Paramedic Handbook 2014 15

SCHOOL OF HEALTH SCIENCES
FACULTY OF MEDICINE
AND HEALTH SCIENCES
Bachelor of Science (Hons)

PARAMEDIC SCIENCE
STUDENT HANDBOOK
Academic Year 2014-15

Copyright University of East Anglia, 2014. This material may not be reproduced in whole or in part without the
written permission of the Head of the School of Health Sciences of the University.
CONTENTS
PLEASE READ: Student Handbook All Pre-Registration Nursing, Midwifery,
ODP and Paramedic Programmes Sections 1-4 (ALSO ON BLACKBOARD)
BEFORE THIS PROGRAMME SPECIFIC HANDBOOK.
5.0 PROGRAMME SPECIFIC ----------------------------------------------------------------------- 3

5.1 COURSE CONTACTS -------------------------------------------------------------------------------------------- 4
5.2 W ELCOME FROM DAVID SHEPHERD PARAMEDIC/FORMER UEA -------------------------------------- 4
PARAMEDIC STUDENT ------------------------------------------------------------------------------------------ 4
5.3 PROGRAMME AIMS ---------------------------------------------------------------------------------------------- 6
5.4 LEARNING OUTCOMES ------------------------------------------------------------------------------------------ 7
5.5 CURRICULUM PHILOSOPHY AND STRUCTURE -------------------------------------------------------------- 10
5.6 ENQUIRY BASED LEARNING (EBL) -------------------------------------------------------------------------- 12
5.7 PROGRAMME OUTLINE ----------------------------------------------------------------------------------- 12
5.8 PROGRAMME HOURS------------------------------------------------------------------------------------------ 14
5.9 PROGRAMME STRUCTURE ----------------------------------------------------------------------------- 17
5.10 ONGOING ACHIEVEMENT RECORD (OAR) AND SKILLS DEVELOPMENT PROFILE -------------------- 20
5.11 LEARNING AND ACHIEVEMENT PORTFOLIO ----------------------------------------------------------------- 20
5.12 ACCUMULATED CREDIT AND AWARDS FOR DIPLOMA PROGRAMMES----------------------------------- 28
6.0 MODULE DESCRIPTORS --------------------------------------------------------------------- 29
7.0 RECOMMENDED READING ----------------------------------------------------------------- 86
8.0 APPENDICES ------------------------------------------------------------------------------------- 96
APPENDIX 1 PROMOTING SAFETY------------------------------------------------------------------------------------ 96
APPENDIX 2 CLIENT GROUPS AND PRESENTATIONS -------------------------------------------------------------- 98
APPENDIX 3 PROFESSIONALISM CHARTER ----------------------------------------------------------------------- 101
APPENDIX 4 ASSESSMENT OF PARAMEDIC ATTRITUBES ------------------------------------------------------- 119
APPENDIX 5 UEA SENATE SCALES -------------------------------------------------------------------------------- 124
APPENDIX 6 GUIDELINES FOR ASSESSMENT ADVICE ----------------------------------------------------------- 134
APPENDIX 7 CAREER FRAMEWORK -------------------------------------------------------------------------------- 140
Page 2 of 140
5.0 PROGRAMME SPECIFIC
Dear Student
I am delighted to welcome you to the Paramedic Programme and hope that your
studies with us over the next three years will be both fulfilling and rewarding.
The Paramedic Programme is a collaborative initiative between the School of Health

Sciences, Faculty of Medicine and Health Sciences at The University of East Anglia,
the East of England Ambulance Service NHS Trust (EEAST) and Health Education
East of England (HEEoE). This partnership, together with other health care Trusts and
organisations across Norfolk and Suffolk has been developed to ensure that your
programme will offer you the scope to develop appropriate knowledge as well as skills.
The programme has been validated by the Health and Care Professions Council and
the College of Paramedics and hails a new era for those who are entering the
paramedic workforce. It is currently an exciting time in health services, but particularly
so for those who are entering emergency unscheduled and out of hospital care. This
programme will provide you with a sound basis from which to develop your career as
a paramedic.
According to the Quality Assurance Agency (QAA 2004), paramedics are

independent, autonomous practitioners working with patients of all ages, with
individuals and within groups, and are essential members of health care and
emergency services. They periodically work with social and health care professionals
who often operate in interdisciplinary and inter-agency teams, although these teams
may not be physically located together.
Effective practice requires the recognition and understanding of the social and
economic context of their patients in assessing, planning, delivering and evaluating
care. This can only be achieved through the effective application of interpersonal and
personal transferable skills. They are responsible for the quality of care they provide
for their patients by employment of the principals and practice of the clinical
governments. They are able to act as first contact practitioners and patients usually
seek direct care without referral from another health care professional.
It is clear that Paramedics need to be able to deal with a complex range of problems.
This programme will prepare you to meet the challenges in emergency services, and
the changing context of health care. The philosophy of partnership in learning between
ourselves and EEAST, mirrors the philosophy of partnership across the health and
social care sectors, emergency services and the voluntary and private sectors. The
future of the profession is evolving, changing and pioneering and we hope that you are
as excited as we are about this programme and the possibilities for the future of the
Paramedic workforce.
Yours sincerely
Rosie Doy
Course Director
Page 3 of 140
5.1 Course Contacts
Name Role Details

Course Director R.Doy@uea.ac.uk
Rosie Doy Reader 01603 597124
Professional Lead Lawrence.P.Hill@uea.ac.uk
Lawrence Hill Lecturer 01603 597107
Placements Lead G.Hammond@uea.ac.uk
Gabrielle Hammond Lecturer 01603 597048
Lecturer Juliet.Harrison@uea.ac.uk
Juliet Harrison 01603 597140
5.2 Welcome from David Shepherd Paramedic/Former UEA

Paramedic Student
Dear Student Paramedic,
This is your first step into a rewarding profession where your attitude, actions and
behaviour can have a lasting effect and impression on a wide range of service users.
I began my career here at the UEA back in February 2006 when I started a Diploma
of Higher Education (DipHE) in Paramedic Science. At this time I moved from the
comfort of leisure club management and began a career journey as a paramedic, a
journey which continues to be exciting, challenging and rewarding in so many different
ways.
A university education is necessary for todays paramedic as increasingly paramedics

are expected to be able to assess, treat and discharge a wide variety of
undifferentiated and often complex patients with multiple comorbidities compounded
by mental health problems and social issues. Therefore a good working knowledge of
anatomy and physiology, pathophysiology and pharmacology needs to be
complemented by an understanding of psychosocial aspects of healthcare, healthcare
law and ethics, evidence based practice and clinical practice and development. Your
education with the UEA will encourage you to look at the wider needs of our service
users and whilst historically paramedics may have responded to accidents and
emergencies, we now increasingly engage with patients with non-time critical
presentations.
Although your role as a paramedic may require a primary care approach you will still
be expected to deliver life-saving care to the critically ill patient. You will be educated
and trained to deliver life-saving interventions such as needle thoracentesis, a
procedure which requires you to insert a needle into a patients chest who is suffering
a tension-pneumothorax (collapsed lung). You will learn how to rapidly extricate a
casualty from a car involved in a high-mechanism road traffic collision. Such patients
often suffer multi-system trauma. You will understand how to analyse an
electrocardiogram tracing and in linking this with a patients history, signs and
symptoms you will be able to recognise a myocardial infarction (heart attack) and
treat/refer accordingly. You will deliver life-saving resuscitation to patients that suffer
an out-of-hospital cardiac arrest. You will become a highly skilled paramedic in many
Page 4 of 140
different areas of healthcare and responding to such a diverse and complex range of
out of hospital patient presentations can be exhilarating, exhausting and emotionally
challenging. The UEA and the EEAST will support you all the way.
The next three years will see you enjoy a combination of university academic studies
and various placements to link theory to practice. Your placements with the EEAST
will see you responding to patients with a practice educator. Whilst you will remain
supernumerary you will be expected to conduct yourself to the highest of standards,
as outlined by the UEA, the EEAST and the Health and Care Professions Council
(HCPC). Experience gained working on an ambulance is a key aspect of a
paramedics education; it allows you to contextualise what you have learned at
university by interacting with real patients and treating them accordingly.
Here are some FAQs that you might find helpful.
I have never been to university before/I have been out of education for some
time. How I will achieve the level of academic standard expected of me by the
UEA?
You will need to have a hard working attitude and be willing to learn and accept and
act upon constructive criticism. Listen closely to the advice lecturers, teachers and
assessors give you. You will be appointed a Personal Advisor (PA) who will help you
with academic study and work with you closely, especially at the beginning of your
course when we expect you will need greater academic support. In practice you will
have a practice educator (PEd) who will help support you achieve practical application
of clinical skills and assessment. They will help give guidance on achieving learning
outcomes and developing practice portfolios.
I have given up full time employment to start my University education and am

worried about how I will make ends meet financially. Who can help me if I
struggle financially?
Financial advisors at the Dean of Students Office are there to help with any money
worries. If you feel you will struggle to make ends meet or find yourself spiralling into
debt, access this team early (their contact details can be found in the student handbook
or on the UEA website
If I fail anything more than twice will I be withdrawn from the course?
Support is accessible for all formative and summative assessments, the UEA
encourages you to use your PA, lecturers and teachers in the run-up to all
assessments. In summative assessment should you fail the first assessment you are
normally given further support to pass it the next time. If you do fail a second re-sit
then this could mean you need to re-evaluate your options and leave the course. In
clinical practice you will need to make decisions that could affect the outcome of your
patient and this may mean that they will either improve or deteriorate, you often do not
get a second chance.
I am worried about dealing with patients who are seriously unwell. How will I
cope?
The realities of dealing with seriously injured or unwell patients can be a real shock for
a clinician, especially a student clinician. Everyone will respond differently, some
students will want to discuss this further with mentors, some will want to go home and
discuss this with family/friends/peers (please remember that confidentiality needs to
be maintained at all times). Developing your emotional intelligence alongside your
academic and social skills throughout your degree will stand you in good stead for
Page 5 of 140
dealing with the complex psychosocial challenges that a career in health care is
guaranteed to throw at you. Being open with your feelings and seeking help when you
need it will help you get through challenging patient encounters. You will always be
supported in such circumstances but you must seek help if you feel that you are
struggling.
Do not wish your time away as a student. The next three years will fly by. Absorb as
much knowledge as you can and apply what you can to practice. Keep safe, remain
professional and maintain high personal standards of conduct.
E PROGRAMME
5.3 Programme Aims
Aims give you a broad indication of what is expected of you and the Learning
Outcomes tell you precisely what you must be able to do in order to successfully
complete each module. (These are included in the module outlines below).
The programme aims and learning outcomes have been developed and adapted from
the HCPC Standards of Proficiency for Paramedics (2012), QAA benchmark statement
for Paramedic Science (2004), the College of Paramedic Curriculum Guidance (2013)
and the Paramedic Evidence Based Education Project (Bucks New University/College
of Paramedics, 2013).
Your programme aims to produce graduates who:
Are eligible to apply for registration with the HCPC

Are safe and effective practitioners, able to support their clinical decision-
making with appropriate evidence
Demonstrate professionalism, respect for others and person-centred approach
to practice
Have developed the attributes and behaviours of a reflective and reflexive
practitioner
Are self-aware, show compassion, cultural awareness and inclusive practice
Are effective communicators
Are self-motivated, resilient and adaptable within complex and changing
environments
Are committed to lifelong learning and continuous personal and professional
development
Are equipped with the skills to appraise and evaluate evidence to support their
practice
Have developed their leadership and service improvement capabilities
Work effectively within inter-professional and interagency teams
Are able to exercise appropriate accountability, to challenge and advocate for
best practice and patient outcomes.
Page 6 of 140
5.4 Learning Outcomes
By the end of this programme, you will be able to:
Knowledge, understanding and intellectual development:
Demonstrate a comprehensive knowledge and application of key

theoretical, anatomical, physiological, social, psychological,
pharmacological and clinical sciences to paramedic practice
Demonstrate in-depth appreciation of the determinants of health, illness,
healthcare and health promotion and their role in paramedic practice
Demonstrate critical appreciation of person-centred care and its application
to care of people with dementia, mental health difficulties, learning
disabilities & autism, long-term conditions and multiple co-morbidities,
older people with frailty and palliative/end of life care
Demonstrate critical appreciation and application of interpersonal
communication skills and theory underpinning effective interaction with
patients, carers, colleagues and other health and social care professionals
Demonstrate in-depth knowledge and application of teaching and learning
theories to paramedic practice and to continuing personal and professional
development
Demonstrate in-depth knowledge of audit, evidence-based practice, clinical
effectiveness processes and research methodologies as applied to the
provision of effective paramedic practice
Demonstrate critical appreciation of health and social care policy and the
changing nature of organisational settings and professional roles
Apply the principles of cultural competence, anti-discriminatory and
inclusion to practice
Provide a robust rationale for a range of interventions for patients with
emergency, urgent, non-urgent and complex conditions
Develop their own practice and that of others to support and enhance the
patient experience through application of leadership, education/teaching,
supervision and peer support across diverse networks.
Cognitive Skills:
Demonstrate expertise in critical thinking evidenced by: reasoning,
analysis & synthesis, reflection and reflexivity
Demonstrate ability to critically reflect on their learning and analyse
implications for professional practice
Seek, appraise, evaluate and apply current evidence to support their
clinical reasoning and decision-making, problem-solving and solution
finding
Demonstrate appraisal, analysis and review of varied sources of evidence/
research both quantitative and qualitative
Apply reasoning skills to support clinical decision-making
Page 7 of 140
Demonstrate reflective and reflexive practice, modifying practice as
appropriate
Demonstrate ability to construct a coherent argument supported by
analysing data from comparable and contrasting sources
Use problem-solving skills to consider complex clinical decision making in
unpredictable and changing clinical situations
Undertake self-directed learning to develop own knowledge base to
underpin personal and professional development.
Subject Specific Practical Skills:

Safely and independently undertake full assessment and clinical
examination of patients and undertake treatment, management and
appropriate referrals for patients with a range of emergency, urgent and
sub-acute presentations
Demonstrate safe and holistic evidence-based care
Use effective decision-making skills to promote the wellbeing of the
patient/client and to refer on where appropriate with reference to relevant
guidelines
Demonstrate insight in relation to own scope of practice and limitations of
competence
Support patient well-being through appropriate patient education and
health promotion
Sensitive, professional and ethical paramedic practice within limits of
scope of own competence
Formulate, plan, implement, document, monitor and evaluate care actions
in partnership with health/social care professionals and where appropriate
with patients, carers and significant others
Work collaboratively with the multi-professional team
Prioritise care actions in response to changing patient and environmental
needs
Carry out effective risk assessment and management.
Key Skills and Attributes:

Demonstrate effective use of IT
Demonstrate numeracy including drug calculations
Demonstrate effective information management including documentation
and record keeping
Demonstrate appropriate prioritisation, time management and self-
management of own workload
Demonstrate self-awareness and sensitivity including cultural awareness
and competence
Develop ability to meet own learning needs using appropriate study skills
Be able to undertake effective oral and written presentations
Adaptability and flexibility in changing situations
Awareness of appropriate boundaries
Consistent self-motivation
Page 8 of 140
Critical reflection and reflexivity in practice
Effective role model
Effective team worker
Demonstrate initiative and enterprise
Demonstrate insightful, sensitive and compassionate practice
Effective interpersonal communication (emotional intelligence)
Lifelong learning and ability to learn from experience
Moral courage and integrity
Organization and self-management
Professional and ethical values and behaviours
Resilience when responding to unpredictable/challenging situations.
You are helped to achieve these aims and outcomes through the use of module
outcomes, which will direct and influence the content and assessment strategy of each
module.
Page 9 of 140
5.5 Curriculum Philosophy and Structure
The programme is constructed as a spiral curriculum (Bruner, 1960) - so we revisit

ideas/skills/attributes to extend and deepen learning until you have gained an in depth
understanding of their complexity. For example: clinical assessment, reasoning and
decision-making will be explored in Year 1 focusing on time critical emergency
presentations, in Year 2 clinical assessment and decision-making will focus on critical
care and more complex decision-making and in Year 3 you will develop skills to enable
you to make decisions where there is a high level of uncertainty and prepare you for
greater independence as a practitioner.
The programme will be more structured and directed at the outset and in practice will
utilise Grows Stages of Development of Learning Autonomy (1991) facilitating your
development as a student by providing you with lots of support and direction early on,
gradually enabling you to increase your confidence and self-direction:
LOW Year 1 Year 2 Year 3
S
U
P
P
O
R
T
HIGH DIRECTION LOW
Study skills, experiential exercises and reflection, structure and problem-solving skills
(introduced early in module 1) will help to provide the necessary structure, confidence
and scaffolding to enable your learning at an appropriate pace.
Page 10 of 140
Stage Student Role of Examples
Tutor/Trainer
1 Dependent Authority, Coach Coaching/training/drills and
skills with immediate
feedback; lectures
(establishes the coat pegs
on which to hang later
learning
2 Interested Motivator, Guide Inspiring lecture, guided
learning and discussion
3 Involved Facilitator Enquiry-based learning,
group work and group
projects and problem-
solving
4 Self-Directed Consultant, Delegator Individual projects (Service
Improvement) and self-
initiated study and
exploration, teaching others
Grow, G (1991/1996) : Model of Staged Self Directed Learning (SSDL)
Themes will progress across the years of the programme:
clinical skills, clinical reasoning and decision-making and application to practice

evidence-based practice, research, service improvement, clinical effectiveness
self-awareness, communication and interpersonal skills
person-centered practice
physiology/pharmacology/pathophysiology and behavioural sciences
leadership
understanding of services through to leadership and education to
improve/innovate and develop services.
Assessments such as portfolios, practice assessment and OSCEs will support an

integrated approach to learning the key purpose of the 12 week Integrating Period
at the end of each of the 3 years will be to support coherence and consolidation of
learning. In the practice assessment the development of clinical skills and professional
attributes will be explored, observed and assessed formatively and summatively
throughout the programme. Reflective exercise and assessments will help students to
recognise their progression and development during the programme.
Page 11 of 140
5.6 Enquiry Based Learning (EBL)
We value the experiences you bring from your life, and we will use these experiences
to help solve problems and to help you work as a member of a group. The trigger
material is presented to you before learning takes places and supported by lectures,
online resources, facilitated tutorials and independent and group exploration. Clinical
assessments and diagnoses are developed and action/care plans are put together
during the EBL process. You will develop your skills in analysing and problem-solving
during this process. EBL will be a particular feature of the Psychosocial Aspects of
Healthcare (Year 1), Current Issues in Paramedic Practice (Year 2) and Clinical
Assessment, Examination & Decision Making Skills (Primary/Urgent Care) (Year 3)
modules.
STEPS IN THE TUTORIAL PROCESS

OF ENQUIRY-BASED LEARNING
1. Clarify unfamiliar terms and concepts
2. Define the problem(s)
3. Identify possible hypotheses or explanations
4. Make a systematic inventory of connections and categories
5. Arrange explanations into a tentative solution
6. Formulate learning objectives
7. Agree how group and members will conduct enquiry and presentation
of findings
8. Gather information resources and undertake private study
9. Share the results of information gathering and private study
10. Scrutinise evidence
11. Formulate clinical judgements
12. Develop action plan
13 Evaluate learning and group process
(Adapted from David D et al: 1999: Problem-based learning in Medicine, London:

Royal Society of Medicine, Chapter 5).
5.7 PROGRAMME OUTLINE

Page 12 of 140
Year 1 Semester 1 Semester 2 Integrating Period
22 September 2014 - 12 12 January 2015 - 20 27 April 2015 - to 17 July
December 2014 March 2015; 13 April 2015
2015 - 24 April 2015
Year 2 Semester 1 Semester 2 Integrative Period
31 August-20 November 23 November-18 29 Feb- 18 March;
2015 (12) December 2015; 4 Jan- Back 4th April (2 weeks for
26 Feb 2016 (12) Easter) 1 July 2016 (16)
(Critical care placements
after April)
Year 3 Semester 1 Semester 2 Integrative Period
5 September 2016-16 2 January 2017-24 27 March-14 April; 1 May-
December 2016 (15) March 2017 (12) 9 June (9)
YEAR ONE, LEVEL FOUR

Semester Module Title Credit
1 and 2 Foundations of Paramedic Practice (includes practice-based 40
learning 1) (FPP):
Physical Sciences
Life Sciences
Clinical Sciences(1)
Clinical assessment and decision making (1)
Pharmacology (1)
Clinical Skills (1)
Clinical Practice (1)
Inter-professional Learning
1 Communication and Personal Development (CPD) 20
2 Psychosocial Aspects of Out of Hospital Care (PAP) 20
2 Evidence-based Practice (1) 20
Integrative Practice-based Learning 2 (PBL 2) 20
Period (IP)
YEAR TWO, LEVEL FIVE

Year Long Developing Paramedic Practice (includes Practice-based Learning 60
4) (DPP):
Biological Sciences
Pathophysiology (2)
Pharmacology (2)
Clinical Skills (2)
Clinical Practice (2)
1 Current issues in Paramedic and Out of Hospital Practice (CiPPP) 20
2 Evidence-based Practice 2 (EBP 2) 20
2/IP Practice-based Learning 3 (with Critical Care) (PBL3) 20
YEAR THREE, LEVEL SIX

Page 13 of 140
1&2 Clinical Assessment, Examination & Decision Making Skills 40
(Primary/Urgent Care) (CAEDS) including Practice-based Learning
5
1 Studies outside Paramedic Practice (SoPP) Defined Choice- 20
range TBA
(will include a non-assessed elective experience during semester
1)
1&2 Service Improvement Project (SIP) 40
IP Leadership, Practice Education, Teamwork and Transition into 20
Paramedic Practice (includes Practice-based Learning 6)
(LPT)
The Programme comprises 120 credits at Level 4, 120 credits at Level 5 and 120
credits at Level 6. Equal emphasis is placed on theory and practice and the
professional award (Registered Paramedic) giving the exit award of a BSC
(Hons) (Paramedic Science) will only be conferred on those students who
successfully complete all the required theory and practice elements.
A typical working week for each year of the programme is shown below.
Year 1 Working Week (Theory) - example

Monday Tuesday Wednesday Thursday Friday
School Simulated Directed Lecture/workshop Directed School:
Practice session Study Study Skills/theory/EBL
Lecture/workshop Self-directed
study following
IPL Occasional
evening
skills
simulation

School: School: Skills Directed study Skills/theory/EBL Self-
Skills directed
study

School: Skills School: Theory Skills Service
Theory session improvement
session projects self-
directed/supervision
In Year 1 you have a higher level of contact time with lecturers which gradually
decreases over the 3 year period as you become a more independent learner. Each
year includes period of simulated practice weeks in the school.
5.8 Programme Hours
Page 14 of 140
Hours of the Programme - Theoretical includes skills development &
simulation but not student directed study:
Module Practice Face to Flipped/Direct Type

Session Hours Face ed
/self directed
IPL 30 (min) IPL tutorials, seminars,

Programme shadowing and
conferences
Foundations 280 161 130 skills

of Paramedic lectures
Practice Online/workbook/flippe
(includes d lecture
Practice
Learning 1)
Communicati 12 24 164 Small group
on and (voluntee communication and
Personal r alliance) consultation skills
Development teaching
Lectures/seminars/gro
up work
Online/directed/workbo
ok
Psychosocial 48 96 Lectures
Aspects of EBL
Out of Directed study and
Hospital Care EBL preparation
Evidence- 21 172 Lectures/group work
based Directed/flipped/enquir
Practice (1) y
Practice 412.5 27 37.5 Prep for placement
Learning 2 reading drills and skills
Developing 300 85 86.5 skills
Paramedic lectures
Practice Online/workbook/flippe
(includes d lecture
practice
Learning 4)
Current 48 152 lectures
Issues in EBL
Paramedic Facilitated debate
Practice
Evidence- 30 170 Lectures/seminars
based Facilitated group work
Practice 2 hours group
presentations
Practice 525 35 71 Skills
Learning 3 Directed learning
Page 15 of 140
Clinical 180 56 164 Skills teaching 2:8-10
Assessment, students or 3:16
Examination students
& Decision Blended learning-
Making Skills online etc.
(Primary/Urg
ent Care)
Elective 75 9 + 30 81 Prep for elective and
element of module feedback from elective
elective/studi hours
es outside
paramedicine
Service 12 + 6 382 SIP group tutorials
Improvement supervisi
Project on= 18
(Dissertation
Equivalent)
Leadership, 562.5 36 36 Lectures/seminars/gro
Practice up work
Education Directed/flipped
and lectures
Transition
into
Paramedic
Practice
includes
practice-
based
learning (5)
Total Practice: 2335 hours plus Volunteer
Alliance
(6 afternoon visits)
Total Face to Face: 604
Flipped/Directed/self-directed Learning: 1742
TOTAL PROGRAMME HOURS: 4681
Page 16 of 140
5.9 PROGRAMME STRUCTURE
Year 1 Semester 1 22 September 2014 - 12 Semester 2 12 January 2015 - 20 Integrative Period

