CH87 - Master of Paramedic Science (Paramedic Practitioner)

Previous Viewing Term 2 2019 Next Term
Overview

Compulsory Residential School

Some units in this course require you to attend a compulsory Residential School or Work Integrated Learning. Please see Course Features in the Getting Started tab for further information.

Course Overview

This course provides you with the skills, knowledge, clinical reasoning and leadership strategies to meet the role of a Paramedic Practitioner. The Paramedic Practitioner is an advanced healthcare professional who can provide essential services in the non-emergency, out-of-hospital, low acuity or primary healthcare settings. Upon completion of this course, you will be able to deliver a primary care level of paramedic practice as well as the ability to identify alternative pathways within the healthcare system to effectively and independently manage a broad range of common chronic and low acuity disease states. This care is a patient-centred approach that ensures you are a competent and yet diverse clinical practitioner who can meet low acuity healthcare needs of the community. Additionally, the Paramedic Practitioner is a leadership role within both the paramedic profession and healthcare system that can support a range of activity from education to managerial needs.

Career Information

The Master of Paramedic Science (Paramedic Practitioner) supports graduates to operate in the expanding professional areas of paramedic practice. It provides you with the knowledge and skills to move towards the evolving roles of paramedic practitioner, extended or community care paramedic positions.

Course Details
Duration 1.5 years full-time or 3 years part-time
Credit Points that Must be Earned 72
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) MParamedSc(ParamedPract)
AQF Level Level 9: Masters Degree (Coursework)

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
Not Applicable
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 1 - 2021

Online

Term 1 - 2020

Online

Term 1 - 2019

Online

Term 1 - 2018

Distance

Term 1 - 2017

Distance
Show All

International Availability

Term 1 - 2021

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 1 - 2019

Online

Term 1 - 2018

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

  • a completed Bachelor of Paramedic Science or equivalent with a minimum of 5 years unsupervised operational clinical experience; or
  • a completed Advanced Diploma or Graduate Diploma or equivalent in an advanced paramedic field such as aeromedical, critical or intensive care plus 2 years unsupervised operational clinical experience at this level
Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

Graduate Diploma of Paramedic Science (Critical Care)

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards Not applicable
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

Compulsory Residential School Some units in this course will require compulsory attendance at residential schools.
Click here to view all Residential Schools

Practicum/Work Placement

PMSC20015 - Students will undertake placement with a General Practitioner (GP) or similar to gain experience and develop primary healthcare knowledge and skills

Previous Enrolments

Year Number of Students
2020 4
2019 5
2018 4
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in classroom and clinical settings as private and confidential.
  • Respecting an individual's/group's diversity by demonstrating sensitivity to religious cultural and individual differences.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and taking responsibility for ensuring awareness of ethical behaviour.
Behavioural Stability

Examples are:

  • Interacting positively and effectively with other students while attending activities related to the course.
  • Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
  • Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting and in particular during emergencies.
Legal Compliance

Examples are:

  • Complying with relevant child protection and safety legislation including mandatory reporting requirements by presenting a National Police Check (not older than 3 years).
  • Obtaining a Working With Children Check before attending clinical placements.
  • Understanding and adhering to professional policy around the use of social media.
  • Knowing, understanding and complying with legislative and regulatory requirements which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual or group.
  • Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
  • Providing the health care team with verbal handover reports related to patient care.
  • Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately during placement.
  • Using appropriate facial expressions, eye contact and a range of body movements and gestures while being mindful of interpersonal space.
  • Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
  • Constructing fluent summarised written text from complex and detailed information.
  • Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
  • Accurately documenting patients' charts and records, meeting legal and professional requirements.
  • Having access to a computer for your studies.
  • Regularly accessing the Internet for research, and email for communication with peers and lecturers.
  • Analysing, manipulating and displaying scientific information.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Applying knowledge of policy and procedures in clinical settings.
  • Performing clinical skills within set time-frames.
  • Applying theoretical knowledge to understand a patient's history when undertaking patient assessment during emergency situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
  • Actively listening to information within a variety of academic and clinical and emergency situations.
  • Reading and accurately interpreting information related to patients.
  • Completing documentation that is accurate, clear and concise.
  • Accurately reading and interpreting various measurements as well as calculating drug dosages in a timely manner during emergency and routine situations.
  • Demonstrating accurate recording on a fluid balance chart.
  • Recognising when a calculator may have given an incorrect answer.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focussing on and recognising objects that are either near or far.
  • Observing non-verbal behaviour and other situations in a variety of professional settings.
  • Accurately drawing up and administering medication.
  • Observing and detecting subtle changes in a patient's response to emergency procedures in a timely manner.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
  • Having sufficient auditory ability to consistently and accurately monitor, assess and manage a patient's needs.
  • Accurately interpreting the verbal communication and direction of clinical staff during emergency situations.
  • Accurately detecting heart and breath sounds by auscultation.
  • Accurately undertaking a blood pressure measurement by auscultation.
  • Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
  • Detecting any changes in circulation observations e.g. temperature and pulse palpation.
  • Conducting physical assessments and detecting any anatomical abnormalities.
Relational Skills

