Diploma of Higher Education in Paramedic Science. Handbook

Transcription

1 Diploma of Higher Education in Paramedic Science Handbook

2 CONTENTS Introduction from the Course Director uea student handbook, your school and course handbook COURSE OVERVIEW/PROFILE AIMS and PHILOSOPHY MEET THE COURSE TEAM LEARNING OUTCOMES CONTENT AND STRUCTURE Key Features Module Outlines Professional & Interprofessional Working in Out of Hospital Practice Applied Paramedic Science and Interventions Promoting Health & Long-term Conditions Enhanced Assessment, Decision-making & Interventions Assessments Placements Interprofessional Learning Important information Attendance Policy Uniform Requirements Declaration of good character Annual leave USEFUL LINKS AND RESOURCES FURTHER COURSE READING Module Module Two Module Three Suggested Purchases Key text book list... 30

3 INTRODUCTION FROM THE COURSE DIRECTOR This partnership, together with other health care Trusts and organisations across Norfolk and Suffolk has been developed to ensure that your programme will offer you the scope to continue to develop appropriate knowledge and skills necessary to deliver the very best level of patient care. According to the Quality Assurance Agency (QAA 2004) paramedics are Independent, autonomous practitioners working with patients of all ages, with individuals and within groups, and are essential members of health care and emergency services. They periodically work with social and health care professionals who often operate in interdisciplinary and interagency teams, although these teams may not be physically located together The programme has been approved by the Health and Care Professions Council and offers a unique route for you to become a paramedic. It is an exciting time in health services currently, but particularly so for those who are entering emergency unscheduled and out of hospital care. This full time year as a university student will provide you with a sound basis from which to develop your career as a paramedic. Only students who successfully complete an HCPC programme are eligible to apply to the HCPC for registration as a paramedic. We know that Paramedics need to be able to deal with complex ranges of problems. This programme will prepare you to meet the challenges in emergency services, and the changing context of health care. The philosophy of partnership in learning between ourselves and EEAST, mirrors the philosophy of partnership across the health and social care sectors, emergency services and the voluntary and private sectors. The future of the profession is evolving, changing and pioneering and we hope that you are as excited as we are about this programme and the possibilities for the future of the Paramedic workforce. Yours sincerely Dear Student We are delighted to welcome you to the Paramedic Programme and hope that your studies with us over this next year will be both fulfilling and rewarding. As you know, the Diploma in Higher Education (DipHE) Programme is a collaborative initiative between the School of Health Sciences, Faculty of Medicine and Health Sciences at The University of East Anglia, the East of England Ambulance Service NHS Trust and Health Education East of England. Emma Parker-Jaggard Course Director

4 1.0 UEA STUDENT HANDBOOK, YOUR SCHOOL AND COURSE HANDBOOK The central UEA student handbook contains information about all key UEA policies and guidance and is for all students studying on undergraduate and postgraduate taught programmes. It aims to give new and continuing students a central reference point for University-wide regulations, processes and guidance to help and support you through your studies. You can find information about these topics: i. The advising system ii. Learning and Teaching Services iii. Communication iv. The Student Portal and e:vision v. Campus cards vi. Student finances vii. The Student Support Service viii. Regulations ix. Health and safety x. Generic course information xi. Marking criteria xii. Timetables xiii. Coursework submission and returns xiv. Examinations xv. University dates for 2017/18 xvi. Appeals and complaints xvii. Equality and inclusion for students xviii. Student representation and feedback This list only summarises the main headings; for full details of the content refer to the handbook itself. Information contained in the central UEA student handbook will not be repeated in the School of Health Sciences (HSC) handbook. Any general information regarding your taught provision within the HSC will be summarised in this handbook and can also be found on the HSC Students: School and General Information Blackboard. All information specific to your programmes of study can be found in your course handbook (this handbook), your course specific Blackboard site and via the New Student Website.

5 2.0 COURSE OVERVIEW/PROFILE PLEASE NOTE THIS IS A FULL TIME COURSE COMPRISING 40 WEEKS OF STUDY OVER A 44 PROGRAMME YEAR Cohort Term 1 Term 2 Term 3 Consolidation October 17 th October 2 nd Jan th March to 19 th June to 14 th 2017 to 1 st Jan to 25 th March 18 th June August 2018 UEA Block Attendance Dates th October- 3 rd November nd to 19 th January th February to 9 th March th to 27 th April th June to 6 th July th to 18 th August 2018 Cohort Term 1 Term 2 Term 3 Consolidation February 13 th Feb to 31 st July to 23 rd Oct to 13 th th May nd Oct December 2018 UEA Block Attendance Dates 8 th May to 30 th July th Feb to 1st March st to 17 th May th June to 5 th July th to 23 rd August th October to 1 st November th to 13 th December 2018 Cohort Term 1 Term 2 Term 3 Consolidation May th May to 6 th 7 th August to August th October UEA Block Attendance Dates th to 31 st May st July to 16 th August th September to 4 th October th to 22 nd November th to 31 st January th to 14 th March th October to 21 st Jan nd Jan to 14 th March 2019 The Programme comprises 120 credits at Level 5. Equal emphasis is placed on theory and practice and the professional award (eligibility to apply to the HCPC to become a Registered Paramedic) with the exit award of a Diploma of Higher Education in Paramedic Science will only be conferred on those students who successfully complete all the required theory and practice elements.

