In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
In this unit you will develop the capacity to engage with, assess, and manage obstetrics and paediatric patients. Upon completion of this unit, you will be able to draw upon your knowledge of pathophysiology, epidemiology, and aetiology to provide professional, situational, and culturally appropriate treatment pathways for managing these special populations.
Details
Pre-requisites or Co-requisites
Pre-requisite - PMSC12001 Procedures and Skills in Paramedic Practice, PMSC11004 Paramedic Medical Emergencies 1 and PMSC12004 Advanced Electrophysiology and Coronary Care
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student Feedback
Inconsistencies were identified between academics at residential school
All academics teaching in the unit will receive identical explicit instruction. A Zoom meeting will be held before residential school to ensure all academics are consistently trained in assessment facilitation.
Feedback from Student Feedback
There was limited opportunity to complete enough scenarios at residential school due to large group numbers
Attempt to employ more casual staff members to ensure appropriate academic/student ratios to assist students in getting exposure to scenarios.
Feedback from Student Feedback
Unit layout was well received by students, with equal time allocated to obstetric and paediatric patients
Keep the layout similar in future deliveries of the unit.
Feedback from Student Feedback/Unit Coordinator reflection
The time limit for the first quiz was very tight. An extra 10 - 15 minutes would be beneficial
Increase the allocated time for the first quiz.
Feedback from Unit Coordinator reflection/student feedback
Some students struggled with the understanding and interpretation of the written assessment details.
Provide extra discussion around the written assessment to ensure understanding from students.
Feedback from Student feedback
More tutorial sessions would be useful.
Schedule more tutorial sessions throughout the unit.
- Analyse and apply the pathophysiology to antenatal patients through all stages of pregnancy, including intrapartum and post-partum
- Analyse and apply the knowledge of key growth, anatomical and physiological differences when assessing paediatric patients
- Integrate theoretical knowledge in the clinical assessment of common and emergent obstetric and paediatric conditions
- Demonstrate the application of clinical skills, interventions, and pharmacology in the management of obstetric and paediatric patients in the pre-hospital environment
- Employ the principles of effective communication when dealing with paediatric and obstetric patients, with consideration of culturally appropriate, ethical, and professional behaviours required of the registered paramedic.
| Standard/Attribute/Criteria | Learning Outcomes |
| Domain 1: The professional and ethical practitioner 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.1.9, 1.1.10, 1.1.11, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2 | LO1, LO2, LO3, LO4, LO5 |
| Domain 2: The communicator and collaborator 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.2.1, 2.2.2, 2.2.3, 2.2.5, 2.2.6 | LO4, LO5 |
| Domain 3: The evidence-based practitioner 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.3, 3.2.4, 3.2.5, 3.2.6, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.4.2 | LO1, LO2, LO3, LO4, LO5 |
| Domain 4: The safety and risk management practitioner 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 4.3.2, 4.5.3 | LO2, LO3, LO4, LO5 |
| Domain 5: The paramedic practitioner 5.1.1, 5.1.2, 5.1.3, 5.1.4, 5.1.5, 5.2.1, 5.2.3, 5.2.4, 5.2.5, 5.3.1, 5.3.2, 5.3.4, 5.3.5, 5.3.6, 5.4.1, 5.4.2, 5.4.3, 5.4.4, 5.4.5, 5.4.6, 5.6.1, 5.6.2, 5.6.3, 5.6.4 | LO1, LO2, LO3, LO4, LO5 |
National Safety and Quality Health Service Standards
The Australian Commission on Safety and Quality in Health Care Standards developed in this unit are:
| Standard | Learning Outcomes |
| Clinical Governance | LO1, LO2, LO3, LO4 |
| Partnering with Consumers | LO2, LO3, LO4, LO5 |
| Preventing and Controlling Infections | LO2, LO3, LO4, LO5 |
| Medication Safety | LO4, LO5 |
| Comprehensive Care | LO1, LO2, LO3, LO4, LO5 |
| Communicating for Safety | LO4, LO5 |
| Recognising and Responding to Acute Deterioration | LO3, LO4, LO5 |
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Online Quiz(zes) - 20% | |||||
| 3 - Online Quiz(zes) - 40% | |||||
| 4 - Practical Assessment - 0% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||