Examples are:

  • Rapidly building rapport with other students, peers and patients in order to engage them professionally.
  • Displaying empathy and respecting multiple points of view.
Reflective Skills

Examples are:

  • Reflecting critically on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when a clinical practice issue is outside one's scope or expertise, and be able to reflect and learn from this experience.
  • Identifying when one's practice may be negatively affected by personal experience and/or reactions, and be able to reflect and learn from this experience.
  • Identifying, reflecting and learning from successful situations as well as opportunities for improvement.
Sustainable Performance

Examples are:

  • Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration. This may involve standing for extended periods of time.
  • Participating in learning clinical skills and engaging in simulation activities during on-campus learning situations.
  • Performing consistent care during critical emergency situations with sustained concentration and physical energy for an 8 to 12 hour period of time including night shifts.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the course.
  • Maintaining balance while safely mobilising and transferring individuals or resources.
  • Moving with ease around patients and equipment items while performing delivery of care activities and responding to emergency situations.
  • Safely retrieving and utilising stock and equipment.
  • Inserting medical devices and performing invasive procedures.
  • Manipulating intricate surgical instruments and equipment while dressing a wound.
  • Manipulating syringes and needles during preparation and administration of medications addressing safety to self and others.
  • Priming, accurately inserting and setting prescribed rates on an infusion device.
Interpersonal Engagement

Examples are:

  • Collaborating with other students and peers, modifying and reflecting on work or practice in response to supervisor feedback.
  • Building rapport with other students, peers and stakeholders in order to engage them in effective clinical practice, for example, during scenarios, difficult situations and critical events.
  • Reflecting critically on successful situations as well as opportunities for improvement.
  • Interacting and engaging with individuals and groups in a respectful and culturally appropriate manner in a wide variety of clinical practice contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a computer desktop operating system such as Microsoft Windows or Mac OS X.
  • Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant activities and assessments for the course.
  • Regularly accessing the Internet for research, and email for communication with other students, peers and lecturers.
Core Learning Outcomes
  • 1. Apply evidence-based knowledge of advanced anatomy, physiology, risk factors and patient presentation to a broad range of common chronic and low acuity disease states
  • 2. Undertake clinical assessment and integrate diagnostic findings with patient presentation, history and assessment to formulate a working diagnosis
  • 3. Employ a broad range of treatment and intervention modalities including pharmacology in primary healthcare
  • 4. Apply clinical judgement, problem-solving skills and ethical decision-making in primary healthcare practice for various age groups and diverse populations
  • 5. Use patient education to assist in the clinical management or referral of primary healthcare patients
  • 6. Analyse, interpret and apply research findings to enhance primary healthcare practice
  • 7. Exhibit interpersonal, leadership, communication and teamwork skills in a multi-disciplinary primary healthcare environment
  • 8. Employ self-reflection and integrate performance feedback to identify and action self-improvement opportunities
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7 8
1. KNOWLEDGE Have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
2. KNOWLEDGE Have an understanding of research principles and methods applicable to a field of work and/or learning
3. SKILLS Have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship
4. SKILLS Have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
5. SKILLS Have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
6. SKILLS Have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
7. SKILLS Have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to use creativity and initiative to new situations in professional practice and/or for further learning
9. APPLICATION OF KNOWLEDGE & SKILLS Be able to use high level personal autonomy and accountability
10 APPLICATION OF KNOWLEDGE & SKILLS Be able to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 8 Total credit points: 72


