Year 2 they must CRITICALLY ANLAYSE how they meet them Year 2 they must EVALUATE how they meet them This means that students are assessed at a progressively higher level in each practice year. Why aren’t all the Standards of Proficiency in there? They are assessed in an academic context. For example Paramedics are required to evaluate and comment on evidence and have well developed research skills. Those proficiencies are assessed in their academic work. The standards that you will be assessing them on relate to PRACTICE 4.3 Practice Objectives – Non-Paramedic Placements Non-Paramedic placements have formative learning objectives consisting of core objectives and placement specific objectives. Students are expected to towards those objectives during non-Paramedic placements. There may be further opportunities in the programme for students to gain those experiences if they have not been exposed to them in those areas. 4.4 How are Students Assessed on a Non-Paramedic Placement? The supervising clinician is expected to provide the Practice Mentor with feedback on their non-Paramedic placement areas. This is formative feedback that will be used to contribute to both the mid-point and end of practice year assessments. 4.5 Practice Skills: Demonstrating Competence The skills log is a continuous record of the skills that students have demonstrated as they have progressed through your programme. Each Year of the programme has specific clinical skills which must be demonstrated and summatively assessed by Practice Mentors. Once the student has passed their simulated assessment an academic member of staff will sign and date the ‘Ready for Practice’ section of the skills log. This means that they can practice ANY skill that has been deemed to be ‘Ready for Practice’ in the clinical area. If the signature is missing the student cannot perform this skill at this time. Only Paramedic Practice Mentors can sign to confirm whether students are able to demonstrate the achievement of the practice competencies detailed in the Practice Competency Assessment document at the end of the practice year but other professionals can indicate that they are satisfied with those skills by detailing this in their formative feedback.
students and their performance in practice, including some specialist support for you as a Practice Mentor when dealing with a student who is struggling. 5.4 Fitness to Practise If you have any concerns regarding your student’s fitness to practice you should contact your Academic Zone Tutor as soon as possible. Out of hours please call your contact centre for further 6 TYPICAL STUDENT JOURNEY
Comments: Joe continues to develop his communication skills, perhaps needs a little more time with children and families to get information quickly and use this as part of his assessment. Unable to demonstrate the ability to work appropriately and in partnership with service other professionals and support staff |---------------x------------| Able to demonstrate the ability to work appropriately and in partnership with service users, other professionals and support staff Comments: Joe is professional and works well with service users and other professionals and support staff on the vehicle. Unable to demonstrate the ability to record and maintain appropriate records |---x------------------------| Able to demonstrate the ability to record and maintain appropriate records Comments: Joe do with making sure he records all observations and findings accurately as this will help him review his work and justify his decisions in debriefs. Unable to demonstrate the ability to discuss / gain informed consent from service users |------------------x---------| Able to demonstrate the ability to discuss / gain informed consent from service users Comments: Joe has demonstrated that he understands the concepts of consent with patients. Unable to demonstrate the ability to reflect on and review practice |---------x------------------| Able to demonstrate the ability to reflect on and review practice Comments: Joe reflects well on his practice after each job and we have discussed ways that he can improve this for future practice. Unable to demonstrate the ability to discuss how to quality |-------x--------------------| Able to demonstrate the ability to discuss
assure the care that they deliver. how to quality assure the care that they deliver. Comments: We have discussed clinical audit and how our work is measured and assured. Formulation of Assessment & Delivery Plans Unable to demonstrate the ability to utilise the key concepts of their profession and knowledge base to assess patients |-------------x--------------| Able to demonstrate the ability to utilise key concepts of their profession/knowledge base to assess patients Comments: Joe is able to utilise his University knowledge to make good assessments. Unable to demonstrate the ability to engage with the evidence based practice process to inform their decisions. |------x---------------------| Able to demonstrate the ability to engage with the evidence based practice to inform their decisions. Comments: Joe understands the need to use a wide range of guidance for practice. Unable to draw from their knowledge and skills base to formulate and implement a management plan for service users |-----x----------------------| Able to demonstrate the ability to use their knowledge/ skills base to formulate and implement a management plan for service users
Comments: Joe makes good management plans for his stage of practice. Next year we will work on making those decisions more independently. Unable to demonstrate the ability to form an differential diagnosis |---------x------------------| Able to describe and demonstrate the ability to form a differential diagnosis Comments: Joe needs to work on making more differential diagnosis and ensuring that he considers other options for treatment and management. Knowledge, Understanding and Skills Unable to describe the interventions needed to meet the clinical needs of patients |-------------------------x--| Able to describe appropriate interventions to meet the clinical of patients Comments: All of his interventions were appropriate to his skill level and stage of education. Unable to demonstrate competence in the clinical skills that are appropriate to their stage of learning |------------------------x---| Able to demonstrate competence in the clinical skills that are appropriate to their stage of learning Comments: Demonstrates competence at this stage of his education. Unable to demonstrate the ability to maintain a safe practice environment and sterile fields |-------------------------x--| Able to demonstrate the ability to maintain a safe practice environment /sterile fields
Key Skill/Competence Status Academic Staff Signature (PRINT/Sign/Date) Management of cardiac arrest and peri-arrest arrhythmias (Adult) Evidence of Achievement Submitted Management of cardiac arrest and peri-arrest arrhythmias (Child) Evidence of Achievement Submitted These are ESSENTIAL skills that MUST be demonstrated in each Practice Year.
– disease and trauma processes and how to apply this knowledge to develop appropriate treatment plans for the patient's pre-hospital or out-of-hospital care – how the application of paramedic practice may cause physiological and behavioural change – human anatomy and physiology, especially the dynamic relationships of human structure and function and the 12 Standards of proficiency – Paramedics musculoskeletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems – human growth and development across the lifespan – normal and altered anatomy and physiology throughout the human lifespan – relevant physiological parameters and how to interpret changes from the norm – the factors influencing individual variations in human ability and health function – the main classes of pathogenic microorganisms, the spread of infection and the use of universal precautions – the main sequential stages of normal development, including cognitive, emotional and social measures of maturation through the human lifespan – the role of nutrition in promoting health and preventing illness across the life spectrum 13.9 understand the following aspects of physical science: – principles and theories of physics, biomechanics, electronics and ergonomics that can be applied to paramedic practice – the means by which the physical sciences can inform the understanding and analysis of information used to determine a diagnosis – the pathophysiological changes to normal homeostatic function and its implications – the principles and application of measurement techniques based on biomechanics and electrophysiology