| Effective Term: | 2025/02 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Community, Paramedic Culture and Practice 1 |
| Unit ID: | HCPAR5021 |
| 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, in conjunction with HCPAR5001 (Clinical Paramedicine 1) and HCPAR5011 Paramedic Clinical Diagnostics 1) aims to encourage students to think critically about the many aspects of community health and the role that the paramedic plays in this. This online unit provides students with the opportunity to communicate with teaching staff and fellow students throughout the semester using Moodle (on line learning environment) as the student’s virtual classroom. Students are expected to analyse issues/situations and literature in relation to the culture and context of paramedicine. Specifically students will be asked to explore and develop their understanding of ambulance service delivery models. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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: |
| K1. | Analyse the community’s understanding and perceptions of pre hospital care and investigate the expectations that are held towards such a service. |
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| K2. | Appraise the role of paramedics as community educators and explore expanded roles and contexts that paramedic operate within. |
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| K3. | Evaluate the Australian healthcare system with a particular focus on pre hospital care and the role of the paramedic within this system. |
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| K4. | Hypothesize the future direction of paramedicine in light of multi – skilled employees within the profession. |
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| K5. | Analyse history related Aboriginal and Torres Strait Islander communities |
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| K6. | Develop an understanding of the impacts that social and cultural factors have on the determinants of health. |
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| Skills: |
| S1. | Critically analyse factors that influence the delivery of high quality pre hospital care within Australia. |
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| S2. | Critique research methods and examine current research data with an understanding of how this may influence change to current practice. |
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| Application of knowledge and skills: |
| A1. | Articulate the importance of advancing paramedicine as a profession through participation in research and continued evaluation of own practices making modifications to improve outcomes as required. |
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| A2. | Justify the principles, applications and need for quality control and quality assurance within paramedic practice through ongoing critical self-reflection. |
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| A3. | Demonstrate professional autonomy and accountability operating within a supported framework of evidenced based practice. |
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| A4. | Demonstrate an understanding of cultural safety, particularly in relation to Aboriginal and Torres Strait Islander people. |
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| A5. | Demonstrate an understanding of the of the Professional Capabilities for Registered Paramedics (Paramedicine Board of Australia). |
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| Unit Content: |
•This unit is designed to build upon and extend your knowledge and skills, and to introduce and develop interest and competence:
•The role of Ambulance and pre hospital care within the extended healthcare system of Australia.
•The development and advancement of paramedicine as a profession through reflection and research.
•The significance of research within evidenced based practice and the paramedic’s role within this.
•Reviewing community expectations and perceptions and how the role of paramedic extends beyond a pure clinical based job.
•Identification of areas of service that require improvement and ideas of how improvement could be achieved.
•Discussion of areas of controversy within the profession and debate the need for change.
•Discussion of the external factors that influence the delivery of care within the pre hospital setting in Australia. |
| 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 will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | 1 - Yes | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | 1 - Yes | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | 1 - Yes | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K2, K3, S1, A1, A2, A3 |
Develop educational poster/flyer/handout Design a poster/flyer/handout with the aim of educating fellow ambulance paramedics about self-care issues and self-preservation. Ambulance is attempting to develop a culture of “no harm” to their employees (physical, mental, emotional or psychological). Choose a relevant topic and use current literature to support possible interventions/techniques to help paramedics develop skills with harm minimization the focus. |
Poster |
20%-30% |
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| 2. |
K1, K2, K3, K4, S1, S2, A1, A2, A3, A5 |
Written Essay The essay is a piece of writing that methodically analyses and evaluates a topic or issue relating to current paramedicine practices or controversies. It requires the student to research the relevant data and provide their opinion on a particular matter. |
Essay |
30%-50% |
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| 3. |
K1, K2, K3, K4, S1, S2, A1, A2, A3, A5 |
Online Learning Activities Written response to online learning activities. Students will be expected to engage with fellow students using the Moodle. The aim of this online learning activity is to create discussion with peers on professional issues; the main focus is on engaging with others through open debate. |
Portfolio |
30%-50% |
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| 4. |
K5, K6, A4 |
Participate in a three hour (self-paced) online learning module five small quizzes (3 questions). Each quiz must acheive a pass mark and may be taken as many times as required to achieve this mark. |
Online quiz |
Hurdle |
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