreasng breadth of practce for paramedcs and the need for educatonal programmes to adapt accordngly. The ntent of ths Statement s to outlne a flexble framework for hgher educaton provders to develop competent and capable graduate paramedcs. At the pont of professonal regstraton, paramedcs need to have the rght values and behavours, and the necessary adaptablty to provde safe, effectve person-centred care n a varety of contexts, wthn a constantly changng healthcare envronment. Throughout the paramedc scope of practce, there s a requrement for the paramedc to autonomously problem solve, make evdence-based, ratonalsed decsons, manage rsk and refer n a complex envronment. There s also a requste capacty for clncal leadershp, decson makng and crtcal thnkng n response to patents wth undfferentated needs and wthn an uncertan context. The followng key changes to the 2004 Statement for Paramedc Scence nclude: An enhanced focus on clncal leadershp. An ncreased emphass on enhanced patent assessment to ensure a comprehensve approach to practce. A focus on clncal, dagnostc reasonng to ensure that the rght decson s made at the rght tme for patents. An emphass on mult-professonal, nterdscplnary practce and patent referral, towards delverng seamless, ntegrated care. Recognton of the need for paramedcs to delver publc health nterventons. The necessary ncluson of dealng wth uncertanty, rsk management and safety nettng, towards delverng safe patent care. An enhanced focus on reflectve, evdence-based practce, to ensure a crtcal approach to practce and n recognton of the need for contnuous qualty mprovement n the delvery of safe, person centred care. Reference to postgraduate development pathways and progresson to specalst and advanced practce. The change of ttle reflectng that the Statement s for Paramedcs as Health Professonals. 16 Department of Health (2005) Takng Healthcare to the Patent: Transformng NHS Ambulance Servces. London. DH Publcatons, avalable at: webarchve.natonalarchves.gov.uk/ /dh.gov.uk/en/publcatonsandstatstcs/publcatons/publc atonspolcyandgudance/dh_ Assocaton of Ambulance Chef Executves ((AACE) 2011) Takng Healthcare to the Patent 2: A revew of 6 years progress and recommendatons for the future. London. Produced by AACE, avalable at: aace.org.uk/new-report-takng-healthcare-to-the-patent NHS England (2013) Hgh qualty care for all, now and for future generatons: Transformng urgent and emergency care servces n England - Urgent and Emergency Care Revew End of Phase 1 Report. Keogh Report. Leeds. NHS England, avalable at: 6

9 1 Introducton 1.1 The purpose of ths Statement s to make explct the nature and the academc standards of degrees n the area of paramedc scence, and paramedc practce. It also descrbes the attrbutes and capabltes that graduates have, and the nature of teachng, learnng and assessment n paramedc scence and practce. 1.2 The College of Paramedcs 19 (CoP) s the professonal body that represents paramedcs across the UK. It does ths by: promotng clncal excellence through enhancng the qualty of educaton and tranng and supportng clncal practce at all levels nfluencng and shapng polcy that relates to pre-hosptal and unscheduled care contnually developng the professon's knowledge and evdence base. 1.3 The professonal body s also responsble for the synthess and publcaton of the Paramedc Currculum Gudance, 20 Paramedc Career Framework, 21 the Post-Graduate Paramedc Currculum, 22 and related professonal development crtera. 1.4 The Health and Care Professons Councl (HCPC) regulates the practce of paramedcs n the UK. By law (The Health and Socal Work Professons Order 2001), 23 only those regstered wth the HCPC are enttled to call themselves paramedcs and practse n the UK. A student who wshes to become a paramedc n the UK must complete a programme approved by the HCPC. 24 All HCPC approved programmes meet ther 'Standards of educaton and tranng' 25 and produce ndvduals (graduates) who can demonstrate that they meet the HCPC 'Standards of profcency'. 26 HCPC approved programmes also reflect the wder currculum gudance avalable for the professon, ncludng ths Subject Benchmark Statement for Paramedcs. 1.5 The HCPC does not have legslatve powers to specfy the academc award or level requred for entry to ther Regster. Ther 'normatve' threshold level of qualfcaton s currently 'equvalent to Certfcate of Hgher Educaton' (level 4 on the Framework for Hgher Educaton Qualfcatons (FHEQ); level 7 on the Scottsh Credt and Qualfcatons Framework (SCQF)). Ths has remaned unchanged snce 2004 when ther standards were frst developed. In recent years, the HCPC has dscussed consultng on changes to the normatve threshold level of qualfcaton, but at the tme of ths Statement's publcaton ths work was stll ongong. The profle of HCPC approved programmes s currently very dverse, ncludng a range of programmes across three academc levels (levels 4, 5 and 6 on the Framework for Hgher Educaton Qualfcatons (FHEQ)/and level 8 on the Scottsh Credt and Qualfcatons Framework (SCQF)), and a number of dfferent academc awards (for example bachelor's degree wth honours, foundaton degree, Dploma n Hgher Educaton). 1.6 Once qualfed and regstered wth the HCPC, paramedcs are able to practse as ndependent and autonomous professonals. Paramedcs, ncludng those newly qualfed, are expected to practse safely and effectvely wthn ther scope of practce and make 19 College of Paramedcs: 20 Avalable at: 21 Avalable at: 22 Avalable at: 23 Avalable at: 24 Further detals about these programmes can be found on the HCPC webste avalable at: 25 Avalable at: 26 Avalable at: 7

