PMSC13002 - Clinical Paramedic Practice 2

General Information

Unit Synopsis

This unit is the second of three (3) clinical placement units within the Bachelor of Paramedic Science Course. The unit requires you to apply clinical knowledge and skills at an Intermediate level in a clinical setting with an approved provider. You will engage in reflective practice activities to support self-directed learning, demonstrate your competency of newly acquired skills and work on areas for improvement identified during your first clinical placement unit.


Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre requisites:

  • PMSC12002 Clinical Paramedic Practice 1
  • PMSC12003 Special Populations in Paramedic Practice
  • PMSC12005 Paramedic Medical Emergencies 2

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2023

Term 1 - 2024 Profile
Mixed Mode

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Professional Practice Placement 0%
2. Presentation 0%

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Past Exams

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Previous Feedback

Term 1 - 2022 : The overall satisfaction for students in the last offering of this course was 95.45% (`Agree` and `Strongly Agree` responses), based on a 20.75% response rate.

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.

Source: SUTE
I also think that a section on the moodle page dedicated to student assistance resources would be beneficial. As we all know this is a highly stressful and demanding industry and it is important to stay on top of our mental health from the start. I think having more resources about how to best look after your mental health while working and links to resources like the uni services, beyond blue, headspace, etc. would be a really great idea.
This will be included in the next offering of this unit - links to support services and external resources relevant to work stressors.
Action Taken
As well as links to CQU and QAS support networks, student support, mental health whilst on placement and health and wellbeing topics were introduced into content for week 2 of term.
Source: SUTE
I believe it would be good if we could please get more small resources to help us with different things related to placement. Articles/resources/readings about approaching different types of cases, the prevalence of cases, case studies, best practice, practice updates, etc.
This was removed last offering due to not being access/utilised. Will be revisited and relevant current data-based resources can be re-introduced.
Action Taken
Related articles, research and case studies were included in 'Additional Information' sections of the weekly tabs. Clinical Practice updates and student experiences were discussed at scheduled Zoom sessions and recorded for later viewing.
Source: SUTE
I did not have any issues with the learning material or content for this unit. I do appreciate the time and effort that has been put into the new electronic mentor reports however, I would of liked a section for the mentor to actually write some comments like they did with the old ones as it really helped me last time to receive some written feedback.
It is recommended to include open text boxes in the electronic and automated Mentor Reports, via Sonia.
Action Taken
Source: SUTE
I love the new electronic form for recording our cases however can we please have a couple more allocations for jobs that don't quite fit anywhere ie - Other and have a field we can type in the category we think it fits in.
It is recommended to align the mentor report clinical fields with a greater range of case types for option. For example a 'Poisons' section.
Action Taken
Source: Forum posts, emails, phone conversations.
Students have expressed concern regarding lack of a consistent mentor whilst on clinical placement with QAS. And therefore raising concerns regarding impact on mentor report completion and validity.
This is largely at the mercy of QAS operational demand, COVID health staff shortages and increase in case load for prehospital care providers. Ensure student communication is clear and early on in placement allocations with both OICs and mentors. Feedback can also be provided to industry through the academic team and QAS clinical placement coordination regarding this.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Apply clinical reasoning and practical skills at an Intermediate level within the clinical setting whilst working collaboratively with allied health professionals
  2. Revise reflective practice principles associated with clinical reasoning and conduct whilst supporting diverse groups in the health care setting
  3. Analyse legal responsibilities and requirements, ethical and professional responsibilities and the legal and ethical boundaries of paramedicine practice.

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 this unit are matched to the relevant capabilities.

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, 1.1.8, 1.1.9, 1.1.10, 1.1.11, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.3.1, 1.3.2, 1.3.3, 1.4.1, 1.4.2

LO1, LO2, LO3

Domain 2: The communicator and the collaborator

2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.1.5, 2.1.6, 2.1.7, 2.1.8, 2.2.1, 2.2.2, 2.2.3, 2.2.5, 2.2.6

LO1, LO2, LO3

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, 3.2.6, 3.3.1, 3.3.2, 3.3.3, 3.3.4, 3.4.1, 3.4.2, 3.4.3, 3.4.4

LO1, LO2, LO3

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, 4.4.1, 4.4.2, 4.4.3, 4.4.4, 4.5.2, 4.5.3, 4.6.5, 4.7.1, 4.7.3, 4.7.4, 4.7.7

LO1, LO2, LO3

Domain 5: The paramedicine practitioner

5.1.2, 5.1.3, 5.1.4, 5.1.5, 5.2.1, 5.2.2, 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, 5.4.4, 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 Health Care Standards developed in this unit are:

Standard Learning Outcomes
Partnering and Consumers LO1, LO2, LO3
Preventing and Controlling infections LO1, LO2, LO3
Medication safety LO1, LO2, LO3
Comprehensive care LO1, LO2, LO3
Communicating for Safety LO1, LO2
Recognising and responding to Acute Deterioration LO1, LO2

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3
1 - Professional Practice Placement
2 - Presentation
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10