December 2014 (12) March 2015; 13 April 2015 - 24 April 2015 27 April 2015 - to 17 July 2015 (12)
(12)
Foundations of Paramedic Practice (40 credits)
Includes Practice based Learning (1)
Communication and Personal Evidence-based Practice (1)
development (20 credits) (20 credits)
Psychosocial Aspects of Out of Practice-based learning (2)
Hospital Care (20 credits) (20 credits)
Semester 1 31 August-20 November Semester 2 23 November-18 December Integrative Period 29 February- 18 March;
Year 2 2015 (12) 2015; 4 Jan-26 February 2016 (12) Back 4th April (2 weeks for Easter)- 1 July 2016
(16)
(Critical care placements after April)
Developing Paramedic Practice (60 credits)
Includes Practice-based Learning (4)
Current issues in Paramedic and Evidence-based Practice (2)
Out of Hospital Practice (20 credits) (20 credits)
Critical Care (includes Practice-based Learning (3))
(20 credits)
Semester 1 5 September 2016-16 Semester 2 2 January 2017-24 March Integrative Period

Year 3 December 2016 (15) 2017 (12) 27 March-14 April; 1 May-9 June (9)
Clinical Assessment, Examination & Decision Making Skills (Primary/Urgent
Care- includes practice-based learning 5) (40 credits)
Studies outside Paramedicine (20 Leadership, Practice Education, Teamwork and Transition into Paramedic
credits) (includes non-assessed Practice (includes Practice-based Learning 6) (20 credits)
elective)
Service Improvement Project (40 credits)
Copyright University of East Anglia, 2014. This material may not be reproduced in whole or in part without the written permission of the Head of the School of Health Sciences of
the University.
How will I learn?
Learning as a group of paramedic students (rather than in inter-professional groups)

will incorporate a variety of teaching and learning methods to encourage and enable
you to develop skills in clinical decision-making, lifelong learning and collaborative
working as a member of a team. Learning experiences have been designed to foster
the application of knowledge and understanding to practice. We value your prior
knowledge, skills and experiences and each member of the group will have something
to offer to you and the groups development. Theory and practice will be in blocks
(see details later) so you will have a period of time in theory and then a number of
weeks of placement learning.
There will be a mixture of teacher-led and student-focused methods. Some subjects

require you to develop an understanding of factual information, whilst other areas of
the curriculum involve exploration of a number of different perspectives. Your learning
will be supported by lectures, seminars, workshops, experiential learning and case
study formats. We have also introduced enquiry-based learning (EBL) and skills
workshops (in fact you will have several skills blocks in each of the years of the
programme - specifically devoted to the development of clinical skills for paramedic
practice). EBL is designed to give you ownership of your own learning, to help you to
apply learning to and from practice now and in the future; as well as developing
competence in sharing your learning with others and in contributing to team problem-
solving. You will be expected to bring experiences from practice to aid your learning
in school, remembering to respect patient confidentiality. You will also discuss how
you can implement ideas from School in your own practice with your mentor so be
prepared to ask questions and discuss ideas.
You will find that the learning sessions are more teacher-led and your learning is more
likely to be directed by the lecturers at the beginning of the programme when you need
to be exposed to fundamental and core knowledge and skills. As the programme
continues, you will find that the sessions involve greater exploration and enquiry, which
may be undertaken in small groups as well as individually. This will help you to acquire
the abilities to become lifelong learners and to become more self-directed in your
learning to meet your individual needs. But you will not be alone, you will have the
support of your facilitator, your academic adviser and the group too.
What will practice-based learning be like?
The following modules include placements which will give you experience of services
and practice through the out of hospital and unscheduled care areas:
YEAR 1
Foundations of Paramedic Practice
Practice-Based Learning 2
YEAR 3
Clinical Assessment, Examination & Decision Making Skills
(Primary/Urgent Care- includes practice-based learning 5)
Leadership, Practice Education, Teamwork and Transition into Paramedic
Practice (includes Practice-based Learning 6)
Copyright University of East Anglia, 2014. This material may not be reproduced in whole or in part without the
written permission of the Head of the School of Health Sciences of the University.
Year 1 practice placement blocks
Weeks:
1 2 3 4 5 6 7 8 9 10 11 12 13 14
VA VA VA VA VA VA VA 7 days out M/M

of 10 H
15 16 17 18 19 20 21 22 23 24 25 26 27 28
M/N M/M R Exam

H H
29 30 31 32 33 34 35 36
R OSCE
YEAR 2
Developing Paramedic Practice (includes Practice Based Learning 4)
Practice-Based Learning (includes Practice-Based Learning 3)

Weeks:
1 2 3 4 5 6 7 8 9 10 11 12 13 14
15 16 17 18 19 20 21 22 23 24 25 26 27 28
To include 2 Reading Weeks
29 30 31 32 33 34 35 36 37 38 39 40
To include Critical care and hospital based placements

Weeks:
1 2 3 4 5 6 7 8 9 10 11 12 13 14
P/UC P/UC P/UC P/UC P/UC P/UC P/UC P/UC P/UC P/UC Elective
15 16 17 18 19 20 21 22 23 24 25 26 27 28
To include 1 Reading Week
29 30 31 32 33 34 35 36
KEY:
R= Reading Week; P/UC= Primary/Unscheduled practice, M/MH= Midwifery
and Mental Health experience
Page 19 of 140
5.10 Ongoing Achievement Record (OAR) and Skills
Development Profile
This document itemises the skills that the Programme Team feel are crucial and
fundamental to the role of the paramedic. The student and the Placement Mentor will
review this document at the beginning of a placement to identify the learning needs
and at the end to review the progress made. The Module Organiser and/or the
Personal Adviser will also participate in the review of this Profile. The Programme
Team believe that there is sufficient opportunity for every student to complete all the
skills identified, during placements and in simulated sessions in the Skills Laboratories
or in work-based learning situations. In addition, the Programme Team believe that
skills are 'compulsory' as they are fundamental to the practice of a paramedic. All
skills must be completed by Year 3. Failure to do so will result in the student not
being eligible for the award.
5.11 Learning and Achievement Portfolio
A portfolio of learning and achievement is a means of nurturing and evidencing

reflective skills and is also a highly valued aid to learning as well as a personal and
accessible record of achievement, and can occupy a pivotal position in the your
personal and professional development. So you own the whole portfolio - but choose
which elements to draw together or share with for example your mentor in practice,
your Personal Advisor at the end of Year Review or with future employers when you
are applying for a post as a paramedic at the end of the programme. Therefore the
portfolio is both unique and valuable as a learning resource from which you select to
inform your summative assessment of practice and theory.
We will suggest ways you can co-ordinate all the evidence and learning artefacts you
develop during the programme and for summative assessment we will specify
particular evidence that you need to pull together into a showcase portfolio.
The responsibility for compiling your portfolio and for the specific selections for
summative purposes lies with you the student; however, the students Personal
Adviser, current placement mentor, link lecturer and Module Organiser will be on hand
to help and advise you. Each will play a role in discussing progress with you through
use of the evidence from your portfolio. The placement mentor, supported by the link
lecturer, is expected to help the student collect a variety of placement-based resources
for inclusion in the various sections of the portfolio.
You will gather evidence that will support achievement of practice outcomes. This will
be used as a basis for discussion at the intermediate and final placement interview
along with your self-assessment.
1. How do I approach showcasing evidence to support my practice

assessment and achievement of practice outcomes?
You select the best or most appropriate evidence - as indicated above, your
portfolio will usually contain a lot more evidence you have collected but not all of
which is specifically required for a specific module or assessment module.
This needs to be carefully selected (quality is more important than quantity).
Page 20 of 140
2. Evidence from learning activities?
You will reflect on actions and/or experiences and use this to show that you have
achieved one or more practice outcomes. Some activities may focus on direct
patient care whilst some other activities, e.g. reflection, may have an indirect
focus.
3. What is evidence?
The showcase portfolio should contain:
Significant event analysis

Reflection on the care of patients - which should demonstrate analysis,
o and the use of a relevant model of reflection
Review of reading you have undertaken
Refection on skills observed or undertaken
Development of a learning contract
Self-assessment of your development together with identification of future
learning needs
Use of relevant learning tools e.g. SWOT analysis, learning contracts, the
Johari window
Inter-professional working
A summary of examples of some of the different types of activities and evidence
is presented in Figure 1
Figure 1: Range of Activities and Evidence
7. 6. 7. 1.
6. Devel opm ent of C opies of
1. Teachin g & Care Plan or
Devel opm ent Ass essm ent/R isk Learning As ses sm ent /Ris k Narrat ive
Asses sm ent Tools Di rect P atien t Ass ess m ent Tools
of Teach ing C are R esources, o f C are P lan
& Learning Book lets et c.
2. 2.
A ctivities V isit t o Other Evidence Narrative
C lin ical Area of
Vis it
5. 5.
Teaching 4. 3. Teaching 4. 3.
Ses sio ns C linical P lans Sum m ary of
Critical Critical
Incident Superv isi on Eva luati ons Inc ident Sup ervis ion
An alys is (m ay i nclude
acti on plan )
Page 21 of 140
4. What isnt evidence?
THE FOLLOWING IS NOT CONSIDERED TO BE EVIDENCE:
Photocopies
Charts and Care Plans (unless placed in profile with an accompanying analysis,
reflection or narrative re improvement points) and confidentiality is strictly
observed
Original articles
Pamphlets and leaflets
Drug information sheets
Policies and procedures (unless placed in showcase portfolio with an
accompanying analysis, reflection or narrative re improvement points)
An overview of the theory and practice assessment that must be completed during the
course of the programme can be found in Table 1.
Page 22 of 140
Table 1 - Overview of Programme Assessments
(Detailed guidance is contained within the Assessments Handbook)
YEAR MODULE FORMATIVE ACTIVITIES SUMMATIVE Date of Summative

Assessment
1 Foundations of Paramedic Mock examination 3 hour Examination- unseen/seen Week 23
Practice
Mock Objective Structured - Including Safe Medicate Week 23
Clinical Examination drug calculations
(OSCE) (pass mark 80%)
Safe Medicate
Mastering A & P/LabTutor

Practice Assessment Document (Week 23 &) week 36
Practice Assessment (PAD)
Document (PAD)
Communication and Reflective exercises x2 Communication Essay - 3000 Week 13
Personal Development words
Portfolio
EBL presentations
Communication plan
Presentation of Learning
development plan (this is
assessed as part of the
year 1 showcase portfolio)
Copyright University of East Anglia, 2014. This material may not be reproduced in whole or in part without the written permission of the Head of the School of Health Sciences of
the University.
Assessment
Psychosocial Aspects of Reflections x2 on EBL Poster Week 12
Out of Hospital Care Enquiry-based Learning
(EBL) presentations
Written summary focusing on Week 12
Poster plan patient needs and
agency/professional involvement
Evidence-based Practice Group critical appraisal Portfolio - to include specific piece Week 24-25
1 exercise relating an article to experience &
application; plus a reflective 1000
Group critical appraisal word essay
presentation
Practice- Based Learning PAD OSCE Week 36
2
PAD Week 36
End of Year review- Portfolio Week 35 - 36
2 Developing Paramedic Group/individual Oral examination (Clinical practice Week 36

Practice presentations discussion)
Case study review PAD

Week 36
Workbook feedback Portfolio, skills book including case
studies and evaluation of Week 40
Situation Judgment Tests development
Portfolio review
Current issues in EBL presentations Patchwork assessment comprising Week 13
Paramedic and Out of selections from:
Hospital Practice
Page 24 of 140
Assessment
Group debate EBL work
Preparation for debate
Student selected activity
Reflections on
Professional issues/HCPC professional issues
role play Analysis of learning from
student selected activity
and learning contract
Integrating narrative
4000 words maximum
Evidence-based Practice Group presentations Presentation service Week 23

2 Structured activities- improvement
Process
mapping/PDSA/Root Critique/comparative review of two Week 23
Cause analysis articles with varying methodology
and outcomes
Practice-based Learning 3 PAD Case study Week 35

Short answer questions
Workbook PAD Week 36
3 Clinical Assessment, Skills simulation PAD/Portfolio word limit 5000 Week 23

Examination & Decision PAD words including:
Making Skills Mock OSCEs Reflections
Case review 1 critical incident analysis
Workbooks 2 in-depth case studies
Formative case study Case note analysis
(week 6) Reflections on supervision
Page 25 of 140
Assessment
Critical Incident analysis
for formative feedback
(week 10) OSCE (2 stations) Week 22
Studies outside TBC TBC

Paramedicine/Elective
Service Improvement SIP Proposal Proposal for Service Improvement Week 13
Project Seminars and Project (SIP)
tutorials/supervision
SIP Artefact (e.g. poster, leaflet, Week 24
journal article) Presentation and
written summary
Leadership, Practice 360 degree appraisal 5000 word maximum- Patchwork Week 33
Education, Teamwork and Portfolio comprising:
Transition into Paramedic Teaching session Analysis of leadership
Practice development mapped against
Completion of Edward NHS Clinical Leadership
Jenner online programme domains 2,000 words)
Evaluation of teaching session
Patchwork Portfolio (1,000 words)
SWOT/SWOB and critical
PAD reflection on learning needs as
newly qualified practitioner
(SWOT/SWOB +1,000 words)
Significant Event Analysis-
Critical reflection on an
example illustrating practice
development (1000 words)
Page 26 of 140
Assessment
PAD
Week 35
Page 27 of 140
5.12 Accumulated Credit and Awards for Diploma
Programmes
able 2mmary of Accumulated Credit and Awards for Degree
Year One
MODULE CREDITS ACCUMULATED
CREDITS
Semester 1 40 credits at level 4 40 credits at level 4
Integrative Period 20 credits at level 4 120 credits at level 4
By end of Year One, the student will have accrued 120 credits at level 4 and
an exit qualification of a Certificate of Higher Education and will be eligible to
apply for NVQ Level 3 Health and Social Care
Year Two
CREDITS
Integrative Period 0 credits at level 5 40 credits at level 5
Year Long 80 credits at level 5 120 credits at level 5
By end of Year Two, the student will have accrued 120 credits at level 5, and
120 credits at level 4 and an exit qualification of a Diploma of Higher
Education.
Year Three
CREDITS
Semester 1 20 credits at level 5 or 6 20 credits at level 5 or 6
Semester 2 20 at level 5 or 6; 80 100 credits at level 5/6
credits at level 6
Integrative Period 20 credits at level 6 120 credits at level 5/6
By end of Year Three, the student will have accrued 360 credits of which at
least 120 will be at level 5 and a minimum of 100 credits will be at level 6,
and an exit qualification of a BSc (Hons)
The BSc (Hons) Paramedic Science is a professional qualification and the

student who has attained this qualification is eligible to apply to the Health &
Care Professions Council for entry to the Professional Register.
Page 28 of 140
6.0 MODULE DESCRIPTORS
PROGRAMME: BSc (Hons) Paramedic Science
YEAR: 1 CREDITS: 40 LEVEL: 4
MODULE TITLE: Foundations of Paramedic Practice (includes practice-

based learning 1) (FPP)
Module code: HSCP4041Y
Contact Hours: Total Theory Hours 291: Practice Hours:
161 face to face contact including skills teaching and 280
simulation
And 36 directed study/workbooks and online activities -total
130 hours
You will also have at least 1 Reading Week and need to
devote the equivalent of 37.5 hours a week in programme
related learning
MODULE AIMS
The aim of this module is to draw together the essential foundations of

clinical, anatomical, pharmacological sciences and current clinical guidance
and evidence, together with professional, legal and ethical frameworks to
enable the student to undertake an assessment of a patient (across the
client groups) in a systematic and methodical approach. It will allow the
student to identify patients who have a condition (injury or illness) that
requires immediate recognition and intervention (whether treatment, drug
administration or transportation for secondary care). It involves
consideration of patients who have accessed emergency and urgent care for
a variety of reasons. The module will enable the identification and use of
immediate intervention in patients who are time critical. It follows the medical
model and will work with the clinical skills element to draw on the use of
technology to assist with the assessment and decision making process,
supporting the student in developing their clinical reasoning and decision-
making. The module is focused around identification through knowledge
and assessment of patients who are time critical or require further
assessment. It will allow them to structure an assessment on the primary
survey and a secondary survey including history taking and physical
assessment. Students will be able, using simple decision tools, to prioritise
multiple casualties.
PLACEMENT LEARNING
All students will have placements that reflect the main client groups that they
will encounter as practitioners. It will also be used as structured teaching
time with students. Placements are designed to familiarise students with the
Ambulance Service, the wider NHS and collaborative working to deliver
Page 29 of 140
access to patient care pathways. The placements will also be designed to
allow for an introduction to the ambulance trusts and the working of out of
hospital care services. Placements and exposure to other services and
client groups will run through the module, with students undertaking practice
based learning involving the wider range of services and client groups
following a planned order which will differ from student to student. These
will include:
o Accident and Emergency Ambulances

o Non-Emergency Services
o Emergency Medical Control Centre and NHS Direct
o Accident and Emergency Rapid Response Vehicles
o Midwifery (assessment focus)
o Paediatrics
o Older Adult Awareness
o Allied Health Professionals Awareness
MODULE OUTCOMES
This module will enable the student to:
1.1 Analyse and applies professional, legal and ethical frameworks and
their relevance to paramedic practice
1.2 Obtain valid consent and recognise when a patients capacity
may be impaired
1.3 Recall and apply underpinning theory related to anatomy, physiology
and pharmacology to paramedic practice
1.4 Recognise the scope of professional practice and limitations to practice
1.5 Identify and safely use a range of equipment and procedures (including
moving and handling) used within clinical practice
1.6 Demonstrate appropriate clinical assessment and decision making skills
1.7 Identify patients who have a condition (injury or illness) that requires
immediate recognition and intervention (whether treatment, drug
administration or transportation to secondary care)
1.8 Demonstrate understanding of the provision of appropriate treatments
1.9 Calculate accurate drug dosages
1.10Produce accurate, legible, comprehensive and comprehensible
records
1.11Demonstrate understanding of personal and patient safety and of ways
of preventing, de-escalating and resolving conflict.
INDICATIVE MODULE CONTENT
This module will cover the following areas as they rely heavily on each area
in order for the learner to identify appropriate intervention for clients.
Indicative content covered:
Physical Sciences (9.2)

Physical sciences form an important component of the paramedic curriculum
and include:
Page 30 of 140
- Introduction to scientific units of measurement
- Pressure and gas laws
- Hemodynamic and viscosity in relation to blood flow
- Laws governing physical and movement forces
- Composition of fluids
- Properties and reactions of acids, bases and buffers
- Diffusion and osmosis
- Ergonomics applied to the working environment and manual handling.
Life Sciences (9.3)
Introduction to human anatomy and physiology, including an examination of

the body systems with an emphasis on:
- Anatomical structure and function

- Homeostasis
- Cellular Biology (incl genes)
- Microbiology
- Body Tissues
- Musculoskeletal System and bone healing
- Nervous System
- Endocrine System
- Cardiovascular System (incl physiology of pulse, blood pressure and
electrical conduction)
- Lymphatic System
- Immune System (response to infection and injury)
- Respiratory System
- Digestive System (incl metabolism and role of nutrition in
health/illness)
Clinical Sciences (9.5)
Introduction to pathophysiological changes and related clinical

features of commonly encountered conditions:
- Cardiovascular system: disorders of the heart and blood vessels (e.g.

arrhythmias, ACS, heart failure, aneurysms and circulatory
conditions, DVT)
- Neurological: disorders of the brain and nervous system
(e.g.strokes,TIAs, epilepsy, unconsciousness, dementia and mental
disorders
- Endocrine system: diabetes and thyroid disorders
- Respiratory: COPD, infections and disorders of the lungs (e.g.
pneumonia, asthma, bronchitis, spontaneous pneumothorax,,
hypoxia, pulmonary oedema
- Gastrointestinal: disorders of the digestive system (e.g. bleeds,
appendicitis, peritonitis, abdominal pain, ulcers and bowel
obstruction)
- Inflammatory response, immunodeficiency
Page 31 of 140
- Musculoskeletal: disorders of bones, ligaments and tendons (e.g.
arthritis, osteoporosis)
Students will be given workbooks to support their learning in the above

areas.
Introduction to pathophysiology for commonly encountered trauma

presentations for all regions of the body, including mechanisms of
injury:
- Head and spine

- Thoracic
- Abdominal
- Pelvis
- Limbs
Introduction to the theoretical basis of assessment, clinical decision

making, management and their effectiveness:
- Scene assessment and safety

- Primary and secondary surveys
- History taking
Introduction to Pharmacology and the administration of therapeutic

medications:
- Actions: Pharmacokinetics and Pharmacodynamics

- Indications
- Cautions
- Contraindications
- Administration
- Route
- Safety
- Preparation
- Safe disposal
- Monitoring
- Continuous pre and post
- Management of adverse reaction and side effects
- Patient record keeping
Introduction to medical terminology:
Introduction to medical equipment used in paramedic practice, including the

factors limiting the reliability of equipment.
Client Group Knowledge:
- Adult (emergency medicine and trauma)

- Paediatric (emergency medicine and trauma)
Page 32 of 140
- Older Adult (the effects of aging and common systemic
pathophysiology)
- Obstetric and Gynaecological (emergency identification and
management)
- Mental Health (key pathophysiology relating to acute mental health)
Clinical Assessment and Decision Making: (9.9)
This area will be an integral element to this module. It draws from anatomy
and physiology to allow the student to undertake an assessment of a patient
(across the client groups) in a systematic and methodical approach. It will
allow the student to identify patients who have a condition (injury or illness)
that requires immediate recognition and intervention (whether treatment,
drug administration or transportation for secondary care). It follows the
medical model and will work with the clinical skills element to draw on the
use of technology to assist with the assessment and decision making
process. Level one is focused around identification through knowledge and
assessment of patients who are time critical or require further assessment.
It will allow them to structure an assessment on the primary survey and a
secondary survey including history taking and physical assessment. They
will be able, using simple decision tools, to prioritise multiple casualties.
- Primary Survey
- Secondary Survey
- History taking (PC, HPC, PQRTSA, SAMPLE, PMH, DH, SH, System
review)
- Mental State (including consent)
- Physical examination of cardiovascular system (pulse, BP, ECG)
- Neurological (AVPU, GCS, FAST),
- Respiratory (Inspect, palpate, percuss and auscultate, SpO2)
- Gastrointestinal (auscultation and palpation),
- Limb examination (MSC).
Ethics and Law for Practice: (9.7)

- Ethical, legal and professional issues that inform and shape
paramedic practice
- Professional, statutory and regulatory standards of conduct,
performance and ethics
- Ethical and legal frameworks within paramedic practice, and relevant
legislation (principles of consent, autonomy, beneficence,
maleficence and non-maleficence)
- Caring, and the primacy of patient interest and patient advocacy
- Patient confidentiality and data protection
- Duty of care, capacity, concordance and consent
- Awareness of practical issues relating to actions at crime scenes and
evidence preservation
Page 33 of 140
Introduction to Models and Theories of Clinical Reasoning, clinical
judgement and decision-making
ASSESSMENT
FORMATIVE ASSESSMENT AND ACTIVITIES
Mock examination
Mock OSCE
Safe Medicate
Mastering A&P
Practice Assessment Document (PAD)
SUMMATIVE ASSESSMENT
There are 2 components to the summative assessment for this module. All
components must be passed.
Examination - unseen/open book

Including Safe Medicate drug calculations
Practice Assessment Document
READING
Core
Association of Ambulance Chief Executives/Joint Royal Colleges Ambulance

Liaison Committee. 2013: UK Ambulance Services Clinical Practice
Guidelines 2013. London: Class Publishing.
#Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford:

Open University Press
#Blaber, A. and Harris, G (Eds) 2011: Assessment Skills for Paramedics.