10 nformed and reasoned decsons about ther practce and any new areas of practce. To reman regstered, paramedcs must contnue to meet the HCPC's 'Standards of profcency', 'Standards of conduct, performance and ethcs' 27 and 'Standards of contnung professonal development'. 28 The HCPC do not approve post regstraton degrees for paramedcs, whch are desgned to extend the breadth and depth of paramedc study and practce beyond the HCPC threshold standards for safe and effectve practce. 27 Avalable at: 28 Avalable at: 8

11 2 Nature and scope of Paramedc Scence 2.1 At the pont of regstraton, a paramedc s an autonomous practtoner who has the knowledge, sklls and clncal expertse to assess, treat, dagnose, supply and admnster medcnes, manage, dscharge and refer patents n a range of urgent, emergency, crtcal or out of hosptal settngs. 2.2 Paramedcs are educated and traned to provde a hgh standard of care based on the prncples of evdenced-based practce, and are able to: apply ther skll and knowledge n the provson of care, enablng patents to acheve the best possble qualty of lfe, whatever ther condton, whle ensurng that the welfare of the patent s not compromsed recognse that relatonshps wth servce users should be based on mutual respect and trust, and are able to mantan hgh standards of care even n stuatons of personal ncompatblty. 2.3 Whle prmarly based n the pre and out-of-hosptal emergency and urgent care settngs, paramedcs may also work n a wde varety of both clncal and non-clncal settngs. These nclude GP surgeres, walk n centres, mnor njury unts, urgent and emergency care centres, educaton/teachng, research, management, mltary and commercal settngs. The paramedc role s dverse and ncludes supportng patents through an ncreasng number of envronments that form part of modern day paramedc practce. The role encompasses detaled techncal expertse n areas such as hstory takng and physcal examnaton, documentaton, clncal presentatons, dagnoss on the nformaton avalable n unque settngs, and processng scentfc dagnostc testng, as well as demonstratng attrbutes, values and behavours such as, empathy, compasson and understandng n treatng and carng for patents and supportng relatves and others. 2.4 Paramedcs are personally responsble for makng sure that they promote and protect the best nterests of servce users. They respect and take account of these factors when provdng care or a servce, and do not abuse the relatonshp they have wth a servce user. They demonstrate that they are mantanng ther expertse, sklls and knowledge through undertakng contnung professonal development, and are accountable as professonals. 2.5 As defned by the College of Paramedcs, a Specalst Paramedc s a paramedc holdng at least a postgraduate dploma n a subject relevant to ther practce. They have acqured, and contnue to demonstrate, an enhanced knowledge base, complex decson-makng sklls, competence and judgement n ther area of specalst practce. 2.6 An Advanced Paramedc s a paramedc holdng at least a master's degree n a subject relevant to ther practce. They have acqured and contnue to demonstrate an expert knowledge base, complex decson-makng sklls, competence and judgement n ther area of advanced practce. 9

