Faculty of Health, Engineering and Science
School: Medical Sciences
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Community Health Care for Paramedics 2Unit Code
PST5114Year
2015Enrolment Period
1Version
1Credit Points
20Full Year Unit
N
Mode of Delivery
Online
Description
Students who complete this unit will develop an understanding of the primary health care assessment model and how it differs from conventional paramedic assessments. Students will extend their understanding of common endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders. Additional focus will be upon case management care, including following care and referral decisions. Students will further develop their understanding of the paramedic's role in primary health care.
Learning Outcomes
On completion of this unit students should be able to:
- Compare and contrast the community care paramedic role in the care of endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders to that of the emergency paramedic care.
- Develop evidence based care plans for patients suffering from illness related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Develop safe and effective care plans for patients suffering from endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Evaluate and critique the range of therapeutic and rehabilitative approaches that may be applied to individuals or groups experiencing endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENTdisorder.
Unit Content
- Advanced primary care and collaborative care/management of patients with illness related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Conduct peer review in small groups of patient care plans.
- Current research and principles of evidence based practice.
- Develop patient care plans.
- Pathophysiology related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Pertinent health promotion and rehabilitation issues.
- Provision of psychosocial support to patients and families with complex needs including those from diverse cultures.
Additional Learning Experience Information
Online lectures and tutorials.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ONLINE| Type | Description | Value |
|---|
| Assignment | Problem based learning exercises | 50% |
| Presentation | Project presentation | 25% |
| Review | Peer review conducted in small groups | 25% |
Text References
- ^ Campo, T.M, Lafferty, K. (2011). Essential procedures for practitioners in emergency, urgent, and primary care settings: A clinical companion. New York, NY: Springer Pub Co.
- ^ Binkley, L.M. (2007). Bates' guide to physical exam and history taking (11th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- ^ Porth, C. M. (2011). Essential of pathophysiology (3rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- Eckersley, R., Dixon, J., & Douglas, B. (Eds.). (2001). The social origins of health and wellbeing. Cambridge, England: Cambridge University Press.
- Germov, J. (Ed.). (2009). Second opinion: An introduction to health sociology (3rd ed.). Melbourne, Australia: Oxford University Press.
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
PST5114|1|1
Faculty of Health, Engineering and Science
School: Medical Sciences
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
Unit Title
Community Health Care for Paramedics 2Unit Code
PST5114Year
2015Enrolment Period
2Version
1Credit Points
20Full Year Unit
N
Mode of Delivery
Online
Description
Students who complete this unit will develop an understanding of the primary health care assessment model and how it differs from conventional paramedic assessments. Students will extend their understanding of common endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders. Additional focus will be upon case management care, including following care and referral decisions. Students will further develop their understanding of the paramedic's role in primary health care.
Learning Outcomes
On completion of this unit students should be able to:
- Compare and contrast the community care paramedic role in the care of endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders to that of the emergency paramedic care.
- Develop evidence based care plans for patients suffering from illness related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Develop safe and effective care plans for patients suffering from endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Evaluate and critique the range of therapeutic and rehabilitative approaches that may be applied to individuals or groups experiencing endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENTdisorder.
Unit Content
- Advanced primary care and collaborative care/management of patients with illness related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Conduct peer review in small groups of patient care plans.
- Current research and principles of evidence based practice.
- Develop patient care plans.
- Pathophysiology related to endocrine, gastro-intestinal, genital-urinary, gynaecological, dermatological, neurological and ENT disorders.
- Pertinent health promotion and rehabilitation issues.
- Provision of psychosocial support to patients and families with complex needs including those from diverse cultures.
Additional Learning Experience Information
Online lectures and tutorials.
Assessment
GS1 GRADING SCHEMA 1 Used for standard coursework units
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
ONLINE| Type | Description | Value |
|---|
| Assignment | Problem based learning exercises | 50% |
| Presentation | Project presentation | 25% |
| Review | Peer review conducted in small groups | 25% |
Text References
- ^ Campo, T.M, Lafferty, K. (2011). Essential procedures for practitioners in emergency, urgent, and primary care settings: A clinical companion. New York, NY: Springer Pub Co.
- ^ Binkley, L.M. (2007). Bates' guide to physical exam and history taking (11th ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- ^ Porth, C. M. (2011). Essential of pathophysiology (3rd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
- Eckersley, R., Dixon, J., & Douglas, B. (Eds.). (2001). The social origins of health and wellbeing. Cambridge, England: Cambridge University Press.
- Germov, J. (Ed.). (2009). Second opinion: An introduction to health sociology (3rd ed.). Melbourne, Australia: Oxford University Press.
Website References
^ Mandatory reference
Disability Standards for Education (Commonwealth 2005)
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Academic Misconduct
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
- plagiarism;
- unauthorised collaboration;
- cheating in examinations;
- theft of other students' work;
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
PST5114|1|2