Year 1 - Term 1
Students must complete the following compulsory units:
PMSC20012 Primary Healthcare 1
MEDS20009 Science and Instrumentation of Ultrasound
MEDS21003 Medical Science Research Project 1
Year 1 - Term 2
Students must complete the following compulsory units:
PMSC20013 Primary Healthcare 2
MEDS21006 Medical Science Research Project 2
Year 1 - Term 3
Students must complete the following compulsory units:
MEDS20013 Diagnostic Ultrasound for Point of Care (PoCUS)
Year 2 - Term 1
Students must complete the following compulsory units:
PMSC20014 Primary Healthcare Engagement
PMSC20015 Primary Healthcare Practice
More Details

WORK INTEGRATED LEARNING (WIL)


In the unit PMSC20015 Primary Healthcare Practice, students are expected to undertake 144 hours of Work Integrated Learning (WIL). Where possible, students will be asked to approach suitable providers convenient to their residential location, however, due to competing demands for clinical placement positions, students must be prepared to travel to alternate locations. This may involve distance travel or staying away from home to facilitate the placement, and taking leave from substantive employment and other regular responsibilities to ensure availability. This is due to some service providers' preference for 'block' placements rather than ad-hoc shifts. Students with extenuating circumstances restricting ability to travel and stay away from home are invited to discuss requests for special consideration with the Unit Co-ordinator.


Mandatory requirements for WIL


Students will be provided information on and be required to purchase an approved CQUniversity shirt for wear during WIL. Students will also be required to provide their own Personal Protective Equipment (PPE) as a Work Health and Safety (WHS) requirement when on clinical placement. Non-adherence to uniform and PPE requirements will result in immediate removal from WIL.

Many health service providers mandate that students meet certain vaccination and health standards prior to attendance, whilst the University also has certain requirements to ensure student safety and readiness for practice. Information on all of these requirements and associated due dates is updated yearly and shared on the Sonia Home Page and will be provided to students in a timely manner prior to WIL to ensure readiness for placement.

Students must submit all mandatory requirements to the Schools Work Integrated Learning Officers by the stated due date to be deemed eligible to attend WIL. All requirements are non-negotiable so it is imperative that students review and begin working to meet these requirements early.


Immunisation and infection control


Full details are provided within the information sheet on the Sonia Home Page. Take these requirements to your GP and ask for your immunisation record for all vaccines if available.


  • Hepatitis B: It is strongly advised that students have a blood test to check their immunity upon enrolment, so that if found not immune, they can commence their Hepatitis B vaccination schedule immediately. Note that the full age-appropriate vaccination schedule can take 7 months to complete, and that some health service providers do not accept the accelerated version of vaccine.
  • Varicella (chickenpox)
  • Diptheria/Tetanus/Pertussis (Adult)
  • Measles, Mumps Rubella
  • Influenza

The following additional vaccinations are highly recommended, but are not mandatory:


  • Tuberculosis (TB) screening: Mantoux test or QuantiFERON Gold test
  • Meningococcal W & Y Vaccination: students should discuss this with their GP

Blue Card


Students are required to have a valid Blue Card linked to CQUniversity for the duration of their placement with the Queensland Ambulance Service. Students approved for interstate placement must acquire the analogous screening for that State.  http://www.bluecard.qld.gov.au/applications/need-to-apply-for-card.html


WHS orientations/inductions


Many workplaces stipulate that students must undertake induction procedures prior to commencing WIL. Students must therefore be prepared to undertake this extra workload to facilitate placement.


RESIDENTIAL SCHOOL REQUIREMENTS


Student studying this course will be required to attend compulsory residential schools for some units.