12 3 Educaton and tranng 3.1 Paramedc programmes leadng to bachelor's wth honours degrees develop students' knowledge and understandng and provde graduates the opportunty to demonstrate capablty n the regulatory body standards and the professonal body's currculum. 3.2 Programmes combne academc and theoretcal learnng and place emphass on the learnng process, whch reflects the mportance of underpnnng the currculum wth approprate educatonal evdence. The practcal and clncal reasonng sklls support crtcal clncal decson makng, and effectve practce. Indvduals, who may have dverse learnng styles, develop the requred knowledge, performance, practcal applcaton of sklls, and personal and professonal awareness they need n preparaton for future practce, as well as the apttude for contnued learnng throughout ther professonal career. 3.3 Paramedc pre-regstraton programmes have a robust focus on the acquston and applcaton of practcal sklls, rangng from basc to advanced technques. Ths s acheved by closely ntegratng the learnng opportuntes n academc learnng and clncal practce settngs, wth acknowledgement of the equal relatonshp between theory and practce. 3.4 As an alled health professonal t s mportant that student paramedcs graduate wth a detaled, wde-rangng knowledge and understandng of the clncal, physcal, lfe and socal, health and behavoural scences. They also need excellent communcaton and nterpersonal sklls to enable effectve lason wth servce users, carers, emergency servces, agences and other health professonals. 3.5 Learnng processes encountered durng the programme prepare graduates postvely for the challenges and opportuntes encountered as a professonal regstrant. Graduates are adequately equpped to practce as a regstered paramedc, and enabled to follow the paramedc career pathway. Programmes leadng to professonal regstraton: rgorously assess the safety and effectveness of students n core areas of practce, and prepare them approprately for regstraton enable students to be famlar wth a range of clncal reasonng frameworks or models to support ther applcaton of paramedc prncples enable students to practce safely and effectvely as regstered alled health professonals who meet all of the standards and requrements of the professonal, statutory and regulatory bodes (PSRBs). Post-regstraton programmes 3.6 Post-regstraton programmes for paramedcs at master's level extend the breadth and depth of paramedc study beyond that requred of a bachelor's degree n paramedc scence. They may cover topcs already covered n an honours degree programme at a more advanced level or may ntroduce new, more complex topcs. Examples nclude specalst areas of clncal practce, advanced research, development for an educatonal envronment, busness and management development, and health polcy and strategy development. Learnng outcomes for programmes at ths level reflect the master's level qualfcaton descrptors n the UK Frameworks for Hgher Educaton Qualfcatons of degree-awardng bodes. 3.7 Paramedcs who complete programmes at ths level are capable of ntatng, leadng and sustanng change, whch advances and mproves the qualty and professonalsm of paramedc practce. 10

