Paramedic Science BSc (Hons) - 2024/5

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 6

Final award and programme/pathway title

BSc (Hons) Paramedic Science

Subsidiary award(s)

Award Title
Ord Health Care
DipHE Health Care
CertHE Health Care

Professional recognition

Health and Care Professions Council, the (HCPC)
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a paramedic.

College of Paramedics (CoP) endorse
Endorsed by College of Paramedics

Modes of study

Route code Credits and ECTS Credits
Full-time UTF10002 360 credits and 180 ECTS credits

QAA Subject benchmark statement (if applicable)

Paramedic science

Other internal and / or external reference points

N/A

Faculty and Department / School

Faculty of Health and Medical Sciences - School of Health Sciences

Programme Leader

ADLER Charlie (Health Sci.)

Date of production/revision of spec

17/07/2024

Educational aims of the programme

  • These aims have been derived from recommendations made by the College of Paramedics in the Curriculum Framework for Ambulance Education 5th Edition (2019).
  • Enable students to achieve the proficiencies as laid down by the Health and Care Professions Council (HCPC 2016)
  • Develop the students' knowledge and understanding of the principles of paramedic practice
  • Ensure that students demonstrate safe clinical practice and accuracy when working alone or as a member of a team
  • Ensure the students are prepared to examine and assess patients' acute and chronic conditions and to be able to record and evaluate an individual's full medical, social and familial history
  • Develop the students' understanding of research methodology, governance and clinical audit basing their practice on the best evidence available
  • Ensure the students are prepared to deliver care in a proficient, co-ordinated and confident manner
  • Develop the capacity to demonstrate accountability in use of professional judgement and clinical experience to recommend and instigate care plans, which are based on traditional or diverse routes of hospital treatment and or admission, to ensure specific patient needs are effectively met
  • Develop the students' ability to demonstrate leadership and clinical reasoning as a member of a multi-disciplinary team
  • Develop the capacity to evaluate their own performance and the performance of peers identifying strengths and weaknesses through reflection and mentorship

