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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Allied Health Professions Sport & Exercise

Subject Benchmark Statement

NQF - Level 6, UG Paramedics (2019)

Date of Programme Specification Approval

2024-03-13

Version Number

2023.03

Educational Aims of the Course

The overall aim of this programme is to develop students who are critical thinking and reflective practitioners, able to effectively contribute to contemporary paramedic practice and adopt an approach of lifelong learning. Students will develop the necessary knowledge, skills and behaviours through an educational programme designed to meet the HCPC … For more content click the Read More button below. The Paramedic Science course aims to: Develop autonomous, contemporary and reflective practitioners with a level of skills, knowledge and the professional attributes necessary to enable them to function effectively as paramedics working within a complex and changing environment. Develop skilled practitioners who are able to assess and manage service users across an age spectrum, who are committed to collaboration in health and social care. Develop resourceful and adaptable practitioners who are able to establish safe environments and incorporate the necessary practical skills. Develop reflective practitioners who are committed to continuing professional development and life-long learning, with the ability to appraise and analyse research, understand evidenced-based practice and their role in enhancing future developments of paramedic practice. During their studies, students are required to demonstrate their practical application of skills and knowledge as well as an ability to deliver appropriate care to service users. Practice is an essential and integral part of this Degree and students will undertake much of their learning in practice settings.

Course Accredited by

Health and Care Professions Council

Course Offering(s)

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
Demonstrate a deep, systematic and comprehensive knowledge and understanding of relevant theories, concepts and principles of paramedic practice.
2.
Distinguish the care pathways available from comprehensive underpinning knowledge, recognising their worth and limitations.
3.
Illustrate a critical understanding of the diverse and changing environment in which paramedics work and the underpinning knowledge of how to be flexible and adaptable to unfamiliar contexts.
4.
Critically explore the balance between risk and danger in order to develop safe decisions to understand the limits of their own scope of practice.
5.
Autonomously draw on knowledge and understanding of current political, social and policy factors influencing their professional specialism.
6.
Critically understand how to provide holistic care that is ethical and non-discriminatory.
7.
Critically understand how to meet the needs of a patient’s physical, emotional, cultural and social circumstances.
8.
Evaluate their own knowledge and understanding, adopting and critically appraising current evidence and information to inform and influence paramedic practice.
9.
Critically understand the interface between urgent and emergency care to inform decision making process.
10.
Demonstrate safe and effective paramedic practice, consistent with professional and regulatory requirements.
11.
Comprehensively and methodically assess critically ill and/or injured patient’s needs across the life spectrum, and initiate appropriate management and therapeutic processes within unscheduled care.
12.
Independently obtain a systematic and meaningful set of clinical observations and relevant data to the patient’s condition and analyse this information to inform a working impression.
13.
Critically analyse and respond to an individual’s health and social care needs. Integrate their care in order to meet the needs of the service user and their family/significant others and carers.
14.
Initiate appropriate treatment regimes in accordance with current local and national policy and evidenced-based practice. Concurrently, review the effectiveness of ongoing treatment and interventions and adapt care accordingly.
15.
Communicate clearly and effectively with all appropriate health care workers, service users and significant others to provide information about the treatment and potential outcomes.
16.
Work in partnership, with colleagues, peers or other disciplines on complex matters, issues and ideas.
17.
Critically appraise, evaluate and interpret research data from a range of different sources and be able to integrate appropriate evidence into practice.
18.
Critically evaluate own practice through action planning, case review, appraisal, critical reflection, peer review and implement change where appropriate to professionally develop.
19.
Identify gaps within paramedic practice and recognise the opportunity for quality and service improvement in order to develop the paramedic profession.
20.
Critically apply suitable methods of analysis to research data to reach justifiable conclusions.
21.
Apply an autonomous and critical approach to continuous professional development and life-long learning.
22.
Display effective communication techniques to work in partnership with colleagues and peers within both the paramedic field and other disciplines.
23.
Apply initiative, critical thought and problem-solving skills that can serve to enhance professional activities.
24.
Plan, develop and analyse research and interpret data and other relevant information to inform practice.
25.
Illustrate critically reflective qualities in the evaluation and analysis of own actions.
26.
Identify the ability to show resilience in stressful situations and the ability to adapt and self-manage.
27.
Exercise high personal and professional behaviours and standards.