Maidenhead: Open University Press.
College of Paramedics. 2013: Nancy Carolines Emergency Care in the

Streets. UK Edition. 7th Ed. Jones and Bartlett.
#Dimond B 2011: Legal Aspects of Nursing and Healthcare. 6th Edition.

Harlow: Pearson Education
#Fellows, S and Fellows, B. 2012: Paramedics from Street to Emergency

Department: Case Book. Maidenhead: OUP/McGraw Hill
Galbraith, A. Bullock, S Manias, E. Hunt, B and Richards, A. 2007:

Fundamentals of Pharmacology: An applied approach for nursing and
health. 2nd Edition. Harlow: Pearson Education
Page 34 of 140
Health and Care Professions Council 2011: Professionalism in healthcare
professions. Available via:
http://www.hcpc-
uk.org/assets/documents/10003771Professionalisminhealthcareprofessional
s.pdf
Health and Care Professions Council 2012a: Standards of Proficiency

Paramedics. Available via:
http://www.hcpc-
uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.
pdf
Health and Care Professions Council 2012b: Standards of conduct,

performance and ethics. Available via:
http://www.hcpc-
uk.org/assets/documents/10003B6EStandardsofconduct,performanceandeth
ics.pdf
Marieb, E. 2012: Essentials of Human Anatomy and Physiology. 10th Edition.

St Francisco: Benjamin Cummings (with Mastering A&P)
#McFadden, R. 2013: Introducing Pharmacology for Nursing and

Healthcare. 2nd ed. Harlow: Pearson.
Nicholls, T. and Hawkes-Frost, L. 2012: Pain: an ambulance perspective.

Bridgwater: Class Health,
Journal of Paramedic Practice:

CPD Module: Considering and applying pharmacokinetics (October 2012)
Emergency Medicine Journal
Supplementary
Caroline N L (1995). Emergency Care in the Streets. 5th edition. Boston,

Little, Brown and Company.
Fraser D, Cooper M (2009). Myles Textbook for Midwives. 15th Edition.

Edinburgh, Churchill Livingstone.
Gray D, Houton A R (2008). Making Sense of the ECG A Hands on Guide

3rd Edition. Arnold Press, London.
Greaves I and Porter K (Eds) (1999). Pre-hospital Medicine, The principles

and practice of Immediate Care. Bath, Arnold Publishers.
Hubble M and Hubble J (2002). Principles of Advanced Trauma Care.

Delmar Thomson Learning, Albany, New York.
Page 35 of 140
Hunter N (2001). Handle with Care: A guide to back care and manual
handling for Ambulance Staff. 1st edition. Nicola Hunter, Bury St Edmunds.
#Kumar P and Clark M (2012). Clinical Medicine. 8th edition. London, W B

Saunders.
Rang P, Dale M, Ritter J and Moore P (2012). Pharmacology. 7th edition.

Churchill Livingstone, London, New York.
Semple D, Smyth R, Burns J, Darjee R, McIntosh A (2005). Oxford

Handbook of Psychiatry Oxford. University Press, Oxford (Oxford
Handbooks Series).
Snyder D and Christmas C (2003). Geriatric Education for Emergency

Medical Services. Jones and Bartlett, Sudbury, USA.
Tortora, G.J. & Derrickson, B (2009) Principles of Anatomy & Physiology 12th edn.
Hoboken: John Wiley & Sons, Inc.
Wertz E (2002). Emergency Care for Children. Delmar Thomson Learning,

Albany, New York.
Wilson K J W and Waugh A (2010). Ross & Wilson Anatomy & Physiology
In Health & Illness (11th edition). Churchill Livingstone, Edinburgh.
Wolf Lewis L and Timby B K (1993). Fundamental Skills and Concepts in

Patient Care. Chapman Hall, London.
Zembrzuski C (2001). Clinical Companion for Assessment of the Older

Adult. Delmar Thomson. Albany, New York.
Websites
British Medical Journal

www.BMJ.com
British National Formulary

http://www.bnf.org/bnf/
ChemFinder.com Site which lists every chemical compound and drug, its
properties and molecular structure.
http://chemfinder.cambridgesoft.com
College of Paramedics
https://www.collegeofparamedics.co.uk/
College of Pharmacy and Allied Health Professions, New York City

A Useful drug pharmacology website
http://facpub.stjohns.edu/~yoburnb/pages/dropdowncurrent.html
Department of Health (DH)
Page 36 of 140
http://www.dh.gov.uk/Home/
DH (Emergency Care)
http://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/EmergencyCare/
Health and Care Professions Council

http://www.hpc-uk.org/
JRCALC Website
http://www.jrcalc.org.uk/
The Lancet Interactive

http://www.thelancet.com/
Merck Manual Medical Journal

http://www.merck.com/pubs/mmanual/
Mosbys Paramedic Textbook website

www.mosby.com/MERLIN/Sanders
National Electronic Library for Health (Emergency Care)

http://libraries.nelh.nhs.uk/emergency/
Resuscitation Council (2002) Resuscitation Guidelines (UK) 2002.

http://www.resus.org.uk/pages/guide.htm
Journals (examples)
Accident and Emergency Nursing

American Journal of Emergency Medicine
Annals of Emergency Medicine
British Medical Journal (BMJ)
Emergency Medicine Journal (EMJ)
Health Service Journal (HSJ)
Journal of Paramedic Practice
Prehospital Emergency Care
Student BMJ
Page 37 of 140
MODULE OVERVIEW
PROGRAMME: BSc (Hons) [Paramedic Science]
MODULE TITLE: Communication and Personal Development (CPD)

Module code: HSCP4042A
Contact Hours: 33 of Workbook: 9
which 24 are face to face Directed/Self-Directed Hours: 158
12 hours volunteer Alliance
visits
MODULE AIM
This module will focus on three themes: transition into higher education and
the acquisition of effective learning skills; the foundations of communication in
its variety of forms and the exploration of reflective practice and its role in
lifelong learning and the development of self-awareness to support effective
paramedic practice.
The learning strategy will include:

a developmental workbook
the use of group work and experiential learning (including simulation
and communication and consultation skills rehearsal)
regular formative exercises and activities including more formal
formative assessment with feedback.
MODULE OUTCOMES
The module will enable students to:
2.1 Appreciate own learning needs and their application to study and lifelong
learning
2.2 Demonstrate awareness of communication models and frameworks
2.3 Develop self-awareness and understanding of communication and its role
in interpersonal relationships
2.4 Explore models, frameworks and tools to enhance self-awareness
2.5 Analyse and apply a range of models and frameworks of reflection.
This module will provide you will a sound foundation in learning and study
skills to support you through the transition into higher education. We will also
use communication in its variety of forms and skills and evidence to support
your development of effective communication and interpersonal relationships
for paramedic practice. You will see in the list below that you will (with
support, supervision, guidance and feedback) explore and experience a
range of ways of learning, so you can develop your abilities as an effective
learner and member of a learning group. We will also introduce you to the
Page 38 of 140
concept of Lifelong Learning and reflective practice. Module content will
cover the following three main areas of:
Study Skills and Academic Development:

Study and Learning Skills
Learning styles
Experiential learning
Learning within groups
Note-taking
Self-assessment
Developing learning contracts and learning development plans
Literacy and numeracy
Documentation
Using IT
Academic writing, referencing and avoiding plagiarism
Preparing and delivering presentations
Introduction to Enquirybased Learning
Looking after Yourself.
Communication:
Self-awareness and management of self

The process of communication
Communication modes and models
Introduction to Calgary-Cambridge Model of Consultation
Barriers to communication
Verbal and non-verbal communication
Building helping relationships.
Professional Development:
Portfolio development
Models of reflection and reflective practice
Self-development (behaviour, assertiveness, anti-discriminatory practice)
Problem solving and decision making
Inter-professional learning
What is professionalism/ a profession.
ASSESSMENT
FORMATIVE ASSESSMENT AND ACTIVITIES
Reflective exercises x2
Portfolio
EBL presentations
Communication plan
Presentation of Learning development plan (this is assessed as part of the
Year 1 showcase portfolio)
Page 39 of 140
SUMMATIVE
Communication Essay - 3000 words

READING
Core
Burns S and Bulman C (2000). Reflective Practice in Nursing. (2nd edition).

Blackwell Science, Oxford.
Chia, S. and Harrison, D 2011: Tools for Continuing Professional

development. 2nd Edition. Quay Books
Cottrell, S (2010). Skills for Success: Personal Development and

Employability. Basingstoke: Palgrave Macmillan
Cottrell S (2011). Critical Thinking Skills: Developing Effective Analysis and

Argument. 2nd Edition. Basingstoke: Palgrave Macmillan
Cottrell S (2013). The Study Skills Handbook. 4th Edition. Basingstoke:

Palgrave Macmillan
Pears, R and Shiels, G (2013) Cite Them Right: the essential referencing
guide. 9th Edition. Pear Tree Books
Silverman, J. Kurtz, S. and Draper, J. 2013: Skills for Communicating with

Patients. 3rd Edition. Oxford: Radcliffe Publishing
Thompson, S. and Thompson, N. 2008: The Critically Reflective Practitioner.

Basingstoke: Palgrave Macmillan
Webb, L (Ed) 2011: Nursing: Communication Skills for Practice. Oxford:

Oxford University Press
Supplementary
Johns, C (2009) Becoming a Reflective Practitioner 3rd Edn. Oxford: Wiley

Blackwell
Journals
Journal of Paramedic Practice and their CPD modules:

Becoming a reflective practitioner: a framework for paramedics
(January 2011)
Critical thinking for paramedic practice (July 2013)
Student BMJ
Page 40 of 140
Websites
Dean of Students Study Guides access via:

https://www.uea.ac.uk/services/students/let/study_resources
Oxford Journals online

http://ct.oupjournals.org/
Skills Cascade
http://www.skillscascade.com/
Social Science Information Gateway (SOSIG)

http://www.ariadne.ac.uk/issue2/sosig
Page 41 of 140
MODULE OVERVIEW
YEAR: 1 CREDITS: 20 LEVEL:

theory 4
MODULE TITLE: Psychosocial Aspects of Out of Hospital Care
Module code: HSCP4043A
Contact Hours: 96 of which 48 are face Directed/ Self- Directed
to face supported by 48 hours of directed Hours: 96
study and EBL preparation
MODULE AIM
The module will complement the Foundations in Paramedic Practice module

by introducing important themes from sociology and psychology. The ability
to use these two fields of science will be related to health and assessment.
The wider implications of health policy, public health and health promotion
will also be considered.
This will be delivered by blended learning using a mixture of flipped lectures,

directed reading, lectures and seminars. Group work and Enquiry Based
Learning (EBL) will support application to practice.
The EBL packages will focus on:

mental health difficulties mood disorders; psychosis
dementia
learning disabilities & autism
stress
vulnerable groups - including the homeless.
MODULE OUTCOMES
3.1 Demonstrate awareness of psychosocial concepts and their potential

effects on Healthcare
3.2 Appreciation of the interaction between psychosocial aspects and
patient Presentation
3.3 Recognise individual difference including culture, gender and anti-
Discriminatory practice
3.4 Appreciate person-centered care and its application to care of people
with dementia, mental health difficulties, learning disabilities & autism
and marginalised groups
3.5 Demonstrate respect for others
3.6 Appreciate approaches to health promotion and health education and
their role in health service structure and organisation
3.7 Demonstrate understanding of the aetiology and effects of stress on the
Individual.
Page 42 of 140
This module will cover sociology and psychology related to healthcare.
Sociology:
Epidemiology
Life Style and its meaning
Sociology and its effects on the body
Health inequalities (poverty, welfare and social exclusion)
The health service (organisation, development and policy)
Power
Gender
Culture, race and religion
Social interaction (society, community and belonging)
Health policy
Psychology:
Perception
Memory and problem solving
Behaviour
Developmental
Nature v Nurture
Health Psychology
Psychopathology (including stress)
Breaking bad news
Theories of pain, effects on individuals, total pain
Public Health, Health Promotion:
Introduction to Health Promotion and Health Education

Prejudice, stigma and discrimination
Attitude
Mental Health Promotion
Concordance
Person-centered care, social inclusion and application to people with a
learning difficulty/disability and autism, vulnerable groups, common mental
health problems
Introduction to Mental Health and Mental Capacity Acts

Consent, capacity
Page 43 of 140
ASSESSMENT
FORMATIVE
Reflections x2 on EBL
EBL presentations
Poster plan
SUMMATIVE
Group Poster Presentation and written summary
The poster presentation will take place according to the module timetable.
You will work collaboratively in separate groups [4-5 students per group] to
provide a poster presentation of the key issues related to the client group
selected. Each student must take part in presenting your group poster to the
rest of the group. The group may use a range of methods of presentation
including role play, and may involve the rest of the cohort in any interaction
you feel can enhance your presentation.
The key elements will relate to:

Communication - group communication and evidence of teamwork
Awareness of psychosocial concepts and their potential effects on
healthcare the group must decide on one aspect of health promotion
related to one of the key client groups explored during this module
Appreciation of the interaction between psychosocial aspects and patient
presentation
Demonstrating respect for others
The evidence base a detailed reference list must be included with the
poster.
The poster presentation which should last approximately 20 minutes, must

demonstrate the collaborative work undertaken and the individual students
contribution to the group enterprise.
Page 44 of 140
READING
Core
Atherton H. Crickmore D. Evans J and Shanley E. Eds. 2011: Learning

Disabilities Toward Inclusion. 6th Edition. Edinburgh: Elsevier/Churchill
Livingstone
Giddens A and Sutton P (2013). Sociology. 7th Edition. Cambridge: Polity

Press
Gross R (2010). Psychology: The Science of Mind and Behaviour. 6th

Edition. Hodder and Stoughton, London.
Naidoo J and Wills J (2009). Health Promotion: Foundations for Practice.

3rd edition. Edinburgh, Balliere Tindall.
Pilgrim D. 2009: Key Concepts in Mental Health. 2nd Edition. London: Sage
Scriven, A. (2010). Promoting Health: a Practical Guide. (6th edition).

Edinburgh: Bailliere Tindall.
Page 45 of 140
Supplementary
Davies T. and Craig T 2009: ABC of Mental Health. 2nd Edition. Oxford:
Blackwell Publishing Ltd.
Doy R. Burroughs D and Scott J. 2008: Mental illness assessment,

management of depression and self-harm; the Mental Health Act. In
Wardrope J. Driscoll P. Laird C. and Woollard M 2008: Community
Emergency Medicine: A System of Assessment and Care Pathways.
Edinburgh: Churchill Livingstone/Elsevier (Chapter 15 pages 253-267)
Doy R. Blowers EJ. Sutton E. 2008 Assessing and managing psychosis,

drug misuse and violence and aggression. In Wardrope J. Driscoll P. Laird
C. and Woollard M 2008: Community Emergency Medicine: A System of
Assessment and Care Pathways. Edinburgh: Churchill Livingstone/Elsevier
(Chapter 16 pages 269-289)
NHS England Public Health/Health Promotion publications.
Helman C 2007: Culture, health and Illness. 5th Edition. London: Hodder
Arnold
Ogden J 2012: Health Psychology: A Textbook. 5th Edition. Maidenhead:


Edinburgh: Churchill Livingstone/Elsevier
Websites
Health Development Agency

http://www.hda-online.org.uk/
Health Protection Agency

http://www.hpa.org.uk/
Health Promotion Agency

http://www.healthpromotionagency.org.uk/
Patient UK
http://www.patient.co.uk/showdoc/16
Journals
BMJ
Medscape Mental Health
Mental Health Practice
Page 46 of 140
MODULE OVERVIEW
MODULE TITLE: Evidence Based Practice (1)

Module code: HSCP4044B
Contact Hours: 21 Directed 21
Self-Directed Hours: 158
MODULE AIM
This module will give the student grounding in research and evidence-based
practice and its effects on the development of the profession and client care.
The ability to distinguish between research and clinical audit will be
facilitated. Students will also be introduced to clinical governance and given
an overview of service improvement models and tools.
MODULE OUTCOMES
This module will enable students to:
4.1Demonstrate appreciation of evidence based practice

4.2 Explain the research and clinical audit processes
4.3 Demonstrate understanding of the cycle of clinical effectiveness
4.4 Demonstrate the ability to access and retrieve evidence from a variety of
sources
4.5 Demonstrate ability in undertaking critical appraisal
4.6 Explore and critique relevant practice guidelines including National
Service Frameworks/NICE Guidance
4.7 Explore service improvement processes and tools.
Page 47 of 140
This module will give the student grounding in research and evidence-based
practice and its effects on the development of the profession and client care.
The ability to distinguish between research and clinical audit will be
facilitated. Content will include:
Clinical audit versus research

Types of research
The use of research and its role in promoting best practice and clinical
effectiveness
Introduction to research methodologies
Introduction to research terminology
Finding evidence
Critical Appraisal
The clinical audit process
The use of clinical audit
Access and retrieval of literature
National Service Frameworks
Clinical guidelines versus protocols
Introduction to service improvement- Process Mapping, PDSA, 5S and
Root Cause Analysis.
ASSESSMENT
FORMATIVE
Group critical appraisal exercise
Group critical appraisal presentation
SUMMATIVE
Portfolio
To include
- Specific written piece relating an article to experience & application
- Reflective 1000 word essay
Page 48 of 140
READING
Core
Burgess, R. (Ed) (2011) New principles and best practice in clinical audit.
Healthcare quality improvement partnership. London.
Chambers, R. and Boath, E. (2007) Clinical Effectiveness and Clinical

Governance Made Easy. 4th Ed., Abigdon: Radcliffe Medical
Craig, J. and Smyth, R. (2012) 3rd edition. The Evidence-Based Practice

Manual for Nurses. Edinburgh: Churchill Livingstone
Crombie, I. 2004: The Pocket Guide to Critical Appraisal. London: Wiley-

Blackwell/BMJ
Greenhalgh, T. 2010: How to Read a Paper: The basics of evidence-based

medicine. 4th Edition. Chichester: Wiley-Blackwell/BMJ Books
Griffiths P and Mooney G Eds. 2012: The Paramedics Guide to Research: An

introduction. Maidenhead: Oxford University Press
Lanoe N 2002: Ogiers Reading Research: How to Make Research More

approachable. 3rd Edition. Edinburgh: Balliere Tindall
Supplementary
Bowling A (2012). Research Methods in Health. Investigating Health and

Health Services. 3rd Edition. Maidenhead: Open University Press.
Polgar S and Thomas S (2013). Introduction to Research in the Health

Sciences. (6th edition). Edinburgh: Churchill Livingstone/Elsevier
Page 49 of 140
Websites
Commission for Health Improvement

http://www.chi.nhs.uk/
Healthcare Commission
www.healthcarecommission.org.uk
National Institute for Clinical Excellence

http://www.nice.org.uk/
National Electronic Library for Health

http://www.nelh.nhs.uk/
Prodigy- good site for clinical guidelines

www.prodigy.nhs.org
Scottish Intercollegiate Guideline Network (SIGN)

http://www.sign.ac.uk/
Journals
Bandolier -access via www.medicine.ox.ac.uk/bandolier/
BMJ
BMJ Case Reports
BMJ Open
Clinical Evidence
Evidence-based Healthcare
Evidence-based Healthcare and Public Health
Evidence-based Medicine
International Journal of Evidence-Based Healthcare
Page 50 of 140
MODULE OVERVIEW
MODULE TITLE: Practice-based Learning 2

Module code: HSCP4045B
Contact Hours: 27 Directed/ Self-Directed Hours:
Reading week 37.5
Placement 412.5
MODULE AIM
The module will comprise 4 days of placement preparation/drills and skills

followed by a prolonged placement experience during the Integrating period
weeks 25-36.
The module comprises a 10 week placement supported by a week of

introductory skills review and simulation and a reading week and is designed
to enable students to consolidate their learning across the year and its
application to practice. Since the programme comprises a spiral curriculum, in
addition to the module specific outcomes given below, a number of outcomes
from the preceding modules are revisited and assessed to ensure that
students have met the requirements to progress into Year 2 of the
programme.
Students will demonstrate their achievement within the Practice Assessment

Document (PAD) which will be signed by an approved mentor/practice
educator.
An OSCE will also be undertaken testing Life Support, fundamental patient
observations, ECG interpretation and communication skills.
A course test using the Safe Medicate programme will test drug calculations
and medicines management ability.
Students will submit their portfolio (maintained throughout the year) and
attend an end of year review meeting with their Personal Adviser.
MODULE OUTCOMES
This module will enable students to:
5.1 Demonstrate appropriate clinical assessment and decision making skills

5.2 Identify patients who have a condition (injury or illness) that requires
immediate recognition and intervention (whether treatment, drug
administration or transportation for secondary care)
5.3 Demonstrate understanding of the provision of appropriate treatments
5.4 Calculate accurate drug dosages
5.5 Identify and safely use a range of equipment and procedures (including
moving and handling) used within clinical practice.
Page 51 of 140
Clinical Skills
These will include:
o Observations (physical and technical)

o Support of other clinicians
o Cardiac Arrest (including AED and BVM)
o ECG interpretation/arrhythmias
o Interventions in adult (medicine and trauma),
o Moving and handling
o Immobilisation and procedures
o Personal safety
o Effective team-working.
ASSESSMENT
FORMATIVE
Drills and skills
PAD
SUMMATIVE
OSCE
PAD
End of Year review - Showcase Portfolio
Page 52 of 140
READING
Core

Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford: Open
University Press
Blaber, A. and Harris, G (Eds) 2011: Assessment Skills for Paramedics.

College of Paramedics. 2013: Nancy Carolines Emergency Care in the

Streets. UK Edition. 7th Ed. Jones and Bartlett.
Dimond B 2011: Legal Aspects of Nursing and Healthcare. 6th Edition.

Fellows, S and Fellows, B. 2012: Paramedics from Street to Emergency


Fundamentals of Pharmacology: An applied approach for nursing and health.
2nd Edition. Harlow: Pearson Education

St Francisco: Benjamin Cummings (with Mastering A&P)
#McFadden, R. 2013: Introducing pharmacology for nursing and healthcare.

2nd ed. Harlow: Pearson.