13 4 Knowledge, understandng and sklls 4.1 The nature of paramedc practce s mult-dscplnary. Bachelor's wth honours degrees n Paramedc Scence cover a broad currculum ncludng cogntve, theoretcal and practcal learnng. The acquston of practcal manual sklls, and generc sklls such as effectve communcaton (by oral, electronc and wrtten means), team workng, (ncludng mult-professonal/mult-agency), problem solvng, reflectve practce, the use of nformaton and communcatons technology, applyng research, and crtcal reasonng. The ethcal and legal extents of paramedc practce are unted wth these so that the whole enables the complete preparaton of graduates for professonal practce as paramedcs. Essental to the educaton of paramedcs s the ntegraton and applcaton of knowledge and sklls for safe and effectve patent care, and the development of learner autonomy. 4.2 On successful completon of ther studes, graduates wll have establshed the followng core knowledge, understandng and sklls. Knowledge applcable to safe and competent practce as a paramedc: v v v v v x x x x x xv A comprehensve and cohesve knowledge of human anatomy and physology, suffcent to recognse, dentfy and dfferentate between normal and abnormal structures and processes, wth emphass on the cardovascular, respratory, nervous, dgestve, endocrne, urnary, musculo-skeletal and other systems. Knowledge of human growth and development across the lfespan ncludng the factors nfluencng ndvdual varatons n human ablty and health status. Knowledge of human dsease suffcent to nform clncal judgement and other clncal fndngs and to recognse dsorders whch requre referral for more nvestgaton or addtonal professonal support. Knowledge of human psychology and socology, relevant to the acquston and mantenance of health, suffcent to provde a context for crtcal clncal decson makng and patent management. Knowledge of the psychologcal and socal factors that nfluence an ndvdual n health and llness. Knowledge of how psychology and socology can nform an understandng of health, llness and healthcare wthn the context of paramedc practce. Knowledge of pan neurophysology and the mpact ths has on the patent and ther clncal presentaton. Knowledge of the theores of communcaton: communcaton and nterpersonal sklls are vtal to competent and effectve practce, nformng effectve nteracton wth patents, servce users, carers, peers, and other health care professonals. Knowledge of the theores of learnng: the process of learnng s mportant for both patents and paramedcs. The theores underpn contnung professonal development, enablng ndvduals to be actve lfelong learners. Ths knowledge also equps the paramedc to become an effectve teacher n a wde range of settngs. Knowledge of the theores of teamwork: understandng of effectve mult-professonal/mult-agency teamwork that respects and uses the contrbutons of members of the health and socal care team. Knowledge of the theores of leadershp: understandng that clncal leadershp s a key component of paramedc practce. Knowledge of mental health ssues that patents' may present wth, ncludng the recognton, assessment and referral procedure(s) for approprate management. Knowledge and understandng of mental health legslaton, agreements and polces and the mplcatons wthn the context of paramedc practce. Knowledge and understandng of human factor prncples encountered n paramedc practce. 11

14 xv xv xv xv xx xx xx xx xx xxv Knowledge and understandng of obstetrc and gynaecologcal condtons and emergences encountered n paramedc practce, ncludng assessment, treatment and management. Knowledge and understandng of the prncples of end-of-lfe care, and pallatve care n relaton to paramedc practce. Knowledge and understandng of the role paramedcs contrbute to, n relaton to the publc health and health promoton of servce users. Knowledge of pathologcal changes and related clncal features of condtons encountered n paramedc practce. Knowledge of the physologcal, structural, behavoural and functonal changes n patent presentaton and those that result from paramedc nterventon. Knowledge of the theoretcal bass of assessment, treatment and management and the scentfc evaluaton of ther effectveness. Knowledge of the prncples of evaluaton and research methodologes, whch enable the ntegraton of theoretcal and practcal applcatons. Knowledge of the perspectves and evdenced-based research nto the desgn and mplementaton of effectve paramedc practce. Knowledge of the theores supportng problem solvng and clncal reasonng. Knowledge of the prncples of pharmacology and the safe admnstraton of therapeutc medcatons. 12

15 5 Teachng, learnng and assessment 5.1 Strateges and methods for teachng, learnng and assessment are determned by ndvdual hgher educaton provders n conjuncton wth the requrements of the College of Paramedcs (CoP), and the Health and Care Professons Councl (HCPC). They am to complement the broad learnng outcomes for an honours degree n Paramedc Scence and post-regstered/graduate programmes of study at master's level n paramedc practce or related subjects. 5.2 Student learnng s acheved through a reflectve and crtcal approach to the applcaton of knowledge and sklls n paramedc scence and practce. In order that graduates develop the ablty to learn ndependently, an emphass s placed on student-centred modes of learnng and teachng, to foster a professonal approach to lfelong learnng. 5.3 Assessment strateges ensure algnment between learnng outcomes and learnng and teachng methods and may vary between hgher educaton provders. A varety of assessment styles may be employed to test the spectrum of knowledge, performance, practcal applcaton of sklls and the personal and professonal awareness requred by a regstered paramedc, ncludng whle undertakng placements the use of Bloom's revsed taxonomy. 29 Ongong formatve assessment allows for feedback on performance throughout the programme whle summatve assessment ensures that the student meets academc and professonal requrements. 5.4 Assessment of competence and the subsequent award s determned n partnershp between academc and clncal supervsors. An ntegral aspect of all programmes s clncal practce, by means of placement perods wthn sutable clncal envronments that meet the requrements of the CoP and HCPC. 29 Anderson, L W et al (2001) A Taxonomy for Learnng, Teachng and Assessng: A revson of Bloom s Taxonomy of Educatonal Objectves. New York: Pearson, Allyn & Bacon. 13