Course Structure

Foundation Level

Intermediate Level

Sandwich Year Out

Honours Level

Interim Award

Bachelor of Science

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

Teaching, learning and assessment strategies are designed to offer students a variety of learning and assessment opportunities that align with the module learning outcomes and offer realistic and effective preparation for progression into the paramedic profession.  They aim to be inclusive of diversity to allow students to actively engage in … For more content click the Read More button below. Implementing the College of Paramedics recommendation of a spiral curriculum (2017) allows concepts to be revisited on a regular basis, at different levels of intensity and with variable emphasis to enable issues and themes to be explored in increasing depth and complexity. This facilitates knowledge, understanding and skills acquisition and the development of critical thinking, problem solving and reflective capacities essential for complex professional practice.  Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus, the acquisition of practical skills and the confidence to perform academically and professionally is developed. Student choice in the development of their research ideas or improvement proposal encourages greater engagement with and control over their learning and contribution to knowledge and their professional practice. Within the programme there is an increased emphasis on student centred approaches to learning and enquiry based learning which will underpin each of the modules.  Seminars, group work, practical experience, simulation, role play, computer based learning (e.g. quizzes, voting boards, forums) and lectures will also be used.  Learning and teaching is also delivered through work-based learning as the students undertake practice placements both within the ambulance service and other health or social care environment. The blend of learning styles and environments that will be used for this course will help create a high quality learning experience.  Service user and carer engagement is embedded into the programme and some of the interactive classroom sessions will include input from patients/clients and individuals from the community. This will create authenticity and exploration of the emotional issues related to providing holistic, patient centred care. Anonymised patient stories in a variety of formats are also incorporated into teaching and learning, enabling a diversity, inclusion and a broader spectrum of patients, presentations and cultures.  All modules are supported by digital resources in the VLE. The VLE will play a key role in offering direction and academic support to students when students are not in attendance, for example when on practice placement. The team will continue to strive to develop innovative teaching techniques to enhance students’ learning. Group discussion will be encouraged during these off campus periods by the use of discussion forums on VLE’s and through the use of electronic resources so peer support and tutor support can be offered when the student is not in attendance through discussion boards through the University’s networking media and VLE. Assessment aims to support learning and to measure achievement.  Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of coursework, practice/competency based learning and examination including case-studies, presentations, objective structured clinical examinations (OSCEs) and practical scenarios. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field report writing, critique, case presentation and oral presentation of clinical findings. Assessment is based upon work- based situations through case studies to facilitate reflection and testing skills of critical analysis. Practice based learning and assessment Ambulance service placements will be broader than working on an operational ambulance, allowing the student exposure to a comprehensive and diverse number of experiences. These will include the Emergency Operations Centres, NHS 111, and other specialist roles within the ambulance service. The value of non-ambulance service placements is held in high regard and this programme facilitates access to both hospital and community placements. Diversity in placements gives the students experience of an individual’s care journey across a range of engagements. The model of hub and spoke will be adopted to ensure that the students are prepared for the realities of work once qualified. Whilst on ambulance placement, students will be assigned a Practice Educator (PEd) responsible for their progress throughout the placement (hub). On those occasions that the PEd is not available, students will be assigned to an associate PEd (spoke).Key terms Named Practice Educator: is a qualified and experienced worker whose primary role is to support, encourage and assess students in practice. Associate Practice Educator: is a qualified and experienced paramedic or other health care professional (Nurse, ODP, Midwife etc.) who is assigned to the student when on ‘non-ambulance’ placement. In exceptional circumstances, for example if a student’s named PEd is not available due to short notice absence, an associated PEd will be used. The named PEd is responsible for final ‘sign off’ within the PAD. An associate PEd from an ambulance or non-ambulance placement can sign the PAD to witness achieving a competency. Their name and designation should be clearly stated within the PAD. Students are expected to adhere to the attendance policy when attending placement. Although the HCPC and College of Paramedic set no minimum or maximum threshold for practice placement hours, the College of Paramedic (2017) suggest that ‘quality and range’ of placement should be demonstrated to enable the student to achieve the learner outcomes. The amount and type of practice placement was designed in conjunction with local stakeholders.  Throughout the programme, the skills modules require a reflective PAD to be completed. Students will be assessed through the PAD against the required competencies and responsible to engage with the PEd to fulfil all required competencies, including; skills sign off, action planning and attendance record. The named PEd will be responsible for final sign off of this competency document. To enable flow and consistency through different areas of placement, students will achieve competencies through a ‘formative’ and ‘summative’ process. This process will assist student and assigned PEd with action planning and development progress. However, it is only the assigned PEd who can complete the final summative sign off each PAD. Support for students whilst on placement is facilitated through a strong tripartite relationship between the learner, their personal academic tutor (PAT) and the PEd. Students will be signposted to the Practice Placement Handbook for further information. Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). From September 2005 it has been a QAA requirement that all students have access to PDP.  PDP enables the student to develop an awareness of their strengths and weaknesses, construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long term career goals.  PDP is introduced to students at the commencement of the course and is normally supported through the personal academic tutor system.  By reflecting on academic, personal and professional development, it enables students to monitor their progress. In turn, students will create an effective personal profile, as required by the Health & Care Professions Council to demonstrate continuous professional development and lifelong learning to retain professional registration. The School of Human and Health Sciences uses Turnitin® via the VLE for the submission of work for assessment. Turnitin® can help students and staff to ensure and protect the originality of work.  