Bridgwater: Class Health,
Page 53 of 140
Supplementary
Journals
Academic Emergency Medicine

Websites
Bob the Psychiatric Nurse- excellent links to mental health and mental health
legislation (the best available without subscription)
http://dspace.dial.pipex.com/bob.dunning/bobthe.htm
Hunt G. (2003) Accountability.

http://www.freedomtocare.org/page15.htm#accountability%20and%20ethics
Page 54 of 140
MODULE OVERVIEW

MODULE TITLE: Developing Paramedic Practice
Contact Hours: 171 of which 85 are face to face Practice Hours:
supported by 86.5 hours of supported learning 300
The module will be delivered using blended learning with

physiology/pathophysiology and pharmacology workbooks, skills development
and simulation and practice placements.
MODULE AIM
This module is designed to enable the development of clinical decision making
through application of a range of evidence supporting clinical reasoning, patient
assessment and interventions based on current best practice. The module builds
on the Foundations of Paramedic Practice and Practice-based Learning 2
modules and the completion of the requirements for Year 1 of the programme. A
review of anatomy and physiology, and a more detailed focus on pharmacology
and behavioural sciences will be introduced with a wider engagement in
pathophysiology in order to enable the student paramedic to expand their
decision making and knowledge of the referral process. The combination of
these elements and critical understanding will enable enhanced individualised
patient care.
The module will be supported by sustained periods of placement experience.
TYPE OF PLACEMENT
The placements will allow for the learner to gain a range of experience related to
the development in the range of care and referrals that they can make. The
learner will build up competency through practice and will gain the ability to make
clinical decisions utilising a range of information including critical appreciation of
referral pathways and the role of other services in providing patient pathways.
Placements will occur between weeks 5 and 12 and will include:
Theatres
Surgical Assessment Unit
Emergency Ambulance
Page 55 of 140
MODULE OUTCOMES
6.1 Analyse and explain the relevance and application of pathophysiology,

pharmacology, clinical and behavioural sciences to paramedic practice
6.2 Demonstrate critical awareness of the psychosocial effects of long-term
illness and disability on the individual
6.3 Evaluate appropriate evidence to enhance individualised person-centered
care for a range of people including those with long-term conditions,
multiple co-morbidities and those requiring palliative and end of life care
6.4 Demonstrate insightful, sensitive and effective communication skills
6.5 Demonstrate critical awareness of self in the forming and ending of the
paramedic: patient relationship
6.6 Demonstrate appropriate professional relationships with other members of
the inter-professional healthcare team and within student peer group
6.7 Develop effective and compassionate helping relationships with patients,
their relatives and carers
6.8 Demonstrate effective intrapersonal communication (emotional
intelligence)
6.9 Demonstrate critical reflection and ability to modify care approach following
reflection
6.10Demonstrate effective decision-making and safe use a range of
equipment, procedures and interventions within clinical practice
6.11Demonstrate understanding and can explain the rationale for the
provision of appropriate treatments
6.12Demonstrate critical appreciation of the role of the paramedic in relation to
the total patient journey
6.13Undertake appropriate risk assessment and formulate an effective risk
management plan
6.14Demonstrate understanding of the principles of managing multiple
casualties and of major incident management
6.15 Demonstrate in-depth understanding of professional, legal and ethical
parameters and their relevance to self as a paramedic practitioner.
Page 56 of 140
This module draws from distinct but essentially related elements that combine to
form the basis of paramedic practice. They will allow for the paramedic to deal
with a range of conflicting information in order to make justified clinical decisions.
These are:
Clinical Sciences
Pathophysiology: (2)
Congenital abnormalities and genetic transmission (incl. genetics)

Disease in populations
Human growth and development across the lifespan (incl. paediatrics)
Stress and disease
Integumentary system & wound healing burns, ulcers, heat related
illness, hypothermia
The special senses
Urinary system
Reproductive system obstetrics, care of new-born, emergency
presentations
Role of the liver & liver failure
Physiology of addiction
Neurological seizure types, meningitis, headache
HIV/ AIDS, immunodeficiency
Mood disorders, cognitive effects
Diagnostic testing
Neuromuscular disorder
Endocrine dysfunction
Anaemia, leukaemia, platelets and coagulation
Diseases of the heart and valves, cardiac arrthymias
Respiratory and pulmonary disease, chest wall dynamics
Renal disorders including renal calculi, ARF
Digestive disorders including GORD, gallstones, intestinal obstruction,
pancreatitis, constipation, diarrhoea
Bone degeneration and disease, growth disorder
Cancer, Infections, allergies, insect bites, cancer, pressure area care.
Page 57 of 140
Pharmacology: (2)
Toxicology
o Poisons and antidotes
o Management of overdoses (activated charcoal)
Pain Management
Anaesthesia
Histamine and antihistamine
Psychopharmacology
Antiarrhythmic and anti-anginal
Antihypertensive
Anticoagulant
Anaemia
Diuretics
Lipid Lowering
Gastrointestinal
Bronchodilators
Steroid Inhaler
Decongestants
Vitamins and minerals
Antibiotics .
This area will be an integral element to this module. It draws from anatomy and
physiology and the life and clinical sciences, to allow the student to undertake an
assessment of a patient (across the client groups) in a systematic and methodical
approach. It will allow the student to identify patients who have a condition (injury
or illness) that requires immediate recognition and intervention (whether treatment,
drug administration or transportation for secondary care). This also expands on
the range of information that is gained from assessment. Level two is focused
around identification through knowledge and assessment of patients who are time
critical and have other pathophysiology that requires management and require
further assessment. It will allow them to structure an assessment on the primary
survey and a secondary survey including history taking and physical assessment.
Students will be able to identify and prioritise, multiple casualties. Documentation
will be covered and links made with the law module. Students will be able to operate
within the hospital setting in order to gain the exposure to patients and feedback.
Primary Survey
Secondary Survey
o History taking (HPC, Chief Compliant, PQRTSA, SAMPLE)
o Physical examination of cardiovascular, respiratory, gastrointestinal,
nervous system and limbs.
Pain assessment SOCRATES/PQRSTA
Treat, refer
Students will be able to perform patient clerking.
Page 58 of 140
Development and Application of Theories and Models of Clinical Reasoning
Clinical Skills (2)
This would include:
- Observations (physical and technical)

- Support of other clinicians
- Cardiac Arrest and arrhythmias
- Obstetric and gynaecological emergencies
- Interventions in adult and paediatric (medicine and trauma),
- Moving and handling
- Immobilisation and procedures.
ASSESSMENT
FORMATIVE
Group/individual presentations
Case study review
Workbook feedback
Situation Judgment Tests
Portfolio review
Safe Medicate
There are 3 components to the summative assessment for this module all of
which must be passed:
Oral Examination
PAD
Portfolio, skills book including case studies and evaluation of development
READING
Core

Liaison Committee. 2013: UK Ambulance Services Clinical Practice Guidelines
2013. London: Class Publishing.
Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford: Open
University Press
Blaber, A. and Harris, G (Eds) 2011: Assessment Skills for Paramedics.

College of Paramedics. 2013: Nancy Carolines Emergency Care in the Streets.

UK Edition. 7th Ed. Jones and Bartlett.
Dimond B 2011: Legal Aspects of Nursing and Healthcare. 6th Edition. Harlow:
Pearson Education
Page 59 of 140
Galbraith, A. Bullock, S Manias, E. Hunt, B and Richards, A. 2007: Fundamentals

of Pharmacology: An applied approach for nursing and health. 2nd Edition.
Kumar P and Clark M Eds 2012: Clinical medicine. 8th

Edition. Edinburgh: Elsevier
Marieb, E. and Hoehn K 2014: Human Anatomy and Physiology. Harlow:

Pearson Education (with Mastering A&P)

Bridgwater: Class Health
Wyatt J. Illingworth R. Graham C. and Hogg K 2012: The Oxford Handbook of

Emergency Medicine. 4th edition. Oxford: Oxford University Press
Supplementary
AAOP/PEPP (2014). Paediatric Education for Prehospital Professionals. 3rd

Edition Jones and Bartlett, Sudbury.
Gray D, Houton A R (2008). Making Sense of the ECG A Hands on Guide 3rd
Edition. Arnold Press, London.
Greaves I and Porter K (Eds) (1999). Pre-hospital Medicine, The principles and
practice of Immediate Care. Bath, Arnold Publishers.
Hubble M and Hubble J (2002). Principles of Advanced Trauma Care. Delmar

Thomson Learning, Albany, New York.
Kumar P and Clark M (2012). Clinical Medicine. 8th edition. London, W B

Saunders.
Rang P, Dale M, Ritter J and Moore P (2012). Pharmacology. 7th edition.

Churchill Livingstone, London, New York.
Semple D, Smyth R, Burns J, Darjee R, McIntosh A (2005). Oxford Handbook of

Psychiatry Oxford. University Press, Oxford (Oxford Handbooks Series).
Snyder D and Christmas C (2003). Geriatric Education for Emergency Medical

Services. Jones and Bartlett, Sudbury, USA.
Tortora, G.J. & Derrickson, B (2009) Principles of Anatomy & Physiology 12th edn. Hoboken:
John Wiley & Sons, Inc.
Wertz E (2002). Emergency Care for Children. Delmar Thomson Learning,

Albany, New York.
Page 60 of 140
Wilson K J W and Waugh A (2010). Ross & Wilson Anatomy & Physiology In
Health & Illness (11th edition). Churchill Livingstone, Edinburgh.
Wolf Lewis L and Timby B K (1993). Fundamental Skills and Concepts in Patient
Care. Chapman Hall, London.
Zembrzuski C (2001). Clinical Companion for Assessment of the Older Adult.

Delmar Thomson. Albany, New York.
Websites
As module 1; others will be given to the students with scenarios and clinical
presentations and following specific sessions.
Journals
Archives of Disease in Childhood Education and Practice
BMJ
BMJ Case Reports
BMJ Open
Emergency Nurse
Student BMJ
Page 61 of 140
MODULE OVERVIEW
MODULE TITLE: Current issues in Paramedic and Out of Hospital Practice

Contact Hours: 48 Directed/ Self-Directed Hours: 152
MODULE AIM
This module expands the elements of sociology and psychology related to healthcare
following on from the module Psychosocial Aspects of Out of Hospital Care. It
explores these sciences in relation to the patients as individuals, focusing on
enhancing inclusion and access to healthcare, care provision for people living with
dementia, those requiring palliative and end of life care, older people with frailty,
people with multiple co-morbidities, homelessness, substance misuse, multi-cultural
care and care for travellers and other hard to engage groups. Students will be
encouraged to explore dilemmas and difficulties including social attitudes, how
services are funded, organised, designed and delivered and to analyse the role of the
paramedic in supporting individualised care and enhancing access to care and
continuity of care within our of hospital services.
MODULE OUTCOMES
The module will enable students to:
7.1 Demonstrate critical appreciation of the interaction between psychosocial

aspects and patient presentation
7.2 Analyse the role of social exclusion and stigma on health and illness
7.3 Analyse the causes and effects of loss and adjustment on the individual and
the role of the paramedic in supporting the patient/ family
1.4 Recognise individual difference including culture, gender and anti-
discriminatory practice
7.5 Show awareness of own beliefs and their effects on others
7.6 Analyse approaches to health promotion and health education and their role in
health service structure and organisation
7.7 Critically explore the role of politics, policy and social construction of health and
illness on the provision and access to services
7.8 Demonstrate in-depth appreciation of the range of services involved across
pathways for patients with complex needs
Sociology of poverty, social inclusion, stigma and marginalisation

Access to services
Race, ethnicity and migration
Culture and health multi-cultural care
Page 62 of 140
Public Health and Health Promotion including role of the media; patient education
Team work
The expert patient
Dementia
Palliative and End of Life Care - loss, bereavement and carer/family support
Older people with frailty
Long-term conditions and complex comorbidities
Integration of services
Substance misuse
Ethical and moral perspectives
Safeguarding
Professional issues and requirements
Resilience
Topical issues and dilemmas
ASSESSMENT
FORMATIVE
EBL presentations
Group debate
Student selected activity
Professional issues/HCPC role play
SUMMATIVE
The assessment comprises:
Patchwork assessment comprising selections from:
EBL work
Preparation for debate
Reflections on professional issues
Analysis of learning from student selected activity and learning contract
Integrating narrative
READING
Core
End of life Care Programme, 2010: A framework of National Occupational Standards

to support common core competences and principles for health and social care
workers working with adults at the end of life, London: Department of Health
Giddens A and Sutton P (2013). Sociology. 7th Edition. Cambridge: Polity Press
Gross R (2010). Psychology: The science of mind and behaviour. 6th Edition.
Hodder and Stoughton, London.
Helman C 2007: Culture, Health and Illness. 5th Edition. London: Hodder Arnold
Lloyd-Williams M. (ed.), 2008: Psychosocial Issues in Palliative Care, Oxford: OUP
Page 63 of 140
Naidoo J and Wills J (2009). Health Promotion: Foundations for Practice. 3rd edition.
Edinburgh, Balliere Tindall.
Scriven, A. (2010). Promoting Health: a Practical Guide. (6th edition). Edinburgh:

Bailliere Tindall.
Silverman J, Kurtz S, Draper J, 2013 (3rd edition) Skills for Communicating with
Patients.Radcliffe Publishing, Oxford
Thomas, K and Lobo, B. 2011. Advance Care Planning in End of Life Care, Oxford:
OUP
Supplementary
Benner P (1984). From Novice to Expert: Excellence and Power in Clinical Nursing.
Menlo Park CA, Addison-Westley.
Boud D and Keogh R, Waljer D (1985). Reflection: Turning Experience into

Learning. New York, Kogan Page.
Gibbs G (1988). Learning by Doing: a guide to teaching & learning methods. Oxford,
Further Education Unit, Oxford Polytechnic.
Rickards T (1992). How to win as a Mature Student. London, Kogan Page.
Turnball J, Paterson B (1999) eds. Aggression and Violence: Approaches to Effective

Management. Basingstoke, MacMillan.
Websites
Oxford Journals online

http://ct.oupjournals.org/
Skills Cascade
http://www.skillscascade.com/
Social Science Information Gateway (SOSIG)

http://www.sosig.ac.uk/roads/subject-listing/World-cat/commun.html
Page 64 of 140
MODULE OVERVIEW

MODULE TITLE: Evidence Based Practice (2)
Contact Hours: 30 Directed/ Self-Directed Hours: 170
MODULE AIM
This module builds on EBP 1 in Year 1 facilitating you in further developing your
skills of analysis/evaluation of a range of evidence drawn from research, audit,
clinical effectiveness and best practice and service improvement initiatives.
Students will develop their presentation and their skills in presenting a reasoned
argument as well as becoming more knowledgeable about service improvement
tools and theory to support a service improvement project they will undertake in
Year 3.
MODULE OUTCOMES
The module will enable the student to:
8.1 Analyse the validity and reliability of evidence from multiple sources including
research
8.2 Demonstrate critical appreciation of the audit cycle and its role in paramedic
practice
8.3 Analyse audit and service improvement tools and processes
8.4 Critically appraise a range of data to support developing ideas for clinical audit
and service improvement
8.5 Evaluate evidence from a range of sources to formulate recommendations for
practice development/ change.
This module will give you a further grounding in evidence-based practice and how
data can be used to transform and improve services and to build a change for
service improvement and innovation.
Clinical audit verses research

Using research methodologies (Mixed methods, systematic reviews, cohort
studies, qualitative methods)
The clinical audit process
The use of clinical audit
Service improvement tools and processes
Models and approaches to change; managing change
Role of the paramedic in using evidence/metrics to change practice
Project management.
Page 65 of 140
ASSESSMENT
FORMATIVE
Group presentations
Structured activities - Process mapping/PDSA/Root Cause analysis
SUMMATIVE
Presentation service improvement
Critique/comparative review of two articles with varying methodology and

outcomes
READING
Core

Craig, J. and Smyth, R. (2012) 3rd edition. The Evidence-Based Practice Manual
for Nurses. Edinburgh: Churchill Livingstone

Blackwell/BMJ



Supplementary
Bowling A (2012). Research Methods in Health. Investigating Health and Health

Services. 3rd Edition. Maidenhead: Open University Press.
Polgar S and Thomas S (2013). Introduction to Research in the Health Sciences.

(6th edition). Edinburgh: Churchill Livingstone/Elsevier
Page 66 of 140
Websites




www.prodigy.nhs.org

Journals
BMJ
BMJ Case Reports
BMJ Open
Clinical Evidence
Page 67 of 140
MODULE OVERVIEW
MODULE TITLE: Practice Based Learning 3 (with Critical Care)
Contact Hours: 71 of which 35 are face Placement: 525

to face skills teaching and 36 directed
MODULE AIM
The module will comprise 35 hours of skills teaching and 40 hours of

lectures/seminars and online learning activities plus placements in a range of
critical care environments.
The module will build on previous clinical skills development as well as enhancing
the students underpinning knowledge related to critical care presentations and
the range of services available to which patients may be admitted or referred
when facing life-critical care needs. In addition students will attend placements to
gain insight into more specialist critical care provision in critical care and trauma
complexes. They will analyse specialized investigations and the rationale for
ordering special tests and investigations to assist diagnosis and treatment.
Placements will occur between weeks 26 and 39.
These will include:

Emergency Ambulances
EAU
A&E
CCU
Page 68 of 140
MODULE OUTCOMES
9.1 Demonstrate skills of independent learning and reflexivity

9.2 Demonstrate ability to manage uncertainty, unpredictability and change in
practice
9.3 Able to assess and manage a range of patients effectively, demonstrating
ability to prioritise appropriately and draw on support and advice as needed
9.4 Able to establish and maintain a safe practice environment complying with
current health and safety and infection control requirements
9.5 Demonstrate the ability to assess, manage and refer the acutely ill patient
appropriately
9.6 Evaluate a range of approaches to pain assessment and management and
use this to inform effective patient management
9.7 Recognise, assess and manage critically unwell patients
9.8 Effective communication and inter-professional team working
9.9 Apply relevant assessment skills to the critically ill patient (including carrying
out relevant physical examination), which explores differential diagnoses
when formulating a working diagnosis. This may include directly performing
or requesting diagnostic tests, interpreting the results and adapting
management of care accordingly
9.10Demonstrate enhanced understanding of the biopsychosocial experience of
patients presenting with acute, critical and emergency care needs and their
relatives.
Page 69 of 140
The aim of this module is to build upon the knowledge gained in Year One and
will develop the practical, theoretical and personal skills necessary for the care of
the critically ill patient.
Medical:
Anaphylaxis
Cardiovascular: ACS AMI, STEMI, NSTEMI, AAA, Arrhythmias, CCF, DIC
Endocrine disorders: DKA, HONK
Neurological CVA (thrombosis, haemorrhagic),
Obstetrics: PPH, emergency presentations, ectopic pregnancy and
gynaecological problems: STIs
Respiratory: Asthma, pneumonia,
Genitourinary: disorders of the kidneys & urinary system, UTI, renal failure, renal
calculi, acute retention, pyelonephritis, catheter problems
Skin: infections & disorders cellulitis, rashes, pressure sores
Effects of aging
Trauma:
Assessing the trauma patient,
Burns
Kinematics: Blunt and penetrating trauma, Drowning, RTC, Falls, electrocution
The patient journey and referral
Multi system trauma
Pathophysiological basis of Critical Illness

Failing Organs
Concepts of critical care and national policy drivers
Patient assessment and monitoring
Homeostasis and electrolyte balance
Haemodynamics and fluid balance
12 Lead ECG and arrhythmia recognition
Pain assessment and management
Effect of critical illness and exacerbation of long term conditions on body
systems; including: respiratory, cardiac, renal and nervous systems
Pathophysiology and treatment of shock
Principles of pharmacokinetics and pharmacodynamics
Care of the dying patient and ethical, moral and legal issues.
Patient Groups will include for example:

The Septic Patient
Cardiac conditions AMI, CCF
Neurological CVA
Endocrine
Obstetric
The Trauma Patient
Page 70 of 140
ASSESSMENT
FORMATIVE
PAD
Short answer questions
Safe Medicate
Workbook
SUMMATIVE
Case study
PAD
READING
Core
Bowden G. McNally M. Thomas S and Gibson A. Eds. 2010: The Oxford

Handbook of Orthopaedics and Trauma. Oxford: Oxford University Press
Kumar P and Clark M Eds 2012: Clinical Medicine. 8th

Edition. Edinburgh: Elsevier

Pearson Education (with Mastering A&P)

Singer M. and Webb A. 2010: The Oxford Handbook of Critical Care. Oxford:

Journals:
Paramedic Practice
Page 71 of 140
Supplementary
Abbott P and Sapsford R (1997). Research into Practice: a Reader. Open

University Press, Buckingham.
Bowling A (1997). Research Methods in Health. Investigating Health and Health

Services. Open University Press, Buckingham.
DH (2001). Research Governance Framework for Health and Social Care.

London DH.
Polgar S and Thomas S (2000). Introduction to Research in the Health Sciences.

(4th edition). Churchill Livingstone, Edinburgh.
Websites




www.prodigy.nhs.org

Journals
BMJ Quality and Safety
Clinical Evidence
Critical Care
Critical Care Research and Practice
Page 72 of 140
YEAR: 3 CREDITS: 20 LEVEL: 5/6
MODULE TITLE: Student Selected (from Defined Choice list)
Students will select a module from a carefully chosen range of options. The
exact range will be identified nearer the time that the students will be
registering for the module.
Examples may include:
Beginners French or Portuguese or Spanish
Biodiversity, Conservation and Human Society
Body and Disease: Themes in Medical and Social History
Diabetes Care
Foundations of Person-centered Dementia Care
Fundamental of Molecular Biology and Genetics
International Communication
Introduction to British Sign Language
Language: looking into the Human Mind
Management of Patients with Long-term Conditions
Organisms and the Environment
Wars, Humanitarian Crises and Aid
Students will undertake a non-assessed 2-week elective towards the end of

Semester 1.
Page 73 of 140

MODULE TITLE: Clinical Assessment, Examination & Decision Making
Skills (Primary/Urgent Care)-
Contact Hours: 96 of which 56 are face Self-Directed Hours: 124
to face skills teaching and 40 directed
Placement 180
MODULE AIM
This module will comprise a variety of taught classroom sessions using lectures,
group-work, case studies and seminar presentations. Learning methods include:
Clinical examination skills will be taught and practiced in a safe environment

Observation of other practitioners in a first contact setting within short practice
placement experiences
Supervised practice in a first contact setting
Self-directed learning.
This module aims to prepare you to practice safely and effectively in a First
Contact or out of hospital setting, using an evidence-based approach to the
assessment and management of patients/clients requesting assistance with
illness or injury.
The focus is on the acquisition of the complex skills of patient assessment and
diagnosis through history and physical examination, diagnostic tests/indicators
and interpretation of these, followed by formulation of a management plan. The
management plan may include the supply of medicines under Patient Group
Directions. There will also be an emphasis on development of good consultation
and history taking skills to ensure positive outcomes and patient participation in
strategies mutually negotiated to restore and promote health.
It also addresses working within the students boundaries of practice including

triage and referrals to appropriate practitioners and services using strategies such
as SBARD to escalate concerns.
Page 74 of 140
MODULE OUTCOMES
10.1 Demonstrate enhanced communication and consultation skills and apply

relevant theory to practice
10.2 Recognise ethical and legal issues which have implications for first contact
practice whilst ensuring safe and effective holistic research-based care
10.3 Demonstrate application of in-depth knowledge of pertinent anatomy and
physiology to the presenting illness
10.4 Critically evaluate a range of assessment strategies in order to decide
upon the most appropriate care including awareness of relevant Red
Flags and systematic approaches to assessment
10.5 Interpret of investigations relevant to paramedics: urinalysis, visual acuity,
blood glucose
10.6 Initiate and contribute to strategies designed to improve health and monitor
disease in individuals, using a wide range of skills e.g. decision-making,
patient education, health promotion and assessment (Making Every
Contact Count)
10.7 Use decision-making skills to promote the wellbeing of the patient or client
and to refer on where appropriate with reference to relevant guidelines
where appropriate
10.8 Follow prescribing conventions for patients with minor illness/injury
following the guidelines for supply under Patient Group Directions or
advising Over the Counter preparations whilst providing skilled
medication education
10.9 Demonstrate the ability to critically reflect on their learning and analyse
implications for professional practice.
Page 75 of 140
Consultation and communication skills enhanced expertise using the

Calgary-Cambridge approach to consultation skills
General pertinent anatomy and physiology of each system covered
Pathophysiology related to systems covered
History taking skills and documentation of advanced assessment and
examination
Physical examination of some major systems taught in a safe environment
Concepts of red flags and differential diagnosis to support advanced
practice and logical thought processes for safe practice
Consideration and management of complex presentations and
patients/clients with co-morbidities
Use of and understanding of investigations relevant to an out of hospital
setting e.g. urinalysis, blood glucose etc...to support decision making
Formulating management plans for care based on the acquisition of
advanced assessment and examination skills
Management of minor illness including health promotion measures
Assessment and management of minor injuries & appropriate referral
Paediatric assessment
Assessment of the older patient and risks of polypharmacy
Mental health problems including stress and anxiety, insomnia and
recognition of depression
Understanding and comprehension of patients expectations of
practitioners
Development of advanced decision making skills
Prescribing and/or supply under group protocols/PGDs
Boundaries & limitations
Legal and professional accountability in advanced practice
Referrals to the multidisciplinary team and beyond where appropriate
Triage in client care relating to the following.
Systems Covered
Eyes
Ears, nose, and throat
Skin
Upper and lower respiratory system
Musculoskeletal system
Gastrointestinal system
Genitourinary system
Gynaecological conditions (red flags and referral only)
Sexually transmitted infections (red flags and referral only)
Neurological system
Page 76 of 140
ASSESSMENT
FORMATIVE
PAD
Mock OSCEs
Case review
Workbooks
Formative case study (week 6)
Critical Incident analysis for formative feedback (week 10)
SUMMATIVE
2 elements
PAD/Portfolio word limit 5000 words including:
Reflections
1 critical incident analysis
2 in-depth case studies
Case note analysis
Reflections on supervision
OSCE
Page 77 of 140
READING
Core
Ashton,R. & Leppard, B. (2004) Differential Diagnosis in Dermatology 3rd Edn.