6 DIPLOMA PROGRAMME- FULL TIME STUDY Term 1 Term 2 Term 3 Applied Paramedic Science and Interventions 30 credits (over 12 weeks) Promoting Health & Long-term Conditions 30 credits (over 12 weeks) YEAR LONG Enhanced Assessment, Decision-making & Interventions 30 credits (over 12 weeks) Professional & Interprofessional Working in Out of Hospital Practice (runs across the whole year - 40 weeks of theory and practice over a 44 week year) 3.0 AIMS AND PHILOSOPHY The programme aims and learning outcomes have been developed and adapted from the HCPC Standards of Proficiency for Paramedics (2012), and in keeping with the QAA benchmark statement for Paramedic Science (2004), the College of Paramedic Curriculum Guidance (2015), the Paramedic Evidence Based Education Project (Bucks New University/College of Paramedics, 2013). Your programme aims to produce diplomats who: - Are eligible to apply for registration with the HCPC - Are safe and effective practitioners, able to support their clinical decisionmaking with appropriate evidence - Demonstrate professionalism, respect for others and person-centred approach to practice - Have developed the attributes and behaviours of a reflective and reflexive practitioner - Are self-aware, show compassion, cultural awareness and inclusive practice - Are effective communicators - Are self-motivated, resilient and adaptable within complex and changing environments - Are committed to lifelong learning and continuous personal and professional development - Are equipped with the skills to appraise and evaluate evidence to support their practice - Have developed their leadership and mentorship capabilities - Work effectively within inter-professional and interagency teams - Are able to exercise appropriate accountability, to challenge and advocate for best practice and patient outcomes. In order to appropriately stretch and challenge you during this programme we draw on Grow s Stages of Development of Learning Autonomy (1991) facilitating your development by providing you with lots of support and direction (and many ways of

7 getting feedback on how you are doing) early on, gradually enabling you to increase your confidence and self-direction. You are starting your full time UEA DipHE year with a foundation of clinical skills and underpinning knowledge as well as a firm grasp of the realities of practice and established competence in communicating with patients and others, able to recognise a number of common presenting conditions and to support the paramedic in delivering patient care. 4.0 MEET THE COURSE TEAM Emma Parker Jaggard Course Director I have worked as a practicing paramedic for twenty years, but moved in the education side of paramedic work after five years of being a registered paramedic. Much of this work was undertaken in the clinical directorate of the ambulance Trust, focussing on core education and professional development. It was through this that I gained a great interest and insight not only into paramedic education but into the wider philosophical basis of education as a unique discipline and I continue to study Education today. In 2015 I moved across to work full time at the UEA as the course director of the paramedic diploma programme. I have seen the paramedic team grow and continue to develop some excellent opportunities for paramedic students. The team now consists of thirteen lecturers ranging from GPs to A and E consultants to paramedic lecture practitioners, all of whom aspire to provide each student with the very best learning experience possible. Outside of work I can usually be found working on my small holding or entertaining one of my twin boys. I believe very much in a healthy work life balance and will always encourage students to strive for the same. It is my hope that you not only enjoy this course, but that it has a lasting positive effect on you and the patients that you treat. Good luck to you all.

8 Core Academic Team Lawrence Hill Profile Role Details I am a graduate paramedic and spent 10 years working in a variety of clinical roles for the London Ambulance Service. Since 2013 I have been a full time lecturer in Paramedic Science. I have an interest in medical and healthcare simulation, quality improvement, professionalism and patient safety. I am an optimist, diplomat and keen golfer. I also keep bonsai trees and am a proud parent to 2 young children. My mission is to deliver a high quality academic programme that prepares graduates for the challenging reality of clinical practice whilst being enjoyable, stimulating and representing value for money. Course Director - BSc. (hons) Paramedic Science. Professional Lead - Paramedics Lawrence.P.Hill@uea.ac.uk Juliet Harrison Rosie Doy I am a paramedic by background and trained with an ambulance trust after completing an open university science degree. I am currently completing an MSc: Advanced Practitioner, which enables me to maintain a clinical role, whilst also working as a lecturer. My focus is on delivering excellence in paramedic education, and I am committed to supporting our students to achieve to a high level. I will always go that extra mile for patients or students, and I consider quality staff to be the stellar resource in healthcare. At a personal level, I enjoy exercising, interacting with people and furthering my own knowledge. I am a mental health and adult nurse who has been in higher education for over 25 years. I am passionate about interprofessional education and person-centred care and have worked with Ambulance services since IPL Lead Admissions Officer Lecturer Reader Juliet.Harrison@uea.ac.uk R.Doy@uea.ac.uk

