Senior Lecturer Paramedic Science

Paramedic Science (Degree Apprenticeship) - UH-000683

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: 
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
Managing APL Claims for Apprentices
For apprenticeship courses, the levy cannot be used to pay for training for skills, knowledge and behaviours already attained by the apprentice. Prior learning and experience must be accounted for when negotiating a price with the employer; content, duration and price must be adjusted.
The INA should assess an individual’s prior learning and experience before enrolling on the course. This must:
<ul>
<li>Quantify and evidence the proportion of prior learning already attained,</li>
<li>Quantify the proportion of ‘off the job’ training content that will not be covered,</li>
<li>Quantify the amount that the funding will be reduced by.</li>
</ul>
Where prior learning and/ or experience reduces the duration to less than 12 months or would fail to meet 6 hours per week off-the-job training, the apprentice is ineligible for funding.
The INA must include a thorough appraisal of the apprentice’s existing knowledge, skills and behaviours against those required to achieve occupational competence. This must include;
<ul>
<li>Work experience (particularly if the apprentice is an existing employee)</li>
<li>Prior education, training or qualifications in a related subject area</li>
<li>Any previous apprenticeship completed.</li>
</ul>
The INA is a requirement of the Education and Skills Funding Agency’s Funding Rules and should be documented in the evidence pack.
Recognition can be a prior achievement; claiming academic credit for prior certificated learning or experiential learning; claiming academic credit for learning gained through experience from the workplace.
All claims should be submitted during the application process and before the apprentice joins the course. Where advanced entry to the course is being sought, it is essential that this is concluded promptly. UTLC expects all Schools to have received the full set of documentation for advanced entry claims by the third week of teaching.
 The University’s general minimum entry requirements are specified in the ‘Regulations for Awards which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
A detailed discussion is held between the applicant, their employer and the main provider to review any additional learning needs, named the initial needs assessment (INA). The INA will explore any previous learning and inform accreditation of prior learning (APL) to the apprenticeship programme. Any APL informs the review of programme structure, length and costs. 
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 learner.   General advice and information regarding disability and the support the University can give can be found by contacting learner services as follows:
Telephone: 01484 472675
Email: disability@hud.ac.uk
Further information is available at their website at:
<a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>
In addition this course leads to professional recognition with Health and Care Professions Council, further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at <a href="http://www.hpc-uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.pdf">http://www.hpc-uk.org/assets/documents/1000051CStandards_of_Proficiency_Paramedics.pdf</a> and by contacting the admissions tutor.
Entry Criteria
The specific entry criteria for this course are detailed below:
Candidates require: 
<ul>
<li>Level 2 qualification in Functional skills in both Maths and English</li>
<li>Compliant with all trust Statutory &amp; Mandatory training</li>
<li>At least a 30 hour per week contract for the duration of the course</li>
</ul>
A high standard of driving skill and road behaviour is expected. Employees must adhere to the
‘Guidance for driving at work’ document found on the trust website:
<a href="https://pulse.yas.nhs.uk/apps/Library/PoliciesandProceduralDocuments/GU%20-%20Guidance%20for%20Driving%20at%20Work%20V14.pdf">https://pulse.yas.nhs.uk/apps/Library/PoliciesandProceduralDocuments/GU%20-%20Guidance%20for%20Driving%20at%20Work%20V14.pdf</a>
Staff who are employed by the Trust and gain points while in post will not be able to progress within the trust for a role which requires driving if they have 6 points or more on the licence at the point of the progression opportunity. Further information can also be found within the trust Driving at work policy and procedure:
<a href="https://pulse.yas.nhs.uk/apps/Library/PoliciesandProceduralDocuments/PO%20-%20Driving%20at%20Work%20Policy%20and%20Procedure%20-%20April%202019%20v4.3.pdf">https://pulse.yas.nhs.uk/apps/Library/PoliciesandProceduralDocuments/PO%20-%20Driving%20at%20Work%20Policy%20and%20Procedure%20-%20April%202019%20v4.3.pdf</a>
The Shortlisting Process
Shortlisting will be undertaken using the framework provided by the employer.
The Selection Process
Led by the employer, 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 due to the required elements of selection. 
Before the apprenticeship commences, an Initial Needs Assessment (INA) will take place to assess the individual’s prior learning. The INA ensures that the apprenticeship (both the job role and the training) is an appropriate programme for the individual. The INA is completed on an individual basis prior to enrolment.
Conditional offers are subject to:
<ul>
<li>An Occupational Health screening for fitness to undertake practice coordinated by the University as part of their enrolment process.</li>
<li>An enhanced a Disclosure and Barring Service (DBS) check</li>
<li>Ability to demonstrate a valid and eligible residency status.</li>
</ul>
As per HCPC (2014) ‘Standards of Proficiency’, learners 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 learners 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).

Assessment rules 
<ul>
<li>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.</li>
<li>All modules must be passed.</li>
<li>All assessments should be passed.</li>
<li>To qualify for the award, learners must complete and pass all the course requirements</li>
</ul>
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:
<ul>
<li>Review a sample of coursework and examinations, including attendance at the final practical examination</li>
<li>Attendance at course assessment boards</li>
<li>Paramedic registered with the HCPC.</li>
</ul>

UH-000683 - Paramedic Science (Degree Apprenticeship)

Intermediate Compulsory

Intermediate Optional

Intermediate Core

Intermediate Level

Honours Optional

Honours Core

Honours Compulsory

Honours Level

End Point Assessment Compulsory

End Point Assessment

Foundation Core

Foundation Compulsory

Foundation Optional

Foundation Level

Structure

Bachelor of Science

Certificate of Higher Education

Communicate clearly and effectively with all appropriate health care workers, service users and significant others to provide information about the treatment and potential outcomes.