Oxford: Radcliffe Publishing
Bickley, L (2013) Bates Guide to Physical Examination and History taking.11th

ed. Philadelphia: Lippincott
Davies F, Bruce C & Taylor-Robinson K (2011) Emergency Care of Minor

Trauma in Children London: Hodder Arnold.
Higgins C (2007) Understanding Laboratory Investigations, A text for nurses and

health care professionals, 2nd Edn Oxford WileyBlackwell
Hopcroft, K (2010) Symptom Sorter 4th Ed. Oxford: Radcliffe

Blackwell
Llewelyn, H. (2006) Oxford Handbook of Clinical Diagnosis Oxford: OUP
Lumley, J.S.P. (2008) Surface Anatomy: The anatomical basis of clinical

examination 4th ed. Edinburgh: Churchill Livingstone
Maclean H (2002) The eye in primary care. Butterworth Heinemann
Rang, HP. Dale, M.D. Ritter, J.M. & Flower, R. (2011) Rang and Dales
Pharmacology 7th Ed. Edinburgh: Churchill Livingstone
Rushforth H (2009), Assessment made Incredibly Easy, First UK Ed. USA:

Lippincott Williams & Wilkins.
Silverman, J. Kurtz, S & Draper, J (2013) Skills for Communicating with Patients.
Oxford: Radcliffe Medical
Tortora, G & Grobowski, S (2011) Principles of Anatomy and Physiology. 11th

Ed. New York: WileyUniversity Press
Journals:
Paramedic Practice
Page 78 of 140
Web Sites of Interest
www.evidence.nhs.uk
will search Cochrane Library
www.prodigy.co.uk
www.sign.ac.uk
Drugs info www.medic8.comwww.nice.org.uk
www.spottingthesickchild.com
Page 79 of 140

MODULE TITLE: Service Improvement Project
Contact Hours: 12 Directed/ Self- Directed Hours: 382
Supervision: up to 6
MODULE AIM
This module acts as an integrating project and will be delivered by 4 group

tutorials and project supervision, supported by online resources.
Students will undertake a literature review to provide a rationale for a proposed
service improvement/innovation project.
Support will be provided through seminars/tutorials and group work.
MODULE OUTCOMES
11.1 Demonstrate the ability to develop an evidence-based proposal for service

improvement and innovation recognising the implications for patients and
stakeholders
11.2 Become experts in critical thinking evidenced by: reasoning, analysis &
synthesis, reflection and reflexivity
11.3 Demonstrate ability to critically reflect on their learning and analyse
implications for professional practice
11.4 Demonstrate courage, initiative, creativity and proactivity in identifying and
proposing strategies to improve and disseminate best practice
11.5 Apply conceptual frameworks to paramedic practice
11.6 Construct a coherent argument supported by analysis of data from a wide
range of sources
11.7 Effective standard prodder demonstrating ability to challenge and influence
current culture and improve practice
11.8 Evaluate the role and effectiveness of a range of approaches to service
improvement and innovation in practice.
Project management
Service improvement and transformation
Involvement of key stakeholders
Application of data to problem-solving and solution finding
Tools for patient safety and harm avoidance
Page 80 of 140
ASSESSMENT
FORMATIVE
SIP Proposal
Seminars and tutorials/supervision
SUMMATIVE
Proposal for Service Improvement Project (SIP)
SIP Artefact (e.g. poster, leaflet, journal article) with Process Log
READING
Core
Barker, S. and Cole, R 2009: Brilliant Project Management. Pearson: Harlow
Centre for Change and Improvement 2005: A Guide to Service Improvement.

NHS Scotland
Hewitt-Taylor, 2013: Understanding and Managing Change in Healthcare: A

Step-by-Step Guide. London: Palgrave Macmillan
Iles, V. and Sutherland, K. (2001). Managing change in the NHS: Organisational

change, a review for health care managers, professionals and researchers.
London: SDO
Iles, V. and Cranfield, S. (2004). Managing change in the NHS: Developing

change management skills. London: SDO
Service improvement tools available via the NHS Institute

www.institute.nhs.uk/quality_and_service_improvement_tools/
Page 81 of 140
Supplementary
Determined by student subject area
Websites
Healthcare Improvement Scotland:

http://www.healthcareimprovementscotland.org/home.aspx
Health Foundation Patient Safety Resource Centre:

htpp://patientsafety.health.org.ug/
http://www.nhsiq.nhs.uk/8579.aspx
archive of the NHS Institute for Improvement
http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_
service_improvement_tools/quality_and_service_improvement_tools_for_the_nhs
.html
NHS Improving Quality Website:

http://www.nhsiq.nhs.uk/
Page 82 of 140

MODULE TITLE: Leadership, Practice Education, Teamwork and Transition
into Paramedic Practice (includes Practice-based Learning 6)
Contact Hours: 36 of which 24 are face Directed/ Self- Directed Hours: 12
to face
Practice: 562.5
MODULE AIM
This module will comprise a blended approach with lectures/seminars/group work

and directed/flipped lectures.
Students will be applying theory and testing their abilities during the clinical
placements occurring during this module.
Leadership at all levels, together with mentorship and the ability to enable the
learning of others are crucial to out of hospital care practitioners. These areas have
been recognised as traditional gaps in paramedic education and this module seeks
to enhanced student knowledge, skills and capabilities in these areas as well as
enhancing their employability and readiness for their role as independent
registered practitioners. Completion of this module will enable students to
demonstrate leadership skills early in their careers and to become the mentors and
educators of future students.
Placements occur between weeks 20 and 34

MODULE OUTCOMES
12.1 Demonstrate in-depth knowledge and application of teaching and learning

theories to paramedic practice and to continuing personal and professional
development
12.2 Develop their own practice and that of others to support and enhance the
patient experience through application of leadership, education/teaching,
supervision and peer support across diverse networks
12.3 Demonstrate commitment to lifelong learning and continual learning from
experience
12.4 Model self-awareness, compassion, cultural awareness and inclusive
practice
12.5 Effectively work within a range of teams
12.6 Evaluate the role of the mentor/practice educator in supporting others in
their personal and professional development
12.7 Critically examine ways to develop and enhance the practice learning
environment to assist learners in meeting their learning needs
12.8 Evaluate their effectiveness in facilitating evidence-based practice
12.9 Demonstrate insight into own learning needs whilst making the transition
from student to independent practitioner.
Page 83 of 140
EDUCATION
Theories of teaching and learning
Providing an effective environment for learning, auditing the learning
environment
Educational evidence
Appreciative Inquiry/Action Learning Sets
LEADERSHIP
Leading others
Educational leadership and its role in enhancing the patient experience
Role modelling (acting with integrity, self-management)
Developing and enhancing your networks
Managing resources and people
Developing a business case
SUPERVISION AND MENTORSHIP

Models of supervision, clinical supervision, mentorship and peer support
Supporting the learning with specific learning needs
Planning your own CPD and surviving the transition into independent registered
practice
ASSESSMENT
5000 word maximum- Patchwork Portfolio comprising:

Analysis of leadership development mapped against NHS Clinical
Leadership domains 2,000 words)
Evaluation of teaching session (1,000 words)
SWOT/SWOB and critical reflection on learning needs as newly qualified
practitioner (SWOT/SWOB +1,000 words)
Significant Event Analysis - Critical reflection on an example illustrating
practice development (1000 words)
PAD
Page 84 of 140
READING
Core
Bayley, H (2004) The good mentoring toolkit for healthcare. Oxford: Radcliffe.
Benner, P. (2001) From Novice to Expert: Excellence and Power in Clinical

Nursing Practice. Commemorative Edition, Menlo Park Cal: Addison-Wesley.
Blaber, A. and Harris, G. (2014) Clinical Leadership for Paramedics. Maidenhead:

Open University Press/McGraw Hill Education
Bond, M and Holland,S (2010) Skills of Clinical Supervision for Nurses A Practical
Guide for Supervisees, Clinical Supervisors and Manager. England: Open
University Press.
Connor, M. and Pakora, J. (2007) Coaching and Mentoring at Work, Maidenhead:

McGraw Hill/ Open University Press
Edinburgh Napier University: June 2012: Leadership in Compassionate Care Final

Report. Edinburgh Napier University/NHS Scotland
Gill R 2011: Theory and Practice of Leadership. 2nd Edition. London: Sage
Gopee, N (2011) Mentoring and Supervision in Healthcare, (2nd Ed) London: Sage
Hewitt-Taylor, 2013: Understanding and Managing Change in Healthcare: A Step-

by-Step Guide. London: Palgrave Macmillan
Supplementary
Journals
Advances in Medical Education and Practice
International Journal of Evidence Based Coaching and Mentoring
Medical Education
Nurse Education in Practice
Nurse Education Today
Websites
Higher Education Academy (HEA)
http://www.heacademy.ac.uk/
Page 85 of 140
RECOMMENDED READING
The texts cited on these pages are some books that you may wish to
access during the course of your programme. You will be directed to
some specific texts in the Module Descriptors and in the Learning
packages.
Suggested Purchases:
AAOS/ College of Paramedics. 2013: Nancy Carolines Emergency Care in

the Streets. UK Edition. 7th Ed. Jones and Bartlett.

#Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford: Open
University Press- online access available

Maidenhead: Open University Press- online access available


Palgrave Macmillan
Dimond, B 2011. The Legal Aspects of Nursing and Healthcare. 6th ed.
Harlow:Pearson Education


OR RANG- see below


Kumar P and Clark M Eds 2012: Clinical Medicine. 8th Edition. Edinburgh:
Elsevier
St Francisco: Benjamin Cummings
Page 86 of 140
OR
Pearson Education
OR
McCance, K. and Huether, S (2014) Pathophysiology: the Biologic Basis for
Disease in Adults and Children. 7ed. St Louis: Elsevier/Mosby

FULL KEY TEXT BOOKLIST - additional reading and resources are given
in the module outlines in the Student handbook for the programme:
AAOS/ College of Paramedics. 2013: Nancy Carolines Emergency Care in

the Streets. UK Edition. 7th Ed. Jones and Bartlett.
Armitage, E. 2010: Role of Paramedic Mentors in an Evolving Profession.

Journal of Paramedic Practice 2(1): 26 - 31

Ashton,R. & Leppard, B. (2004) Differential Diagnosis in Dermatology 3rd

Edn. Oxford: Radcliffe Publishing
Atherton H. Crickmore D. Evans J and Shanley E. Eds. 2011: Learning

Disabilities Toward Inclusion. 6th Edition. Edinburgh: Elsevier/Churchill
Livingstone
Barker, S. and Cole, R 2009: Brilliant Project Management. Pearson: Harlow
Bayley, H (2004) The good mentoring toolkit for healthcare. Oxford: Radcliffe.
Benner, P. (2001) From Novice to Expert: Excellence and Power in Clinical

Nursing Practice. Commemorative Edition, Menlo Park Cal: Addison-Wesley.
Bickley, L (2013) Bates Guide to Physical Examination and History

taking.11th ed. Philadelphia: Lippincott.
Blaber, A. 2014:
#Blaber, A. 2012: Foundations for Paramedic Practice. 2nd Ed. Oxford: Open
University Press- online access available

Maidenhead: Open University Press- online access available
Page 87 of 140
Bond, M and Holland,S (2010) Skills of Clinical Supervision for Nurses A
Practical Guide for Supervisees, Clinical Supervisors and Manager. England:
Open University Press.
Bowden G. McNally M. Thomas S and Gibson A. Eds. 2010: The Oxford
Handbook of Orthopaedics and Trauma. Oxford: Oxford University Press
Burns S and Bulman C (2000). Reflective Practice in Nursing. (2nd edition).

Blackwell Science, Oxford.
Centre for Change and Improvement 2005: A Guide to Service Improvement.

NHS Scotland

Chia, S. and Harrison, D. 2011: Tools for Continuing Professional

Development. 2nd Edition. Quay Books
Connor, M. and Pakora, J. (2007) Coaching and Mentoring at Work,

Maidenhead: McGraw Hill/ Open University Press
Cottrell, S (2010). Skills for Success: Personal Development and
Employability. Basingstoke: Palgrave Macmillan


Palgrave Macmillan
Craig, J. and Smyth, R. (2012) 3rd edition. The Evidence-Based Practice

Manual for Nurses. Edinburgh: Churchill Livingstone

Blackwell/BMJ
Davies T. and Craig T 2009: ABC of Mental Health. 2nd Edition. Oxford:
Blackwell Publishing Ltd.
Davies F, Bruce C & Taylor-Robinson K (2011) Emergency Care of Minor

Trauma in Children London: Hodder Arnold.
Dimond B 2011: Legal Aspects of Nursing and Healthcare. 6th Edition.
Doy R. Burroughs D and Scott J. 2008: Mental illness assessment,

management of depression and self-harm; the Mental Health Act. In
Page 88 of 140
Edinburgh: Churchill Livingstone/Elsevier (Chapter 15 pages 253-267)
Doy R. Blowers EJ. Sutton E. 2008 Assessing and managing psychosis, drug
misuse and violence and aggression. In Wardrope J. Driscoll P. Laird C. and
Woollard M 2008: Community Emergency Medicine: A System of Assessment
and Care Pathways. Edinburgh: Churchill Livingstone/Elsevier (Chapter 16
pages)
Edinburgh Napier University: June 2012: Leadership in Compassionate Care

Final Report. Edinburgh Napier University/NHS Scotland
End of life Care Programme, 2010: A framework of National Occupational
Standards to support common core competences and principles for health
and social care workers working with adults at the end of life, London:
Department of Health

Freshwater, D and Bishop, V. 2004: Nursing Research in Context:

Appreciation, Application and Professional Development (see chapter by
Freshwater, D the Appreciation and Critique of Research Findings: Skills
Development)

Giddens A and Sutton P (2013). Sociology. 7th Edition. Cambridge: Polity

Press
Gill R 2011: Theory and Practice of Leadership. 2nd Edition. London: Sage
Gomm, R. and Davies, C. (2000) Using Evidence in Health and Social Care.
London: The Open University.
A useful edited collection to help practitioners decide how to assess and use
evidence from a range of types of research.
Gomm, R., Needham, G. and Bullman A. (2000) Evaluating Research in

Health and Social Care. London: The Open University.
An edited book aimed at health and social care practitioners, presenting a
series of examples of types of research and guides to assessing them.
Gopee, N (2011) Mentoring and Supervision in Healthcare, (2nd Ed) London:

Sage
Greenhalgh, T. (2004) How to Spread Good Ideas. A systematic review of the

literature on diffusion, dissemination and sustainability of innovations in health
service delivery and organisation. Report for the national Co-ordinating Centre
for NHS Service Delivery and Organization R & D (NCCSDO). London.
Page 89 of 140

Gross R (2010). Psychology: The science of mind and behaviour. 6th

Edition. Hodder and Stoughton, London.
Haxby, E., Hunter, D. 7 Jaggar, S. (eds) (2010) An Introduction to Clinical

Governance and patient safety. Oxford. Oxford University Press.
Haley, T. 2012: Cultural challenges in getting it right for every child: a

reflective account
Journal of Paramedic Practice 4(3): 161 - 165
Hawkes G, Nunney I and Lindqvist S. 'Caring for attitudes as a means of
caring for patients - improving medical, pharmacy and nursing students'
attitudes to each other's professions by engaging them in interprofessional
learning'(pdf 192KB). Medical Teacher, 2013; Web paper e1-e
Health and Care Professions Council 2011: Professionalism in healthcare

professions. Available via:
http://www.hcpc-
uk.org/assets/documents/10003771Professionalisminhealthcareprofessionals.
pdf
Health and Care Professions Council 2012a: Standards of Proficiency

Paramedics. Available via:
http://www.hcpc-
uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.pd
f
Health and Care Professions Council 2012b: Standards of conduct,

performance and ethics. Available via:
http://www.hcpc-
uk.org/assets/documents/10003B6EStandardsofconduct,performanceandethic
s.pdf
Helman C 2007: Culture, health and Illness. 5th Edition. London: Hodder
Arnold
Hewitt-Taylor, 2013: Understanding and Managing Change in Healthcare: A

Step-by-Step Guide. London: Palgrave Macmillan
Higgins C (2007) Understanding Laboratory Investigations, A text for nurses

and health care professionals, 2nd Edn Oxford WileyBlackwell
Hopcroft, K (2010) Symptom Sorter 4th Ed. Oxford: Radcliffe
Page 90 of 140
Hryciw, D. H. Tangalakis, K. ; Supple, B. ; Best, G. 2013: Evaluation of a peer
mentoring program for a mature cohort of first-year undergraduate paramedic
students.
AJP: Advances in Physiology Education. Vol.37 (1), pp.80-84
Iles, V. and Sutherland, K. (2001). Managing change in the NHS:

Organisational change, a review for health care managers, professionals and
researchers. London: SDO
Iles, V. and Cranfield, S. (2004). Managing change in the NHS: Developing

change management skills. London: SDO
Jenkins, S. 2013: History taking, assessment and documentation for

paramedics. Journal of Paramedic Practice 5(6): 310 - 316
Kings Fund. 2012: Leadership and Engagement for Improvement in the NHS-
Together we can. Kings Fund. access via www.kingsfund.org.uk/publications
Kraszewski, S and McEwan, A. (Eds) 2010: Communication Skills for Adult
Nurses. Maidenhead: Open University Press. Oxford: Oxford University Press
Kumar P and Clark M Eds 2012: Clinical Medicine. 8th Edition. Edinburgh:
Elsevier
Blackwell
Llewelyn, H. (2006) Oxford Handbook of Clinical Diagnosis Oxford: OUP
Lloyd-Williams M. (ed.), 2008: Psychosocial Issues in Palliative Care, Oxford:

OUP
Lumley, J.S.P. (2008) Surface Anatomy: The anatomical basis of clinical

examination 4th ed. Edinburgh: Churchill Livingstone
Maclean H (2002) The eye in primary care. Butterworth Heinemann

St Francisco: Benjamin Cummings

Pearson Education
McCance, K. and Huether, S (2014) Pathophysiology: the Biologic Basis for
Disease in Adults and Children. 7ed. St Louis: Elsevier/Mosby
Douglas, G. Nichol, F. and Roberston, C. (Eds) 2013: Macleod's Clinical
Examination. 13th Ed. Edinburgh: Churchill Livingstone.
Morrell, C and Harvey, G. 2005: The Clinical Audit Handbook: Improving the
quality of health care. Balliere Tindall/RCN.
Naidoo J and Wills J (2009). Health Promotion: Foundations for Practice. 3rd
edition. Edinburgh: Balliere Tindall.
Page 91 of 140
Nixon, V 2013: Professional Practice in Paramedic, Emergency and Urgent

Care. Wiley-Blackwell
Ogden J 2012: Health Psychology: A Textbook. 5th Edition. Maidenhead:

Pears, R and Shiels, G (2013) Cite Them Right: the essential referencing
guide. 9th Edition. Pear Tree Books
Rushforth H (2009), Assessment made Incredibly Easy, First UK Ed. USA:

Lippincott Williams & Wilkins.
Sanders, M 2010: Sanders Paramedic Textbook (UK Edition). Mosby
Service improvement tools available via the NHS Institute

www.institute.nhs.uk/quality_and_service_improvement_tools/
Silverman, J. Kurtz, S. and Draper, J. 2013: Skills for Communicating with

Patients. 3rd Edition. Oxford: Radcliffe Publishing
Silverman, D 2011: Interpreting Qualitative Data. 4th Edition. London: Sage
Scriven, A. (2010). Promoting Health: a Practical Guide. (6th edition).

Edinburgh: Bailliere Tindall.
Singer M. and Webb A. 2010: The Oxford Handbook of Critical Care. Oxford:
Smith, P. Ed. 1997: Research Mindedness for Practice. London: Churchill

Livingstone
Stead, J. and Sweeney, G 2001: Significant Event Audit a focus for Clinical
Governance. Chichester: Kingsham.
Taylor, C. and White, S. (2000) Practising Reflexivity in Health and Welfare.

Buckingham: Open University Press.
Thistlethwaite J and Moran M, on behalf of the World Health Organisation

Study Group on Interprofessinal Education and Collaborative Practice (of
which Lindvqist S was a member): 'Learning outcomes for interprofessional
education (IPE): Literature review and synthesis' (pdf, 316KB). Journal of
Interprofessional Care, September 2010; 24(5): 503-513
Page 92 of 140
Thomas, K and Lobo, B. 2011. Advance Care Planning in End of Life Care,
Oxford: OUP
Thompson, S. and Thompson, N. 2008: The Critically Reflective Practitioner.

Basingstoke: Palgrave Macmillan
Tortora, G & Grobowski, S (2011) Principles of Anatomy and Physiology. 11th

Ed. New York: Wiley

Edinburgh: Churchill Livingstone/Elsevier
Webb, L (Ed) 2011: Nursing: Communication Skills for Practice. Oxford:

Williams, A. 2012: Emotion work in paramedic practice: The implications for

nurse educators.
Nurse Education Today, Vol. 32(4), pp 368-372
Williams, A. 2013: The strategies used to deal with emotion work in student
paramedic practice.
Nurse Education in Practice, May, 2013, Vol.13 (3), pp 207-212
Wright A, Hawkes G, Baker B and Lindqvist S. 'Reflections and unprompted

observations by healthcare students of an interprofessional shadowing visit'
(pdf, 98.6KB). Journal of Interprofessional Care, 2012; 26(4):305-311


CPD modules:
Reading and reviewing academic articles (March 2010) available as
free taster CPD module
Becoming a reflective practitioner: a framework for paramedics
(January 2011)
Considering and applying pharmacokinetics (October 2012)
Clinical leadership for paramedic practice (May 2013)
Decision making for paramedic practice (May 2013)
Pain management for paramedic practice (June 2012)
Critical thinking for paramedic practice (July 2013)
https://www.uea.ac.uk/mac/comm/media/press/2013/November/newmooc
Preparing for University
E: Journals:
Page 93 of 140
Advances in Medical Education and Practice
Archives of Disease in Childhood Education and Practice
BMJ
BMJ Case Reports
BMJ Open
BMJ Open Diabetes Research and Care
BMJ Quality and Safety
Clinical Evidence
Critical Care
Critical Care Research and Practice
Emergency Nurse
International Journal of Evidence Based Coaching and Mentoring
Medical Education
Nurse Education in Practice
Nurse Education Today
Student BMJ
Videos/video clips:
Remember Me
This is Me
http://www.kingsfund.org.uk/projects/nhs-65/alternative-guide-new-nhs-
england
Evidence-based Medicine; An Oral History Video

http://ebm.jamanetwork.com/
Websites and Toolkits:

Significant Event Audit (EBP (2))
http://www.rcgp.org.uk/clinical-and-research/clinical-resources/clinical-
audit/significant-event-audit.aspx
http://www.nrls.npsa.nhs.uk/resources/?entryid45=61500
http://www.nrls.npsa.nhs.uk/resources/?entryid45=65673&q=0%c2%acsignific
ant+event%c2%ac
http://www.patient.co.uk/doctor/significant-event-audit
Page 94 of 140
http://www.nes.scot.nhs.uk/education-and-training/by-theme-initiative/patient-
safety-and-clinical-skills/tools-and-techniques/significant-event-analysis.aspx
Paediatrics:
Nordby, H. and Nohr, O. 2008: Communication and empathy in an emergency
setting involving persons in crisis. Scandinavian Journal of Trauma,
Resuscitation and Emergency Medicine. 16:5.
Page 95 of 140
8.0 - APPENDICES
APPENDIX 1 Promoting Safety
PROTOCOL FOR PROMOTING SAFETY IN PRACTICE FOR STUDENTS,

MENTORS AND PATIENTS/CLIENTS
Three graduated steps to achieving safe practice:
1 Simulation
2 Participant observer
3 Supervised practice
First under direct supervision
Then under indirect supervision
This process is applied to all skills.
Exemplar
1. SIMULATION
Demonstration of blood pressure monitoring by lecturer or

practitioner in Skills Laboratory or clinical area.
To include knowledge/evidence, emotional and attitudinal aspects