9 David Shepherd Sue Moffat 2003 in developing pre-registration programmes that help students to be effective and equipped not only for time critical patients but also to be confident and have tools to support patients who are older, frail, living with long-term conditions or have mental health needs. I have also been very active in developing and delivering continuing professional development programmes for paramedics and nurses working in the ambulance workforce preparing them for specialist roles. I have a grown up daughter and 2 cats and embrace appropriate use of social media to support learning. Following the completion of a DipHE in Paramedic Sciences I started work with the East of England Ambulance Service Trust locally working as a Paramedic, Practice Educator and manager in Norwich. Over the last 10 years I have gone on to complete a BSc. in Acute, Critical and Emergency Practice. I joined the UEA in 2015 and have worked closely with the paramedic team across both the DipHE and BSc. (hons) programmes ensuring that students enjoy a quality practice learning experience. Whilst I still work in a clinical capacity, I balance this with an equally busy home life which includes building dens with my 2 year old boy and roaring at dinosaurs around the local dinosaur park. I have a simple vision in both my personal and professional life, and that is to make a difference. I am a Registered Nurse (Adult) with a background in Critical Care and Resuscitation. I still work in the NHS as a Resuscitation Officer and have completed an MSc in Clinical Research. I am particularly proud that UEA has become the first University to run Resuscitation Council accredited Advance Life Support courses for paramedic students. I have a Lecturer Practice Education Lead for EEAST Lecturer David.Shepherd@uea.ac.uk S.Moffat@uea.ac.uk

10 Helen Hardy Emma English passion for simulation, in particular scenarios involving human factors and communication skills. I also enjoy helping students enhance their essay and writing skills. I have 3 daughters at University which has given me a unique appreciation from the student perspective. In my spare time I enjoy catching up with friends and running around the countryside with my dog. I work as a paramedic for the East of England Ambulance Service Trust. I am currently on secondment as a lecturer practitioner to the UEA. This role allows me to support student paramedics currently undertaking BSc and DipHE courses. I enjoy the perfect combination of dedicating half of my time to paramedic practice and the other half directly involved in teaching future paramedics and introducing them to an evolving profession that I am passionate about. I enjoy a busy family and social life when my shifts allow, meeting with friends, keeping fit and walking my dog. I am a clinical biochemist by background and moved from the NHS into academia in I have taught on a number of HCPC and GMC approved programmes and enjoy teaching endocrinology, clinical chemistry and microbiology subjects. My research focus is around the use and abuse of diagnostic tests and I sit on an international committee for education around the use of biomarkers for diabetes. I have an interest in the use of point of care testing in low resource settings and have worked on diabetes testing related projects with the World Health Organization and International Diabetes Federation. I have also contributed to national guidance on diabetes testing and I am interested in developing further resources and guidance around the use of diagnostic testing in out of Lecturer Practitioner Lecturer H.Hardy@uea.ac.uk Emma.English@uea.ac.uk

11 hospital settings. I enjoy travel and experiencing new places and cultures and meeting new people. Karan Botsford Jacqui O Keeffe Paul Wisdom I am a Registered Nurse (Adult) with a background in Emergency and Acute Care. I have worked in the local Walk-In Centre and have skills in caring for patients with minor and major illness/injury. I have a keen interest in the expansion of the role of the paramedic into nonambulance careers partly through my role as elective lead. I am involved with developing contemporary interprofessional learning experiences and am passionate about the delivery of high quality, evidence-based practice and the development of effective communication skills. I have two teenage sons, which keeps me busy! I also volunteer at the local greyhound rescue center when I can. My aim is to deliver highquality placement experiences that enrich the learning experience for both students and practice areas alike. As a qualified dentist and doctor, I appreciate the value of education. I am passionate about excellent teaching and development of clinicians of all specialties and levels of practice. I truly believe that good training and scholarship not only bring high standard of care to our patients; it allow us to enjoy our work and to be better people. My other passions are my family, friends, godchildren, and Irish Rugby. I will also admit I'm an Aston Villa Fan and a proud Brummie. I have 25 years of experience as a rural GP with an interest in teaching. I have been a full-time lecturer since September 2016 and have a particular interest in teaching the skills of Primary Care to paramedics to help put them in the best possible position to make the kinds of decisions that they are increasingly required to in modern practice. I keep fit and enjoy gardening and Lecturer Practice Education Lead Non- Ambulance Placements Elective Placement Lead IPL Lead Lecturer k.botsford@uea.ac.uk J.OKeeffe@uea.ac.uk P.Wisdom@uea.ac.uk

