In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
Within your role as a paramedic, you will encounter consumers experiencing many differing forms of mental health challenges that affect their presentation and recovery. During this unit, you will develop communication skills (including the ability to actively listen to consumer and family stories), recognise alterations in mental health as well as gain knowledge of therapeutic options and referral pathways available to assist consumers.
Details
Pre-requisites or Co-requisites
Pre-Requisites: PMSC12002 Clinical Paramedic Practice 1 PMSC12001 Procedures and Skills in Paramedic Care Please note: Any student who has not successfully completed a PMSC residential school within the preceding 12 months or undertaken a clinical placement unit, must complete a PMSC12001 Procedures & Skills refresher. This ensures currency with all contemporary skills and procedures in line with industry standards and professional capabilities.
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 1 - 2023
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 Evaluation Data
Significant student feedback reported that expectations were unclear for the written task, and marking was inconsistent.
The written task shall be completely redesigned for 2023. Assessment criteria shall be clearly explained, and a reliable validated rubric shall be developed with collaboration from Learning and Teaching staff.
Feedback from Student Evaluation Data and verbal student feedback.
The scenario simulation videos were well received by students who enjoyed the real-life demonstrations and found they greatly enhanced the content. Several students made contact to say they experienced similar cases whilst on clinical placement and felt confident in handling the situation.
Continue creating more content of this nature and expanding the repertoire of examples.
Feedback from Student Evaluation Data
Students enjoyed using actors at their residential schools as it improved their real-world experience.
This unit has utilised actors, props, and moulage to deliver high-fidelity mental health scenarios for several years. The aim will be to continue high-fidelity residential experiences to prepare students to meet industry standards and expectations.
- Assess, compare and treat different presentations of consumers experiencing mental health challenges
- Plan and deliver a range of evidence-based therapeutic options (using an individual and culturally specific context) to assist consumers experiencing mental health challenges
- Evaluate and explain mental health related legislation within the context of paramedicine
- Engage in interpersonal communication, ethical, and professional behaviours while collaborating with multiple agencies to the standards expected of a paramedic.
It is a requirement of the Paramedicine Board of Australia that units align with the AHPRA professional capabilities for registered paramedics. These are broken down into five (5) domains. Below aligns the proposed learning outcomes with these domains. In addition, the learning outcomes have also been aligned with the National Safety and Quality Health Service (NSQHS) Standards.
Professional Capabilities for a registered Paramedic
The Paramedicine Board of Australia is responsible for assessing, consulting on and setting the standards for paramedics practicing in Australia. These standards and relevant domains are articulated in the Professional capabilities for registered paramedics document. The learning outcomes of the unit are matched to the relevant capabilities
| Standard/Attribute/Criteria | Learning Outcome |
| Domain 1: The professional and ethical practitioner 1.1.1, 1.1.3, 1.1.5, 1.1.6, 1.1.8, 1.1.9, 1.1.10, 1.1.11 1.2.2, 1.2.3, 1.2.5 1.3.1, 1.3.2, 1.4.1, 1.4.2 | LO1, LO2, LO3, LO4 |
| 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, 2.1.82.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5, 2.2.6 | LO1, LO2, LO3, LO4 |
| Domain 3: The evidence-based practitioner 3.1.1, 3.1.2 3.2.1 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.2.63.3.1, 3.3.2, 3.3.3 3.4.3 | LO1, LO2, LO3, LO4 |
| 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 4.3.1, 4.3.2, 4.3.3 4.4.4 4.5.2, 4.5.3 4.6.5 4.7.7, 4.7.9 | LO1, LO2, LO3, LO4 |
| Domain 5: The paramedicine practitioner 5.1.2, 5.1.3, 5.1.4, 5.1.5 5.2.15.2.2, 5.2.3, 5.2.4, 5.2.5 5.3.1, 5.3.3, 5.3.4, 5.3.5, 5.3.6 5.4.1, 5.4.2, 5.4.3, 5.4.5, 5.4.6 5.6.1, 5.6.2, 5.6.3, 5.6.4 | LO1, LO2, LO3 |
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 |
| Partnering with Consumers | LO2, LO3, LO4 |
| Preventing and Controlling Infections | LO1, LO2 |
| Medication Safety | LO1, LO2 |
| Comprehensive Care | LO1, LO2, LO3, LO4 |
| Communicating for Safety | LO1, LO2, LO4 |
| Recognising and Responding to Acute Deterioration | LO1, LO2 |
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Case Study - 60% | ||||
| 2 - On-campus Activity - 0% | ||||
| 3 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 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 | ||||
Textbooks
Mental Health Care: An Introduction for Health Professionals in Australia
Edition: 4 (2020)
Authors: Catherine Hungerford, Donna Hodgson, Richard Clancy, Gillian Murphy, Aunty Kerrie Doyle
Wiley
Milton Milton Milton Milton , Queensland , Australia
ISBN: 9780730382928
Binding: Paperback
Pocket Book of Mental Health
Edition: 4th (2021)
Authors: Debra O’Kane
Elsevier
Sydeny Sydeny , NSW , Australia
ISBN: 9780729544030
Binding: Paperback
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)