Programme learning outcomes

Attributes Developed Awards Ref.
Explore the importance of holistic care and assessment promoting individuals' rights, dignity, interests, preferences, beliefs and cultures; to develop an understanding of human identity using a person-centred approach. KCPT CertHE
Develop an understanding of personal and professional values and behaviour in accordance with relevant professional codes. KCPT CertHE
Demonstrate an understanding of effective communication skills including overcoming barriers and the use of strategies to support the practitioner¿s approach in practice. KCPT CertHE
Develop an awareness of how an individual's health is affected by their psychological wellbeing, economic and social/ cultural circumstances. KCPT CertHE
Identify principles and concepts of legal and ethical frameworks and policy to inform professional care delivery, research and evidence-based practice, including moral and ethical dilemmas. KCPT CertHE
Apply an understanding of normal physiology and body functioning to inform assessment, decision making and interventions (including pharmacology and medications management). KCPT CertHE
Effectively retrieve information and discuss the importance of evidence to inform practice, identify the differing values of evidence and the importance of recognising ¿uncertainty' in evidence KCPT CertHE
Consider the purpose of research and how it contributes to improving health and wellbeing; by developing an understanding of the different types of research and the terminology used within qualitative and quantitative approaches. KCPT CertHE
Demonstrate ability in a range of clinical skills in simulated and clinical environments utilising health care technology. KCPT CertHE, DipHE
Develop effective team working incorporating safe and professional communication; acknowledging the challenges and importance of inter professional and interagency working when delivering care across the lifespan KCPT CertHE, DipHE
Develop an understanding of the need rationale for, an evidence bases to underpin decision-making and problem-solving in practice. KCPT CertHE, DipHE
Identify the principles of risk assessment in maintaining and promoting patient safety. KCP CertHE, DipHE
Demonstrate an understanding of public health and wellbeing, and public health priorities for different individuals, groups and communities and develop communication and strategies to promote health. KCPT CertHE
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-centred approach. KCPT CertHE, DipHE
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 CertHE, DipHE
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. KCPT CertHE, DipHE, BSc (Hons)
Applies knowledge to identify solutions for ongoing care and co-existing health needs, that considers psychological wellbeing, economic and social/cultural circumstances. KCP CertHE, DipHE, BSc (Hons)
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 CertHE, DipHE, BSc (Hons)
Identify and analyse knowledge of anatomy and physiology of body systems across the lifespan when assessing, planning and delivery care interventions. KCP CertHE, DipHE, BSc (Hons)
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 CertHE, DipHE, BSc (Hons)
Evaluate and apply evidence to inform practice, utilising different types of evidence including research, policy and governance frameworks. KCP CertHE, DipHE, BSc (Hons)
Apply evidence to health care interventions and the evaluation of health care provision to ensure the use of evidence to improve person-centred care. KCPT CertHE, DipHE, BSc (Hons)
Analyse a range of research methodologies to inform the development of professional knowledge and skills. KCPT CertHE, DipHE
Demonstrate ability in a range of relevant clinical skills in simulated and clinical environments utilising health care technology. KCPT CertHE, DipHE
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 centred care. KCPT CertHE, DipHE
Build partnerships and therapeutic relationships with service users, carers, families and other professionals to ensure safe, effective and non-discriminatory care. KCPT CertHE, DipHE
Apply the knowledge from an evidence base to underpin a person-centred approach to shared assessment, planning and decision making when working with service users, carers, families and other professionals. KCPT CertHE, DipHE
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 centred care across the lifespan. KCPT CertHE, DipHE
Demonstrate the importance of safe practice and an understanding of risk management strategies, local and national guidelines across a range of clinical environments KCPT CertHE, DipHE
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. KCPT CertHE, DipHE, BSc (Hons)
Practice as autonomous and accountable practitioners be responsible for the delivery of holistic care and assessment promoting individuals' rights, dignity, interests, preferences, beliefs and cultures, developing an understanding of human identity using a person-centred approach. KCPT CertHE, DipHE, BSc (Hons)
Act in accordance with relevant professional codes, legal and ethical frameworks and policy to deliver care in an evidence-based approach, recognising and reporting any situations, behaviours or errors that could lead to poor care outcomes. KCPT CertHE, DipHE, BSc (Hons)
Critically evaluate own practice and identify areas of personal and professional development demonstrating learning from experience, feedback and reflection. KCPT CertHE, DipHE, Ord, BSc (Hons)
Communicate safely and effectively when working across health and social care environments, to build relationships and in partnership with service users, carers and families and other professionals and agencies to promote person centred-care. KCPT CertHE, DipHE, BSc (Hons)
Applies knowledge, synthesises ideas and evidence to generate solutions in planned and uncertain situations across a range of health care environments. KCPT CertHE, DipHE, BSc (Hons)
Applies knowledge to identify solutions for ongoing care and co-existing health needs, that considers psychological wellbeing, economic and social/cultural circumstances. KCPT CertHE, DipHE, BSc (Hons)
Work innovatively and act as change agents using leadership skills to challenge practice to enhance people¿s wellbeing and experience of health care. KCPT CertHE, DipHE, BSc (Hons)
Practice autonomously and be responsible for the delivery of care utilising an evidence-based approach to assess, plan and deliver care interventions across a range of clinical environments for both planned and emergency care. KCPT CertHE, DipHE, BSc (Hons)
Critically appraise and apply evidence to deliver health care interventions and develop practice to improve person centred-care, peoples¿ experiences of care and shape future care provision. KCPT CertHE, DipHE, BSc (Hons)
Interact effectively within a team and demonstrate the ability to take the lead in coordinating, delegating and supervising care whilst remaining accountable for care given. KCPT CertHE, DipHE, BSc (Hons)
Demonstrate the importance of safe practice and an understanding of risk management strategies, local and national guidelines across a range of clinical environments. KCPT CertHE, DipHE, BSc (Hons)
Utilise effective communication strategies to promote health and enable people to make informed choices about their care to manage health, life choices, illness and prevent ill health. KCPT CertHE, DipHE, BSc (Hons)
Demonstrate a deep understanding and knowledge of applied pharmacology and effective medicines management. KCP CertHE, DipHE, BSc (Hons)

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Full-time

This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6).
Possible exit awards include:
- Bachelor's Degree (Ordinary) (300 credits)
- Diploma of Higher Education (240 credits)
- Certificate of Higher Education (120 credits)

Parts of this programme may be studied outside of the standard University structure and may be subject to professional body requirements.

For students to progress they must achieve a minimum average of 40% and have completed all 120 credits at FHEQ levels 4, 5 and 6.

On successful completion of the BSc (Hons) Paramedic Science, students may apply for registration with the Health and Care Professional Council as a Registered Paramedic.

Programme Adjustments (if applicable)

N/A

Modules

Year 1 - FHEQ Level 4

Module code Module title Status Credits Semester
HCR1001 PARAMEDIC SCIENCE 1 Core 0 Cross Year

Module Selection for Year 1 - FHEQ Level 4

NA

Year 2 - FHEQ Level 5

Module code Module title Status Credits Semester
HCR2001 PARAMEDIC SCIENCE 2 Core 0 Cross Year

Module Selection for Year 2 - FHEQ Level 5

NA

Year 3 - FHEQ Level 6

Module code Module title Status Credits Semester
HCR3021 PARAMEDIC SCIENCE 3 Core 0 Cross Year

Module Selection for Year 3 - FHEQ Level 6

NA

Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics Y
Professional Training Year (PTY) N
Placement(s) (study or work that are not part of PTY) Y Yes
Clinical Placement(s) (that are not part of the PTY scheme) Y Yes
Study exchange (Level 5) N
Dual degree N

Other information

This programme is studied full-time over three academic years which provides students with the opportunity to accrue 1775 hours of theory and a minimum of 1579 hours of practice learning.