12 the simpler pleasures in life (which are, inevitably, nearly all bad for you). Dave Killingback Page Wilson I am a graduate paramedic from the University of Hertfordshire and have been working with the East of England Ambulance Service since Prior to this, I was a competitive swimmer representing my county, and this lead me into my background as a RNLI Beach lifeguard. Since joining the ambulance trust, I have become a mentor and have found I enjoy this role watching students develop throughout both the diploma and BSC courses. I have found the split of 50% operational shifts and 50% UEA lecturer a great way to stay clinically current, as I regularly get to practice what we teach, and constantly re-visit topics that may not be frequently seen in clinical practice. My professional interests are critical care and complex medical patients and I would one day like to work as a critical care paramedic. In my spare time I will mostly be found lounging somewhere on a beach around the Norfolk coast or entertaining my new Son Jacob at various baby classes! I am a graduate paramedic, I transferred from SCAS and began working with the East of England Ambulance Service in Since then I have covered a vast area, working everywhere from South Essex to North Norfolk, which has given me the opportunity to work with a wide range of patient demographics and given me good knowledge of the Trust. I particularly enjoy my time mentoring, helping new colleagues evolve from nervous students into confident clinicians is really satisfying and has lead me here as a lecturer practitioner. My clinical interests are trauma care and obstetrics, I have been fortunate enough to deliver 9 healthy babies. I am always looking for some continued professional Lecturer Practitioner Lecturer Practitioner D.Killingback@uea.ac.uk Page.Wilson@uea.ac.uk

13 development to extend my knowledge and skills, in order to provide current and quality patient care. I am also a keen skier, I never miss an annual trip to The Alps and you can often find me exploring the Norfolk countryside on my road bike.

14 5.0 LEARNING OUTCOMES By the end of this programme, you will be able to: Knowledge, understanding and intellectual development: - Analyse the validity and reliability of evidence from multiple sources including research - Analyse and explain the relevance and application of pathophysiology, pharmacology, clinical and behavioural sciences to paramedic practice - Demonstrate critical appreciation of the role of the paramedic in relation to the total patient journey - Demonstrate in-depth understanding of professional, legal and ethical frameworks and their relevance to paramedic practice - Demonstrate critical appreciation of the audit cycle and its role in paramedic practice - Analyse audit and service improvement tools and processes - Demonstrate critical appreciation of the interaction between psychosocial aspects and patient presentation - Demonstrate critical awareness of the psychosocial effects of long-term illness and disability on the individual - Critically appraise appropriate evidence to enhance individualised personcentered - Analyse the causes and effects of loss and adjustment on the individual and the role of the paramedic in supporting the patient/ family - Recognise individual difference including culture, gender and antidiscriminatory practice - Show awareness of own beliefs and their effects on others - Analyse approaches to health promotion and health education and their role in health service structure and organisation - Critically explore the role of politics, policy and social construction of health and illness on the provision and access to services - Demonstrate in-depth appreciation of the range of services involved across pathways for patients with complex needs - Evaluate a range of approaches to pain assessment and management and use this to inform effective patient management - Recognise, assess and manage critically unwell patients - Apply relevant assessment skills to the critically ill patient (including carrying out relevant physical examination), which explores differential diagnoses when formulating a working diagnosis - Demonstrate application of in-depth knowledge of pertinent anatomy and physiology to the presenting illness - Interpret investigations relevant to paramedics: urinalysis, visual acuity, blood glucose - Initiate and contribute to strategies designed to improve health and monitor disease in individuals, using a wide range of skills e.g. decision-making, patient education, health promotion and assessment ( Making Every Contact Count ) - Use decision-making skills to promote the wellbeing of the patient or client and to refer on where appropriate with reference to relevant guidelines

15 where appropriate Cognitive Skills: - Problem-solve, demonstrating developing clinical reasoning and professional judgement - Critically appraise evidence from a range of sources to formulate recommendations for practice development/ change - Demonstrate critical reflection - Demonstrate commitment to lifelong learning and continual learning from experience Practice Based Learning Outcomes: - Demonstrate critical reflection and ability to modify care approach following reflection - Demonstrate effective decision-making and safe use of a range of equipment, procedures and interventions within clinical practice - Demonstrate understanding and ability in explaining the rationale for the provision of appropriate treatments - Demonstrate insightful, sensitive and effective communication skills - Undertake appropriate risk assessment and formulate an effective risk management plan - Demonstrate critical self-awareness in the forming and ending of the paramedic: patient relationship - Demonstrate an effective, respectful and compassionate approach in their relationships with patients, their relatives and carers - Demonstrate appropriate professional relationships with other members of the inter-professional healthcare team and within student peer group - Develop their own practice and that of others to support and enhance the patient experience through application of leadership, mentorship and peer support - Care for a range of people including those with long-term conditions, multiple co-morbidities and those requiring palliative and end of life care - Demonstrate understanding of the principles of managing multiple casualties and of major incident management - Assess and manage a range of patients effectively, demonstrating ability to prioritise appropriately and draw on support and advice as needed - Establish and maintain a safe practice environment complying with current health and safety and infection control requirements - Demonstrate the ability to assess, manage and refer the acutely ill patient appropriately Key Skills and Attributes: - Demonstrate effective use of IT - Demonstrate numeracy including drug calculations - Demonstrate effective information management including documentation and record keeping

16 - Demonstrate appropriate prioritisation, time management and selfmanagement of own workload - Demonstrate self-awareness and sensitivity including cultural awareness and competence - Develop ability to meet own learning needs using appropriate study skills - Be able to undertake effective oral and written presentations - Adaptability and flexibility in changing situations - Awareness of appropriate boundaries - Demonstrate insightful, sensitive and effective communication skills and selfmotivation - Critical reflection in practice - Effective role model - Effective team worker - Demonstrate initiative and enterprise - Demonstrate insightful, sensitive and compassionate practice - Effective interpersonal communication (emotional intelligence) - Lifelong learning and ability to learn from experience - Moral courage and integrity - Organization and self-management - Professional and ethical values and behaviours - Resilience when responding to unpredictable/challenging situations You are helped to achieve these aims and outcomes through the modules you study; each module contributes directly to the achievement of these outcomes which will direct and influence the content and assessments you undertake over the year.