16 14 6 Benchmark standards The followng benchmark standards are defned as the threshold for bachelor's degree wth honours (FHEQ level 6/SCQF level 10) and master's degree (FHEQ level 7/SCQF level 11) respectvely. Standard Bachelor's degree wth honours Master's degree Workng as a professonal paramedc Graduates should be able to: manage themselves, ther own professonal practce and that of others wthn the changng and dverse context whch paramedc practce s delvered and n accordance wth the HCPC; Standards of conduct, performance and ethcs, Standards of profcency - Paramedcs select and apply comprehensve knowledge and sklls to complex and unexpected emergency and urgent stuatons, whle havng a crtcal understandng of prncples and concepts of paramedc practce and how these nform and gude ratonal clncal decson-makng actvtes. manage themselves, ther own professonal practce and that of others wthn the changng and dverse context whch enhanced or expert paramedc practce s delvered and n accordance wth the HCPC; Standards of conduct, performance and ethcs, Standards of profcency - Paramedcs crtcally evaluate ther own abltes and lmtatons, but also crtcally evaluate and apprase others n a leadershp context. demonstrate expertse and profcency n selectng and applyng cohesve knowledge and sklls to complex and unexpected stuatons through ther ablty to, recognse, defne and prortse problems crtcally analyse, nterpret, objectvely evaluate and prortse nformaton recognsng ts lmtaton recognse the lmtatons of knowledge n paramedc practce and the mportance of professonal judgement.

17 mplement strateges to promote, exchange and evaluate collaboratve workng wthn a mult-dscplnary team, comprsng of patents, clents, colleagues and others n both therapeutc and preventatve healthcare understand the mportance of approprate care and safeguardng support n relaton to potental stressful stuatons of self and others wthn the wder context of socety whle mnmsng rsk where necessary understand the concept and sgnfcance of statutory regulaton authorsed by Parlament (The Health and Socal Work Professons Order 2001) and the ethcal, legal and professonal ssues that nform and shape paramedc practce, whle adherng to the professonal, statutory and regulatory bodes' standards demonstrate the ablty to mplement sound clncal judgement across a range of stuatons and crtcally evaluate the effectveness of clncal judgement and teamwork across a range of professonal care contexts montor the qualty of practce, and contrbute and partcpate n a range of qualty assurance, qualty mprovement and rsk management strateges to create and mantan a safe workng envronment. mplement strateges to promote, exchange and evaluate collaboratve workng wthn a mult-dscplnary team, comprsng of patents, clents, colleagues and others n both therapeutc and preventatve healthcare adopt a reflectve and nqustve approach and apply ratonal processes and recognse the mpact of ther own value judgements and those of patents. understand the mportance of approprate care and safeguardng support n relaton to potental stressful stuatons of self and others wthn the wder context of socety whle mnmsng rsk where necessary accept that stressful stuatons are unavodable n paramedc practce use approprate cogntve and ntellectual strateges to deal wth stressful stuatons as and when they arse. crtcally demonstrate detaled knowledge and understandng of the concepts and sgnfcance of statutory regulaton authorsed by Parlament (The Health and Socal Work Professons Order 2001) and the ethcal, legal and professonal ssues that nform and shape paramedc practce, whle adherng to the professonal, statutory and regulatory bodes' standards. demonstrate enhanced or expert clncal judgement across a range of stuatons and crtcally evaluate and synthesse the nformaton to enhance the effectveness of clncal judgement and teamwork across a range of professonal care contexts. demonstrate the ablty to lead and manage the qualty of practce and contrbute and partcpate n a range of qualty assurance, qualty mprovement and rsk management strateges to create and mantan a safe workng envronment.

