PARAMEDIC SCIENCE 2 - 2025/6

Module Overview

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.

Module provider

School of Health Sciences

Module Leader

GARDNER Joanna (Health Sci.)

Number of Credits: 0

ECTS Credits: 0

Framework: FHEQ Level 5

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

Module Availability

Crosses academic years

Prerequisites / Co-requisites

None

Module content

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).

 

 

Field specific

Content:

· 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

· Debriefing

· 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

· Traumatology

· Normal ‘abnorms’ and altered physiology

· Physical assessment

· Applied physiology to common conditions

· Applied pharmacology and medicine management

· Acute pain management

 

Skills

Venepuncture  and cannulation

Advanced Life Support (ALS,NLS and PALS)

Advanced airway manourveres

Assessment pattern

Alternative Assessment

None

Assessment Strategy

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

Feedback Mechanisms

• 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

Module aims

• 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.
  

Learning outcomes

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.

• Simulation


• Seminars


• 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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCR2001

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:

Students will explore the digital transformation of care, adopting new digital technology to reimagine 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.

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.

Employability:

Students are exposed to a wide range of employability opportunities that extend beyond the development of clinical / professional skills within practice placements. Short placements include Minor Injuries Unit/Prison Medical Care, Accident and Emergency department and Paediatrics.

Students will be required to demonstrate through their learning and assessment: the ability to source and to assess the accuracy and validity of various sources of information, exercise judgement over how knowledge is analysed, exploring the principles of decision making.

Opportunity for elective placement abroad or locally in the UK, the placement is at the choosing of the student themselves and allows them to explore area of particular interest to support their extramural development.

Global and cultural capabilities:

Students will be supported to continue develop their cultural competence to support the diverse range of communities engaging with services and play a vital role in improving health, preventing and treating diseases.

Students will be encouraged and supported to explore the current social landscape, social justice, ethical and legal and professional frameworks. The programme content and assessment tasks will require students to develop and demonstrate competence in incorporating relevant critical analyses to explore the evidence base to make evaluative judgements.

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.