17 6.0 CONTENT AND STRUCTURE 6.1 Key Features There will be a mixture of teacher-led and student-focused methods; experiential and active learning, simulation/role play and structured elearning workbooks and online resources and collaborative learning. Some subjects require you to develop an understanding of factual information, whilst other areas of the curriculum involve exploration of a number of different perspectives. The design for effective learning will include some lectures (but we use the flipped lecture and virtual classroom approach (see response to question c) earlier), seminars, workshops, experiential learning and case study formats. We will also introduce some carefully planned enquiry-based learning (EBL) to support the following: - Enquiry and research skills - Problem-solving - Presentation skills - Hypothesising and reasoning - Lifelong learning - Reflective practice - Contributing to the learning of others Learning will be organised into blocks integrating face to face sessions, skills simulation and scenario-based workshops and experiential learning with flexible and online learning supported by a range of software packages. These include: - SafeMedicate - online drug calculations and medicine management package to promote patient safety - Mastering A&P - online A&P resource which enables the development of bespoke learning packages, quizzes, and tests and can be linked to Blackboard analytics so students and the academic team can monitor student development and achievement - Clinicalskills.net - online skills support with evidence- this covers areas not included within the JRCALC guidelines and is regularly updated - Office 365/OneDrive - online cloud-based access to Word, PowerPoint, One Note etc. and a digital repository which will, amongst other things feed the student s online Portfolio. OneDrive is also used for collaborative group work as documents can be shared - this is currently being used in the BSc Paramedic Science programme for collaborative EBL works in small teams - Planet estream (University TV) - allows streaming of screencasts and video content into the Blackboard Virtual Learning Environment

18 6.2 Module Outlines Full module outlines can be accessed via evision Professional & Interprofessional Working in Out of Hospital Practice Aims: This is a long thin module which will run through the year of the programme. It is designed to support you in developing academic and study skills as well as exploring professional practice and interprofessional working. The aim is to ease your transition into higher education and provide you with a firm foundation for your level 5 studies. This module runs in parallel with other modules and will front-load study skills, reflective and evidence-based practice, professionalism, and legal/ethical aspects with frequent formative/developmental activities to provide constructive and regular feedback to students on their development and ease your transition into a higher education environment. The assessment strategy will be designed to ensure that the formative tasks and experiences form foundation stones towards the summative (assessed) elements of the programme and will be designed to facilitate you in playing to your strengths, in being real world assessments and diverse. Learning Outcomes: The learning objectives of this module are to: - Develop study skills and effective academic practice - Develop reflective practice and skills of lifelong learning - Enhance your interpersonal skills and insightfulness as a practitioner Leadership - Ability to critique evidence and apply this to practice - Explore professionalism and the law as applied to paramedic practice Assessment: Refer to your Assessment Handbook for further details Applied Paramedic Science and Interventions Aims: In between theory blocks which start on Tuesdays and are either 2 or 3 weeks in duration, we will provide you with structured resources to support your learning learning flipped/virtual classrooms and supported by a range of Blackboard tools and digital learning objects. This will mean you will undertake 75 hours of flexible learning, and make posts to your groups online discussion board as well as continuing work in small groups which will: - Consolidate your learning from the previous theory block - Feed forward and prepare you for the next block of theory The module hours also include practice of 225 hours. This module will front-load with relevant underpinning science applied to patient assessment, management, clinical decision-making and interventions.

19 Learning Outcomes: By the end of this module you will be able to: - Analyse and explain the relevance and application of pathophysiology, pharmacology, clinical and behavioural sciences to paramedic practice - Demonstrate critical appreciation of the role of the paramedic in relation to the total patient journey - Evaluate a range of approaches pain assessment and management and use this to inform effective patient management - Demonstrate application of in-depth knowledge of pertinent anatomy and physiology to the presenting illness - Problem-solve, demonstrating developing clinical reasoning, professional judgement and personal initiative - Demonstrate critical reflection and ability to modify care approach following Reflection - Demonstrate effective decision-making in initiating, the continuation and modification of treatment and the safe use of a range of equipment, procedures and interventions within clinical practice - Demonstrate understanding and ability in explaining the rationale for the provision of appropriate treatments and record these decisions appropriately - Demonstrate insightful, sensitive and effective written, verbal and non verbal communication skills. Assessment: Refer to your Assessment Handbook for further details Promoting Health & Long-term Conditions Aims: This module will explore the psychosocial basis of practice and patient presentations, focusing on vulnerable groups, people with long-term conditions, complex comorbidities and older people with frailty to prepare the student for practice in the local/regional demography. Learning Outcomes: By the end of this module you will be able to: - Demonstrate critical appreciation of the interaction between psychosocial aspects and patient presentation - Demonstrate critical awareness of the psychosocial effects of long-term illness and disability on the individual - Critically appraise appropriate evidence to enhance individualised personcantered - Analyse the causes and effects of loss and adjustment on the individual and the role of the paramedic in supporting the patient/ family Show awareness of own beliefs and their effects on others - Demonstrate critical reflection - Demonstrate commitment to lifelong learning and continual learning from experience - Demonstrate insightful, sensitive and effective written, verbal and non verbal communication skills