Support for Students and their Learning

At course level support is provided by:

Personal Academic Tutor (PAT)

Students will be allocated a PAT, who will be their named point of contact throughout the course. This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates.  Specifically, personal academic tutors: 

  • Provide a personal contact for the student within the University and the School.
  • Offer guidance, assistance and support in managing the students’ academic and placement experience
  • Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the student through the University and/or School referral processes.
  • Work with students to review and reflect upon their own progress and if necessary on ways to improve it.
  • Act as a liaison between the student and their named practice educator to ensure SMART objectives are set and identify any improvements that are required.

Practice Educator (PEd)

 The role of PEd is the absolute key to having a successful placement experience. The PEd is responsible for teaching, learning and assessment of the work-based learning undertaken within this course. Practice based learning experiences will shape the type of paramedic the learner will become.

A PEd will be required to meet the following criteria:

  • HCPC registered paramedic
  • Undertaken Practice Educator or Mentorship training
  • 12 month’s post registration experience
  • Willing and committed to provide a supportive learning environment

All ambulance placements until completion of the programme will be undertaken with a paramedic. However, whilst on ambulance service placements it is not feasible or realistic for the student to be with their PEd for every shift. This is because ambulance service placements will be across the ambulance service in a number of directorates. Furthermore, the PEd may be may be unavailable at times due to leave, illness or conflicting shift patterns.                                                   

Please note: on day issues might negate this rule. Under these circumstances, students may be assigned non-paramedic mentors who cannot complete any form of competency sign off. This will usually be organised by local team leaders.

In the unlikely event that a named PEd is unable to continue supporting the student, another PEd will be allocated to take over the mentoring responsibilities. This will be organised in conjunction with the ambulance service placement lead.

Whilst on non-ambulance service placements, students will be assigned a suitably qualified associate PEd. The associate PEd will be able to contribute significantly to the students learning, and as such will contribute to formative development of their competence. It is acknowledged that skills demonstrated with an associate PEd are of value, yet the context may not always be the desired. Therefore, the responsibility should remain with the students named PEd.

 Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course.

Module Leader

The module leader is responsible for teaching, learning and assessment of the module within this course.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. 