18 collaborate wth colleagues and others, contrbute to the organsaton of, and partcpaton n, actvtes relevant to the development and enhancement of paramedc practce as a professon ncludng approprate levels of gudance, role-modellng, mentorshp and support to others n the health and socal care settng. develop collaboratve partnershps wth colleagues and others, contrbute to the organsaton of, and partcpaton n, leadershp actvtes relevant to the development and enhancement of paramedc practce as a professon ncludng approprate levels of gudance act as a role-model and mentor and support others n the health and socal care settng use crtcal problem-solvng sklls to a level that nforms and gudes the nterpretaton of clncal and other data, and contrbutes to effectve clncal reasonng and decson-makng sklls as part of the wder healthcare team. demonstrate and facltate the crtcal evaluaton of problem-solvng sklls to a level that nforms, the nterpretaton of clncal and assocated data, and whch contrbutes to safe and effectve clncal reasonng and decson-makng sklls as part of the wder healthcare team practse safely, competently and effectvely n accordance wth the law. Ths ncludes, for example, complance wth data protecton and health and safety legslaton modfyng practce accordngly to reflect ndvdual crcumstances. exhbt through enhanced knowledge and understandng, the capacty to practce n accordance wth the professonal, ethcal and legal frameworks, ensurng adherence to health and safety, and adaptng practce to reflect ndvdual crcumstances understand how paramedc prncples are expressed and translated nto acton through a number of dfferent assessment and management approaches select or modfy technques to meet the needs of the ndvdual patents, reflectng a level of care consstent wth approprate evdence-based practce. crtcally apprase paramedc prncples and how these are expressed and translated nto acton through a varety of assessment and management approaches synthesse and modfy technques to meet the needs of the ndvdual patents, reflectng a level of care consstent wth approprate evdence based local, natonal and nternatonal practce standards understand the factors contrbutng to socal dfferences; the problems of nequaltes and the needs of dfferent socal groups and the ablty to act as an advocate when approprate. counsel and provde sound judgement and understandng of the factors contrbutng to socal dfferences; the ssues of nequalty, recognsng the needs of dfferent socal groups along wth the ablty to act as an advocate when approprate.

19 crtcally evaluate research and other fndngs concernng the effcacy and applcaton of paramedc nterventons to specfc clncal nterventons and the therapeutc clams of other healthcare dscplnes, ncludng the development of an evdence base for clncal practce. crtcally evaluate and synthesse both research and evdence-based fndngs concernng the effcacy and applcaton of paramedc nterventons to specfc clncal nterventons and the therapeutc clams of other healthcare dscplnes, ncludng the development of an evdence base for clncal practce partcpate effectvely n the plannng, mplementaton and evaluaton of mult-professonal approaches to healthcare and partcpate at an approprate level as part a mult-professonal healthcare team. partcpate as leaders n the plannng, mplementaton and crtcal evaluaton of mult-professonal approaches to healthcare and partcpate at an enhanced or expert level as part of a mult-professonal healthcare team recognse the need to develop exstng knowledge and sklls so as to reman confdent and competent practtoners and acqure new knowledge and competences through evdence-based lterature and contnued professonal development, supportng lfelong learnng. draw on exstng knowledge and sklls to reman confdent and competent specalst and advanced practtoners, acqurng new knowledge and competences through evdence-based lterature and contnued professonal development, supportng lfelong-learnng through professonal self-development.