20 - Demonstrate critical self-awareness in the forming and ending of the paramedic: patient relationship - Demonstrate an effective, respectful and compassionate approach in their relationships with patients, their relatives and carers - Demonstrate appropriate professional relationships with other members of the inter-professional healthcare team and within student peer group - Recognise individual difference including culture, gender and antidiscriminatory practice Assessment: Refer to your Assessment Handbook for further details Enhanced Assessment, Decision-making & Interventions Aims: The module will build on previous clinical skills development as well as enhancing your underpinning knowledge related to critical care presentations and the range of services available to which patients may be admitted or referred when facing lifecritical care needs. Presentations will include acute and emergency assessment and management of sepsis, trauma, neurological, cardiorespiratory and metabolic. Key patient pathways and referral pathways will be explored. Learning outcomes: By the end of this module you will be able to: - Analyse and explain the relevance and application of pathophysiology, pharmacology, clinical and behavioural sciences to paramedic practice - Demonstrate in-depth appreciation of the range of services involved across pathways for patients with complex needs - Recognise, assess and manage critically unwell patients. This includes safety netting and making appropriate referrals - Apply relevant assessment skills to the critically ill patient (including carrying out relevant physical examination) which explores differential diagnosis when formulating a working diagnosis - Demonstrate application of in-depth knowledge of pertinent anatomy and physiology to the presenting illness - Interpretation of investigations relevant to paramedics: urinalysis, visual acuity, blood glucose - Initiate and contribute to strategies designed to improve health and monitor disease in individuals, using a wide range of skills e.g. decision-making, patient education, health promotion and assessment ( Making Every Contact Count ) - Use decision-making skills to promote the wellbeing of the patient or client and to refer on where appropriate with reference to relevant guidelines where appropriate. This includes ensuring confidentiality is maintained - Critically appraise evidence from a range of sources to formulate recommendations for practice development/ change - Demonstrate understanding and ability in explaining the rationale for the provision of appropriate treatments and record these decisions appropriately

21 - Demonstrate insightful, sensitive and effective written, verbal and non verbal communication skills - Undertake appropriate risk assessment and formulate an effective risk management plan justifying the decisions made and judgements used - Demonstrate critical self-awareness in the forming and ending of the paramedic: patient relationship - Demonstrate an effective, respectful and compassionate approach in their relationships with patients, their relatives and carers - Care for a range of people including those with long-term conditions, multiple co-morbidities and those requiring palliative and end of life care - Assess and manage a range of patients effectively, demonstrating ability to prioritise appropriately and draw on support and advice as needed - Establish and maintain a safe practice environment complying with current health and safety and infection control requirements - Demonstrate the ability to assess, manage and refer the ill patient appropriately, this includes the acute and non acute patient. Assessment: Refer to your Assessment Handbook for further details. 6.3 Assessments The full details of all theoretical assessments are given in your Assessments Handbook. There is a timetabled session at the beginning of each module where the Module Organiser will provide you with a full explanation of the rationale for summative and formative assessments, and explain what is required of you by the assessment and how to prepare for the assessments. You will be provided with a programme assessment submission schedule at the start of your programme. This will indicate when the summative assessments must be handed in. The programme will be designed with appropriate Level 5 outcomes for underpinning knowledge and understanding, attitudinal and professional aspects (mapped to the NHS Constitution) and the paramedic skills required to successfully meet the HCPC requirements. These outcomes will be measured in practice to the level of competence within the Practice Assessment Document (PAD) and within a range of valid assessments for example OSCEs, eportfolio evidence, oral/written examinations (including SafeMedicate drug calculations and medicine management), case studies/coursework. In order to prepare students (as with the BSc Paramedic Science Programme) there will be a well-planned formative assessment strategy enabling students to receive frequent and constructive feedback from a range of sources and methods. No student will be eligible to apply for HCPC registration unless they have met the standards required in all summative assessments of theory and practice.