The school/department of Faculty of health and Medical Sciences Health Sciences, Paramedic Science programme is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This programme is designed to allow students to develop knowledge, skills, and capabilities in the following areas:

Digital capabilities: The digital future is already transforming the way healthcare is delivered, so it is essential that students are involved in the digital transformation of health care as future healthcare practitioners. Students will evaluate the digital transformation of care, having opportunities to engage with digital technology to support healthcare leading to a cultural transformation and the democratisation of care to improve health outcomes, lowering cost of care and improving the human care experience. Through the development of recommendations for further research and potential changes to guidelines that inform clinical practice. Students are also required to develop and evidence proficiency in effectively utilising general digital search tools and specialist online health science databases as part of their research and study throughout their degree. They will be supported in reaching such proficiency with ongoing learning and guidance from the school and from the University whilst demonstrating the ability to undertake a substantive project with independent study.
Employability: Students undertake practice placement each year, with an expectation that their knowledge and skills in practice increases as students¿ progress through the levels of study, reflected in the proficiencies contained with each practice assessment document. Students are enrolled on a validated professional course and are educated in line with regulated standards preparing them with the interpersonal and professional skills to enter the register and employment at the end of their course. Through evidence based and problem-based learning supported by digital literacy, students are supported to develop the professional skills and resilience necessary for the changing nature of work. They engage in real-world problems to increase the students¿ agency to work effectively in a team and independently to prepare students for the world of work. prepare students for a range of career opportunities.¿ Assessments are designed to replicate the demands and circumstances of modern professional practice and the programme seeks to complement and scaffold students professional outlook and application through the provision of comprehensive clinical activities and other specialist activities such as change agency and reflective practice. Clinical Placements provide the opportunity for students to build connections and relationships that will impact on their future employability and career development to transition into an autonomous practitioner. Placement opportunities reflect the changing healthcare environments, beyond the scope of the ambulance, working within settings such as general practice and community and acute care. In addition to this there is an opportunity to engage in an elective in year 2. This is a student led initiative with the aim of encouraging students to work in an area of personal interest, which results in personal and professional self-development. Students may choose to spend time abroad, which increases their appreciation of global health issues and enables them to experience health care in other cultures. The final year placement provides the opportunity to develop and evidence their leadership and decision-making skills as they prepare to enter the professional world as registrants. Alongside this all students are offered the opportunity to develop their skills in CV writing, interview skills, and the application process to assist in bridging the transition between study and employment.

Global and cultural capabilities: To improve health care delivery and outcomes, paramedics must develop the cultural competence to support people from diverse cultures. Public and global health are key threads throughout this programme with a view to improving the health behaviours of the community, identifying cultural factors affecting health behaviour and recognising the health care services which are needed. programme content incorporates perspectives and practices from a range of cultures; through conversations around culture, appreciation, and appropriation students are encouraged to diversify their knowledge and reflect on different experiences; through peer-to-peer learning students are encouraged to share and learn from each other¿s personal and cultural knowledge and perspectives. This will support the development of cultural competence to support the diverse range of communities engaging with services and play a vital role in improving health, preventing, and treating diseases.

Within the programme students are encouraged and supported to explore the current social landscape, social justice, ethical and legal and professional frameworks. The programme content and assessment tasks require students to develop and demonstrate competence in incorporating relevant critical analyses to explore the evidence base to make evaluative judgement. Students are supported to develop cultural sensitivity which relates to the importance of respect, trust, and empathy in therapeutic relationships. This is congruent with their role in promoting cultural awareness when working with colleagues in practice and challenge their own and for others thinking to advocate for service-users, relatives, carers, and key stakeholders.

Resourcefulness and Resilience: Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to unforeseen circumstances throughout the programme within their university learning and within the clinical placement environment.¿ This is fundamental to the development of effective and safe health care professionals. Scenario based examples are used to develop students¿ ability to respond effectively to changing situations.¿ These skills are tested through formative and summative assessments.¿.¿ An integrated programmatic approach and scaffolding helps with both the development of knowledge throughout the academic year and programme and highlights the importance of assessment for learning in the journey of the student.¿

Students are supported to engage with wellbeing services and are encouraged to foster resilience through peer support. This is integrated within the curriculum in year one. In the ever-changing world resilience skills sustain themselves in challenging and difficult working climates. Within the School of Health Sciences all students are supported by the ¿use of Schwartz rounds. The rounds provide an opportunity for healthcare students to attend a facilitated and confidential forum in which both clinical practice and University experiences can be discussed and reflected on. There is an emphasis on the creation of a compassionate community amongst students, through understanding of emotional resonance and the eschewing of problem-solving strategies.

Sustainability: We have a philosophy which aims to create the future healthcare workforce, which is not only fit for today, but which is also future proofed through consideration of an ever-changing healthcare landscape. Students will focus on global challenges of our era that are the focus of current policy processes to develop the necessary social skill as global citizens by focusing on social issue (e.g., increase of uptake of vaccines) from the perspective of diverse target audience.¿
Healthcare resources are finite, and this programme explores the role of health promotion in providing service users with information to make good choices regarding health behaviours.¿ Ethical leadership for sustainable care practices will give learners the knowledge and skills to compassionately address current inequalities and maximize long term outcomes which may positively impact on their own and the world¿s care practices.¿

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

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.