| Effective Term: | 2026/05 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Paramedic Work Integrated Learning 1 |
| Unit ID: | HCPAR6902 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | (HCPAR5001 and HCPAR5011) |
| Exclusion(s): | Nil |
| ASCED: | 069905 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to advanced clinical practice within operational ambulance and emergency health settings. Students undertake the placement in a supernumerary capacity, with learning experiences occurring under the supervision and direction of service-nominated Paramedic crews at approved placement locations. When it is assessed as safe, appropriate, and within the student’s level of competence, students may be provided with supervised opportunities to practise skills and participate in general patient care activities at a level commensurate with their training. Students will be required to maintain a focus on professional practice, including consistent respectful communication with stakeholders, effective teamwork, and accurate documentation in line with service expectations. Throughout the placement, students apply relevant policies, procedures, guidelines, and legislation to the governance of pre-hospital patient care, while demonstrating awareness of paramedics’ rights and responsibilities in the clinical environment. The unit includes structured learning and assessment through clinical logbook entries and a reflective journal, allowing students to evaluate their contribution to each placement experience and engage in critical reflection to inform performance improvement and enhance learning outcomes. Placement requirements include completion across both rural and metropolitan ambulance contexts, enabling students to compare and contrast service delivery, health influences, challenges, and patient/community expectations. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | Yes - 10 days |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| Skills: |
| Application of knowledge and skills: |
| Other outcomes: |
| O1. | Describe the historical and organizational aspects of paramedicine and how this affects paramedics working in the emergency health field. |
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| O2. | Compare and contrast rural and metropolitan ambulance services in particular health influences, challenges and patient/community expectations. |
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| O3. | Apply policies, procedures, guidelines, and relevant legislation to the governance of pre-hospital patient care, and explain paramedics’ rights and responsibilities in that context |
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| O4. | Demonstrate professional behaviours and communication practices consistently during clinical placement, including respectful stakeholder communication, documentation practices, and teamwork. |
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| O5. | Evaluate your contribution to each placement experience and develop reflective practice/journaling to improve performance and enhance learning outcomes. |
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| Unit Content: |
Students are at all times expected to undertake placement duties under the direct supervision of a qualified Ambulance Paramedic. Regardless of previous experience, unless extraordinarily extenuating circumstances exist, this supervision requirement is considered without exception. Under normal circumstances, students are not permitted to perform any procedure outside of the student’s current “scope of practice”, based on their assessed skill set. This ensures placement activities remain aligned with curriculum learning progression and patient and workforce safety requirements. Clinical placement component: - Clinical placement supervision and scope
- Clinical practice in diverse contexts
- Rural and metropolitan service comparison
- Governance, legislation, policies, and rights/responsibilities
- Professional behaviour and communication
- Reflective practice and placement evaluation
- Principles and practice over a range of clinical applications, including specific skills for management of Trauma and Medical patients in the pre-hospital setting
- Pharmacology relevant to applicable Clinical Practice Guidelines, including medication calculation and administration
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Y - Present | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Y - Present | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Y - Present | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Y - Present | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Y - Present |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
1, 3, 4 |
Clinical Critique: Part A: Short video about transition from Nursing to Paramedicine; identify similarities and differences. Part B: Video presentation on what you found different and why, and develop strategies to address challenges |
Video presentations |
40-50% |
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| 2. |
2, 3, 4, 5 |
Case reflective critique: Students complete a brief case reflective critique for four clinical cases from placement (and/or intensive blocks), analysing what occurred and identifying actions for improved future practice |
Case Study Reflections |
40-50% |
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| 3. |
3, 4, 5 |
Clinical Placement with approved pre hospital emergency ambulance service (Ambulance Victoria). Evidenced by completed Paramedic Clinical Placement Booklet. |
Clinical Placement evidenced by Paramedic Clinical Placement Booklet |
S/U |
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