The University provides opportunities for the accreditation of prior learning (APL) as stated at           the following link:  https://www.hud.ac.uk/undergraduate/how-to-apply/apl/

 The University’s general minimum entry requirements are specified in the ‘Regulations for Awards’ which can be found on the Registry website as follows:

https://www.hud.ac.uk/policies/registry/awards-taught/

Every applicant who applies for this course and meets the minimum entry requirement will be given the same opportunity in the selection process.  In addition to completing an application form, all applicants will be interviewed to ensure that the course is suitable for that particular student.   General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at:

http://www.hud.ac.uk/disability-services/

This course leads to eligibility for professional registration with Health and Care Professions Council (HCPC). Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at

https://www.hcpc-uk.org/standards/standards-of-proficiency/paramedics/ or by contacting the admissions tutor.

 Entry Criteria

The specific entry requirements and admission criteria for this course are detailed below, however, students will be assessed on an individual basis.

  • Evidence of health and/or social care experience
  • A Levels with a minimum grade of BBC, excluding general studies and AS level credits.
  • GCSE grade 4/C or above or Level 2 Maths and English
  • Access courses             Students must achieve 15 Distinctions and the remainder merits on all

level three modules/units.

  • BTEC                           One Distinction and two Merits
  • IELTS (or equivalent)    

Candidates for whom English is not the first language are required to have International English Language Testing System (IELTS) at a score of 6.5 with no lower than 6.0 in any single component

  • Applicants with higher level study than the minimum entry criteria must demonstrate currency of study skills.

Note: A full driving licence will normally be required in order to provide the broadest post-course employability. Although a driving licence is not stipulated as entry criteria, the candidate must be able to find means to attend placements.

 The Shortlisting Process

Candidates are shortlisted following review of the entry criteria and the strength of their written applications. The written application will need to show how they have used their previous experience to help them develop knowledge and understanding of the tasks, roles and responsibilities of a paramedic. Candidates will be selected on their preparedness for study, their relevant experience and their understanding paramedic practice. 

The Selection Process

The selection process aims to provide both the applicant and the selection team with the details required to make an informed decision. Candidates will be required to attend an interview date due to the required elements of selection. 

Conditional offers are subject to:

  • An Occupational Health screening for fitness to undertake practice.
  • An enhanced a Disclosure and Barring Service (DBS) check

As per HCPC (2023) ‘Standards of Proficiency’, students must be able to ‘understand and be able to apply appropriate moving and handling techniques’. Having a disability should not be seen as a barrier to becoming a health and care professional. As such the University will consider reasonable adjustments, in line with any disclosed application. Further guidance relating to becoming a health and care professional is found in the HCPC (2015) ‘Health, disability and becoming a health and care professional’ guidance.

Prior to enrolling on the course all students will be subject to an enhanced disclosure with the Disclosure and Barring Service. Candidates must disclose information about their current disciplinary record and criminal offences.

All offers made are subject to candidates declaring any health issues and criminal convictions, (including those normally regarded as spent under the Rehabilitation of Offenders Act, 1974 (exceptions) Order 1975).

Methods for evaluating and improving the quality and standards of teaching and learning

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at:

https://www.huddersfield.su/

Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council.  Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.

An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels.  External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process. Good practice and innovation are highlighted through the annual evaluation process.

Professional, Regulatory and Statutory Bodies: The Health and Care Professions Council, as the regulator statutory body, undertakes an annual monitoring process of the provision against its Standards of Education and Training and Standards of Proficiencies.  A visit to review or monitor standards on the course is undertaken when significant change to the provision has been implemented.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

Assessment rules

  • Identities of individuals and organisations (where possible) should be anonymised and confidences respected. Consent should be obtained from individual patients/clients for use of any of their personal health information.
  • All modules must be passed.
  • All assessments should be passed.
  • To qualify for the award, students must complete and pass all the course requirements

Role of External Examiners

External examiners are approved through Course Committees before being appointed by School Boards and approved by University Learning and Teaching Committee

The role of the examiner is to ensure academic and professional standards are maintained through:

  • Review a sample of coursework and examinations, including attendance at the final practical examination
  • Attendance at course assessment boards
  • Paramedic registered with the HCPC.

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

The outcome of the most recent institutional audit can be found at:

https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield