PARAMEDIC SCIENCE 1 - 2025/6

Module Overview

This module is a year-long module for Paramedic Science that integrates theory and practice within university learning blocks and placement learning blocks, sitting alongside and integrating with the three nursing disciplines. It offers a sequential learning experience that enables students to build and develop knowledge skills and behaviours required to deliver evidence-based person-centered care. This will enable the students to start demonstrating professional values, understanding how dignity and respect influence patient interaction in accordance with their code of conduct. It will introduce them to a range of assessment skills within a simulated environment utilising health care equipment and will enable them to explore team working and problem-solving skills using effective professional communication using series of dynamic learning experiences.
Paramedic Science students will experience interprofessional learning together with midwifery and all three-nursing field undergraduate students. Throughout the year with distinctive, weekly opportunities in the theory blocks for students to develop professional identity and allow further focus on field specific elements of the programme.

Module provider

School of Health Sciences

Module Leader

BURCH Chloe (Health Sci.)

Number of Credits: 0

ECTS Credits: 0

Framework: FHEQ Level 4

Module cap (Maximum number of students): N/A

Module Availability

Crosses academic years

Prerequisites / Co-requisites

None

Module content

• The structure and functions of the body systems


• Key concepts of anatomy and physiology of human body


• Understanding of physiological measurements in clinical practice


• Physical assessment (A-E)


• Holistic assessment in relation to one’s own practice


• Team working, and problem-solving skills


• Safe and effective professional communication


• Inter professional and interagency working


• Evidence base underpinning clinical decision-making and clinical practice


• Risk assessment and the role it plays in maintaining patient safety


• Safeguarding Vulnerable People


• Professional Codes of Conduct


• Professional values, dignity and respect


• Theories and Philosophies of Caring & caring in the professional context


• Health Care Ethics Part 1


• Ethical issues associated with health promotion


• The Service Users’ Perspective


• Management of Stress


• Introduction to Research & Evidence Based Practice


• Literature Searching


• Health promotion across the lifespan


• The Principles and Priorities of Public Health including current legislation and policy in relation to identified areas of health need and inequalities


• The social determinates of health, illness and health inequalities


• Health Promotion and behaviour change


• Motivation and empowerment tools and strategies in relation behaviour change models


• Introduction to end of life care

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity demonstrate an understanding of person-centered care, communication and assessment skills. Demonstrate an understanding of the underpinning physical and psychosocial concepts which promote health and wellbeing within a range of social and healthcare  contexts. Demonstrate the ability to consider evidence for practice.

This will be alongside the practice-based proficiencies, within the practice assessment document 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:

• Summative 1   Annotated Bibliography 3000 words


• Summative 2   Case Study part 1       1500 words


• Summative 3   Case Study part 2       1500 words


• Summative 4   OSCE / Viva


• Summative 5   Practice Portfolio


• Summative 6 Written clinical account: 1000 words

• Formative feedback will be provided via surrey learn:


• Case Study A&P care 


• Annotated bibliography (500 words)


• Case Study communication & DM (500 words)


• Viva/OSCE


• Safe Medicate – x6 (yearlong)

• Self-tests

• Safe medicate


• Anatomy & physiology

• Think out loud activity- decisions in practice


• Simulation with actors (communication)


• Reflective learning journal

• Continuous feedback from teaching fellows & actors within university learning blocks


• Peer feedback within university learning blocks (simulation and theory)


• Continuous feedback from practice whilst on placement learning blocks


• Online feedback


• Tutorials

Module aims

• To introduce and engage students with a range of learning experiences using simulation, research and evidence within the context of professional practice. There will be a focus on person centred holistic care, and an introduction to public health and health promotion across the lifespan. By utilising the experiences of service users¿, students will be prepared to consider the emotional, physical and psychological needs of people; acknowledging diversity within the population.
  
• Support students in developing an understanding of the underpinning physical and psychosocial concepts which promote health and wellbeing within a range of social and healthcare contexts.
  
• Enable students to develop an understanding of normal physiology and body functioning to inform assessment and decision making (including pharmacology and medications management).
  
• Develop students to understanding of the relationship between research and evidence-based practice by exploring what research is and where knowledge comes from. This will enable students to understand the role evidence plays within and construction of evidence-based practice in the context of health, care and well-being.
  

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy are designed to:

 

This module provides a sequential and integrated learning experience using theory and practice, by a spiraling of content that supports student development. A scaffolding of fundamental skills and professional practice which are developed using simulation in semester 1 & 2 and then within placement learning blocks.

 

The underpinning theory draws on Dewey, Bruner, Watson and Schön, integrating patient centered experiential learning, reinforced by repetition, theory and reflection. The simulated practice includes but is not defined by clinical skills/proficiencies; instead it incorporates the learning of assessment and associated skills into holistic scenarios of varying complexity.

• Simulation


• Seminars


• Online – self-test / additional learning materials / discussion boards / student forums/ MOOC


• Classroom discussions


• Student-led seminars


• 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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCR1001

Other information

_{The School of 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 module 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, it is essential that students are involved in the digital transformation of health care as future healthcare practitioners. They will develop an awareness of the role of digital technology in knowledge production, highlighting to students their rights and responsibilities as citizens and future healthcare professionals.  Students are shown how to use a wide range of on-line and stand-alone digitally-enabled and industry-standard tools and portals which provide information, make services more efficient and improve patient outcomes. They are introduced to the ethics and challenges of data and artificial intelligence which are rapidly changing the way we interact with study, placement and policies.}

_{Employability}

_{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.}

_{Global and cultural capabilities}

_{In order to improve health care delivery and outcomes, HCPs must develop the cultural competence to support people from diverse cultures. Public and global health are key threads throughout this module with a view to improve the health behaviours of the community, identify cultural factors affecting health behaviour and recognize the health care services which are needed.  Module 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.}

_{Resourcefulness and Resilience}

_{Students are guided to develop the ability to reflect, evaluate, adapt, and respond flexibly to unforeseen circumstances throughout the module and in the clinical environment.  This pillar is fundamental to the development of effective and safe health 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 and in the clinical environment.  Students are supported to engage with Wellbeing services and are encouraged to foster resilience through peer support.  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.  In the ever changing world resilience skills sustain themselves in challenging and difficult working climates.}

_{Sustainability}

_{Healthcare resources are finite and this module will explore the role of health promotion in providing service users with information to make good choices regarding health behaviours.  This 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 sustainable development.  We have a philosophy which aims to create the future healthcare workforce which is 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.}

Programmes this module appears in

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 2025/6 academic year.