(including the patient perspective) and psychomotor domains (how to
do it)
Simulated practice under supervision
To identify learning needs

through observation and reflection practice
blood pressure measurement in the skills
laboratory
AND / OR
Rehearsal in the practice area prior

to undertaking the skill in practice
practice with mentor
Page 96 of 140
2. PARTICIPANT OBSERVATION
[Student is moving from Novice to Advanced Beginner]
Student observes the practitioner/lecturer

de-briefing
Participation by student
This may occur a number of times and involve
briefing
questioning
observation by practitioner/lecturer
de-briefing
use of reflection
3. SUPERVISED PRACTICE
[Will commence once the student has mastered steps 1 & 2.]
3a. Direct Supervision
briefing
questioning
observation by practitioner
de-briefing
use of reflection
3b. Indirect Supervision
Will be used when the student has mastered steps

1, 2 and 3a and the student is deemed to be safe
[when appropriate [within policy or legislation]
when agreed by student and practitioner
1. SIMULATION
Adapted from:
Benner, P. [1984]. From Novice to Expert: excellence and power in clinical
nursing practice. Menlo Park: Addison Wesley
Page 97 of 140
APPENDIX 2 Client Groups and Presentations
Adult Medical
Abdominal pain
Allergies
ALS
Anaemia
Anaphylaxis
Aneurism
Asthma
BLS
Breathlessness
Cancer care and pain management (palliative care)
Cardiac arrhythmias
Cardiac arrest
Cardiac chest pain
Chest pain
COPD and respiratory conditions (Chest Infections)
Dehydration
DVT
Ear and eye infection and conditions including deafness, cataract, glaucoma,
retinal detachment, chemical contamination of the eye
Fitting
GI bleeds
Headache
Heart failure
Hyperglycaemia
Hyperventilation
Hypoglycaemia
Hypothermia
Immunodeficiency (HIV and AIDS)
Insect bites
Intestinal obstruction
Intracranial Haemorrhage
Leukaemia
Liver failure
Meningitis
Meningococcal septicaemia
Myxoedma
Overdose and poisoning
Pulmonary embolism
Pulmonary oedema
Renal failure, renal stones and colic
Shock
Sickle cell crisis
Thyrotoxicosis
Stroke
Page 98 of 140
Sub-Arachnoid Haemorrhage
Unconsciousness
UTI
Adult Trauma
Burns
Drowning/ near drowning
Electrocution
Ear and eye penetrating/non-penetrating trauma
Head trauma
Spinal trauma
Thoracic trauma
Abdominal Injury
Limb trauma
Trauma in pregnancy
Wounds
Mental Health
Acute grief reaction

Aggression and violence
Anxiety and stress related presentations
Attempted suicide
Deliberate self injury and poisoning
Delirium and acute confusional states
Dementias
Depression
Eating disorders- Anorexia and Bulimia Nervosa
Personality disorders
Posttraumatic stress disorder
Psychosis- Schizophrenia, Manic Depression, Psychotic Depression
(including hallucinations and delusions)
Sleep disorders- Insomnia and Hypersomnia
Substance misuse (alcohol, over the counter and prescription medications,
illicit drugs
Learning Difficulties
Challenging behaviour
Downs syndrome (Trisomy 21)
Pervasive development disorders including Autistic spectrum, Aspergers
syndrome
Obstetric & Gynaecological Emergencies
Normal pregnancy
APH
Birth imminent (including mal-presentation and PPH)
Ectopic Pregnancy
Page 99 of 140
Haemorrhage during pregnancy
Postnatal depression
Pregnancy induced hypertension (including eclampsia)
Sexual assault
STIs
Vaginal bleeding
Older People
Bone degeneration (osteoparosis)

Falls
Organic impairment
Parkinsons disease
Polypharmacy and Iatrogenic disorders
Pressure ulcers
Paediatric Emergencies and Presentations
ADHD
Child protection
Choking
Conduct disorders
Neonatal resuscitation
Paediatric BLS
Paediatric ALS
Paediatric trauma
Recognition of the seriously ill child
Page 100 of 140

APPENDIX 3 Professionalism Charter
SCHOOL OF
HEALTH
SCIENCES
PROFESSIONALISM
CHARTER
HANDBOOK
2013-14
Page 101 of 140
SCHOOL OF HEALTH SCIENCES
PROFESSIONALISM CHARTER
Introduction
Professionalism is attracting a great deal of attention from across healthcare
(Keeling and Templeman 2012; Collier 2012), including the Allied Health
Professional bodies (COT/ BAOT Briefings 2004; RCSLT 2010), the Health
Professions Council (Health Professions Council 2011), and the Department of
Health (Middleton 2012), where much of the debate concerns qualified
practitioners. The School of Allied Health Professions (AHP) at the University
of East Anglia (UEA) also considers professionalism to be a vital element of
professional education and strongly believes that this concept needs to be
actively addressed from the very outset of educational programmes for
healthcare professionals.
The NHS Constitution (Department of Health 2010) sets out seven principles
for the NHS; the third of which is that the NHS aspires to highest standards of
excellence and professionalism. The draft report from the Commission on
Improving Dignity in Care for Older People (2012), recommends a philosophy
of compassionate and person-centred care. It stipulates that universities must
satisfy themselves that applicants have both the academic qualifications and
the compassionate values needed to provide dignified care. This gives a very
clear mandate for Higher Education Institutions to prepare students adequately
to enable them to deliver these expectations and aspirations.
The School of Allied Health Professions at UEA has developed an educational

response to professionalism, informed by recommendations from key writers
on the topic, including Jha et al (2007) and van Mook et al (2009a and 2009b).
These can be summarised as follows:
Page 102 of 140

1. There needs to be an explicit and generic definition of the concept of
professionalism
2. Professionalism needs to be taught and assessed throughout the
curriculum
3. Professionalism should be considered as a process rather than a fixed
construct
4. Interventions should be put into the curricula that are designed to
facilitate attitudinal and behavioural change
5. Professionalism needs to be taught and assessed in multiple ways
Development of the AHP Professionalism Charter

There are four strands of professionalism teaching within the AHP curricula:
Specific teaching on professionalism
Socialisation
Clinical experience
Assessment of professionalism
There is a significant amount of teaching and assessment of professionalism,
but we wanted to make it more easily identified as such by students. The
medical profession has developed a Charter on Medical Professionalism
(Charter on Medical Professionalism 2002), which provided us with the idea to
produce a similar document for our students. The AHP Charter on
professionalism has four aims:
To define the construct of professionalism for AHP students (mapped to
recommendation 1)
To provide a tangible framework around which professionalism can be
structured (mapped to recommendations 2, 3 and 5)
To enable students to map changes in their professional attitudes and
behaviours (mapped to recommendation 4)
To highlight areas for development (mapped to recommendations 3, 4
and 5)
A preliminary AHP Charter of Professionalism was generated using the

principles from the Charter on Medical Professionalism (2002) and other related
Page 103 of 140

literature (ABIM 1995; Kasar and Muscari 2000; Frank 2005; OSullivan and
Toohey 2008; Van Mook et al 2009c). The characteristics of professionalism
provided by these researchers were pooled and then analysed for commonality.
Just as the medical profession has used a charter to highlight the ideals of
doctors, these characteristics were used to identify the core responsibilities that
the School of AHP considers to be the important elements of professionalism.
Twenty such responsibilities were identified to make up the Charter. For
clarification, each responsibility is accompanied with a descriptor and an
example (Appendix 1).
Founding Principles
The AHP Charter has been written so that it complements and extends other
related guidance on student conduct such as the Guidance on conduct and
ethics for students (Health professions Council 2010). It is based on three
fundamental principles:
Humanism
The Charter on Medical Professionalism made use of humanism as one of the

founding principles, which has led to this philosophical stance being considered
an integral element of professionalism (Moyer et al 2010). Concerned with the
nature of humanity, personal coHSCiousness and individual being (Hagedorn
2001, page 99), humanism has been associated with values such as
compassion, competence, altruism, trustworthiness, integrity and respect for
others (van Mook et al 2008; Blue et al 2009; Moyer et al 2010). It therefore
would be appropriate to use it as a guiding principle for the AHP
Professionalism Charter.
Primacy of the patient/client/service user
Humanism has influenced the way that healthcare has been delivered to the
extent that staff are expected to demonstrate commitment and concern for
patients and a willingness to place them at the centre of their care. Person-
centredness is the accepted norm for good quality healthcare (MacLeod and
McPherson 2007); something that is woven into the Guidance on conduct and
ethics for students (Health Professions Council 2010). This too should be
considered an integral part of professionalism.
Excellence
Implicit within humanistic qualities is the understanding that striving to do ones

best is a virtue. The UEA Student Charter is underpinned by a mission
statement containing a declared commitment to excellence (Student Charter
2010-11). Students are seen as active partners in their own education and by
implication they have a right to receive an excellent education but also have a
Page 104 of 140

responsibility to strive for excellence themselves. Not all students can attain the
highest academic achievements but they can all strive to be the best that they
can be. It is therefore appropriate to regard excellence as another essential
element of professionalism.
The Model
The conceptual model we now have of professionalism can be described as a
radial with the four previously noted strands linked by The Professionalism
Charter (Figure 1).
Figure 1: Conceptual model showing the relationship between the AHP

Professionalism Charter and the curriculum
TEACHING
PROFESSIONALISM
ASSESSMENT SOCIALISATION
CHARTER
CLINICAL
EXPERIENCE
Page 105 of 140

Implementation
How is the Professionalism Charter introduced?
At the beginning of each academic year, an inter-professional lecture

takes place to explain and introduce the charter to the year 1 cohort.
A copy of the charter is included within the CPD portfolio provided for
each student
Students start to accumulate evidence of their professionalism using

CPD tools
At regular intervals each student will assess their professionalism

against the remits of the charter
Students complete a Documentation of Professionalism form (Appendix

2) to index the evidence that they have accumulated for the relevant
responsibilities
An obligatory meeting occurs between each student and their personal

advisor at the end of each academic year
This meeting is known as the Professional Development Meeting
The purpose of this meeting is to review the students progress against
the professionalism Charter. This should include a review of academic
and personal progress throughout the year. There should be a review of
assignment feedback the student has received and discussion of issues
to deal with in preparation for the following year (for yrs 1 & 2 of course).
The style of the meeting is one of mentorship, wherein personal advisors
are expected to guide the student through their personal journey towards
professionalism within a relationship of learning.
The student is expected to bring to this meeting, a current
Documentation of Professionalism form and the self report
professionalism profile on an Excel sheet (Appendix 3). Prior to the
meeting the student will have reviewed the responsibilities and evidence
that has been accumulated. They will rate themselves on a red / amber
/ green scale that is relevant to the stage of education.
Red = indicates an area that requires development
Amber = indicates that there is no or little evidence of meeting the
responsibility but there is nothing to suggest that there is a problem
Green = indicates that there is sufficient evidence of achievement
A final professionalism profile will be agreed and saved electronically.
This Excel sheet has been formatted so that a spider diagram is
automatically created as the profile is completed (Appendix 4). The
student and personal advisor retain a copy of the agreed document.
Page 106 of 140

A record of the meeting will be signed and dated by the personal advisor
and student and retained by both (Appendix 5).
This meeting has a duration of 30 minutes to one hour
These meetings are timetabled within Professional Development
Modules for Physiotherapy (PT), Occupational Therapy (OT) and
Speech and Language Therapy (SLT) for years 1 and 2 and within
Professional Development Module for PT and OT and Research and
Professional Development for SLT for Year 3.
The meetings are timetabled as follows:
YEAR SLT PT OT Paramedic
1 Weeks 33 Week 30 Week 30 By end of
and 34 Week 36
2 Weeks 35 Week 34 Week 34 By end of
and 36 Week 40
3 Week 24 Week 26 Week 26 Week 33
Personal advisors will offer two further optional meetings to students

during the academic year.
These meetings are known as Advisor meetings.
The purpose of these meetings is to monitor a students progress more
generally but may include discussions around the Professionalism
Charter.
These meetings are not timetabled but should occur at the following
points in the academic year
SLT/PT/OT SLT/PT/OT SLT/PT/OT Paramedic
YEAR 1 YEAR 2 YEAR 3
Advisor Between Between Between Between weeks
meeting 1 weeks 1 and weeks 1 and weeks 1 and 1 and 12
12 12 12
Advisor Between Between Between Between weeks
meeting 2 weeks 16 weeks 16 weeks 16 16 and 24
and 20 and 20 and 20
By the end of the programme of education students are expected to have

provided some evidence for all of the responsibilities in the charter
Whilst this charter is not a contractual document between students and the UEA
it is envisaged that the AHP Professionalism Charter will:
Provide an explicit and unified explanation of the concept of

professionalism for the benefit of students and staff
Provide an opportunity for students to assess their professional

progress.
Page 107 of 140

Prepare students to adhere confidently to regulatory codes of conduct
once registered with the Health Professions Council
Enhance students employability
Page 108 of 140

Appendix 1
AHP PROFESSIONALISM CHARTER
AHP PROFESSIONALISM CHARTER
Responsibility Description Examples
Honesty and The consistent regard for Being fair, being truthful, keeping
Integrity the highest standards of ones word and being straightforward
behaviour and the refusal (ABIM 1995)
to violate ones personal You make a mistake in
and professional codes practice that you own up to
(ABIM 1995) You do not make false claims
Links with HPC Guidance about your academic work
on the conduct and ethics such as declaring a false word
of students number 12 count
Empathy and The ability to be sensitive Listening and considering the ideas
Compassion and respond to the and opinions of others. Rendering
feelings and behaviours assistance to all individuals without
of others (Kasar and bias (Kasar and Musari 2000)
Musari 2000) You take the time to listen to a
patients concerns and
support them accordingly
You offer support to a fellow
student
Altruism and The ability to Exhibiting appropriate professional
Respect for demonstrate a behaviours (Frank 2005) including
others commitment to patients, selflessness, avoiding self-interest
the profession and (ABIM 1995).
society through ethical You strive to do ones best for
practice (Frank 2005) all patients as far as
Links with HPC Guidance resources allow
on the conduct and ethics Behaving appropriately in the
of students number 1 classroom (not acting in a way
that would disturb others)
Trustworthiness The capacity to Taking responsibility for honouring
and demonstrate reliability commitments
Dependability (Kasar and Musari 2000) Undertaking practice tasks on
Links with HPC Guidance schedule
on the conduct and ethics If you are required to
of students number 13 undertake a task as part of a
Page 109 of 140

group activity you do not allow
leisure activities to prevent
you from fulfilling your duty
Initiative The capacity to create Being enterprising
and initiate ideas (Kasar Self-starting projects, tasks
and Musari 2000) and programmes as
appropriate
Seeking opportunities to
extend own knowledge and
skills
Judgement The ability to make wise Applying critical reasoning to an
decisions (Royal College enquiry to arrive at a justifiable
of Physicians 2005) solution (adapted from Royal College
Links with HPC Guidance of Physicians 2005)
on the conduct and ethics Balancing a patients needs
of students number 5 and with available resources
7 Seeking academic advice
from others in a timely and
appropriate manner
Confidentiality Appropriate safeguarding Earning trust of others that
of the disclosure of information will be held in confidence
patients information (unless there are over-riding
(Charter on Medical considerations in the public interest)
Professionalism 2002) Not discussing your patients
Links with HPC Guidance on the bus
on the conduct and ethics Making sure that you remove
of students number 2 any identifying details from
assignments
Maintain The commitment to avoid Exhibiting an appropriate
appropriate inappropriate professional boundary
relationships relationships with patients Maintaining a professional
with service or their carers (Charter on relationship as distinct from a
users Medical Professionalism friendship
2002) Ensuring that contacts on
social networking sites are not
patients or carers
Professional The ability to present Conveying humanistic values
presentation oneself in a manner through demeanour and appearance
acceptable to clients, Dress and behave in a way
peers and colleagues that respects the culture of the
(Kasar and Muscari setting (placement or
2000) academic setting)
Links with HPC Guidance
on the conduct and ethics
of students number 3
Co-operation The ability to work Working effectively with others,
collaboratively to honouring commitments and being
maximise patients care loyal to decisions made (Kasar and
Page 110 of 140

(Charter on Medical Muscari 2000; Project Team
Professionalism 2002) Consilium Abeundi 2005)
Demonstrating good team
working skills
Being respectful of decisions
that are made in the interests
of the whole cohort (rather
than one individual)
Organisation The ability to Showing prioritisation to meet patient
systematically manage and organisational requirements
tasks, manage self and (Kasar and Muscari 2000)
manage others (Kasar Being prepared for placement
and Muscari 2000; Managing deadlines set for
Project Team Consilium seminar and course work
Abeundi 2005)
Responsibility The commitment to Recognising and responding to
having responsibility to ethical aspects of practice.
society, to the profession Recognising responsibility to self,
and to self (Frank 2005) including personal care in order to
Links with HPC Guidance serve others (Frank 2005)
on the conduct and ethics Recognising the principles
of students number 4 and and limits of patient
11 confidentiality
Declaring a health issue that
may compromise your ability
to study
Commitment to The ability and will to Showing commitment to continuous
Improve strive for excellence improvement (Royal College of
(Royal College of Physicians 2005)
Physicians 2005) Finding and developing ways
to practice a clinical skill
Reflecting on course marks
with personal advisor to see
where improvements could be
made
Competence Commitment to Showing continuous achievement of
competence in technical learning in knowledge, skills and
knowledge and skills, behaviour
ethical and legal Achieves a measurable
understanding and competence in a practice skill
communication skills (e.g. able to conduct an
(ABIM 1995) assessment according to set
Links with HPC Guidance standards)
on the conduct and ethics Able to articulate legal
of students number 6 contexts of practice
Effective verbal The ability to share Being understandable, empathetic,
communication information with clarity non-judgemental and showing
and quality of content awareness of the emotional
Page 111 of 140

(Kasar and Muscari implications of information (Project
2000) Team Consilium Abeundi 2005)
Links with HPC Guidance Ensuring sensitivity and
on the conduct and ethics privacy when seeking
of students number 8 and information / consent from
9 patients
To engage in academic
debate
Effective written The ability to Writing clearly, using appropriate
communication communicate information language
clearly and concisely in Following practice guidelines
written form (Kasar and when completing patients
Muscari 2000) records
Links with HPC Guidance Proof reading assignments
on the conduct and ethics before submission to
of students number 10 eliminate errors
Self-awareness The ability to be insightful Showing insight into ones own skills,
(Frank 2005) knowledge and behaviour
Links with HPC Guidance Recognises own limitations
on the conduct and ethics Acknowledges the impact of
of students number 7 ones own behaviour on
others
Supervision The ability to modify Being receptive to feedback and
performance in response constructive criticism. (Project Team
to meaningful feedback Consilium Abeundi 2005)
(Kasar and Muscari Taking supervisors comments
2000) into consideration during
Links with HPC Guidance practice
on the conduct and ethics Using feedback from an
of students number 6 assignment when preparing
further assignments
Reflective The ability to reflect on Being prepared to self-observe and
practice own behaviour and the gain new insights
underlying dynamics Making time to reflect in and
(Project Team Consilium on practice (Schon 1983)
Abeundi 2005)
Clinical The ability to analyse, Articulating the decision making
reasoning synthesise and interpret process using a range of information
information (Kasar and including the best available evidence
Muscari 2000) Justifying an intervention to
the patient
Demonstrating an ability to
evaluate choice of
interventions
If individuals want to use all or part of this document they should contact the
School of Allied Health Professions, University of East Anglia, for permission.
Page 112 of 140

Appendix 2
PROFESSIONALISM PROFILE
WORKED EXAMPLE
Professionalism Profile
Name of student:
Year 1 Year 2 Year 3

Honesty and Integrity 2 3 3
Empathy and compassion 2 2 3
Altruism and Respect for others 2 2 3
Trustworthiness and Dependability 2 3 3
Initiative 2 3 3
Judgement 2 1 2
Confidentiality 2 1 2
Maintain appropriate relationships with service users 2 2 3
Professional presentation 2 1 3
Co-operation 2 3 3
Organisation 2 2 3
Responsibility 2 2 3
Commitment to improve 2 2 3
Competence 2 2 3
Effective verbal communication 2 2 3
Effective written communication 2 3 3
Self-awareness 2 2 3
Supervision 2 3 3
Reflective practice 2 2 3
Clinical reasoning 2 2 2
Page 113 of 140

Appendix 3
WORKED EXAMPLE OF A SPIDER DIAGRAM
Year 2
Honesty and Integrity

Clinical reasoning 3 Empathy and compassion
Reflective practice Altruism and Respect for others
2
Supervision Trustworthiness and Dependability
Self-awareness 1 Initiative
Effective written communication 0 Judgement
Effective verbal communication Confidentiality
Maintain appropriate relationships

Competence
with service users
Commitment to improve Professional presentation
Responsibility Co-operation
Organisation
Page 114 of 140

Appendix 4
PROFESSIONAL DEVELOPMENT MEETING RECORD
YEAR STUDENT PERSONAL ADVISOR DATE

SIGNATURE SIGNATURE
1
2
3
Page 115 of 140

REFERENCES
ABIM (1995) American Board of Internal Medicine Committee on Evaluation of

Clinical Competence. Project professionalism. Philadelphia: ABIM
Blue AV, Crandall S, Nowacek G, Luecht R, Chauvin S, Swick H (2009)

Assessment of matriculating medical students knowledge and attitudes
towards professionalism. Medical Teacher, Volume 31, 928 - 932
Charter on Medical Professionalism (2002) Medical professionalism in the new

millennium: a physicians charter. THE LANCET Volume 359, February 9, 520-
522
Collier R (2012) Professionalism: What is it? CMAJ. May 28 2012. cmaj.109-

4211 [pii];10.1503/cmaj.109-4211 [doi]
Commission on Dignity in Care for Older People (2012). Delivering dignity.

Published February 2012. www.nhsconfed.org/Documents/dignity.pdf
COT/ BAOT Briefings (2004) 'Competencies in Occupational Therapy.' College

of Occupational Therapists,London
Department of Health (2010) The NHS Constitution for England. Gateway

reference 13506 www.dh.gov.uk
Frank JRe (2005) The Can MEDS 2005 Physician Competency Framework.
Better standards. Better physicians. Better care. Ottawa: The Royal College of
Physicians and Surgeons of Canada.
Hagedorn, R. (2001). Foundations for practice in occupational therapy.

Edinburgh: Churchill Livingstone, 3rd edition.
Health Professions Council (2010) Guidance on conduct and ethics for

students.
http://www.hpcuk.org/assets/documents/10002C16Guidanceonconductandeth
icsforstudents.pdf
Health Professions Council (2011) Professionalism in healthcare professionals.