22 The assessment will have three main stages: - Preliminary interview - Formative interview - Summative interview 6.4 Placements TABLE 5 Practice Hours Supervision Where/How 750 hours (in the spirit of the CoP curriculum guidance, 2014) 150 Supernumerary practice 165 (40% of nonsupernumerary hours) (60% of nonsupernumerary hours) Mentored Paramedic EEAST Direct Supervision, Paramedic Educator EEAST- Direct Supervision, Paramedic Educator/associate paramedic educator EEAST- Direct Supervision, Paramedic 150 hours (20% of 750) Supernumerary Placements external to EEAST 37.5 (5% of 750) Simulation Direct supernumerary learning 150 additional hours Qualified practitioner Gathering evidence towards formative and summative assessment Total Practice 900 Annual Leave 150 This is outside the curriculum hours During each block of theory at UEA we will prepare you for your practice placement experience in the practice element you will undertake during the relevant module You will need to read and refer to the Student Practice Education Handbook and your Practice Assessment Document (PAD) during your periods of practice based learning. We will prepare your paramedic educator and other paramedics in your hub so they understand their roles and what learning outcomes you will need to achieve. Each hub has a paramedic link lecturer attached who can support you and your educator and the practice team. When you are undertaking placements outside EEAST, the supervising practitioner will be prepared by the UEA team to support you and there will be an educational link from the wider HSC team to provide support to you and the practice team.

23 For all you need to know about practice education and communication and support networks- see the Practice Education Handbook. We will make sure you have preparation before you commence each placement. 6.5 Interprofessional Learning Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care (Centre for the Advancement of Interprofessional Education, 2002) The principal aim of IPL is to improve care delivery by developing knowledge, skills, attitudes and behaviour that facilitate effective interprofessional collaboration. Pre-registration IPL provides students across health and social care courses opportunities to work together at every level of their training. IPL1 (First Year) - Introduction to interprofessional team working In preparation for the IPL team working session first-year students will be required to investigate their own personality style and preferred role within a team by completing confidential, on-line questionnaires. This explores how individual behaviours and group dynamics can affect team performance. Teamwork session Students attend a two-hour session designed to demonstrate both effective and ineffective team working. Working in small, multi-professional groups, students complete different tasks involving all group members. Interprofessional role map Students view on-line interviews with health and social care professionals to find out more about the roles of each profession and how they interact in practice. Written assignment The written assignment for IPL1 requires students to consider what they have learnt from the different aspects. Students also consider their ongoing learning needs as future collaborative practitioners. Shadowing Prior to the second level of IPL (IPL2) students are asked to shadow a health or social care professional, different to their own profession, in the practice setting. Students will identify a professional during their placement who they will approach and complete a shadowing tasksheet to guide their observations. For more information about the interprofessional learning opportunities provided at UEA, please contact Dr Susanne Lindqvist.

24 6.6 Important information Attendance Policy Please refer to the Attendance and engagement policy available on the HSC Students: School and General Information Blackboard. The HCPC approved programme which you are studying requires completion of curricula hours for eligibility to apply to enter the register. Arrangements for making up time must be made with your Personal Adviser in liaison with your Course Director as part of an agreed academic plan in line with School and University policy Uniform Requirements You have already been proudly wearing the student paramedic uniform - please ensure that you follow the School s uniform guidance and EEAST s uniform policy as you will be representing both organisations whilst you are undertaking practice experience - copies of which you will be given Declaration of good character HCPC Completion Requirements: When you complete your programme, there is a process that you must follow in order to apply for entry to the HCPC register. We advise you to do this as soon as possible as if there is a delay of more than 6 months, there are additional requirements that must be met. Advice will be given by the programme team on the processes involved. Should you be prevented by illness from completing final examined/assessed elements of a taught scheme of study, the Board of Examiners, may recommend to the Vice-Chancellor that an alternative award be made. However in such cases the University would not confer an Aegrotat Award (except posthumously), but would confer an alternative exit award that did not carry any indication of potential eligibility for professional body registration. On completion of your programme, and prior to your registration on the Professional Register maintained by the Health and Care Professions Council (HCPC) the School will provide the HCPC with details of your satisfactory programme completion (theory and practice) and you will need to provide the HCPC with a Character and health self-declaration as required for professional registration. You should be aware that, at the end of your programme, the School will provide references to prospective employers and these will contain details of your unauthorised absence record, details of any disciplinary action taken by the School, comments on professional behaviour both in class and while on placement, and details of your final award Annual leave As employees of EEAST you have an allocation of 27 days of Annual Leave plus Bank Holidays. You may take 4 weeks (20 days) of Annual leave during the 44 weeks of this

25 full time programme. However this leave may not be taken during theory or protected placement time (this includes all supernumerary placement time, working directly with your mentor and non EAST placement or assessment blocks.) This means your course comprises 40 curriculum weeks. 7.0 USEFUL LINKS AND RESOURCES College of Paramedics (COP) Social Media Guidance (May 2015) Link to Past Examination Papers Health Development Agency Health Protection Agency Health Promotion Agency Journeys - 5 short videos focusing on clients with a learning disability and their key needs Paramedic Practice Emergency Medicine Journal Academic Emergency Medicine Healthcare Commission National Institute for Clinical Excellence National Electronic Library for Health Prodigy- good site for clinical guidelines Scottish Intercollegiate Guideline Network (SIGN) Health and Care Professions Council 2011: Professionalism in healthcare professions. Health and Care Professions Council 2012a: Standards of Proficiency Paramedics. Health and Care Professions Council 2012b: Standards of conduct, performance and ethics. Emergency Medicine Journal Journal of Paramedic Practice CPD modules: Reading and reviewing academic articles (March 2010) available as free taster CPD module Becoming a reflective practitioner: a framework for paramedics (January 2011)