20 18 Prncples and concepts of applcaton Graduates should be able to: demonstrate the ablty to contrbute to and understand research and other scholarly actvtes to promote personal professonal development understand and crtcally apprase methodologcal approaches to research formulate research questons that nform outcomes n paramedc practce v understand the choce and applcaton of approprate quanttatve and qualtatve methodologes v recognse the mportance of bas and rgour n collectng, analysng and nterpretng data v recognse the relatonshp between evdence, audt, evaluaton and observed varaton n clncal practce contrbute to the development of clncal gudelnes and procedures to gude the provson of qualty healthcare and mnmse rsk through understandng legslaton concernng safety at work practces ncludng rsk assessment understand the sgnfcance and potental effect of psychosocal and economc factors n helpng patents and carers to make nformed choces about ther personal healthcare through the development of health educaton/promoton, and publc health nterventons artculate and ratonalse clncal leadershp problem-solvng and decson-makng processes assocated wth paramedc practce as a regstered healthcare professonal. demonstrate expertse and crtcal understandng of research and other scholarly actvtes to promote personal professonal development understand and synthesse methodologcal approaches to research crtcally apprase research questons that nform outcomes n paramedc practce v crtcally apprase the choce and applcaton of approprate quanttatve and qualtatve methodologes v crtcally understand the mportance of bas and rgour n collectng, analysng and nterpretng data v crtcally apprase the relatonshp between evdence, audt, evaluaton and observed varaton n clncal practce. partcpate n the synthess and ongong development of clncal gudelnes, polces and procedures at all levels, to gude the provson of qualty healthcare and mnmse rsk through crtcal understandng of legslaton concernng safety at work practces ncludng rsk assessment. crtcally analyse the sgnfcance and potental effect of psychosocal and economc factors n helpng patents and carers to make nformed choces about ther personal healthcare through the development of health educaton/promoton, and publc health nterventons. demonstrate self-drecton and orgnalty n ratonalsng clncal leadershp problem-solvng and decson-makng processes assocated wth enhanced and expert level of paramedc practce.

21 apprase practcal skll levels n order to delver the expected standards of paramedc care and update prortes wthn a changng and dynamc envronment. crtcally reflect on and synthesse practcal skll levels n order to delver the expected standards of enhanced and expert paramedc care and update prortes wthn a changng and dynamc envronment crtcally analyse and evaluate contemporary research and use ths evdence to nform practce and enhance patent-centred care. crtcally analyse and synthesse contemporary research and use ths evdence to nform practce and enhance patent-centred care demonstrate an ablty to crtcally challenge and develop practce, takng nto account, dynamc socal, cultural, sprtual, ethcal, legal, poltcal and economc factors. demonstrate an ablty to crtcally challenge and synthesse practce, takng nto account, dynamc socal, cultural, sprtual, ethcal, legal, poltcal and economc factors select a sutable course of acton, based on a ratonal decson-makng process whch ncludes a crtcal consderaton of personal scope of practce and patent choce, adjustng one s care accordngly. demonstrate orgnalty n selectng a sutable course of acton, based on enhanced or expert decson-makng process, whch ncludes a crtcal consderaton of personal scope of practce and patent choce, adjustng one s care accordngly demonstrate a crtcal understandng of the delvery of healthcare provson and the contrbuton of paramedc practce wthn ths context along wth that of the multple dscplnary team and mult-professonal/mult-agency workng. crtcally understand and evaluate the delvery of healthcare provson and the contrbuton of enhanced and expert paramedc practce wthn ths context along wth that of the multple dscplnary team and mult-professonal/mult-agency workng apply theores, concepts and prncples of paramedc practce to delver patent-centred care for ndvduals, famles and communtes n urgent, emergency, crtcal or other care settngs. crtcally understand and apply theores, concepts and prncples of enhanced and expert paramedc practce to delver patent-centred care for ndvduals, famles and communtes n urgent, emergency, crtcal or other care settngs recognse potental rsks and ntervene, to mantan a safe and effectve standard of patent, publc and personal safety. recognse and evaluate potental rsks and ntervene, to mantan a safe and effectve standard of patent, publc and personal safety.