Research report. Health Professions Council publications. www.hpc-uk.org
Kasar J and Muscari ME (2000) A conceptual model for the development of

professional behaviours in occupational therapists. Canadian Journal of
Occupational Therapy. Volume 67, issue 1: pages 43-50
Page 116 of 140

Keeling J, Templeman J (2012) An exploratory study: Student nurses'
perceptions of professionalism. Nurse Educ.Pract.
http://dx.doi.org/10.1016/j.nepr.2012.05.008
Jha, V, Bekker HL, Duffy SRG & Roberts TE (2007) A systematic review of
studies assessing and facilitating attitudes towards professionalism in medicine
Medical Education: 41: 822829
doi:10.1111/j.1365-2923.2007.02804.x
MacLeod R and McPherson KM (2007) Care and compassion: Part of person-

centred rehabilitation, inappropriate response or a forgotten art? Disability and
Rehabilitation, October-November, 29(20-21): 1589 - 1595
Middleton, Karen. Professionalism - the Big Conversation. Department of

Health. 27-2-2012. 7-6-2012.
Moyer CA, Arnold LMPH, Quaintance J, Braddock C, Spickard A, Wilson D,

Rominski S, Stern D (2010) What Factors Create a Humanistic Doctor? A
Nationwide Survey of Fourth-Year Medical Students. Academic Medicine,
Volume 85, Number 11, 1800 - 1807
OSullivan AJ and Toohey SM (2008) Assessment of professionalism in

undergraduate medical students. Medical Teacher 30 (3): 280-286
Project Team Consilium Abeundi van Luijk SJe (2005) Professional behaviour:
teaching, assessing and coaching students. Final report and appendices.
Mosae Libris
RCSLT (2010) 'The RCSLT Annual Report 2009-2010.' Royal College of

Speech and Langauge Therapists,London
Royal College of Physicians (2005) Doctors in society: medical professionalism

in a changing world. Report of a Working Party of the Royal College of
Physicians of London. Suffolk: Lavenham Press Ltd. 1-86016-255-X
Schon, D.A. (1983) The Reflective Practitioner: how professionals think in

action. New York: Basic Books
Student Charter (2010-2011) In: University of East Anglia 2010-2011 Calendar,

pages 188-189, University of East Anglia, Norwich, NR4 7TJ
Van Mook W.N.K.A, de Grave WS, Wass V et al (2008) Professionalism:

Evolution of the concept. European Journal of Internal Medicine.
www.elsevier.com/locate/ejim.2008.10.005; e81-e84
Page 117 of 140

van Mook WNKA, van Luijk SJ, OSullivan H, Wass V, Schuwirth LW, van der
Vleuten PM (2009a) General considerations regarding assessment of
professional behavior. European Journal of Internal Medicine. 20: e90-e95
www.elsevier.com/locate/ejim
van Mook WNKA, de Grave WS, van Luijk SJ, OSullivan H, Wass V, Schuwirth
LW, van der Vleuten PM (2009b) Training and learning professionalism in the
medical school curriculum: Current considerations. European Journal of
Internal Medicine 20: e96-100 www.elsevier.com/locate/ejim
Van Mook WNKA, Scheltus J, OSullivan H, Wass D, Zwaveling JH, Schuwirth

LW, van der Vleuten CPM (2009c) The concepts of professionalism and
professional behaviour: Conflicts in both definition and learning outcomes.
European Journal of Internal Medicine. 20 e85-e89
www.elsevier.com/locate/ejim
Page 118 of 140

APPENDIX 4 Assessment of Paramedic Attributes
PLEASE NOTE: Feedback from Service Users and Carers (wherever appropriate) should be considered and represented in
completion of this aspect of Assessment
The student must score a mark of 3 or above in each element of the assessment of paramedic attributes in order for an overall
pass to be awarded.
Where the mark of 1 unsatisfactory or 5 exceptional is awarded for attribute, evidence MUST be provided within the comment
box to illustrate the students behaviour and level of performance.
1 = Unsatisfactory performance
2 = Satisfactory performance (but some aspects in clear need of improvement)
3 = Good performance (consistent with most other students, taking into account the stage in the programme)
4 = Excellent performance
5 = Exceptional performance
(Adapted from: Health and Care Professions Council, Guidance on Conduct and Ethics for Students, 2010).
1st 2nd
Paramedic Attribute (formative) (summative)
Insert mark Insert mark
(between 1 and (between 1 and
5) 5)
1. Always acts in the best interests of the service user
- respects a persons right to be treated by a professional and not a student
- treats everyone equally
- does not do anything that might endanger others
- speaks to placement provider and UEA if concerned about something that
may put someone at risk
Comment:
2. Respects the confidentiality of the service user

Page 119 of 140
- keeps information about service users confidential unless this puts
someone at risk (follows local policies and guidelines)
- removes all identifying information about service users from anything used
in academic assessment material (follows UEA policies and guidelines)
Comment:
3. Keeps high standards of personal conduct.

- is aware that conduct outside of the programme may affect completion of
programme or registration with HCPC
- is polite with service users, colleagues, practice placement teams and
programme team
- personal appearance is appropriate for placement environment
- follows the UEA and placement providers policy on attendance
Comment:
4. Provides any information about own conduct, competence or health to UEA and
PEd/Supervising Clinician.
- ensures the UEA and placement provider are aware of existing health
conditions or changes to health which may put service users/yourself at
risk
- informs the UEA if convicted of, or cautioned for, any offence whilst on the
programme
Comment:
5. Knows their limits does not allow their health to affect their performance or
judgements in practice is aware of potential risk to service users, themselves
and colleagues
- seeks help from a doctor or occupational health professional when worried
about health
Comment:
Page 120 of 140

6. Keeps professional knowledge and skills up to date
- is responsible for own learning
- thinks about and responds positively to feedback given
Comment:
7. Acts within the limits of their knowledge and skills

- Only carries out an unsupervised task if they feel they have the appropriate
knowledge and skills
- Ensures they have appropriate supervision for any task that they are asked
to carry out
- Asks for help when they need it
- Does not claim to have knowledge or skills which they do not is aware
this could put service users, themselves and colleagues at risk
Comment:
8. Communicates effectively and respectfully with service users, UEA and

placement providers
- communicates effectively, respectfully and cooperates with colleagues to
benefit service users
- communicates effectively, respectively and cooperates with programme
team and placement team
- where appropriate shares knowledge with colleagues
- recognises and values contributions by others
Comment:
9. Gets valid consent to provide care or services (as far as possible)

- Makes sure service user are aware they are student before carrying out any
intervention
- Makes sure the service user has given their permission for the intervention
Page 121 of 140
to be carried out by a student
- Explains the intervention they plan to carry out, including any risks
associated with it
- Follows UEA or placement providers policy on consent
Comment:
10. Keeps accurate records on service users

- Makes sure any information put into someones record is clear and
accurate
- Protects information in records from being lost, damaged, accessed
without permission or tampered with
Comment:
11. Deals fairly and safely with the risks of infection

- Takes all appropriate steps to deal with risks of infection
- Follows UEAs or placement providers policy on managing risks of
infection
Comment:
12. Behaves honestly

- Does not pass off other peoples work as their own
- Fills in documents truthfully and accurately
- Does not let any improper financial reward influence the advice or services
recommended
- Follows the UEAs policies on ethics when carrying out research
Comment:
13. Makes sure their behaviour does not damage public confidence in the profession
- Does not do anything which might affect the trust that the public has in the
Page 122 of 140
profession
Comment:
Total
PLEASE NOTE: Following submission the PAD is subject to a moderation process undertaken by the School of Health
Sciences.
This will involve review of the process of assessment, marks awarded and evidence/ commentary documented to ensure
parity wherever possible. Where there are any queries that arise PEds may be contacted by their link lecturer prior to final
confirmation of the marks awarded
o Students achieving overall marks of below 45 and above 85 will be subject to a moderation process.
o A sample of other documents will also be considered.
Page 123 of 140

APPENDIX 5 UEA Senate Scales
Page 124 of 140

Classification Learning outcomes & Presentation Argument & Criticality & Use of sources and Academic Written
scholarship understanding analysis evidence referencing communication
90-100% Learning outcomes have been Exemplary Highly effective and Work demonstrates Exemplary use of sources/case Exemplary in all respects. Exemplary standard of written
met to an exemplary standard presentation: sustained arguments, exemplary standard studies and/or evidence. Outstanding bibliography English. Written
Exemplary 1st showing creativity and clear, logical, demonstrating of critical analysis Demonstrates impressive with academic communication, including use
innovation. imaginative, exemplary level of and/or originality command of data or literature, referencing conventions of subject-specific language, is
Coursework is Demonstrates an exemplary creative and understanding of the and creativity. drawing on a very broad range of employed accurately, of highest standard that can be
exemplary in understanding of link between original. Almost topic and associated Exemplary in its use material and/or examining the consistently and reasonably expected from a
most areas theory and practice and practice- flawless. issues/debates. of ideas, concepts topic in considerable detail. according to established degree-level submission.
related issues and/or standards. Addresses all aspects of and theory. Demonstrates an exemplary practice within the
Attains the highest standards of the assignment to Exemplary analysis sensitivity to the discipline.
scholarship that can be expected exemplary standard. of data. Exemplary limits/limitations of evidence.
of a degree-level submission. self-reflection.
80-89% Learning outcomes have been A very high Coherent and articulate Work demonstrates a Work demonstrates a very strong A very high standard of A very high standard of written
met to a very high standard. standard of arguments, very high standard of command of data or literature, referencing throughout. English
High 1st Demonstrates a strong presentation: demonstrating a very critical analysis drawing on a broad range of Bibliography conforms to
understanding of link between clear, logical and high level of and/or originality material and/or examining the a very high standard.
Coursework is theory and practice and practice- few errors. understanding of the and creativity. topic in some detail. Also
strong in most related issues and/or standards. topic and associated Employs ideas, demonstrates a high level of
areas and may be Attains a very high level of issues/debates. Has concepts, and theory awareness of, and sensitivity to,
exemplary in scholarship, though small addressed most or all to good effect. High the limits of evidence.
potential improvements can be aspects of the level of self-
some
readily identified. assignment to a high reflection.
standard.
70-79% Learning outcomes have been A high standard Coherent and articulate Work demonstrates a Work demonstrates a strong A high standard of A high standard of written
fully met to a high standard. of presentation: arguments, high standard of command of data or literature, referencing throughout. English
1st Demonstrates a strong clear, logical and demonstrating a high critical analysis drawing on a broad range of Bibliography conforms to
understanding of link between few errors. level of understanding and/or originality material and/or examining the a high standard, though
Coursework is theory and practice and practice- of the topic and and creativity. topic in some detail. The there may be a number of
strong in most related issues and/or standards. associated Employs ideas, submission shows awareness of small errors
areas Attains an impressive level of issues/debates. Has concepts, theory to the limits/limitations of evidence.
scholarship, though there may be addressed most or all good effect. High
scope for improvement in a few aspects of the level of self-
areas. assignment to a high reflection.
standard.
60-69% Learning outcomes have been A good standard The work contains The work contains The student draws on a good A good standard of A good standard of written
met to a good standard. of presentation: evidence of insight. some good examples range of material but lacks the referencing, though a few English, with only minor errors
Pass 2(i) Demonstrates a good clear, mostly Though it may lack of critical analysis breadth of engagement with the errors or inconsistencies present
understanding of link between logical, and finesse, it is thorough, but limited secondary literature required to may be present. Good
Coursework is theory and practice and practice- errors are mostly clear and shows an originality and achieve a 1st class mark. Good use bibliography but possibly
good in most related issues and/or standards. very minor. understanding of the creativity in use of of evidence. Topics are mostly containing technical
Attains a good level of subject context. Has ideas, concepts, case addressed but not always errors, some minor, some
addressed most or all studies etc. Good examined in sufficient detail. more serious.
Page 125 of 140

areas and strong scholarship, but lacks aspects of the level of self- Partial awareness of the limits of
in some. sophistication of a 1st class piece. assignment. reflection. evidence.
Classification Learning outcomes & Presentation Argument & Criticality & Use of sources and Academic Written
scholarship UEA SENATE
understanding SCALE:
analysis COURSEWORK
evidence referencing communication
50-59% Learning outcomes have been A satisfactory Competent work, with CoHSCientious work Draws on a satisfactory but Referencing satisfactory A reasonable standard of
met satisfactorily. Some have standard evidence of and attentive to relatively limited range of on the whole, though written English, though a
Pass 2(ii) been met to a good standard. achieved: mostly engagement in the subject matter sources. Some assessment of some inconsistencies or number of errors may be
Demonstrates some clear, some relevant issues, but and/or task set, but evidence. Topics are mostly instances of poor/limited present.
Coursework is understanding of link between evidence of little originality and balanced more addressed but not always citation may be present.
good in some theory and practice and practice- logical only occasional insight. towards a descriptive examined in sufficient detail. Satisfactory bibliography
related issues and/or standards. progression. Gaps in understanding rather than a critical, Some use of examples. Treatment but likely to reveal some
areas but only
Standard of scholarship likely to Some minor and knowledge; may analytical treatment. of data or literature is basically weaknesses in
satisfactory in be undermined by poor linkage of inaccuracies. not have addressed all sound but too narrow in scope composition and use of
others. Good issues/themes, poor use of aspects of the and underdeveloped. referencing conventions.
intellectual evidence, unsubstantiated claims assignment. Understanding of the limits of
engagement but etc. evidence not fully articulated or
execution flawed. understood.
40-49% Learning outcomes have been Barely Work shows some Narrow range of data Draws on a limited range of Citations present, but A barely satisfactory standard
met to the minimum required satisfactory understanding of the and/or literature sources. Little attempt to assess referencing is poor, of written English; a number of
Pass 3rd level. Understanding of link standard of topic and some employed is very evidence. Examples are provided suggesting that little serious errors may be present;
between theory and practice and presentation. relevant knowledge, limited. May be but are poorly chosen or effort has been made to Poorly structured and written,
Coursework is practice-related issues and/or Some but its treatment is mostly limited to employed. Lacking in follow guidance. with poor attention to
only satisfactory standards is only adequate. inaccuracies basic, unimaginative, material provided in sophistication or finesse. The Bibliography barely vocabulary and grammar.
Standard of scholarship /errors may be and superficial and the lectures/seminars. submission reflects a limited level adequate. Many errors,
in most areas and
undermined by poorly of a more serious students grasp of key of engagement in wider reading some serious, revealing
weak in some constructed ideas, arguments, use nature. concepts is weak. and a limited confidence/ability limited awareness of
others. Modest of evidence, partial response to Arguments employed in the use of evidence. Limits of mechanics of scholarship.
evidence of the question etc. are poorly evidenced evidence very poorly articulated
intellectual and/or contain flaws. or understood.
engagement.
Marks awarded in the range below indicate that the candidate has failed to achieve the standards required for a pass mark on this occasion. It is recommended that students receiving marks in this range meet
with their adviser or the marker to review the factors that may have influenced the mark and ways in which their performance might be enhanced in subsequent assessments.
Work representing unsafe practice in professional schools will be marked as a fail.
35-39% Insufficient demonstration of Unsatisfactory The submission contains The treatment is Draws on a very limited range of Citations present but very Unsatisfactory standard of
learning outcomes to justify a standard, lacking some material of merit, mostly sources. No real attempt to assess limited. Referencing is very written English; too many
Marginal Fail pass grade. sufficient clarity, but it is only a partial descriptive. evidence. Examples are occasionally poor. Bibliography is either serious errors present.
Understanding of link between and a logical attempt to address the Whilst the work provided but are poorly chosen and omitted, partial or poorly Weaknesses undermine
Coursework is theory and practice and practice- progression, with question and fails to contains some employed. Entirely lacking in structured. clarity of meaning. Text
barely related issues and/or standards is serious answer the question fully evidence of sophistication or finesse. The Guidance not followed. Many occasionally
satisfactory in a not sufficient for a pass. errors/inaccurac or in a robust manner criticality or submission reflects a very limited serious errors, revealing very incomprehensible. Includes
few areas and Standard of scholarship ies. with few (and mostly analysis, it is too level of engagement in wider limited awareness of significant flaws in spelling,
insufficient for a pass, with unsuccessful) attempts to limited or partial reading and a limited mechanics of scholarship. grammar, and basic
weak in most
weaknesses in several areas. construct argument(s). or lacking in confidence/ability in the choice and sentence/paragraph
others. Poor understanding of depth to justify a use of evidence. composition
key issues or concepts pass.
Page 126 of 140

Classification Learning outcomes & Presentation Argument & Criticality & Use of sources and Academic referencing Written
scholarship understanding analysis evidence communication
20-34% Learning outcomes have been Very poor Little material of merit or The treatment is Draws on minimal range of sources. Citation almost or entirely A poor standard of written
met in a limited way. standard of relevance, revealing a almost wholly Rarely goes beyond paraphrasing absent. English. . Includes serious
Fail Understanding of link between presentation, lack of understanding of descriptive. bits of lecture notes or easily Guidance largely ignored. flaws in spelling, grammar,
theory and practice and practice- lacking sufficient key issues or concepts. Contains little accessible web sources. No attempt Bibliography omitted or very and basic
Coursework is related issues and/or standards is clarity, and a Fails to address most evidence of a to assess evidence. Examples are poorly assembled. sentence/paragraph
weak in most considerably below that required sufficiently aspects of the task or critical or very rarely provided, those that are, Awareness of mechanics of composition
for a pass. Standard of logical question set. Work lacks analytical being very poorly employed. scholarship very weak.
areas.
scholarship insufficient for a pass, progression, with any sustained engagement in Submission reflects a very limited
with weaknesses in many areas. many serious argument(s). the topic. level of engagement in study on a
inaccuracies. more general level.
10-19% The work submitted will have Little evidence No material of merit or The treatment is Almost complete absence of Citations absent. A very poor standard of
very limited relevance to any of that any thought relevance, revealing a wholly evidence. Guidance entirely ignored. No written English throughout
Fail the stated learning outcomes. has been given to complete lack of descriptive. No Submission reflects a very limited bibliography that could merit with little care taken in the
Understanding of link between the standard of understanding of key evidence of a level of engagement in study on a description as such. Work composition of proper
Coursework is theory and practice is very weak. presentation. issues or concepts. critical or more general level. shows no real attempt to sentences or paragraphs.
very weak in Standard of scholarship Many serious Fails to address all analytical apply the mechanics of
insufficient for a pass, with errors/inaccurac aspects of the task or engagement in scholarship.
most areas.
weaknesses in all areas. ies. question set. No attempt the topic.
to construct argument(s).
0-9% Lacks any understanding of No evidence that No understanding is The treatment is Evidence absent Citation entirely absent. Incomprehensible. No
learning outcomes. No any thought has demonstrated. wholly Submission reflects a very limited Bibliography omitted. attempt to compose proper
Fail understanding of link between been given to the Arguments notable for descriptive level of engagement in study on a Application of the mechanics sentences or paragraphs.
theory and practice and practice- standard of their complete absence. more general level. of scholarship entirely
Coursework is related issues and/or standards. presentation. absent.
very weak in all Standard of scholarship very poor
throughout.
areas.
Page 127 of 140

UEA SENATE SCALE: ORAL PRESENTATION
Classification Learning Presentation Projection, language Argument & Organisation & Criticality & Use of sources and
outcomes and spoken English understanding structure analysis evidence
90-100% Learning outcomes Exemplary: clear, logical, Exemplary standard of Highly effective Exemplary structure with Demonstrates Exemplary use of case
met to an exemplary imaginative, creative and original. spoken English and diverse arguments; deeply clear, logical progression. exemplary studies/evidence. Impressive
Exemplary 1st standard. Almost flawless. vocabulary. Exemplary use of impressive level of Organisation exemplary. standard of command of data/literature.
Demonstrates an Very high level of choreography. discipline-specific understanding. Presentation has razor- criticality. Draws on very broad range of
Presentation exemplary Almost flawless in delivery. terminology and professional Key points are rigorously sharp focus and sense of Exemplary in its material. Examines the topic
understanding of link Encouraged group participation language. argued and convincingly purpose. analysis of ideas, in considerable detail.
exemplary in between theory and and discussion (if appropriate) Exemplary voice presented, with concepts & theory. Exemplary academic
most areas. practice.. and responded to questions with projection/eye contact/body exemplary use of Where underpinnings.
considerable flair and authority. language. supporting evidence. appropriate, the
Exemplary use of visual aids (if latter are applied
appropriate). in a sophisticated
Time management exemplary. manner.
80-89% Learning outcomes A very high standard achieved: A very high standard of Coherent and effective Structure clear and well- Work Work demonstrates an
met to a very high clear, logical, few errors. The spoken English. Very good argument(s) are suited to topic. demonstrates a excellent command of data or
High 1st standard. delivery - whilst not exemplary - breadth of vocabulary. presented. Whilst not entirely very high standard literature, drawing on a
Demonstrates a very is lively, with excellent use of Very good use of discipline- Demonstrates a very high without flaws, there is of critical analysis broad range of material
Presentation strong understanding visual aids (if appropriate) and specific terminology and level of understanding of evidence of careful and/or originality and/or examining the topic in
of link between some evidence of practice and professional language. the topic and associated planning and attention to and creativity. some detail. Sound academic
strong in all
theory and practice choreography. Good voice projection and issues/debates. detail. Logical Employs ideas, underpinnings.
areas and may and practice-related Encouraged group participation eye contact/use of body progression. concepts, theory to
be exemplary in issues and/or and discussion (if appropriate) language. very good effect.
one or two. standards. and responded well to questions.
Very good use of visual aids. Time
management very good.
70-79% Learning outcomes A high standard achieved: clear, A high standard of spoken Coherent and effective Structure clear and well- Work Work demonstrates a good
fully met to a high logical, few errors. The delivery - English. Good breadth of argument(s) are suited to topic. demonstrates a command of data or
1st standard. whilst not exemplary - is lively, vocabulary. presented, but some Whilst there is evidence high standard of literature, drawing on a
Demonstrates a with good use of visual aids (if Good use of discipline- scope for improvement. of careful planning and critical analysis broad range of material
Presentation strong understanding appropriate) and some evidence specific terminology and Demonstrates a high level attention to detail, there and/or originality and/or examining the topic in
of link between of practice and choreography. professional language. of understanding of the is some scope for and creativity. some detail. Some minor
strong in most
theory and practice Encouraged group participation Good voice projection and topic and associated refinement. Logical Employs ideas, gaps may be identifiable, but
areas. and practice-related (if appropriate). Responses to eye contact/use of body issues/debates. progression. concepts, theory to no major omissions.
issues and/or questions are sound, but could be language. good effect, though
standards. more incisive. Good use of visual there is some scope
aids. Time management good, but for improvement.
use of time could have been
improved upon.
Page 128 of 140

Classification Learning Presentation Projection, language Argument & Organisation & Criticality & Use of sources and
outcomes and spoken English understanding structure analysis evidence
60-69% Learning outcomes A good standard of presentation: A good standard of spoken Most points are Structure generally clear The work contains Draws on good range of
have been met to a clear, mostly logical, and errors English and vocabulary. Good illustrated with relevant and there is logical some good material but lacks the
Pass 2(i) good standard. are mostly minor. Whilst lacking use of disciplinary examples, though they progression. examples of critical breadth of engagement with
Demonstrates a good some finesse, the presentation is terminology and professional may not always Whilst the presentation analysis and but the secondary literature
Presentation understanding of link clear and lively. Makes language. Voice projection contribute convincingly shows evidence of care in limited originality required to achieve 1st class
between theory and appropriate use of visual aids (if and eye contact/body to the argument(s) made. its planning, needs more and creativity in mark. Good use of evidence.
good in most
practice and practice- appropriate). Time management language are better than Evidence of insight and careful honing, and use of ideas, Issues mostly addressed but
areas and related issues and/or good. Makes some attempt to average, though some room an understanding of the clearer focus. concepts, case not always examined in
strong in some. standards. engage the audience and for improvement. subject context. studies etc. sufficient detail.
responds well to questions.
50-59% Learning outcomes A satisfactory standard achieved: Satisfactory standard of Competent work, with Generally accurate and CoHSCientious Relatively limited range of
have been met mostly clear, some evidence of spoken English & vocabulary. evidence of engagement relevant but some gaps work and attentive sources. Some assessment of
Pass 2(ii) satisfactorily. Some logical progression. Competent Some discipline-specific in the relevant issues, but and or irrelevant to subject matter evidence. Topics are mostly
have been met to a but lacks dynamism or terminology and professional little flair and only material. and/or task set, but addressed but not always
Presentation is good standard. creativity/imagination; rather language are used, mostly occasional insight. Gaps Not always clear or balanced more examined in detail. Some use
Demonstrates some stagey in its delivery. More or accurately. Voice in understanding and logical. towards a of examples. Treatment of
good in some understanding of link less to time, though some parts projection/eye contact/body knowledge; may not have descriptive rather data or literature is basically
areas but only between theory and may have been slightly rushed language are satisfactory. addressed all aspects of than a critical, sound but narrow.
satisfactory in practice and practice- Makes some attempt to engage the assignment. analytical
others. related issues and/or the audience, though responses to treatment.
standards. questions of limited Some illustrative
sophistication or material, but not
authoritativeness. consistently
critically evaluated.
40-49% Most learning Barely satisfactory standard of Standard of spoken English Work shows some Material fairly Narrow range of Draws on a narrow range of
outcomes have been presentation. Some errors of and vocabulary is only just understanding of the disorganised with poor data and/or sources. Mostly limited to
Pass 3rd met to a satisfactory more serious nature. Not always adequate for a pass. Use of topic and some relevant sense of mission or key literature material in
level. easy to follow. Unimaginative and discipline-specific knowledge, but its points the student employed. lectures/seminars.
Presentation is Understanding of link un-engaging. terminology and professional treatment is very basic, wished to convey. A fairly superficial Little attempt to assess
between theory and Lacks dynamism or flair language lacks precision and unimaginative, and level of evidence. Examples are
only practice and practice- conveys meaning, but is may be flawed. superficial and the interpretation and provided but are poorly
satisfactory in related issues and/or sometimes unclear, muddled or Use of voice projection and students grasp of key generally chosen/employed.
most areas and standards is barely clumsy. Uncomfortable eye contact/use of body concepts is quite weak. derivative and Limited level of engagement
weak in some. adequate. responding to questions and little language are poor - Arguments employed are lacking criticality in wider reading.
attempt at engaging audience. considerable scope for poorly evidenced and/or in its use of
Poor time management: slightly improvement. contain flaws. evidence and/or
under/over time. sources.
Page 129 of 140