Exercise high personal and professional behaviours and standards. 

Work in partnership, with colleagues, peers or other disciplines on complex matters, issues and ideas.

Apply an autonomous and critical approach to continuous professional development and life-long learning.

Demonstrate safe and effective paramedic practice, consistent with professional and regulatory requirements.

Critically understand how to meet the needs of a patient’s physical, emotional, cultural and social circumstances.

Critically appraise, evaluate and interpret research data from a range of different sources and be able to integrate appropriate evidence into practice. 

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.

Critically explore the balance between risk and danger in order to develop safe decisions to understand the limits of their own scope of practice.

Identify the ability to show resilience in stressful situations and the ability to adapt and self-manage.

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. 

Demonstrate a deep, systematic and comprehensive knowledge and understanding of relevant theories, concepts and principles of paramedic practice.

Evaluate their own knowledge and understanding, adopting and critically appraising current evidence and information to inform and influence paramedic practice.

Autonomously draw on knowledge and understanding of current political, social and policy factors influencing their professional specialism.

Critically understand the interface between urgent and emergency care to inform decision making process.

Critically understand how to provide holistic care that is ethical and non-discriminatory.

Critically evaluate own practice through action planning, case review, appraisal, critical reflection, peer review and implement change where appropriate to professionally develop.

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.

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.

Identify gaps within paramedic practice and recognise the opportunity for quality and service improvement in order to develop the paramedic profession.

Distinguish the care pathways available from comprehensive underpinning knowledge, recognising their worth and limitations.

Plan, develop and analyse research and interpret data and other relevant information to inform practice.

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.

Apply initiative, critical thought and problem-solving skills that can serve to enhance professional activities.

Display effective communication techniques to work in partnership with colleagues and peers within both the paramedic field and other disciplines.

Illustrate critically reflective qualities in the evaluation and analysis of own actions.

Critically apply suitable methods of analysis to research data to reach justifiable conclusions. 

The School is committed to comprehensive learner engagement and works actively with the University of Huddersfield Student Union to support this through the learner representative system see further information at:
<a href="https://www.huddersfield.su/">https://www.huddersfield.su/</a>
Within the School, learners 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 learner 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 and Statutory Regulatory Bodies: The Health and Care Professions Council, as the  statutory regulatory 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.
Learner reviews and Employer reviews: A Training Plan must be completed before the apprentice enrols and the apprenticeship agreement is signed. The Training Plan forms the basis of the regular reviews that occur between all three parties to track progress and review the ongoing support and commitment needed during the lifetime of the apprenticeship
Tripartite reviews will record progress against the Training Plan, address apprentice development or shortfall issues.
Ofsted and inspections
Ofsted inspects the quality of apprenticeships at all levels, which makes it the single body responsible for their quality assurance.
This means that Ofsted carries out inspections of apprenticeship training at universities and colleges registered with the Office for Students (OfS). It then reports its judgements to OfS and the Education and Skills Funding Agency (ESFA).

UH-000683

Public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education:
<a href="https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about">https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about</a>
This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner 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:
<a href="https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield">https://www.qaa.ac.uk/reviewing-higher-education/quality-assurance-reports/University-of-Huddersfield</a>

At course level support is provided by:
Personal Academic Tutor (PAT)
Learners will be allocated a PAT, who will be their named point of contact throughout the course. This system aims to both improve the learner experience of learning and teaching, and increase learner retention and achievement rates.  Specifically, personal academic tutors:
<ul>
<li>Provide a personal contact for the learner within the University and the School.</li>
<li>Offer guidance, assistance and support in managing the learners’ academic and placement experience</li>
<li>Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the learner through the University and/or School referral processes.</li>
<li>Work with learners to review and reflect upon their own progress and if necessary on ways to improve it.</li>
<li>Act as a liaison between the learner and their named practice educator to ensure SMART objectives are set and identify any improvements that are required.</li>
</ul>
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:
<ul>
<li>HCPC-registered paramedic</li>
<li>Undertaken Practice Educator or Mentorship training</li>
<li>12 months' post-registration experience</li>
<li>Willing and committed to provide a supportive learning environment</li>
</ul>
Whilst on non-ambulance service placements, learners will be assigned a suitably qualified associate PEd. The associate PEd will be able to contribute significantly to the learner's 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 learner's named PEd.
To support the learning both in theory and clinical practice, the PEd and the PAT will meet with the learner through the tripartite review. Progression, attendance and personal development requirements will be identified and action plans identified as required. The Apprenticeship Team will monitor progression and compliance alongside employer feedback.
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.
Centre for Apprenticeships The Centre for Apprenticeships team offers advice and guidance to apprentices, employers, staff and other stakeholders to assist them through the apprenticeship process. This includes: quality assurance, compliance, and data-collection requirements necessary to meet ESFA, Ofsted and University regulatory requirements for apprenticeship courses. The team also supports the administrative processes linked to recruitment to the courses, ensuring apprenticeship funding rules and University regulations are followed and evidence packs are completed. The team monitors off-the-job hours, attendance of learners, reviews progress made, supplies data to practice partners as requested, plans and administers End-Point Assessment Gateway and End-Point Assessments with external EPA Organisations (where applicable).