PARAMEDIC SCIENCE 2 - 2024/5
Module code: HCR2001
This module provides a sequential and integrated learning experience using theory and practice, by a spiraling of content that supports student development. Students will be supported to apply their knowledge of altered physiology and body functioning to commonly encountered mental, physical, behavioural and cognitive health conditions. There will be a focus on management of increased complexity in patient care, with placement experiences that support and reflect the learning within university learning blocks. Students will have an opportunity to consider the wider scope of leadership innovation and change management and its impact on teams and care provision.
Practice within simulation and placement will enable students to further develop clinical competencies and assessment and decision-making skills, focusing on the management of complexity within holistic scenarios.
School of Health Sciences
DOWNS Simon (Health Sci.)
Number of Credits: 0
ECTS Credits: 0
Framework: FHEQ Level 5
Module cap (Maximum number of students): 80
Overall student workload
Clinical Placement Hours: 500
Independent Learning Hours: 200
Seminar Hours: 200
Tutorial Hours: 30
Practical/Performance Hours: 100
Prerequisites / Co-requisites
Shared across field
- Understand, research, analyse and synthesise evidence to inform an innovative solution to practice.
- Team working and leadership styles including underpinning theories.
- Reflective learning strategies to evaluate own practice and develop accordingly.
- Service redesign and change management including the role of service users and carers in development of services, influencing and negotiating skills and managing resources – time, people, finances.
- Mental and physical health comorbidities and interactions in a social context across the lifespan drawing upon evidence to support understanding.
- The interaction between cognitive abilities and disabilities, mental health and physical well–being.
- Service user and carer focused approach to understanding and relieving psychological and physical distress.
- Range of interventions and evidence to inform a choice of strategies for managing effective, holistic delivery of care, taking account of ethical issues associated with care.
- Furthering knowledge about medication management including more complex delivery methods and medication interaction.
- The benefits and challenges of interdisciplinary and interagency working and communication strategies, including looking after own emotional wellbeing (Mental Health First Aid).
· Physical System Assessment
· Skills in decision making
· Appraisal of physical and mental health settings
· Interdisciplinary relationships
· Evidenced based care planning and interventions
· Applied phramacology and Medicines Management
· National Policy and Care Drivers
· Personal health and wellbeing
· Long term conditions and diagnoses
· Common Child and Adolescent health conditions
· Psychosocial interventions- including solution focused, motivational interviewing
· Obstetrics- physiology and normal birth
· Applied Pharmacology
· Trauma presentations and assessment
· Considerations with the deteriorating patient
· Progressive disease, frailty, palliation and end of life care
· Acute mental health presentations, self-harm and suicide
· Normal ‘abnorms’ and altered physiology
· Physical assessment
· Applied physiology to common conditions
· Applied pharmacology and medicine management
· Acute pain management
Venepuncture and cannulation
Advanced Life Support (ALS,NLS and PALS)
Advanced airway manourveres
|Assessment type||Unit of assessment||Weighting|
|Pass/Fail competencies||Paramedic Science 2 (120 Credits)||Pass/Fail|
The assessment strategy is designed to provide students with the opportunity to demonstrate an understanding. This will be alongside the practice-based competencies, within the practice assessment document in order to achieve the criteria set by the Health and Care Professions Council (HCPC) Standards of Proficiency (2016) and College of Paramedics Curriculum Guidance 5th Edition (2019).
Thus, the summative assessment for this module consists of:
- Evidence Enquiry (2 pieces of primary research, critically appraised and significance for practice explored) – 3000 words
- LTC case scenario - write about decision-making, care/treatment plan (3000 words)
- OSCE / viva
- Safe Medicate pharmacology exam
- Completion Practice Assessment Document requirements
- Written clinical account 1000 words
Formative assessment compulsory elements
Formative feedback via surrey learn
- Formative 1 - Service user needs with a long-term condition – 500 words
- Formative 2 – EE- article checking and significance discussion (peer supported)
- Formative 3- Think out loud activity, online
- Formative 4- Written submission of scenario-based decision making
Additional formative activities
- Self-tests (Applied A&P)
- Think out loud activity
- Simulation with actors
- Reflective learning journal
- Safe medicate tests- applied pharmacology
- Continuous feedback from teaching fellows & actors within university learning blocks
- Continuous feedback from practice, whilst on placement learning blocks
- Online feedback
- Peer feedback
- Personal tutor feedback
- Service user and carer feedback
- To enable students to assess and apply knowledge of altered physiology and body functioning to commonly encountered mental, physical, behavioural and cognitive health conditions; to inform clinical assessment, decision making and interventions (including pharmacology and medications management).