22 apply crtcal problem-solvng sklls to a level that nforms and gudes the nterpretaton of clncal and other data, and contrbutes to effectve clncal reasonng and decson makng based on the nformaton avalable. demonstrate crtcal problem-solvng sklls to an enhanced and expert level whch nforms and gudes the nterpretaton of clncal and other data, and contrbutes to effectve clncal reasonng and decson makng based on the nformaton avalable undertake and document a systematc and accurate assessment of the physcal, psychologcal, socal and sprtual needs of patents, servce users and communtes, modfyng practce to take account of the crtcalty of the patent's condton. undertake and document a comprehensve, systematc and accurate assessment of the physcal, psychologcal, socal and sprtual needs of patents, servce users and communtes, modfyng enhanced or expert level of practce to take account of the crtcalty of the patent's condton assess both clncal and operatonal prortes n practce, ncludng multple casualty stuatons and major ncdents, reactng wth due regard to local and natonal polces and procedures. crtcally assess and provde leadershp and management of both clncal and operatonal prortes n practce, ncludng multple casualty stuatons and major ncdents, reactng wth due regard to local and natonal polces and procedures formulate, mplement and document a plan of care wthout avodable delay where approprate and, where feasble, n partnershp wth, and wth the consent of patents, servce users, ther carers and famles to the benefcence of the end servce user. formulate, mplement and document an enhanced or expert plan of care wthout avodable delay where approprate and, where feasble, n partnershp wth, and wth the consent of patents, servce users, ther carers and famles to the benefcence of the end servce user demonstrate professonal accountablty for the care delvered, takng nto account, socal, sprtual, cultural, ethcal, legal, poltcal and economc factors. crtcally analyse and evaluate professonal accountablty of care delvered, takng nto account, socal, sprtual, cultural, ethcal, legal, poltcal and economc factors accurately document and evaluate the outcomes of care and other nterventons delvered. accurately document and crtcally evaluate the outcomes of care and other nterventons delvered demonstrate knowledge and understandng of effectve mult-dscplnary and mult-professonal/mult-agency workng practces, and partcpate n teamwork that respects and uses the contrbutons of members of the health and socal care team. demonstrate a comprehensve knowledge and understandng of effectve mult-dscplnary and mult-professonal/ mult-agency workng practces, and provde approprate leadershp n team settngs that respects and uses the contrbutons of members of the health and socal care team.

23 crtcally analyse and nterpret relevant health educaton/ promoton and publc health nterventons and use ths knowledge to promote the health and well-beng of patents, carers and servce users n the effectve plannng, mplementaton and evaluaton of mult-professonal approaches to healthcare. crtcally analyse and synthesse relevant health educaton/ promoton and publc health nterventons and use ths knowledge to promote the health and well-beng of patents, carers and servce users n the effectve plannng, mplementaton and evaluaton of mult-professonal approaches to healthcare crtcally understand the delvery of healthcare provson n the UK and ts relevance to the professonal and natonal bodes, along wth the contrbuton of paramedc practce wthn ths context. crtcally understand and evaluate the delvery of healthcare provson n the UK and ts relevance to the professonal and natonal bodes, along wth the contrbuton of enhanced and expert paramedc practce wthn ths context use relevant theoretcal and research evdence to nform a comprehensve, systematc assessment of the physcal, psychologcal, emotonal and socal needs of patents, servce users and careers. crtcally analyse contemporary theoretcal and research evdence to nform a comprehensve, systematc assessment of the physcal, psychologcal, emotonal and socal needs of patents, servce users and careers take responsblty for mantanng professonal boundares and dsclose and justfy actons to others when approprate crtcally evaluate the moral and ethcal ssues that relate to patent care. provde leadershp and management n mantanng professonal boundares and dsclose and justfy actons to others when approprate crtcally evaluate the moral and ethcal ssues that relate to patent care. Subject knowledge, understandng and assocated sklls Graduates should be able to: demonstrate knowledge and understandng of the subjects underpnnng paramedc scence, n urgent, emergency, crtcal or other care settngs. crtcally demonstrate knowledge and understandng of the subjects underpnnng advanced practce, n urgent, emergency, crtcal or other care settngs use knowledge and understandng of the subjects and sklls underpnnng paramedc scence to provde nnovatve and contemporary solutons to patent care. crtcally demonstrate knowledge and understandng of the subjects and sklls underpnnng advanced practce to provde nnovatve and contemporary solutons to patent care assess, evaluate and manage an ndvdual patent's condton, based on the crtcalty of the patent, and apply treatment to evdence-based practce standards. crtcally assess, evaluate and manage an ndvdual patent's condton, based on the crtcalty of the patent, and apply treatment to evdence-based practce standards.