Marks awarded in the range below indicate that the candidate has failed to achieve the standards required for a pass mark. It is recommended that students receiving marks in this range should meet with
their advisor or the marker to review the factors that may have influenced the mark and ways in which their performance might be enhanced in subsequent assessments.
Classification Learning outcomes Presentation Projection, language Argument & Organisation Criticality & Use of sources and
and spoken English understanding & structure analysis evidence
35-39% Insufficient demonstration Unsatisfactory standard: lacks Standard of spoken English Contains some material Structurally weak, The treatment is Draws on very limited
of learning outcomes to clarity, and logical progression, and vocabulary falls below of merit, but only a muddled, lacking mostly descriptive. range of sources. No real
Marginal Fail justify a pass grade. with serious errors/inaccuracies. the standard required for a partial attempt to incoherence. Little Whilst the work attempt to assess evidence.
Understanding of link Delivery is clumsy, or muddled or pass. Use of discipline- address question/topic. sense of focus or contains some Examples occasionally
Presentation is between theory and even incomprehensible. specific terminology and Few attempts to sense of mission. evidence of criticality provided but poorly
practice and practice- Unimaginative and un-engaging. professional language is construct argument(s). or analysis, it is too chosen/employed. Very
barely
related issues and/or Very little evidence of practise inaccurate Poor understanding of limited or partial or limited engagement in
satisfactory in standards is not sufficient prior to delivery. Fails to respond Voice projection and use of key issues or concepts. lacking in depth to wider reading and little
some areas and for a pass. adequately to questions. No body language are poor. justify a pass. understanding of how to
weak in most attempt to engage audience. Poor select and use evidence.
time management, -significantly
others.
under/over time.
20-34% One or two learning Very poor standard of Standard of spoken English Little material of merit or Disorganised and The treatment is Draws on minimal range of
outcomes have been met in presentation, lacking sufficient and vocabulary is very relevance, revealing a incoherent. No almost wholly sources. Rarely goes
Fail a limited way. clarity, and a sufficiently logical poor. Use of discipline- paucity of understanding obvious or descriptive. beyond paraphrasing bits
Understanding of link progression, with many serious specific terminology and of key issues or concepts. apparent focus or Contains little of lecture notes etc. No
Presentation is between theory and inaccuracies. Little awareness is professional language is Fails to address most sense of mission. evidence of a critical attempt to assess evidence.
practice and practice- demonstrated of the purpose of inaccurate aspects of the task or or analytical Examples rarely provided &
weak in most
related issues and/or the oral presentation and the No awareness of voice question set. Work lacks engagement in the very poorly employed.
areas. Poor standards is considerably techniques required in delivering projection and body any sustained topic. Submission reflects a very
engagement. below that required for a it. language. argument(s). limited engagement in
pass. study.
10-19% The work submitted will Little evidence of care or serious Spoken English and No material of merit or Totally The treatment is Almost complete absence of
have very limited relevance thought being given to the vocabulary cause for major relevance, revealing a disorganised and wholly descriptive. evidence.
Fail to any of the stated learning standard of presentation. Many concern: may require complete lack of incoherent. No No evidence of a Submission reflects a very
outcomes. Understanding serious errors/inaccuracies. remedial intervention. Use understanding of key obvious or critical or analytical limited level of engagement
Presentation is of link between theory and of discipline-specific terms issues or concepts. apparent focus or engagement in the in study on a more general
practice is very weak. and professional language Fails to address all sense of mission. topic. level.
very weak in most suggests major deficiencies aspects of the task or
areas. Very poor in reading/ knowledge. question set. No attempt
engagement. to construct argument(s).
0-9% Lacks any understanding of Very poor standard of Standard of spoken English Understanding and/or Difficult to discern The treatment is Evidence absent
learning outcomes. presentation which has not been totally inadequate for an arguments either entirely any organisation or wholly descriptive Submission reflects a very
Fail No understanding of link informed, in any meaningful way, oral exercise at degree absent or barely structure. limited level of engagement
between theory and by any of the guidance provided. level. Remedial discernible. in study on a more general
Presentation is practice and practice- intervention essential. level.
related issues and/or Hardly any knowledge
very weak in all standards. demonstrated.
areas. Almost
total lack of
engagement.
Page 130 of 140
UEA SENATE SCALE: DISSERTATIONS AND PROJECTS
Classification Learning Presentation Argument & Criticality & Use of sources and Academic Written
outcomes/scholarship understanding analysis evidence referencing communication
90-100% Learning outcomes are met to Exemplary presentation: Highly effective and sustained Work demonstrates an Exemplary use of case Exemplary in all Exemplary standard of
exemplary standard. clear, logical, imaginative, arguments, demonstrating a exemplary standard of studies and evidence. respects. Outstanding written English. Use of
Exemplary 1st Dissertation demonstrates an creative and original. detailed and impressive level critical analysis and/or Demonstrates impressive bibliography. subject-specific
Dissertation is exemplary understanding of Almost flawless. of understanding of the topic originality and creativity. command of data or language is of the
exemplary in link between theory and and associated Exemplary in its use of literature, drawing on a highest standard one
most areas practice and related issues/ issues/debates. ideas, concepts, theory. very broad range of can reasonably expect
standards. Attains highest Limitations in the material and/or examining in a degree level
standards of scholarship that research or incomplete the topic in considerable submission.
can reasonably be expected of a conclusions are detail. Vocabulary exemplary.
degree-level submission. recognised and
explained. Exemplary
level of self-reflection.
80-89% Learning outcomes have been A very high standard of Coherent and articulate Dissertation Work demonstrates a very A very high standard of A very high standard
met to a very high standard. presentation: clear, logical arguments, demonstrating a demonstrates a very high strong command of data or referencing of written English.
High 1st Demonstrates a strong and few errors. very high level of standard of critical literature, drawing on a throughout. Vocabulary of a very
Dissertation is understanding of link between understanding of the topic analysis and/or broad range of material Bibliography conforms high standard.
strong in most theory & practice and practice- and associated originality and creativity. and/or examining the topic to a very high standard.
areas and may related issues and/or issues/debates. Has Employs ideas, concepts, in some detail. Also
be exemplary in standards. Attains a very high addressed most or all aspects and theory to good effect. demonstrates a high level
some level of scholarship, though of the assignment to a very Very high level of self- of awareness of, and
potential improvements can be high standard. reflection. sensitivity to, the limits of
identified. evidence.
70-79% Learning outcomes have been A high standard of Coherent and articulate Work demonstrates a Work demonstrates a good A high standard of A high standard of
fully met to a high standard. presentation: clear, logical arguments, demonstrating a high standard of critical command of data or referencing written English is
1st Dissertation demonstrates a and few errors. Errors high level of understanding of analysis and/or literature, drawing on a throughout. demonstrated. Text
Dissertation is strong understanding of link present are mostly of a the topic and associated originality and creativity. broad range of material Bibliography conforms may reveal some
strong in most between theory & practice and minor nature. issues/debates. Has Employs ideas, concepts, and/or examining the topic to a high standard, limitations in use of a
areas. related issues and/or addressed most or all aspects and theory to good effect. in some detail. though there may be a wide vocabulary.
standards. Attains a high level of the assignment to a high Limitations in the number of small errors.
of scholarship, though there standard. research or incomplete
may be scope for improvement conclusions are mostly
in a few areas. recognised and some
attempt is made to
explain them.
Page 131 of 140

UEA SENATE SCALE: DISSERTATIONS
60-69% Most learning outcomes have Good standard of Dissertation contains Contains some good The student draws on a A good standard of A good standard of
been met to a good standard. presentation: clear, mostly evidence of insight. Though it examples of critical good range of material but referencing, though written English is
2(i)
Demonstrates a good logical, though lacking the may lack finesse, it is analysis but limited lacks the breadth of some minor errors or demonstrated, with
Dissertation is understanding of link between flair of 1st class thorough, clear and shows an originality/creativity in engagement with the inconsistencies may be only minor errors
good in most theory and practice and submission. understanding of the subject use of ideas, concepts, secondary literature present. Good present. Vocabulary
areas and practice-related issues and/or Errors mostly of a minor context. Has addressed most case studies etc. Although required to achieve a 1st bibliography, but demonstrates a rather
standards. Attains a good level nature, but some may be or all aspects of the there may be some class mark. Good use of lacking slightly in limited range.
strong in
of scholarship, but lacks more substantive. assignment. awareness of the evidence. Topics are mostly either breadth or
some. sophistication of a 1st class limitations of research, addressed but not always depth.
piece. awareness of reasons for examined in sufficient
these and their detail.
implications is variable.
50-59% Most learning outcomes have A satisfactory standard Arguments are presented but Diligent execution. Satisfactory but relatively Referencing A reasonable standard
been met satisfactorily. Some achieved: mostly clear, lack contextualisation. CoHSCientious and limited range of sources. satisfactory on the of written English,
2(ii) have been met to a good some evidence of logical Competent work, with attentive to subject Some assessment of whole, though some though a number of
Dissertation is standard. Demonstrates some progression. Some minor evidence of engagement in matter but balanced evidence. Topics are mostly inconsistencies or errors may be present.
good in some understanding of link between inaccuracies. the relevant issues, but little more towards a addressed but not always instances of Vocabulary reveals a
areas but only theory and practice and flair and only occasional descriptive rather than a examined in sufficient poor/limited citation lack of development.
satisfactory in practice-related insight. Gaps in knowledge critical, analytical detail. Some use of may be present.
others. Good issues/standards. Standard of and understanding treatment. examples. Treatment of Satisfactory
scholarship likely to be Awareness of the data or literature sound but bibliography
intellectual
undermined by poor linkage of dissertations limitations underdeveloped.
engagement issues/themes, poor use of is demonstrated but at a
but execution evidence, unsubstantiated basic level.
flawed. claims etc.
40-49% Most learning outcomes have Poor standard of Arguments employed are Narrow range of data Limited, modest range of Citations present, but A barely satisfactory
been met to a satisfactory level. presentation. Some errors poorly evidenced and/or and/or literature sources. Little attempt to referencing is poor. standard of written
3rd Dissertation Understanding of link between & inaccuracies may be of a flawed. Work shows some employed. Mostly limited assess evidence. Examples Little attempt to follow English; a number of
is only theory and practice and more serious nature. Work understanding of topic and to material provided in are provided but are poorly guidance. serious errors present.
satisfactory in practice-related has been rushed to relevant knowledge, but its lectures/seminars. Little chosen or employed. Bibliography barely Poorly structured and
most areas and issues/standards is barely completion. treatment is basic. Grasp of awareness of the Lacking in sophistication or adequate. poor vocabulary and
weak in some adequate. Standard of key concepts is weak dissertations limitations finesse. Limited level of grammar. Vocabulary
others. Modest scholarship undermined by or the implications of engagement. reveals major short-
poorly constructed ideas, conclusions/recommend comings
evidence of
arguments, use of evidence, ations.
intellectual partial response to the question
engagement. etc.
Page 132 of 140

UEA SENATE SCALE: DISSERTATIONS
Marks awarded in the range below indicate that the candidate has failed to achieve the standards required for a pass mark. It is recommended that students receiving marks in this range should meet with their adviser or the marker
to review the factors that may have influenced the mark and ways in which their performance might be enhanced in subsequent assessment.
35-39% Learning outcomes not met to a Unsatisfactory standard, Contains some material of The treatment is mostly A very limited range of Citations present but Unsatisfactory
satisfactory standard. lacking sufficient clarity, merit, but only a partial descriptive. Whilst the sources. No real attempt to very limited. standard of written
Marginal Fail
Understanding of link between structure. Many serious attempt to address the work contains occasional assess evidence. Examples Referencing is very English; too many
Dissertation is theory and practice is errors. question. Fails to address evidence of criticality or are occasionally provided poor. Bibliography is serious errors present.
barely insufficient for a Pass. Standard research Qs fully. Few (and analysis, it is too limited but are poorly chosen or omitted, partial or Weaknesses
satisfactory in of scholarship insufficient for a mostly unsuccessful) or partial or lacking in irrelevant. Entirely lacking poorly assembled. undermine clarity of
a few areas and pass, with serious weaknesses attempts to construct depth to justify a pass. in sophistication or finesse. Guidance ignored. meaning. Weak
weak in most in several areas. argument(s). Poor Hardly any awareness of Very limited level of vocabulary.
others. understanding of key issues the dissertations engagement.
or concepts. limitations is
demonstrated.
20-34% Learning outcomes have been Very poor standard of Little material of merit or The treatment is almost Draws on minimal range of Citation almost or A very poor standard
met in a limited way. presentation. Many serious relevance, revealing a paucity wholly descriptive. sources. Simply entirely absent. of written English.
Fail Understanding of link between inaccuracies, errors, and of understanding of key Contains little evidence of paraphrasing bits of lecture Guidance ignored. Too many serious
Dissertation is theory and practice is very weaknesses in layout. issues or concepts. a critical or analytical notes or easily accessible Bibliography omitted errors present.
weak in most weak. Standard of scholarship Work lacks any sustained engagement in the topic. web sources. No attempt to or very poorly Weaknesses greatly
areas. insufficient for a pass, with argument(s). No awareness of the assess evidence. Minimal assembled. undermine clarity of
serious weaknesses in most dissertations limitations. engagement. meaning. Very weak
areas. vocabulary.
10-19% The work submitted will have Little evidence that any No arguments present. No The treatment is wholly Almost complete absence of Citation(s) largely A very poor standard
very limited relevance to any of thought has been given to material of merit or descriptive. No evidence evidence. absent. of written English.
Fail the stated learning outcomes. presentation. relevance, revealing a of a critical or analytical Submission reflects a very No awareness of good Often
Dissertation is Standard of scholarship Many serious errors/ complete lack of engagement in the topic. limited level of engagement academic practice. incomprehensible.
very weak in insufficient for a pass, with inaccuracies understanding of key issues No awareness of the in study on a more general Work shows no real Hardly any evidence of
most areas. serious weaknesses in all areas. or concepts. dissertations limitations. level. attempt to apply the engagement or
mechanics of discipline-specific
scholarship. vocabulary.
0-9% No learning outcomes have No evidence that any No understanding is The treatment is wholly Evidence absent Citation entirely Incomprehensible. No
been met. Standard of thought has been given to demonstrated. Arguments descriptive. No Submission reflects a very absent. Application of attempt to compose
Fail scholarship very weak in all presentation. notable for their complete awareness of the limited level of engagement the mechanics of proper sentences or
Dissertation is areas. Falls a very long way absence. dissertations limitations. in study on a more general scholarship entirely paragraphs.
very weak in all short of a pass. level. absent.
areas.
Page 133 of 140

APPENDIX 6 Guidelines for Assessment Advice
Year one Pre-Registration Health Sciences Programmes

Introductory face-to-face contact in 1st week to
Introductory PA &
establish expectations for future meetings, in small
meeting Student
groups or individually.
Formative work is submitted within first three weeks
1st formative PA &
and feedback returned by PA with comments within
work Student
two weeks of submission.
Need for DoS Identification of students who require academic
PA
support? development and refer to UEA Dean of Students.
Assignment Meeting with student to plan, prepare & discuss
-----------------------------------------
assignment topic, in small groups or individually.
prep meeting PA & Review one full draft including some
& Student references/evidence of reading and offer feedback;
Review of 1 or offer feedback for preparation of oral/written
draft examinations.
End of year progression as per SEWSIS form,
including review of students results & markers
Progression PA &
feedback. Identification of learning needs and
interview Student
establishment of a remedial action plan for year two.
If required
Year two
-----------------------------------------
prep meeting PA & Review one plan of work including references of no
& Student more than 500 words for academic discussion of
Review of 1 module assignment and/or offer feedback for
plan preparation for oral/written examinations.
End of year progression meeting as per SEWSIS
form, including review of students results & markers
Progression PA &
feedback. Identification of learning needs and
interview Student
establishment of a remedial action plan for year
three (if required).
Year three
Dissertation/case study; allowing up to 6 hours for
PA &
Dissertation academic & professional guidance, with agreed
Student
timeframe to review on-going work.
Meeting with student to plan, prepare & discuss
Assignment PA &
Semester 6 Student Review plan of work including references of no more
than 500 words for academic discussion of module
assignment.
End of year End of year interview as per SEWSIS form,
PA &
and exit including review of students results & markers
Student
interview feedback.
Timetabled introduction to assessment

Throughout Module requirements at start of each module.
programme Organisers Review results & assessment guidelines of each
module for accuracy & clarity.
Page 134 of 140
For all assignments including dissertations: no
PA &
work will be reviewed by PA within 10 working
Student
days of the submission date.
Students with identified learning needs will continue to have individualised

action plans. Reviewed November 2013
Approved TC 16.04.14
Page 135 of 140

School of Health Sciences Guidelines for Assessment Advice
Module one Midwifery (Short Programme)

Introductory
PA & Student establish expectations for future meetings, in
meeting
small groups or individually.
Identification of students who require academic
Need for DoS
PA development and refer to UEA Dean of
support?
Students.
------------------------- assignment topic, in small groups or individually.
prep meeting Review one full draft including some
& PA & Student
references/evidence of reading and offer
Review of 1 feedback; or offer feedback for preparation of
draft oral/written examinations.
Module two
Assignment assignment topic, in small groups or individually.
-----------------------------------------
prep meeting Review one plan of work including references of

& PA & Student no more than 500 words for academic
Review of 1 discussion of module assignment and/or offer
plan feedback for preparation for oral/written
examinations.
End of year progression meeting as per
SEWSIS form, including review of students
Progression
PA & Student results & markers feedback. Identification of
interview
learning needs and establishment of a remedial
action plan for module three (if required).
Module three: as for module two plus:

Oral Meeting with the student to feed back on the
PA & Student
examination results of the mock examination.
Progression Review & summarise progress, including post
PA & Student
interview studies.

Module requirements at start of each module.
Organisers Review results & assessment guidelines of each
Throughout
module for accuracy & clarity.
programme
For all assignments including dissertations: no
PA & Student work will be reviewed by PA within 10 working

Page 136 of 140

School of Health Sciences - Guidelines for Assessment Advice
Year one
Operation-Department Practitioner
Programme
Introductory PA &
establish expectations for future meetings, in small
meeting Student
groups or individually.
Formative work is submitted within first three weeks
1st formative PA &
and feedback returned by PA with comments within
work Student
two weeks of submission.
PA
Assignment assignment topic, in small groups or individually.
----------------------------------------
- Review one full draft including some
prep meeting PA & references/evidence of reading and offer feedback;
& Student or offer feedback for preparation of oral/written
Review of 1 examinations.
draft For all assignments no work will be reviewed by PA
within 10 working days of the submission date.
End of year progression meeting as per SEWSIS
Progression PA & form, including review of students results & markers
interview Student feedback. Identification of learning needs and
establishment of a remedial action plan for year two.
Year two
-----------------------------------------
End of year End of year interview as per SEWSIS form,
PA &
and exit including review of students results & markers
Student
interview feedback.

Throughout Organisers Review results & assessment guidelines of each
programme module for accuracy & clarity.
(all modules) For all assignments including dissertations: no
PA &
Student

action plans.
Reviewed November 2013

Page 137 of 140

Modules 1-2 Post-Registration Programmes

Introductory face-to-face contact to establish
Introductory PA &
expectations for future meetings, in small groups or
meeting Student
individually. Completion of first meeting form.
PA
----------------------------------------
- assignment topic, in small groups or individually.
prep meeting PA & Review one full draft including some
& Student references/evidence of reading and offer feedback;
Review of 1 or offer feedback for preparation of oral/written
draft
examinations.
Modules 3-6
-----------------------------------------
Dissertation - Short and Long

Dissertation/case study; allowing up to 6 hours for
PA &
Dissertation academic & professional guidance, with agreed
Student
timeframe to review on-going work.

Throughout Organisers Review results & assessment guidelines of each
programme module for accuracy & clarity.
(all modules) For all assignments including dissertations: no
PA &
Student

Page 138 of 140

All undergraduate programmes

In all cases of referred assignments the following guidelines apply:
Meet to discuss reasons for fail and review markers

2500-3000 comments
assignment Set up learning/remedial plan
Review one draft and provide feedback
Use up to three hours of PA time to:
Discuss reasons for fail and review markers comments
Dissertation Set up learning/remedial plan
Review problematic sections highlighted by the student
and provide feedback
Meet to discuss reasons for fail and review markers
comments
Examination Set up learning/remedial plan
Offer one progress meeting half way to re-examination
date
Use up to one hour of PA time to:
Discuss reasons for fail and review markers comments
Portfolio Set up learning/remedial plan
Review problematic sections highlighted by the student
and provide feedback
Reviewed November 2013

The School of Nursing Sciences Academic Adviser Model should be utilised in

conjunction with UEA Academic Advising Model which includes:
UEA (2012) Academic Advising: undergraduate & taught postgraduate policy
UEA (2012) Academic Advising: a guide for academic staff.
UEA (2012) Academic Advising: role descriptions
UEA (2012) Academic Advising: information for students
All of these guidelines are to be reviewed annually in July, ready to be included in

student handbooks for September.
Dianne Steele
Michael Pfeil
Page 139 of 140

APPENDIX 7 Career Framework
Page 140 of 140

Paramedic Handbook 2014 15

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Paramedic Handbook 2014 15

Diunggah oleh

Hak Cipta:

Format Tersedia

SCHOOL OF HEALTH SCIENCES

Bachelor of Science (Hons)

Academic Year 2014-15

5.0 PROGRAMME SPECIFIC ----------------------------------------------------------------------- 3

The Paramedic Programme is a collaborative initiative between the School of Health

According to the Quality Assurance Agency (QAA 2004), paramedics are

Name Role Details

5.2 Welcome from David Shepherd Paramedic/Former UEA

Dear Student Paramedic,

A university education is necessary for todays paramedic as increasingly paramedics

I have given up full time employment to start my University education and am

Your programme aims to produce graduates who:

Are eligible to apply for registration with the HCPC

By the end of this programme, you will be able to:

Knowledge, understanding and intellectual development:

Demonstrate a comprehensive knowledge and application of key

Subject Specific Practical Skills:

Key Skills and Attributes:

The programme is constructed as a spiral curriculum (Bruner, 1960) - so we revisit

LOW Year 1 Year 2 Year 3

HIGH DIRECTION LOW

Themes will progress across the years of the programme:

clinical skills, clinical reasoning and decision-making and application to practice

Assessments such as portfolios, practice assessment and OSCEs will support an

STEPS IN THE TUTORIAL PROCESS

2. Define the problem(s)

3. Identify possible hypotheses or explanations

4. Make a systematic inventory of connections and categories

5. Arrange explanations into a tentative solution

6. Formulate learning objectives

8. Gather information resources and undertake private study

9. Share the results of information gathering and private study

10. Scrutinise evidence

11. Formulate clinical judgements

12. Develop action plan

13 Evaluate learning and group process

(Adapted from David D et al: 1999: Problem-based learning in Medicine, London:

5.7 PROGRAMME OUTLINE

YEAR ONE, LEVEL FOUR

YEAR TWO, LEVEL FIVE

YEAR THREE, LEVEL SIX

Year 1 Working Week (Theory) - example

Year 2 Working Week (Theory) - example

Year 3 Working Week (Theory) - example

5.8 Programme Hours

Module Practice Face to Flipped/Direct Type

IPL 30 (min) IPL tutorials, seminars,

Foundations 280 161 130 skills

Year 1 Semester 1 22 September 2014 - 12 Semester 2 12 January 2015 - 20 Integrative Period

Semester 1 5 September 2016-16 Semester 2 2 January 2017-24 March Integrative Period

Learning as a group of paramedic students (rather than in inter-professional groups)

There will be a mixture of teacher-led and student-focused methods. Some subjects

What will practice-based learning be like?

VA VA VA VA VA VA VA 7 days out M/M

M/N M/M R Exam

Year 2 practice placement blocks

To include 2 Reading Weeks

To include Critical care and hospital based placements

Year 3 practice placement blocks

To include 1 Reading Week

5.11 Learning and Achievement Portfolio

A portfolio of learning and achievement is a means of nurturing and evidencing

1. How do I approach showcasing evidence to support my practice

The showcase portfolio should contain: