SCHOOL OF HEALTH SCIENCES FACULTY OF MEDICINE AND HEALTH SCIENCES · 2020. 7. 28. · SCHOOL OF...

1

SCHOOL OF HEALTH SCIENCES

FACULTY OF MEDICINE AND HEALTH

SCIENCES

Bachelor of Science (Hons)

PARAMEDIC SCIENCE

PRACTICE ASSESSMENT DOCUMENT (PAD)

STUDENT PASSPORT AND SKILLS DEVELOPMENT

(INTEGRATED DOCUMENT)

Evidence of Learning, Skills Development,

Student Progression and Reflection

Academic Year 2014-15 (PAD Year 1) © This is an adaptation of the document currently approved and in use by the University of Hertfordshire and

others and is subject to review and adaptation by the East of England Paramedic Partners Group

2

Contents

Page Number Acknowledgements and Overview 3 Introduction to Practice Assessment Document 4 Student Details (DBS and Occupational Health Cleara nce) 5 Mandatory Training 6 Placement Overview 8 Roles and Responsibilities The Student 8 The Paramedic Educator (PEd ) 9 Associate Paramedic Educator 11 Supervising Clinician 11 The Assessment Process Placement Meeting (Interviews) 12 Elements of Practice 13 Formative and Summative Assessment 14

Exposure to Non-Assessed Elements of Practice 14 Development Action Plan (DAP) 15 Cause for Concern about a Student 15 End of Placement Review 16 Passing or Failing the Year 17 Glossary of Terms 18 Forms Placement Information 19/33 Record of Placement hours 20/34 Interviews (Preliminary/Formative) 21/35 Assessment of Paramedic Attributes 24/38 Views of Service Users 30/43 Interview (Summative) 31/44 PEd (Supervising Clinician) Evaluation Form 32/4 5 Elements of Practice Elements of Practice Criteria 46 Elements of Practice Criteria Levels descriptors 51 Example - Record of Achievement for the Element of Practice 52

Records of Achievement for the Elements of Practice 55 Formative Learning Log 85

3

Acknowledgements and Overview

This integrated document is the student paramedics Practice Assessment Document (PAD). It uses

the University of Hertfordshire PAD as a template and is reproduced with their kind permission and

includes contributions from the five higher education institutions (HEI) which make up the East of

England Paramedic Partners Group. This ensures that wherever a student may be on practice

placement within the region served by the East of England Ambulance Service NHS Trust (EEAST)

the documents from each HEI will have a similar layout and approach for student clinical

assessments. This document supports the student’s journey over the next three years and reflects

on their learning as they apply theory to practice.

The PAD upholds and assesses elements set out to provide minimum standards of proficiency to

become a registered paramedic with the Health and Care Professions Council (HCPC, 2012a). It

further upholds standards of conduct and professionalism that students must maintain (HCPC

2012b, HCPC 2013c) and standards against which education and training are themselves

assessed (HCPC 2012d). Also reflected in each of the assessed elements are areas of clinical

practice (JRCALC, 2013), paramedic curriculum guidance (College of Paramedics, 2014) and

best practice and policy from government agencies and other professional organisations such as

Department of Health and Quality Assurance Agency.

4

INTRODUCTION PRACTICE ASSESSMENT DOCUMENTS (Year 1, 2 and 3) The Practice Assessment Document (PAD) complements and in no way replaces the student’s

reflective practice portfolio (refer to Assessment Guidelines), which will support the students

learning through case studies, reflections and witness testimonies. The PAD showcases the

formative and summative assessment in practice (for each year of the programme) in which

student and PEd/supervising clinician will work together to achieve the student’s minimum levels of

proficiency required for registration as a paramedic with the Health and Care Professions Council.

The PAD will enable students to take greater responsibility for their own learning and make best

use of the opportunities available within the placement areas to develop their knowledge and skills.

The student is to take ownership of the PAD and work in collaboration with their PEd/supervising

clinician in order that opportunities to pass summative assessment are maximised.

The PAD and Skills Passport is also intended to be used as a reference for students and

practitioners, once the student has completed the p rogramme. The PAD can be used to

identify areas of competence as well as deficits th at can be addressed during the

preceptorship period and thereafter.

The PADs reflect the students progression from year one through to year three. It provides

evidence for the development of knowledge, the application of this knowledge to practice,

development of skills and the personal and professional attributes the student needs to learn and

demonstrate to become a competent paramedic.

In order for the student to be able to undertake any practice placement it is essential that the

following information is completed within this document:

1. Student information

2. Record of Disclosure Barring Service (DBS) Clearance

3. Occupational health clearance for Practice

4. Mandatory training (UEA)

Failure to complete this information will impact on the student’s ability to undertake practice

learning opportunities.

5

SCHOOL OF HEALTH SCIENCES

STUDENT PAD

BSc (Hons) PARAMEDIC SCIENCE

Name: .............................................................................................................................

In-Take Date ....................................................................................................................

UEA Registration Number .....................................................................................

Personal Advisor (PA) ...................................................................................................

Student’s emergency contact

Name.……………………………………….........................................................................

Relationship …………......................................................................................................

Contact Number..……………..........................................................................................

Date of Disclosure Barring Service (DBS) clearance

Year 1 ………………………………………......................................................................

Occupational health clearance for Practice (includi ng completion of mandatory vaccinations

and exposure prone procedures):

Date................................................

6

MANDATORY TRAINING

It is vital that you keep an accurate record of your mandatory training in order to be able to

access your practice learning opportunities. Please date and obtain an instructor signature for

the relevant sessions identified in the following grids for year one of your studies.

During years two and three you will need to complete each section identifying the sessions which

you have attended relevant to each area of required mandatory training, dating and signing

these. Failure to do so may impact on your ability to undertake your practice learning

opportunities.

Year 1

Manual Handling Manual handling theory & risk assessment (1h)

18/11/14 Signature: Date:

Manual handling practical workshop (3h) 02/12/14 Signature: Date:

Immediate Life Support/ Resuscitation

Practical first aid workshop pre-placement (1h) 29/09/14 Signature: Date:

Practical scenarios (3 h) 26/01/15 or 02/02/15 Signature: Date:

Primary survey skills (3h) 10/10/14 or 15/10/14 Signature: Date:

Trauma primary survey skills & scene safety (3 h) 10/11/14 or 11/11/14 Signature: Date:

Safeguarding Topics

Raising concerns in practice; safeguarding adults & paediatrics (3h) 06/02/15 Signature: Date:

Mental Capacity Act & Mental Health Act (3h) 04/11/14 Signature: Date:

Health and Safety

Needlestick injury (1h) 03/02/15 Signature: Date:

7

Health and Safety (contd)

Fire safety (1h) 25/09/14

Signature: Date:

Conflict resolution (violence & aggression)/ personal safety theory & workshop (2h) 03/02/15

Signature: Date:

Practical breakaway training (3 hours on-site) 30/01/15

Signature: Date:

Infection Control Intro to microbiology, ANTT hand washing & infection control (3h) 03/10/14

Signature: Date:

Principles of microbiology, microbe types, infection routes (2h) 24/10/14

Signature: Date:

A&P defence mechanisms (covered in immunity lecture) (3h) 26/11/14

Signature: Date:

Equality and

Diversity

E-Learning package (2h) 18/11/14

Signature: Date:

Information

Governance

Record-keeping workshop including intro to Information Governance; confidentiality; data protection (3h) 03/11/14

Signature: Date:

Blood Glucose

Monitoring

Glucose meter induction & monitoring - theory, plus skills (2h) 03/02/15

Signature: Date:

8

PLACEMENT OVERVIEW

Placements will take place periodically throughout the student programme (refer to Placement

Handbook) and students will have specific elements of practice and skills to achieve during their

placements. Placements have been chosen to closely complement and support theory and skills

sessions delivered during the programme.

The length of placements will vary and whilst the UEA and EEAST will provide students with a

named PEd and associate PEd for each placement, during non-ambulance placements the

student will be required to work with another suitable clinician (e.g. doctor, nurse, midwife, ODP).

The students must present their PAD to the PEd/supervising clinician when on placement.

ROLES AND RESPONSIBILITIES

The roles and responsibilities listed below are only an indicative summary of the key areas to be

aware of during practice placements. Comprehensive guidance with regard to roles and

responsibilities of assessment can be found in the relevant sections of the Placement Handbook.

THE STUDENT

• The student must attend their designated placement location in the agreed time frame.

• The student must present their PAD on the first day of their placement to their PEd

(or supervisor in non-ambulance placements).

• The student must have their PAD with them for each shift for potential

assessment, review and feedback.

• The student must ensure that the placement information, signature sheet and

record of attendance are completed for each practice placement area.

• The student must ensure that the required meetings (interviews) and assessments are

undertaken with the PEd/supervising clinician.

• The student must complete the placement check sheet within the record of preliminary

interview with the PEd.

• The student should be reflective and positive towards feedback they receive.

• The student must inform their link lecturer if a Development Action Plan

(DAP) has been implemented.

• The student must ensure the safe keeping of their PAD throughout their

9

programme.

• The student must submit their PAD for assessment using the designated

university procedure on the date specified in the course handbook.

• The student must maintain patient confidentiality at all times in line with current guidance

• Conduct must be of a professional standard at all times. THE PARAMEDIC EDUCATOR (PEd) Paramedic Educator (PEd) will be a registered Paramedic who has undergone further training

to develop teaching and learning skills to manage your learning and assessment needs in

practice. They will be responsible for the students’ clinical supervision and assessment in

practice and will liaise with the students’ associate PEds and link lecturer.

• The PEd should orientate the student to the placement area on their first day.

• The PEd must complete the preliminary interview, setting goals with the

student, within the first week of placement.

• The PEd must identify and provide access to appropriate learning

opportunities and resources. The PEd should guide the student to reflect on

experiences to facilitate learning in and from practice.

• The PEd must complete the student’s formative and summative interviews

in consultation with associate PEds.

• The PEd must undertake the appropriate assessments of the Elements of Practice within

the agreed time frame within the scope of the student’s practice.

• The PEd must complete the formative and summative Assessment of Paramedic

Attributes, in consultation with associate PEd.

• The PEd must ensure that both the student and the specified Link Lecturer are

informed immediately of any concerns or issue that may arise in practice.

• The PEd must utilise DAPs to enhance the student’s learning in identified areas.

• The PEd must only discuss student personal or developmental issues with appropriate

members of staff (associate PEds, supervising clinicians and link lecturer) when

necessary.

• The PEd must demonstrate conduct of a professional standard at all times.

Further responsibilities of the PEd (associate PEd) are that of teacher and educator. These

10

responsibilities may include:

• The PEd must orientate the student to the ambulance ensuring they understand how to

complete a Vehicle Daily Inspection (VDI)

• The PEd must orientate the student to the ambulance internal and external lines of

communication i.e. use of MDT and Tetra radio system

• The PEd needs to ensure the student understands the importance of their own safety and

their work colleague’s safety as well as that of their patient. This may include the use of

PPE, adhering to local and national IPC policies and following good practice guidelines

regarding moving and handling patients and equipment

• The PEd may help the student improve their lines of communication i.e. when completing

patient report forms or when the student hands their patient over to another recognised

HCP. Furthermore the PEd will help their student to build on multidisciplinary working and

collaboration with other HCP’s

• The PEd must teach students how to safely use Trust recognised equipment in-line with local

trust guidelines and policies

• The PEd must re-enforce skills taught in university and help students apply these skills to

practice, this may include undertaking base-line observations i.e. taking a blood pressure,

conducting a patient examination i.e. a respiratory examination or setting up a nebuliser to

deliver salbutamol therapy with high-flow oxygen

• The PEd must ensure students understand the importance of gaining consent when

introducing themselves to service users and conducting patient assessments

• The PEd must ensure students understand the importance of confidentiality

• The PEd must ensure students understand the importance of capacity

• The PEd must help the student to understand local trust pathways i.e. TIA pathway, stroke

pathway, trauma pathway and STEMI pathway and apply these to practice

• The PEd must ensure students understand the importance of referring vulnerable adults and

children

• Using EEAST and UEA recommended books for reading e.g. Macleod’s Clinical Examination

, 13th edition, the PEd will reflect on patient care episodes and help the student link theory to

practice

Your named Paramedic Educator (PEd) will have ultimate responsibility and be held

accountable for your overall supervision and assessment of your knowledge, skills and

11

attitude in practice. They are able to complete all aspects of the PAD but are specifically

responsible for the completion of the preliminary, formative and summative meetings/interviews

and for all summative assessments of elements of practice (refer to the PAD).

ASSOCIATE PARAMEDIC EDUCATOR

Your associate PEd will not hold the overall responsibility and accountability for

supervising or assessing you in practice. However, they will be accountable for any

decision they make in relation to specific competencies they assess – this may include

formative assessments of elements of practice or skills development. The associate

PEd(s) is also responsible for liaising with the PEd in order to inform the PEd

summative assessments and final review.

Further responsibilities of the associate PEd are that of teacher and educator(see PEd

section p10)

ANOTHER NAMED SUPERVISING CLINICIAN/PRACTITIONER

In addition to ambulance placements you will also access practice environments where there

will be no registered paramedic present, however the practice learning opportunity will be

essential to develop your knowledge and skills. In this situation another registered

professional will have overall responsibility and be held accountable for your supervision

and assessment of your knowledge, skills and attitude in practice. The supervising

clinician will have the same responsibilities as a PEd with regards to completing

assessments, interviews and documentation. They will liaise closely with the link

lecturer to ensure appropriate and timely completion of the preliminary, formative and

summative interviews and for all summative assessments of elements of practice (refer

to the PAD).

Further responsibilities of the supervising clinician include those of teacher and

educator(see PEd section p10).

12

THE ASSESSMENT PROCESS

PLACEMENT MEETINGS (INTERVIEWS)

The PAD contains specific goals and assessments (formative and summative) which the students

will need to achieve in a particular year. The student will meet with their PEd/supervising clinician

at the beginning of their placement (preliminary interview) to set a plan of action to meet these

goals. This agreed plan and the student’s development will be reviewed during a mid-way

meeting (formative interview) halfway through the student’s placement to ensure they are on track

to meet their goals and pass their assessment(s). A development action plan (DAP) may be

implemented at any time during the placement to maximise on opportunities for learning,

especially in situations where elements are not being met. A final meeting (summative interview)

will take place towards the end of the practice placement to ensure that all assessment criteria for

that placement have been met and to reflect on the student’s progress.

• Preliminary Interview (within the first week of placement) to set a plan of action to meet

practice elements.

‘A DAP may be implemented to maximise on opportunities for learning, especially in

situations where elements and skills are not being met.’

• Formative Interview (mid-way in the placement) to review action plan and student

development to ensure the student is on track to meet their goals and pass their

assessment(s)

‘A DAP may be implemented to maximise on opportunities for learning, especially in

situations where elements, skills or attitudinal requirements are not being met.’

• Summative Interview (within the last week of the placement) to ensure all assessment

criteria have been met and to reflect on the students placement

13

ELEMENTS OF PRACTICE The assessments in practice are referred to as elements of practice and they assess the student

in 3 key areas of practice: knowledge, performance/practical application of skills and personal

and professional awareness. These areas or domains (as they are referred to) are based on the

work of Benjamin Bloom (1956) and his Taxonomy of Learning and originally classified as

cognitive, psychomotor and affective domains respectively. Blooms Taxonomy of Learning

continued to be developed through the 1960's and by other authors until the present day.

ASSESSING THE ELEMENTS OF PRACTICE

Each Element of Practice must be assessed against a required level, either assisted (A),

minimal supervision (MS) or independent (I). This will be determined by your knowledge

and scope of practice relevant to the year of your programme.

The PEd will discuss student progress for each Element and can use the Elements of Practice

criteria table to help them structure their comments. This will ensure the student’s knowledge,

performance and personal attributes are assessed for each element of practice. If the student is

assessed to be performing below the level required then a Development Action Plan MAY be

implemented at PEd discretion.

NOTE: There is a fourth level of practice - dependent (D). If a student is assessed to be

performing at a dependent level they WILL be asked to undertake a development action plan

(see below).

In order to pass each year, the student must have a chieved the required level of practice

for all the elements of practice and paramedic attr ibutes required by their year of

programme of study.

NOTE: If a student has not had the opportunity to undertake an element of practice, this should

be recorded on the relevant page comments section of the formative assessment by their PEd

and signed accordingly.

14

FORMATIVE AND SUMMATIVE ASSESSMENT

Formative assessment of practice is ongoing and is diagnostic and developmental. It provides

opportunity for feedback to the student regarding their progress in practice through discussion

and documentation. It can take place in any placement setting and should also contribute to the

outcome of summative assessment.

• Whilst the formative interview must be planned, formative assessment of Elements of

Practice can take place at any time according to the clinical experiences available.

• The student should have a minimum of one formative assessment recorded for every

Element of Practice and a formative assessment for paramedic attributes

Summative assessment determines successful achievement in practice of, for example, the

identified Elements of Practice and assessment of paramedic attributes. It is undertaken in

conjunction with the descriptors in the Elements of Practice Criteria Level Table.

In order to pass at the first attempt the student MUST have one summative assessment recorded

for every Element of Practice by the agreed time set by their programme of study:

All the elements of practice should be discussed an d assessed by the student and the

PEd but the paramedic educator’s decision will be c onsidered as final.

EXPOSURE TO NON-ASSESSED ELEMENTS OF PRACTICE

In order that all aspects of the student’s practice-learning experiences are captured, this

PAD provides an opportunity to record a student’s exposure or participation in a number of

Elements of Practice that are not part of the summative assessment within Year 1. The

Formative Learning Log allows the Paramedic Educator to formatively assess the student in

whatever capacity and aspect of practice they were exposed to or participated in. This is an

important record of the student’s learning and may help to inform their development in

practice in Year 2.

15

DEVELOPMENT ACTION PLAN (DAP)

Development action plans are a way of identifying and addressing key areas that students need to

develop within an element(s) of practice or paramedic attributes. It should not be viewed as a

‘notification of failure’ but as a tool for students and PEds enabling them to focus on specific

areas of development and agree and identify methods to achieve the required level of

competency. A DAP is attached to each element of practice (and paramedic attributes) and

follows the GROW technique of coaching and feedback (Whitmore, 2009)

• Development action plans must be implemented at the earliest opportunity

• A DAP must always be implemented when a student is assessed as

dependent (D) in any area of an element of practice.

• A DAP should be implemented if the PEd feels that the student is unlikely to

achieve the summative assessment level for an element of practice under

normal circumstances.

• A DAP must always be implemented where a student fails to meet

requirements of paramedic attributes (refer to ‘Cause for Concern’ below)

• The DAP should clearly identify the area, or areas for student development with

regards to knowledge, practical skills and personal or professional abilities.

• Options to achieve student goals for each area of development should be discussed

and agreed with the student and written in the DAP.

• A realistic time scale should be agreed and the DAP should be reviewed as agreed

and the student reassessed.

• Students mus t notify their relevant link lecturer if they have a DAP implemented.

• PEds must send a copy of the DAP to the Link Lecturer.

• PEds may request assistance with writing a DAP from their Lead PEd or Link Lecturer

in the strictest of confidence.

Cause for Concern Form (Concern about a Student) The purpose of this process is to make aware to the School any issues of concern about a student

of the School of Health Sciences. This form can be completed by any clinical member of staff. The

aim of this form is not only to make the School aware of a concern but to also agree on a supportive

action plan.

16

This form should be completed if there is a concern about:

• issues related to a student’s attendance, timekeeping, dress, etc;

• a student’s behaviour which may not be consistent with that of a professional e.g. lack of

appropriate communication skills, breaches of confidentiality, difficult relationships with

staff, colleagues;

• criminal convictions, charges, cautions, etc;

• a student’s health and well-being.

Concerns may arise from practice in relation to a student’s conduct or behaviour , or there may be

a health related issue which would not ordinarily be captured by the practice assessment and the

student’s learning outcomes (elements of practice). This form is not intended to capture concerns

about a student’s progress in relation to their elements of practice (practice learning outcomes).

These concerns must be documented within the practice assessment documentation.

In the first instance we would ask that any concern s about a student are discussed with the

link lecturer before completion of the form.

END OF PLACEMENT REVIEW (Final Interview)

At the end of each placement (within the final week), the student’s progress will be reviewed,

including their achievement of Elements of Practice, and assessment of professional standards

(paramedic attributes) as set out by the HCPC (2012b) and this may have a direct impact on their

registration and employability.

• The student must ensure that all sections of the PAD are completed – including

placement attendance records and signature sheets.

• The PEd must ensure all Records of achievement for Elements of Practice are

completed accurately.

• The PEd must complete the review of the students paramedic attributes (conduct,

performance and ethics) and all aspects must be recorded appropriately.

• If a student is assessed as not meeting any aspect of the conduct, performance and

ethics this should be discussed with the student and documented in the ‘Record of

Meetings/Tutorials’. Specific behaviour should be commented on and what steps

have been taken to modify the student behaviour must be documented (e.g. DAPs).

17

PASSING OR FAILING THE YEAR

• If the PEd is concerned that the student may not achieve the elements of practice within

the document, the relevant University Link Lecturer must be contacted promptly in order to

provide support.

• If at any point the PEd is concerned that the student will not meet the required standard

for an Element of Practice, then a development action plan (DAP) should be used to help

the student achieve the identified elements of practice as set out above.

• If at any point the PEd is concerned about the student’s behaviour or attitude, then the

PEd must complete a DAP and notify the link lecturer. If the student’s behaviour or

attitude does not improve then the PEd must contact the link lecturer in order to receive

support in the completion of an ‘Issue of Concern’ form.

• The student will have passed the practice element of the course if they have successfully

achieved the summative assessments at the stated level for ALL the elements of practice

stated within the practice assessment document.

• The student will have passed the ‘Attitudinal assessment’ if they have achieved a score of 3

or above in all criteria.

• If a student has not passed the practice assessment or attributes assessment, it must be

recorded in PAD and the content of the discussions with the student leading up to this

decision must be recorded in the record of meetings.

• The student must pass both the Elements of Practice and the Paramedic Attributes

assessment in order to pass the practice-based learning for the respective year of

programme.

18

GLOSSARY OF TERMS

Assessment of Practice

The assessment of practice is through the achievement of all the elements of practice. Practice assessment is a collaborative, constructive process undertaken between academic staff, clinical staff and students.

Associate Paramedic Educator (A/PEd)

Supports the Paramedic Educator and provides opportunities for the student’s personal and professional development. An associate Paramedic Educator may also assist in the assessment of the competence of a student undertaking an element of practice and may complete the assessments within the scope of their practice.

Formative Assessment

Formative assessment of practice is ongoing and is diagnostic and developmental. It provides opportunity for feedback to the student regarding their practice through discussion and documentation. It can take place in any placement setting and should also contribute to the outcome of summative assessment.

Elements of Practice Criteria

It is acknowledged that a student will develop their level of practice in performing care throughout the course. This may range from being dependent on another practitioner, to the student being fully able to provide that element of care independently in a safe and competent manner. Table 1 outlines these levels.

Elements of Practice

Throughout the document there are stated elements of practice that represent key aspects of the work of a paramedic. It is expected that the student will experience all of these elements whilst working with the ambulance service during the course.

Placement

A placement provides the student with opportunities to gain experience, which facilitates the development of knowledge and practice. The length of time a student may spend in a placement area will vary.

Reflective Practice Portfolio

A collection of evidence that demonstrates the student’s development over the course. This may include reflective accounts, feedback on performance, additional skills, certificates, letters of thanks etc.

Paramedic Educator

(PEd)

Every student has a designated Paramedic Educator for each placement. The Paramedic Educator supports and facilitates the student in developing skills and knowledge in practice. The Paramedic Educator completes the summative assessments at the end of their Course.

Course Director

Is an academic employed by the university who oversees the course and the student’s progression through it.

Summative Assessment

Summative assessment determines successful achievement of the identified elements of practice and is undertaken in conjunction with the descriptors in Table 1.

Insights

This provides the students with opportunity to gain insight into a particular health related area. It normally occurs over one or two days. A longer experience is described as a placement.

19

YEAR 1 – Practice Based Learning (PBL)1 PLACEMENT INFORMATION:

NAMED PEd/Supervisor INFORMATION & DECLARATION: Please be aware that in completing the details belo w you are confirming that you are up to date in you r PEd/Supervisor responsibilities. Should you have any arising concerns please discuss as a priority with your organisations Practice Edu cation Lead. Named PEd / Supervisor

Signature Name of Practice Area

Contact details (telephone and/or email)

Date of PEd Prep completed :

Date of annual update:

Details of Associate PEds / Supervising Clinicians: Each clinician who contributes to the assessment of the student must complete the following details:- Names of associate PEd(s)/Supervisor(s)

Signature: Name of Practice Area: Contact details: (telephone and/or email)

Date(s)

Please note - This information must be comprehensiv ely completed. Documents which are incomplete will not be accepted for

Practice Area Placement Dates (start/finish)

PEd/Supervising Clinician Link Lecturer

20

submission. Record of Placement Hours – this should average 37.5 hours per week over the p lacement (and not exceed 48 hours in a week)

Date Time (from - to) Location Date Time (from - to) Location / /20 – / /20 – Total Hours for Placement:

1. I confirm that the hours documented have been undertaken with the student.

2. There are no developmental plan(s) in place / There are developmental plan(s) in place (delete as appropriate)

PEd Name (Print) : Signature :

Student Signature:

21

RECORD OF PRELIMINARY INTERVIEW (PBL1) This interview will be conducted by the student ’s named PEd (or, where not available, another suita bly qualified health professional), and will take place by the end of the first week of the practice experience. Issues that must be discussed include: (a) performance in previous Assessments of Practice and progress within the Skill Passport; (b) any learning support needs that the student may have, such as dyslexia support in practice; (c) Elements of Practice and paramedic attributes assessment, and how these may be achieved; (d) the requirement for the student to collect and record supporting evidence of learning and achievement; (e) requirements and arrangements for support and supervision; (f) the hours the student will work, i.e. shift patterns, breaks, and the organisation of service delivery To be completed by the student:- I have been told the name of my PEd/supervising clinician (and Associate PEd, if any) Yes/No I am aware of my responsibilities with regard to Health and Safety at Work Yes/No I am aware of my responsibilities with regard to infection control Yes/No I am aware of my responsibilities with regards to moving and handling Yes/No I am aware of the policies and procedures of the practice experience provider and know where to locate them Yes/No I know where the changing and comfort facilities are, and where refreshments are available Yes/No I have been introduced to other members of the team and, where, appropriate, service users Yes/No I am aware of my responsibility to gain valid consent from the service user and that the service user can, at any time, refuse consent for me to provide care Yes/No I am aware of my responsibility to ensure that the service user understands my role as a student paramedic Yes/No I am aware of the learning opportunities available Yes/No I know the procedure for receiving and referring messages and enquiries Yes/No I know how to raise any concerns I may have about practice Yes/No I have shown the assessment of practice guidelines to my PEd/supervising clinician Yes/No

22

I have made available previous Practice Assessment Documents (PAD) and Skill Passport Yes/No SUMMARY of PRELIMINARY INTERVIEW DISCUSSION (PBL1):

Please confirm that the student has made available for review all previously undertaken PADs: YES/NO Please include any relevant comments upon individua l learning needs, learning opportunities and mutual expectations:

Date set for formative assessment: ________________ ______ (usually the mid-point but no later than 3 weeks pr ior to the end of the placement) Signature of PEd/supervising clinician: ___________ ______________________ Date: ____________________________ Signature of Student: _____________________________ ____ Date: ____________________________

23

RECORD OF FORMATIVE INTERVIEW (PBL1) This interview will be conducted by the student ’s PEd (or another suitably qualified health profess ional). The interview will usually take place at midpoint (no later than three weeks prior to the end) of the placement. Supplementary interv iews may be arranged if required. Issues to be discussed include: (a) a review of the student’s progress to date, including specific strengths and weaknesses; reference should be made to any DAPs in place, the

Elements of Practice and attitudinal assessment (b) a review of mutual expectations and arrangements for support and supervision. (c) a review of work in progress towards supporting written evidence of learning and achievement. If, at this stage, the student ’s progress is giving cause for concern, the PEd sho uld notify the link lecturer (or, where not availab le, the student ’s academic adviser or Module Lead) and invite him/h er to attend the interview.

RECORD OF INTERVIEW (including a summary of strengt hs and areas for development)

Signature of PEd: _________________________________ Date: ______ Signature of Student: _____________________________ ____ Date: ______ Signature of Moderator/attending Link Lecturer: _________________________________ Date: ______ (if applicable)

24

ASSESSMENT OF PARAMEDIC ATTRIBUTES (PBL1) PLEASE NOTE: Feedback from Service Users and Carers (wherever appropriate) should be considered and re presented 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 student’s 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) .

Paramedic Attribute 1st (formative) Insert mark (between 1 and 5)

2nd (summative) Insert mark (between 1 and 5)

1. Always acts in the best interests of the servic e user - respects a person ’s right to be treated by a professional and not a s tudent - treats everyone equally - does not do anything that might endanger others - speaks to placement provider and UEA if concerned a bout something that may put

someone at risk

Comment: 2. Respects the confidentiality of the service use r

- keeps information about service users confidential unless this puts someone at risk (follows local policies and guidelines)

- removes all identifying information about service u sers from anything used in academic assessment material (follows UEA policies and guidelines)

Comment:

25

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 en vironment - follows the UEA and placement provider ’s policy on attendance

Comment: 4. Provides any information about own conduct, com petence 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/yours elf 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 perfor mance or judgements in

practice – is aware of potential risk to service users, thems elves and colleagues - seeks help from a doctor or occupational health pro fessional when worried about

health

Comment: 6. Keeps professional knowledge and skills up to d ate

- is responsible for own learning - thinks about and responds positively to feedback gi ven

Comment: 7. Acts within the limits of their knowledge and s kills

26

- Only carries out an unsupervised task if they feel they have the appropriate knowledge and skills

- Ensures they have appropriate supervision for any t ask that they are asked to carry out

- Asks for help when they need it - Does not claim to have knowledge or skills which th ey do not – is aware this could

put service users, themselves and colleagues at ris k Comment: 8. Communicates effectively and respectfully with service users, UEA and placement

providers - communicates effectively, respectfully and cooperat es with colleagues to benefit

service users - communicates effectively, respectively and cooperat es 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 permiss ion for the intervention to be carried out by a student

- Explains the intervention they plan to carry out, i ncluding any risks associated with it - Follows UEA or placement providers policy on consen t

Comment: 10. Keeps accurate records on service users

- Makes sure any information put into someone ’s record is clear and accurate - Protects information in records from being lost, da maged, accessed without

27

permission or tampered with Comment: 11. Deals fairly and safely with the risks of infe ction

- Takes all appropriate steps to deal with risks of i nfection - Follows UEA ’s or placement provider ’s policy on managing risks of infection

Comment: 12. Behaves honestly

- Does not pass off other people ’s work as their own - Fills in documents truthfully and accurately - Does not let any improper financial reward influenc e the advice or services

recommended - Follows the UEA ’s policies on ethics when carrying out research

Comment: 13. Makes sure their behaviour does not damage pub lic confidence in the profession

- Does not do anything which might affect the trust t hat the public has in the profession

Comment: Total

PLEASE NOTE: Following submission the PAD is subjec t to a moderation process undertaken by the School of Health Sciences. This will involve review of the process of assessme nt, marks awarded and evidence/ commentary document ed 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

28

o Students achieving overall marks of below 45 and ab ove 85 will be subject to a moderation process. o A sample of other documents will also be considered .

29

ASSESSMENT OF PARAMEDIC ATTRIBUTES

Development Action Plan (if required). The student will be asked to undertake a

development action plan should any difficulties/add itional needs be encountered .

Reality: What are the issues/problems? (Tick relevant boxes) Behaviour Health

Options: How can the student achieve their goals? (Tick relevant boxes) Behaviour Health 1.

2.

3.

4.

When/Will: When will this plan be reviewed? Date: / / I understand the reason for this Development Action Plan which has been discussed and agreed with the Practice Educator and I understand I am responsible for informing my EEAST and university course tutors. Student Signature: Date: / / A copy of this has been sent to the placement development tutor Practice Educator (PEd) Name: PEd Signature:





2.

3.

4.

When/Will: When will this plan be reviewed? Date: / / I understand the reason for this Development Action Plan which has been discussed and agreed with the Practice Educator and I understand I am responsible for informing my EEAST and university course tutors. Student Signature: Date: / / A copy of this has been sent to the placement development tutor Practice Educator (PEd) Name PEd Signature:

30

VIEWS OF SERVICE USERS

Service users must remain anonymous and personal de tails should not be documented. The PEd should identify 1 patient/client or their r elatives/carers and invite them to respond to the question below.

Patient/Carer/Relative Views (1) (To be recorded below by PEd NOT patient/carer/rela tive) Did the Student Paramedic caring for you……

Please circle below Poor Adequate Good Very Good Excell ent

Listen to you 1 2 3 4 5 Communicate with you and your relatives respectfully

1 2 3 4 5

Involve you in decisions related to your care 1 2 3 4 5 Meet your basic care needs 1 2 3 4 5

Did the student request your permission to participate in your care? YES / NO

Are there any further comments you would like to make?

Patient/Carer/Relative Views (2) (To be recorded below by PEd NOT patient/carer/rela tive)

Did the Student Paramedic caring for you……



1 2 3 4 5




Views collected by PEd (name)……………………………………………….

Signature……………………………………………………………………………..

31

RECORD OF SUMMATIVE INTERVIEW (PBL 1) To take place during the last week of the placement . All Elements of Practice must be achieved and the paramedic attributes assessment passed in order for an overall pass to b e recorded. Assessment is on a pass/fail basis. PEd’s comments on the student ’s performance, including any specific strengths and areas for development: (Please continue on a separate sheet if necessary.)

FEEDFORWARD- in your future placements it will be i mportant for you to focus upon:

Signature of PEd: _________________________________ Date: ______ Signature of Student: _____________________________ ____ Date: ______ Signature of Moderator / attending Link Lecturer: _________________________________ Date: ______ (if applicable)

32

EEAST PEd/Non-ambulance Supervising Clinician EVALU ATION FORM (PBL1) Please complete this form and leave it attached to the assessment document where it will be removed an d submitted to the placement office OR Remove the form and fill it in separately and retur n it to: the LTS Hub, Edith Cavell Building, Univer sity of East Anglia. Norwich PEd/Clinician Name (Optional): Link Lecturer:

Trust / employing organisation: Name of Practice Learning area

Student cohort: Date:

Strongly

disagree Disagree Agree Strongly

agree N/A

1.I had adequate preparation to fulfil my role as PEd 2.The students appeared prepared for the placement 3. Students are able to access me 40% of the time 4. I was able to contact the link lecturer for supp ort if needed. 5.I understand how to complete the assessment docu ment (s) Please use the space below to elaborate on any of t he above statements or add any further comments abo ut your experience as a PEd/supervising clinician in this p lacement

Please use the reverse of this form if you need more space

33

YEAR 1 – Practice Based Learning (PBL)2 PLACEMENT INFORMATION:

NAMED PEd/Supervisor INFORMATION & DECLARATION: Please be aware that in completing the details belo w you are confirming that you are up to date in you r PEd/Supervisor responsibilities. Should you have any arising concerns please discuss as a priority with your organisations Practice Edu cation Lead. Named PEd / Supervisor

Signature Name of Practice Area

Contact details (telephone and/or email)

Date of PEd Prep completed :

Date of annual update:

Details of Associate PEds / Supervising Clinicians: Each PEd/supervising clinician who contributes to t he assessment of the student must complete the foll owing details:- Names of associate PEd(s)/Supervisor(s)

Signature: Name of Practice Area: Contact details: (telephone and/or email)

Date(s)

Please note - This information must be comprehensiv ely completed. Documents which are incomplete will not be accepted for submission.

Practice Area Placement Dates (start/finish)

PEd/Supervising Clinician Link Lecturer

34

Record of Placement Hours – this should average 37.5 hours per week over the p lacement (and not exceed 48 hours in a week)

Date Time (from - to) Loca tion Date Time (from - to) Location / /20 – / /20 – Total Hours for Placement:

1. I confirm that the hours documented have been undertaken with the student.

2. There are no developmental plan(s) in place / There are developmental plan(s) in place (delete as appropriate)

PEd Name (Print) : Signature :

Student Signature:

35

RECORD OF PRELIMINARY INTERVIEW (PBL2) This interview will be conducted by the student ’s named PEd (or, where not available, another suita bly qualified health professional), and will take place by the end of the first week of the practice experience. Issues that must be discussed include: (a) performance in previous Assessments of Practice and progress within the Skill Passport; (b) any learning support needs that the student may have, such as dyslexia support in practice; (c) Elements of Practice and paramedic attributes assessment, and how these may be achieved; (d) the requirement for the student to collect and record supporting evidence of learning and achievement; (e) requirements and arrangements for support and supervision; (f) the hours the student will work, i.e. shift patterns, breaks, and the organisation of service delivery To be completed by the student:- I have been told the name of my PEd/supervising clinician (and Associate PEd, if any) Yes/No I am aware of my responsibilities with regard to Health and Safety at Work Yes/No I am aware of my responsibilities with regard to infection control Yes/No I am aware of my responsibilities with regards to moving and handling Yes/No I am aware of the policies and procedures of the practice experience provider and know where to locate them Yes/No I know where the changing and comfort facilities are, and where refreshments are available Yes/No I have been introduced to other members of the team and, where, appropriate, service users Yes/No I am aware of my responsibility to gain valid consent from the service user and that the service user can, at any time, refuse consent for me to provide care Yes/No I am aware of my responsibility to ensure that the service user understands my role as a student paramedic Yes/No I am aware of the learning opportunities available Yes/No I know the procedure for receiving and referring messages and enquiries Yes/No I know how to raise any concerns I may have about practice Yes/No I have shown the assessment of practice guidelines to my PEd/supervising clinician Yes/No I have made available previous Practice Assessment Documents and Skills Passport Yes/No

36

SUMMARY of PRELIMINARY INTERVIEW DISCUSSION (PBL2):

Please confirm that the student has made available for review all previously undertaken PADs and their Skills Passport: YES/NO Please include any relevant comments upon individua l learning needs, learning opportunities and mutual expectations:

Date set for formative assessment: ________________ ______ (usually the mid-point but no later than 3 weeks pr ior to the end of the placement) Signature of PEd/supervising clinician: ___________ ______________________ Date: ____________________________ Signature of Student: _____________________________ ____ Date: ____________________________

37

RECORD OF FORMATIVE INTERVIEW (PBL2) This interview will be conducted by the student ’s PEd (or another suitably qualified health profess ional). The interview will usually take place at midpoint (no later than three weeks prior to the end) of the placement. Supplementary interv iews may be arranged if required. Issues to be discussed include: (d) a review of the student’s progress to date, including specific strengths and weaknesses; reference should be made to any DAPs in place, the

Elements of Practice and attitudinal assessment (e) a review of mutual expectations and arrangements for support and supervision. (f) a review of work in progress towards supporting written evidence of learning and achievement. If, at this stage, the student ’s progress is giving cause for concern, the PEd sho uld notify the link lecturer (or, where not availab le, the student ’s academic adviser or Module Lead) and invite him/h er to attend the interview.

RECORD OF INTERVIEW (including a summary of strengt hs and areas for development)

Signature of PEd: _________________________________ Date: ______ Signature of Student: _____________________________ ____ Date: ______ Signature of Moderator/attending Link Lecturer: _________________________________ Date: ______ (if applicable)

38

ASSESSMENT OF PARAMEDIC ATTRIBUTES (PBL2) PLEASE NOTE: Feedback from Service Users and Carers (wherever appropriate) should be considered and re presented 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.

o Where the mark of 1 ‘unsatisfactory’ or 5 exceptional’ is awarded for attribute evidence MUST be provided within the “comment” box to illustrate the student’s 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) .

Paramedic Attribute 1st (formative) Insert mark (between 1 and 5)

2nd (summative) Insert mark (between 1 and 5)

1. Always acts in the best interests of the servic e user - respects a person ’s right to be treated by a professional and not a s tudent - treats everyone equally - does not do anything that might endanger others - speaks to placement provider and UEA if concerned a bout something that may put

someone at risk

Comment: 2. Respects the confidentiality of the service use r

- keeps information about service users confidential unless this puts someone at risk (follows local policies and guidelines)

- removes all identifying information about service u sers from anything used in academic assessment material (follows UEA policies and guidelines)

Comment:

39

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 en vironment - follows the UEA and placement provider ’s policy on attendance

Comment: 4. Provides any information about own conduct, com petence 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/yours elf 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 perfor mance or judgements in

practice – is aware of potential risk to service users, thems elves and colleagues - seeks help from a doctor or occupational health pro fessional when worried about

health

Comment: 6. Keeps professional knowledge and skills up to d ate

- is responsible for own learning - thinks about and responds positively to feedback gi ven

Comment: 7. Acts within the limits of their knowledge and s kills

- Only carries out an unsupervised task if they feel they have the appropriate knowledge and skills

- Ensures they have appropriate supervision for any t ask that they are asked to carry out

- Asks for help when they need it

40

- Does not claim to have knowledge or skills which th ey do not – is aware this could put service users, themselves and colleagues at ris k

Comment: 8. Communicates effectively and respectfully with service users, UEA and placement

providers - communicates effectively, respectfully and cooperat es with colleagues to benefit

service users - communicates effectively, respectively and cooperat es 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 permiss ion for the intervention to be carried out by a student

- Explains the intervention they plan to carry out, i ncluding any risks associated with it - Follows UEA or placement providers policy on consen t

Comment: 10. Keeps accurate records on service users

- Makes sure any information put into someone ’s record is clear and accurate - Protects information in records from being lost, da maged, accessed without

permission or tampered with

Comment: 11. Deals fairly and safely with the risks of infe ction

- Takes all appropriate steps to deal with risks of i nfection - Follows UEA ’s or placement provider ’s policy on managing risks of infection

Comment: 12. Behaves honestly

41

- Does not pass off other people ’s work as their own - Fills in documents truthfully and accurately - Does not let any improper financial reward influenc e the advice or services

recommended - Follows the UEA ’s policies on ethics when carrying out research

Comment: 13. Makes sure their behaviour does not damage pub lic confidence in the profession

- Does not do anything which might affect the trust t hat the public has in the profession

Comment: Total

PLEASE NOTE: Following submission the PAD is subjec t to a moderation process undertaken by the School of Health Sciences. This will involve review of the process of assessme nt, marks awarded and evidence/ commentary document ed 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 ab ove 85 will be subject to a moderation process. o A sample of other documents will also be considered .

42

ASSESSMENT OF PARAMEDIC ATTRIBUTES





2.

3.

4.

When/Will: When will this plan be reviewed? Date: / / I understand the reason for this Development Action Plan which has been discussed and agreed with the Practice Educator and I understand I am responsible for informing my EEAST and university course tutors. Student Signature: Date: / / A copy of this has been sent to the placement development tutor Practice Educator (PEd) Name: PEd Signature:





2.

3.

4.


43

VIEWS OF SERVICE USERS

Service users must remain anonymous and personal de tails should not be documented. The PEd should identify 1 patient/client or their r elatives/carers and invite them to respond to the question below.

Patient/Carer/Relative Views (1) (To be recorded below by PEd NOT patient/carer/rela tive) Did the Student Paramedic caring for you……



1 2 3 4 5




Patient/Carer/Relative Views (2) (To be recorded below by PEd NOT patient/carer/rela tive)

Did the Student Paramedic caring for you……



1 2 3 4 5




Views collected by PEd (name)……………………………………………….

Signature……………………………………………………………………………..

44

RECORD OF SUMMATIVE INTERVIEW (PBL 2) To take place during the last week of the placement . All Elements of Practice must be achieved and the paramedic attributes assessment passed in order for an overall pass to b e recorded. Assessment is on a pass/fail basis. PEd’s comments on the student ’s performance, including any specific strengths and areas for development: (Please continue on a separate sheet if necessary.)

FEEDFORWARD- in your future placements it will be i mportant for you to focus upon:

Signature of PEd: _________________________________ Date: ______ Signature of Student: _____________________________ ____ Date: ______ Signature of Moderator / attending Link Lecturer: _________________________________ Date: ______ (if applicable)

45

EEAST PEd/Non-ambulance Supervising Clinician EVALU ATION FORM (PBL2) Please complete this form and leave it attached to the assessment document where it will be removed an d submitted to the placement office OR Remove the form and fill it in separately and retur n it to: the LTS Hub, Edith Cavell Building, Univer sity of East Anglia. Norwich PEd/Clinician Name (Optional): Link Lecturer:

Trust / employing organisation: Name of Practice Learning area

Student cohort: Date:

Strongly

disagree Disagree Agree Strongly

agree N/A

1.I had adequate preparation to fulfil my role as P Ed 2.The students appeared prepared for the placement 3. Students are able to access me 40% of the time 4. I was able to contact the link lecturer for supp ort if needed. 5.I understand how to complete the assessment docum ent (s) Please use the space below to elaborate on any of t he above statements or add any further comments abo ut your experience as a PEd/supervising clinician in this p lacement

Please use the reverse of this form if you need more space

46

ELEMENTS OF PRACTICE CRITERIA - UEA

Elements of Practice Criteria – recommended summati ve assessment level for each year (links with ‘Reco rd of Achievement for the

Element of Practice’ pages)

Please note that elements are mapped across to meet HCPC Paramedics Standards of Proficiency, 2012 and the College of Paramedics

Curriculum Guidance, 3rd edition.

Element Criteria Criteria Level HCPC CoP

YEAR 1 YEAR 2 YEAR 3

1 Communication (and technologies)

MS I 1b.3 1b.4 2b.2 C1.3 C1.8 C3.4 C4.2

2

H&S – Moving and handling

MS I 3a.3 C2.1

3

H&S – Scene safety MS I 1a.6 1a.7 2b.4 3a.3 C1.9 C2.6 C2.7 C2.8 C3.4 C4.1 C4.2

4

H&S – PPE MS I 3a.3 C2.6 C3.4

5

Infection protection control (cross-infection)

MS I 2b.4

3a.3

C2.3 C3.4 C4.1

6

Patient Safety MS I 1a.1 1a.2 1a.5 1b.1 2b.3

C2.3 C2.5 C2.6 C3.4 C4.1

7

Patient involvement and wellbeing A MS I 1a.1 1a.2 1a.5 1a.7 1b.1 2b.3

C1.3 C1.5 C2.3 C2.5 C2.6 C3.4

8

Consent MS I 1a.1 1a.4 1b.3 C2.3 C2.5 C2.6 C3.4

9

Confidentiality MS I 1a.3 1a.1 2b.5 C2.5 C3.4 C4.1

YEAR 1 32 summatively

assessed Elements of Practice

47

10

Capacity – including refusal of care, treatment and/or transportation

A MS I 1a.1 1a.2 1b.3 C2.3 C2.5 C3.4

11

Patient records MS I 1a.1

2b.5

C1.8 C2.5 C2.6 C3.4 C4.1 C4.2

12

Vulnerable Adults and Children MS I 1a.1 C2.3 C2.5 C3.4

13

Monitoring, recording and interpreting observations (adults)

MS I 2a.2 2a.3 2a.4 2b.2 C1.4 C1.6 C2.4 C2.6 C4.2

14

Monitoring, recording and interpreting observations (paediatrics)

A MS I 2a.2 2a.3 2a.4 2b.2 C1.4 C1.6 C2.4 C2.6 C4.2

15

4 and 12 lead ECG analysis MS MS/I I 2a.2 2a.3 2a.4 2b.2 C1.4 C1.6 C2.6 C4.2

16

History taking – use of FE (adults and children)

A MS I 1b.3 2a.1 C1.4 C2.4 C2.6 C2.7 C4 . 2

17

Mental health – History Taking and Assessment

MS I 1b.3 2a.1 C1.4 C2.3 C2.4 C2.6 C4 . 2

18

Primary Survey MS I 2a.2 2b.4 C1.4 C2.4 C2.6 C4.2

19 Time Critical Patients MS I 1a.6 C1.3 C1.4 C2.4 C2.6 C2.8 C3.4 C4.1

C4.2

20 Respiratory system Examination and management (adults)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

21 Cardiovascular system Examination and management (adults)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

22 Nervous system Examination and management (adults)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

48

23 Gastrointestinal and Genitourinary systems Examination and management (adults)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

24 Musculoskeletal system Examination and management (adults)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

25 Obstetric and gynaecological presentations and management

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

26 Respiratory system Examination and management (paediatrics)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

27 Cardiovascular system Examination and management (paediatrics)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

28 Nervous system Examination and management (paediatrics)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

29 Gastrointestinal and genitourinary systems Examination and management (paediatrics)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

30 Musculoskeletal system Examination and management (paediatrics)

MS I 2a.2 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C4.2

31 Multiple casualties and resource management

MS I 2b.2 3a.1 C1.3 C1.9 C2.4 C2.6 C2.8 C3.4 C4.2

32 Recog nition, assessment and management of cardiac arrest (all ages)

MS MS/I I 2b.3 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

33

Basic Airway Management (adults) MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

34

Advanced Airway Management (adults)

MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

49

35

Patient Ventilation (adults) MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

36

Basic Airway Management (paediatrics)

MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

37

Advanced Airway Managem ent (paediatrics)

MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

38

Patient Ventilation (paediatrics) MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

39

Medicines Management and Administration (adults)

A MS I 1a.1 2b.4 2c.1 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C2.7 C3.4 C4.2

40

Medicines Management and Administration (paediatrics)

A MS I 1a.1 2b.4 2c.1 3a.1 C1.4 C2.1 C2.2 C2.4 C2.6 C2.7

C3.4 C4.2

41

IM Injection MS I 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

42

IV / IO Cannulation MS I 2c.1

3a.1

C1.4 C2.4 C2.6 C2.7 C4.2

43

Infusion A MS I 2c.1 3a.1 C1.4 C2.4 C2.7 C4.2

44 Wound care and dressings A MS I 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

45 Cervical Spinal Care and immobilisation

MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

46 Fractures – including splinting and traction

MS I 2b.4 2c.1 3a.1 C1.4 C2.4 C2.6 C2.7 C4.2

47 Patient transportation and positioning

MS I 2b.4 C2.7

48 Clinical decision making – including local trust pathways

A MS I 1a.1 1a.6 1a.7 1b.1 2b.1 2b.3

C1.3 C1.6 C2.6 C2.7 C2.8 C3.4 C3.5

50

49 Treatment centre/destination MS I 1b.1 C1.3 C2.6 C2.7

50 Patient Handover MS I 1b.1 1b.2 C3.4

51 Maintain fitness to practice/professional standards

A MS I 1.8

3a.2

C3.5 C4.3

52 Multidisciplinary working and collaboration

A MS I 1b.1 1b.2 3a.1 C1.3 C1.4 C1.5 C2.3 C2.6 C2.7 C3.4

C3.5

51

ELEMENTS OF PRACTICE CRITERIA LEVELS

Criteria Level Knowledge / reasoning Level of performance Personal and

professional awareness

Dependent

(D)

• Lacks knowledge

• No awareness of alternatives

• Unable to explain / give reasons for actions

• Lacks accuracy & confidence

• Needs continuous guidance & supervision

• Poor organisation

• No awareness of priorities

• Actions & behaviour are not modified to meet the needs of the client and situation

• No meaningful explanations given

• Lacks insight into personal and professional behaviour

Assisted

(A)

• Knowledge is usually accurate

• Little awareness of alternatives

• Identifies reasons for actions

• Accurate performance but some lack of confidence & efficiency.

• Requires frequent direction / supervision

• Some awareness of priorities / requires prompting

• Recognises the need to modify actions / behaviour to the client and situation, but unable to do so in non-routine situations

• Gives standard explanations / does not modify information

Minimal supervision

(MS)

• Applies accurate knowledge to practice

• Some awareness of alternatives

• Beginning to make judgements based on contemporary evidence

• Safe and accurate; fairly confident / efficient

• Needs occasional direction or support

• Beginning to initiate appropriate actions

• Identifies priorities with minimal prompting

• Actions / interventions / behaviours generally appropriate for the client and situation

• Explanation is usually at an appropriate & coherent Level

• Identifies the need for assistance

Independent

(I)

• Applies evidence based knowledge

• Demonstrates awareness of alternatives

• Sound rationale for actions

• Makes judgements / decisions based on contemporary evidence

• Confident / safe / efficient

• Needs minimal direction / support

• Able to prioritise

• Able to adapt to the situation

• Conscious / deliberate planning

• Actions/ interventions/ behaviour are appropriate to the client & situation

• Gives coherent / appropriate information

• Identifies & makes appropriate referrals

52

EXAMPLE - Record of Achievement for the Element of Practice: End of YEAR 1

1. Communication (and technologies ): Students may demonstrate breaking bad news, terminating resuscitation attempts, speaking to language line – appropriately modifying their communication style for individual patients and situations. Students may also demonstrate use of a range of IT communications including Tetra radio main sets/handheld and mobile data terminals (MDT).

Formative Assessed level: Student......A...... Assessed level: PEd...........D....... Date....12/11/2012....................... PEd Name and Signature ..D Shepherd.../...D Shepherd......

Comments

When being mobilised onto a ‘red call’ from HEOC they lacked

understanding and awareness of mobilising immediately and

were unable to use the MDT function buttons in a structured

way i.e. did not ‘mobilise’ to scene, press ‘at scene’, press ‘leave

scene’ etc.

Formative Assessed level: Student......A...... Assessed level: PEd...........A..... Date.....01/01/2013.................. PEd Name and Signature .. D Shepherd.../... D Shepherd....

Comments

They now understand the importance of mobilising

immediately when passed a red call from HEOC although still

require some support with MDT functions, especially when

‘leaving scene’ so as to inform the receiving hospital of their

intention to transport patient to them.

Summative (MS) Assessed level: Student.....MS.... Assessed level: PEd...........MS.... Date.....01/04/2013..................... PEd Name and Signature ... D Shepherd.../... D Shepherd...

Comments

They can now fully use MDT with no direction utilising

comments function boxes, refuelling buttons and basic

mobilisation buttons etc. They are able to navigate around the

MDT with basic understanding and knowledge of its

importance.

Development Action Plan (if required). A – “May be asked to undertake a development action plan”. D – “WILL be asked to

undertake a development action plan”.

Reality: What are the issues/problems? (Tick relevant boxes) Knowledge Practical Personal and Professional They are unable to remember how to use the MDT function buttons to alert HEOC that they have

mobilised to the emergency call they have been passed. Furthermore they lack insight in how to use

these buttons in a structured manner and how to navigate the MDT generally.

Options: How can the student achieve their goals? (Tick relevant boxes) Knowledge Practical Personal and Professional 1. Review Trust guidelines on MDT functionality.

2. Review use of MDT with PEd.

3. Practice navigating the MDT functionality during ‘down-time’

4. Continue to use MDT functions in a supervised live environment.

When/Will: When will this plan be reviewed? Date: 15/01/2013 I understand the reason for this Development Action Plan which has been discussed and agreed with the Practice Educator and I understand I am responsible for informing my EEAST and university course tutors. Student Signature: A. Student Date: 12/11/2012 A copy of this has been sent to the link lecturer. Practice Educator (PEd) Name D Shepherd PEd Signature: D Shepherd

53

1. Communication (and technologies ): Students may demonstrate breaking bad news , speaking to language line, appropriately modifying their communication style for individual patients and situations, documenting using EPCR and handing over patient care using ASHICE/ATMISTER . Students may also demonstrate use of a range of IT communications including Tetra radio main sets/handheld and mobile data terminals (MDT) Blue Calls/Pre-Alert Ca lls Students must achieve MS

Formative Assessed level: Student.............. Assessed level: PEd.................... Date............................................. PEd Name and Signature ........................./..........................

Comments


Comments

Summative Assessed level: Student.............. Assessed level: PEd.................... Date............................................. PEd Name and Signature ........................./..........................

Comments



Reality: What are the issues/problems? (Tick relevant boxes) Knowledge Practical Personal and Professional

Options: How can the student achieve their goals? (Tick relevant boxes) Knowledge Practical Personal and Professional 1.

2.

3.

4.


54

2. Moving and Handling: Students must demonstrate safe and appropriate moving and handling of patients using a range of techniques. Examples may include, assisted walking, transferring patients with specific equipment and lifting patients. To include ergonomics, risk assessment, TILE, use of carry chair (not lifting), lifting carry chair with patients, small handling aids, use of trolley bed (not lifting), lifting trolley bed with patients an d use of Manger-Elk inflatable cushion. Students must achieve MS


Comments


Comments


Comments


Development Action Plan should any difficulties/add itional needs be encountered.



2.

3.

4.


55

Record of Achievement for the Element of Practice: End of Year 1

3. H&S – Scene Safety: The student will identify scenes that present with safety issues e.g. at private addresses, public places, RTCs (this list is not exhaustive). They will learn to adopt a systematic approach and be aware of factors that influence scene safety decisions – including an awareness of the need for de-fusing and conflict resolution . Student must achieve MS


Comments


Comments


Comments


development action plan should any difficulties/add itional needs be encountered.



2.

3.

4.


See Formative Learning Log

56


4. H&S – PPE: This can be demonstrated by the appropriate use of personal protective equipment (e.g. apron, gloves, face mask, eye protection, high visi bility jacket and helmet ) Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


57

Record of Achievement for the Element of Practice: End of Year 57 5. Infection protection control (cross -infection): Students must demonstrate appropriate hygiene procedures such as the use of protective gloves, routine hand washing , disposable products and using appropriate cleaning mediums and methods for personal, vehicle and equipment hygiene . Aseptic technique will be applied when appropriate and possible with consideration for effective sharps management and knowledge of reporting HSE issues and RIDDOR. Student must achieve MS


Comments


Comments

Summat ive Assessed level: Student.............. Assessed level: PEd.................... Date............................................. PEd Name and Signature ........................./..........................

Comments





2.

3.

4.


58


6. Patient Safety: This aspect covers the identification of adverse circumstances and potential risks to patients including for example trip or slip hazards in a patient’s home or appropriate access to personal safety aids (walking frames or emergency a larms). Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


59

Record of Achievement for the Element of Practice: End of Year 59 7. Patient involvement and wellbeing: Students will practice legally and ethically and in a non-discriminatory manner maintaining dignity and respect to a wide range of service users. In doing this they will demonstrate they have a professional duty of care as they consider the patient, their carer’s and family acting as an advocate when required. The student will involve other health care professionals appropriately to meet the patient’s needs and will adhere to local Trust policies in relation to all aspects of patient involvement.Student must achieve A


Comments


Comments


Comments





2.

3.

4.


60


8. Consent: Students must obtain valid patient consent for all examinations and treatment (where possible) and give coherent explanations to patients or their advocate as required. They will understand valid consent, written consent, verbal consent and implied consent and will consider this in relation to acting in the patient’s best interests in an emergency. With this they will show an understanding of DNA-CPR orders and Advanced Decisions ( ‘living wills ’). Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


61

Record of Achievement for the Element of Practice: End of Year 61 9. Confidential ity: Students must maintain patient confidentiality at all times unless this puts someone at risk. Students should check that information (verbal and written – PRFs/EPCR) about a service user is provided only to someone who is entitled to it, demonstrating awareness of relevant data protection requirements. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


62

Record of Achievement for the Element of Practice: End of Year 62 10. Capacity : The student will understand and assess the four components of capacity ; understand the decision, retain the information, we igh up the information and communicate the decision. They will apply this to practice with consideration to the Mental Capacity Act. They will consider in their decision making local Trust policies and best practice guidelines. This could include patients with mental illness , dementia and those under the influence of alcohol or recreational drugs. Student must achieve A


Comments


Comments


Comments





2.

3.

4.


63


11. Patient Care Records: PRFs/ePRFs and other patient documentation, including management of clinical records and capacity forms must be completed clearly and accurately in a timely manner and in accordance with clinical performance indicators and other current guidance. The student will protect information in records from being lost, damaged, accessed without permission or tampered with. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


64

Record of Achievement for the Element of Practice: End of Year 64 13. Monitoring, recording and interpreting observatio ns (adults): The student must demonstrate how to undertake all base line observations showing an understanding of what they mean in relation to the patient’s presenting symptoms (and disease and illness processes). They will consider normal parameters these will include; respiratory rate, pulse rate, blood pressure, blood sugar readings, AVPU, GCS, temperature, pain score, pupil-response, capillary-refill, peak expiratory flow (list not exhaustive). Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


65

Record of Achievement for the Element of Practice: End of Year 65 14. Monitoring, recording and interpreting observatio ns (paediatrics): The student must demonstrate how to undertake all base line observations showing an understanding of what they mean in relation to the patient’s presenting symptoms (and disease and illness processes). They will consider normal parameters and will include; respiratory rate, pulse rate, blood pressure, blood sugar readings, AVPU, GCS, temperature, pain score, pupil-response, capillary-refill, peak expiratory flow (list not exhaustive). Student must achieve A


Comments


Comments


Comments





2.

3.

4.


66

Record of Achievement for the Element of Practice: End of Year 1 15: 4 and 12 Lead ECG Analysis. After gaining valid consent you will demonstrate how to find anatomical landmarks for ECG dot placement . You will demonstrate how to use local trust equipment i.e. Zoll/Corpuls as you record both 4 and 12 lead ECGs. You will adopt a systematic approach to ECG and start to interpret your findings. Student must achieve A


Comments


Comments


Comments





2.

3.

4.



67


16. History Taking: Students must clearly demonstrate systematic approach to obtaining a patient history using a range of suitable questions. This should include presenting complaint, history of presenting complaint, previous medical and surgical history, medications history (including allergies), family history and social history. The student may adopt OPQRSTA or SOCRATES to investigate pain. Student must achieve A


Comments


Comments


Comments





2.

3.

4.



68


18. Primary Survey: Students must demonstrate a systematic approach in their primary survey and be able to identify a time critical condition. Students must be able to assess a patient in a systematic manner ensuring scene safety, a global overview and an ABCDE approach for medical patients (including FAST) and CAcBCDE approach for trauma patients. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


69


32. Recognition, assessment and management of cardiac arrest (all ages): The student will learn how to lead, manage and work as a team when providing resuscitation for patients in cardiac arrest. They will have a sound understanding of the Resuscitation Council (UK) guidelines for resuscitation and they will integrate local Trust policies. Application of these guidelines to practice is essential as the student learns BLS and Intermediate Life Support for a range of patients that suffer a cardiac arrest. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.



70


33. Basic Airway Management – Adults: Students must demonstrate basic stepwise techniques in managing a patient airway and may include head-tilt, chin lift, jaw thrust or postura l techniques , c-spine control , adjuncts (oropharyngeal, nasopharyngeal ), suction, BVM. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


71


36. Basic Airway Management – Paediatrics: Students must demonstrate basic stepwise techniques in managing a patient airway and may include head-tilt, chin lift, jaw thrust, suction, oropharyngeal airway, BVM or postural techniques in cluding C Spine control. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


72


39. Medicine Management and Administration – Adults : Students must demonstrate safe practice in the appropriate non-paramedic drug selection (including inhalation, oral, sublingual, and intramuscular routes) and administration for a range of medical emergencies. [Students may draw-up paramedic drugs but MUST NOT administer them even under the direct supervision of a PEd. In addition, student MUST NOT administer Morphine. The PEd will remain


Comments


Comments

Summati ve Assessed level: Student.............. Assessed level: PEd.................... Date............................................. PEd Name and Signature ........................./..........................

Comments





2.

3.

4.



73

Record of Achievement for the Element of Practice: End of Year 73 40. Medicine Management and Administration – Paediatric s: Students must demonstrate safe practice in the appropriate non-paramedic drug selection and administration for a range of medical emergencies. [Students may draw-up paramedic drugs but MUST NOT administer them even under the direct supervision of a PEd. In addition, student MUST NOT administer Morphine. The PEd will remain accountable at all times for the student administering any drug.] Student must achieve A


Comments


Comments


Comments





2.

3.

4.



74


41. Intramuscular Injection: Students must demonstrate safe and accurate use of IM injections appropriate to the situation. This should include appropriate site selection and aseptic technique . Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


75

Record of Achievement for the Element of Practice: End of Year 1 43. Infusion: Students must demonstrate safe and accurate preparation of IV infusion appropriate to the situation and in accordance with current Medical and Healthcare products Regulatory Agency (MHRA) regulations. This will include priming giving set with correct fluid, attaching gi ving set to cannula/three-way tap, attaching three-way tap, sec uring IV line and running fluid according to best practice . Student must achieve A


Comments


Comments


Comments





2.

3.

4.


76


44. Wound Care and Dressings: Students must demonstrate the appropriate first aid care of a range of wounds including non-invasive burns care . Student must achieve A


Comments


Comments


Comments





2.

3.

4.