26 Considering and applying pharmacokinetics (October 2012) Clinical leadership for paramedic practice (May 2013) Decision making for paramedic practice (May 2013) Pain management for paramedic practice (June 2012) Critical thinking for paramedic practice (July 2013) Preparing for University E: Journals: Academic Emergency Medicine Accident and Emergency Nursing Advances in Medical Education and Practice Archives of Disease in Childhood Education and Practice Bandolier -access via BMJ BMJ Case Reports BMJ Open BMJ Open Diabetes Research and Care BMJ Quality and Safety Clinical Evidence Critical Care Critical Care Research and Practice Emergency Medicine Journal Emergency Nurse Evidence-based Healthcare Evidence-based Healthcare and Public Health Evidence-based Medicine Health Service Journal (HSJ) International Journal of Evidence Based Coaching and Mentoring International Journal of Evidence-Based Healthcare Journal of Paramedic Practice Medical Education Medscape Mental Health Mental Health Practice Nurse Education in Practice Nurse Education Today Student BMJ Videos/video clips: Remember Me This is Me Evidence-based Medicine; An Oral History Video Websites and Toolkits: Significant Event Audit (EBP (2))

27 ent%c2%ac Paediatrics: Nordby, H. and Nohr, O. 2008: Communication and empathy in an emergency setting involving persons in crisis. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine. 16: FURTHER COURSE READING 8.1 Module 1 Bayley, H (2004) The good mentoring toolkit for healthcare. Oxford: Radcliffe. Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford: Open University Press Chia, S. and Harrison, D 2011: Tools for Continuing Professional Development. 2nd Edition. Quay Books Cottrell S (2011). Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd Edition. Basingstoke: Palgrave Macmillan Cottrell S (2013). The Study Skills Handbook. 4th Edition. Basingstoke: Palgrave Macmillan Dimond B 2011: Legal Aspects of Nursing and Healthcare. 6th Edition. Harlow: Pearson Education Edinburgh Napier University: June 2012: Leadership in Compassionate Care Final Report. Edinburgh Napier University/NHS Scotland Gill R 2011: Theory and Practice of Leadership. 2nd Edition. London: Sage Gopee, N (2011) Mentoring and Supervision in Healthcare, (2nd Ed) London: Sage Hewitt-Taylor, 2013: Understanding and Managing Change in Healthcare: A Step-by- Step Guide. London: Palgrave Macmillan

28 Silverman, J. Kurtz, S. and Draper, J. 2013: Skills for Communicating with Patients. 3rd Edition. Oxford: Radcliffe Publishing The texts cited on these pages are some books that you may wish to access during the course of the next three years. 8.2 Module Two Association of Ambulance Chief Executives/Joint Royal Colleges Ambulance Liaison Committee. 2013: UK Ambulance Services Clinical Practice Guidelines London: Class Publishing. Blaber, A. and Harris, G (Eds) 2011: Assessment Skills for Paramedics. Maidenhead: Open University Press. College of Paramedics. 2013: Nancy Caroline s Emergency Care in the Streets. UK Edition. 7th Ed. Jones and Bartlett. Fellows, S and Fellows, B. 2012: Paramedics from Street to Emergency Department: Case Book. Maidenhead: OUP/McGraw Hill. One of the following: Marieb, E. 2013: Essentials of Human Anatomy and Physiology. 10th Edition. San Francisco: Benjamin Cummings. (Paperback and Kindle editions available) Or Marieb, E. 2015: Essentials of Human Anatomy and Physiology. 11th Edition. San Francisco: Benjamin Cummings (not yet available) OR Marieb, E. and Hoehn K 2014: Human Anatomy and Physiology. Harlow: Pearson Education OR McCance, K. and Huether, S (2014) Pathophysiology: the Biologic Basis for Disease in Adults and Children. 7ed. St Louis: Elsevier/Mosby (Hardback and Kindle editions available) Plus a Pharmacology Text: Either Galbraith, A. Bullock, S Manias, E. Hunt, B and Richards, A. 2007: Fundamentals of Pharmacology: An applied approach for nursing and health. 2nd Edition. Harlow: Pearson Education OR Neal M.J. 2012: Medical Pharmacology at a Glance. 7th Edition. Wiley-Blackwell OR Rang, HP. Dale, M.D. Ritter, J.M. & Flower, R. (2011) Rang and Dale s Pharmacology 7th Ed. Edinburgh: Churchill Livingstone (Paperback and Kindle editions available) 8.3 Module Three Atherton H. Crickmore D. Evans J and Shanley E. Eds. 2011: Learning Disabilities Toward Inclusion. 6th Edition. Edinburgh: Elsevier/Churchill Livingstone