- Students will have an opportunity to consider the wider scope of leadership innovation and change management and its impact on care on teams and care provision.
- Enable students to explore the relationships between physical and mental health in order to effectively implement holistic care develop the knowledge, skills and understanding of the management of long term condtions within different healthcare contexts.
- Consider the impact on the person, their family and how to actively support and empower self care. Explore the concept of empowerment and its application to contemporary adult health care practice.
- Enable students to develop academic skills to source and critically analyse evidence from a variety of sources.
|001||Understand and evaluate the principles of holistic care and assessment promoting individuals' rights, dignity, interests, preferences, beliefs and cultures, developing an understanding of human identity using a person-centered approach.||KCPT|
|002||Demonstrate personal and professional values and behaviour in accordance with relevant professional codes including taking responsibility for seeking and responding to feedback to develop professional knowledge and skills.||KCPT|
|003||Demonstrate the knowledge and ability to effectively communicate and contribute to healthcare practice utilising a range of strategies with colleagues and people across the lifespan.||KCP|
|004||Applies knowledge to identify solutions for ongoing care and co-existing health needs, that considers psychological wellbeing, economic and social/cultural circumstances.||KCP|
|005||Act with an understanding of legal and ethical frameworks and policy to inform professional care delivery and evidence-based practice, recognising and reporting any situations, behaviours or errors that could lead to poor care.||KCP|
|006||Identify and analyse knowledge of anatomy and physiology of body systems across the lifespan when assessing, planning and delivery care interventions.||KCP|
|007||Apply knowledge of altered physiology and body functioning to commonly encountered mental, physical, behavioural and cognitive health conditions to inform clinical assessment, decision making and interventions (including pharmacology and medications management).||KCP|
|008||Evaluate and apply evidence to inform practice, utilising different types of evidence including research, policy and governance frameworks.||KCP|
|009||Apply evidence to health care interventions and the evaluation of health care provision to ensure the use of evidence to improve person-centred care.||KCP|
|010||Analyse a range of research methodologies to inform the development of professional knowledge and skills.||KCP|
|011||Demonstrate ability in a range of relevant clinical skills in simulated and clinical environments utilising health care technology.||KCP|
|012||Demonstrate the ability to interact effectively and reflect upon your role within a team, understanding the principles of leadership, human factors and strength-based approaches when working in teams to safely and effectively deliver person centered care.||KCPT|
|013||Build partnerships and therapeutic relationships with service users, carers, families and other professionals to ensure safe, effective and non-discriminatory care.||KCP|
|014||Apply the knowledge from an evidence base to underpin a person-centered approach to shared assessment, planning and decision making when working with service users, carers, families and other professionals.||KCPT|
|015||Understand the need to evaluate the effectiveness of care using an evidence base, by self or others, and understand appropriate quality improvement strategies and methodologies to enhance person centered care across the lifespan.||KCP|
|016||Demonstrate the importance of safe practice and an understanding of risk management strategies, local and national guidelines across a range of clinical environments.||KCP|
|017||Apply an understanding of public health within practice to support and enable people to make informed choices about their care to manage health, life choices, illness and care.||KCP|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
This module provides a sequential and integrated learning experience using theory and practice, by a spiraling of content that supports student development. There will be a focus on management of increased complexity in patient care, with placement experiences that support reflect the learning within the university learning blocks. Students will have an opportunity to consider the wider scope of leadership innovation and change management and its impact on care on teams and care provision.
Practice within simulation and placement will enable students to further develop clinical proficiencies alongside assessment and decision-making skills, focusing on the management and evaluation of complexity within holistic scenarios within different care environments.
- Online – self-test / additional learning materials / discussion boards / student forums
- Classroom discussions
- Student-led seminars a
- Problem based learning
- Case studies / scenarios
- Experiential learning
- practice placement experience
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: HCR2001
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.