77


45. Cervical Spinal Care and Immobilisation: Students must be able to demonstrate safe and accurate handling of patients with suspected cervical spine injury through mechanism of injury – including the exclusion of c-spine injury. The student will demonstrate patient positioning, manual immobilisation, collar, KED, Rapid take-down, crash helmet removal, orthopaedic stretcher, rescue board, standard and rapid extrication. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


78


46. Fractures including Splinting and Traction: Students must demonstrate the correct application and use of splints, traction, sager, box splints SAM splints (pelvic fr actures ), which may include associated straps (Frac straps ) and triangular bandages appropriate to the situation. They will also demonstrate limb assessment including motor, sensory and circulatory compromise. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


79


47. Patient Transport and Positioning: Students must demonstrate the appropriate removal of patients from scene to the ambulance and/or hospital. T he s t ud en t w i l l c on s id e r p a t ien t p r es en t a t ion i n t he i r ch o i ce o f r emo va l and t r an sp or ta t i on . This may include rescue equipment, patient positioning and alternative methods of transportation. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


80

Record of Achievement for the Element of Practice: End of Year 80 48. Clinical Decision Making – Including Local Trust Pathways: The student will demonstrate sound clinical decision making. Early decisions will be made for time-critical patients (including STEMI, Stroke, TIA, Sepsis, AAA, Trauma, NOF – list not exhaustive) . The student will consider all options for non-time-critical patients. Their decisions will be patient focussed and may include consultation with other HCPs. All Trust pathways will be adhered to. Student must achieve A


Comments


Comments


Comments





2.

3.

4.


81

Record of Achievement for the Element of Practice: End of Year 81 49. Treatment Centre/Destination : Students will be aware of alternative pathways for a range of emergency and urgent situations. This might include PPCI suite, stroke unit and trauma centres or other alternative pathways (also refer to element 48. Clinical Decision Making – Including local Trust Pathways). Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


82

Record of Achievement for the Element of Practice: End of Year 82 50. Patient Handover: Students must demonstrate an accurate clinical handover in a systematic manner according to their current scope of practice. This includes other appropriate ambulance colleagues, medical staff and healthcare practitioners. Consider ASHICE and ATMISTER as appropriate. This may also include pre-alerting time critical patients by radio or telephone whilst in transit with the patient direct to the receiving hospital. Student must achieve MS


Comments


Comments


Comments





2.

3.

4.


83

Record of Achievement for the Element of Practice: End of Year 83 51. Maintain Fitness to Practice: It is the student’s responsibility to act accordingly and as expected by the HCPC. You will remain professional, practice safely and maintain high standards of personal conduct. Not only will you work hard at developing your knowledge and skills you will also maintain your own personal health. You will develop your own practice so that you may respond to a wide range of individuals, groups and communities with an understanding of the theory and principles of paramedic practice. Student must achieve A


Comments


Comments


Comments





2.

3.

4.


84


52. Multidisciplinary Working and Collaboration: As a student paramedic you will b e g i n t o understand your role as part of the wider multidisciplinary team. You will work with a v a r i e t y o f a m b u l a n c e c o l l e a g u e s , emergency care practitioners, doctors, midwives, nurses, carers, social workers and o t h e r specialists in their field. You will have an understanding of individual scopes of practice and work collaboratively in the best interest of patient care. Student must achieve A


Comments


Comments


Comments





2.

3.

4.


85

Exposure to Non-Assessed Elements of Practice Year 1

The following Elements of practice are not part of the summative assessment within year 1 however a student may be exposed to these elements and as such the following pages provide a formative record of those experiences. 3. H&S – Scene Safety : The student may learn to adopt a ‘step 1, 2, 3’ approach and be aware of environmental factors that influence scene safety decisions including CBRN/HAZMAT .


Comments


Comments

12. Vulnerable Adults/Children : Students may appropriately identify and manage patients who are vulnerable. This may not to be limited to reporting but includes enquiry into and review of an individual’s social needs such as, home help, meals on wheels or other specialist social or medical services. This may also include falls referrals and adults and children who are at risk in their current living environment.


Comments


Comments

86

15: 4 and 12 Lead ECG Analysis. . The student may adopt a systematic approach to the normal ECG interpretation and analysis and may identify a range of life threatening cardiac disturbances i.e. heart blocks, ACS including STEMI, arrhythmias . Appropriate referral is undertaken.


Comments


Comments

. 16. History Taking (use of Functional Enquiry – adu lts and children): Students may clearly demonstrate systematic approaches to obtaining a patient history using a range of suitable questions. A functional enquiry may be used to investigate symptoms relating to specific systems.


Comments


Comments

87

17. History Taking – Mental health : The student will demonstrate a sensitive and appropriate approach to patients that present with acute or chronic mental health problems amending their behaviour, verbal/non-verbal language accordingly. Assessment and history taking will include clarification of the patient’s wishes and risk assessment (using relevant screening tools) including suicidality intentions. The student is able to ask and respond to challenging conversations.


Comments


Comments

19. Time Critical Patients: Students may demonstrate the appropriate management of patients presenting with a time critical condition (medical and trauma).


Comments


Comments

88

20. Respiratory System Examination and Management – Adults: Students may be able to demonstrate a systematic approach to examining the respiratory system for a range of patient conditions and appropriately manage them.


Comments


Comments

21. Cardiovascular System Examination and Managemen t – Adults: Students may be able to demonstrate a systematic approach to examining the cardiovascular system for a range of patient conditions and appropriately manage them.


Comments


Comments

89

23: Gastrointestinal and Genitourinary System Exami nation and Management – Adults: Students may be able to demonstrate a systematic approach to examining the gastrointestinal and genitourinary system for a range of patient conditions and appropriately manage them.


Comments


Comments

24. Musculoskeletal Examination and Management – Ad ults: Students may be able to demonstrate a systematic approach to examining musculoskeletal disorders for a range of patient conditions and appropriately manage them.


Comments


Comments

90

25. Obstetric and Gynaecological Presentations and Management: Students may be able demonstrate a systematic approach to examining a range of obstetric and gynaecological presentations and appropriately manage them. This may include routine maternity calls as well as emergency complications.


Comments


Comments

26. Respiratory System Examination and Management – Pae diatrics: Students may be able to demonstrate a systematic approach to examining the respiratory system for a range of patient conditions and appropriately manage them.


Comments


Comments

91

27. Cardiovascular System Examination and Managemen t – Paediatrics: Students may be able to demonstrate a systematic approach to examining the cardiovascular system for a range of patient conditions and appropriately manage them.


Comments


Comments

28. Nervous System Examination and Management – Pae diatrics : Students may be able to demonstrate a systematic approach to examining the neurological system for a range of patient conditions and appropriately manage them.


Comments


Comments

92

29. Gastrointestinal and Genitourinary System Exami nation and Management – Paediatrics: Students may be able to demonstrate a systematic approach to examining the gastrointestinal and genitourinary system for a range of patient conditions and appropriately manage them.


Comments


Comments

30. Musculoskeletal Examination and Management – Pa ediatrics: Students may be able to demonstrate a systematic approach to examining musculoskeletal disorders for a range of patient conditions and appropriately manage them.


Comments


Comments

93

31. Multiple Casualties: Students may be able to demonstrate safe and appropriate assessment and management when there is more than one patient. This may include road traffic collisions or assaults when initially presented with more than one casualty. Students will observe the application of the principles of sieve and sort and have an awareness of designated role in major incidents .


Comments


Comments

32. Recognition, assessment and management of cardi ac arrest (all ages): Students may have observed or assisted in ALS for a range of patients that suffer a cardiac arrest.


Comments


Comments

94

34. Advance Airway Management – Adult: Students may observe or assist in preparing equipment for advanced techniques in managing a patient airway and may include mechanical aspiration and appropriate adjuncts including igel , intubation (assisted and laryngoscopy) needle cricothyroidotomy, tracheotomy care, and needle chest thoracocentesis .


Comments


Comments

35. Patient Ventilation – Adult : Students may demonstrate accurate ventilation using intermittent positive pressure ventilation (IPPV) using a bag valve mask and observe mechanical ventilation . This may include assisted ventilations or ventilating a patient with an advanced airway in situ.


Comments


Comments

95

37. Advanced Airway Management – Paediatrics: Students may observe or assist to prepare equipment for advanced techniques in managing a patient airway and may include igel, intubation (assisted and laryngoscopic), needle cricothyroidotomy, capnography, needle thoracocentesis


Comments


Comments

38. Patient Ventilation – Paediatrics : Students may demonstrate accurate ventilation using intermittent positive pressure ventilation (IPPV) using a bag valve mask and observe mechanical ventilation . This may include assisted ventilations or ventilating a patient with an advanced airway in situ.


Comments


Comments

96

39. Medicine Management and Administration – Adults : Students may observe appropriate selection and administration of paramedic drugs (including IV/IO, PR routes) [Students may draw-up paramedic drugs but MUST NOT administer them even under the direct supervision of a PEd. In addition, student MUST NOT administer Morphine. The PEd will remain accountable at all times for the student administering any drug.]


Comments


Comments

40. Medicine Management – Paediatrics: Students may observe appropriate selection and administration of paramedic drugs (including IV/IO, PR routes) [Students may draw-up paramedic drugs but MUST NOT administer them even under the direct supervision of a PEd. In addition, student MUST NOT administer Morphine. The PEd will remain accountable at all times for the student administering any drug.]


Comments


Comments

97

42. Intravenous and Intraosseous Cannulation: Students may observe or assist in the preparation of equipment for safe and accurate IV/IO cannulation appropriate to the situation. This should include anatomical placement, selection of cannula and aseptic technique.


Comments


Comments

Date post:	05-Oct-2020
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times