Pathophysiology to Inform Clinical Decision making in Paramedic Practice SI MODULE CODE N CREDITS 20 LEVEL 4 JACS CODE

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1 MODULE DESCRIPTOR TITLE Pathophysiology to Inform Clinical Decision making in Paramedic Practice SI MODULE CODE CREDITS 20 LEVEL 4 JACS CODE B900 SUBJECT GROUP Paramedic Practice DEPARTMET Allied Health Professions MODULE LEADER Andrew Kirke MODULE STUD HOURS (based on 10 hours per credit)* Scheduled Learning and Teaching Activities Placement (if applicable) Independent Guided Study MODULE AIM Total umber of Study Hours This module will develop the specialist knowledge in pathophysiology and this will be linked to disease management and providing treatment plans. MODULE LEARIG OUTCOMES By engaging successfully with this module you will be able to Identify the pathological changes and related clinical features of common conditions experienced by services users. Recognise physiological, structural, behavioural and functional changes in differing patient presentations. Explore the effectiveness of various clinical and paramedic interventions, including drug administration, common prescribed medications, on the patient s physiological and behavioural well-being IDICATIVE COTET Respiratory conditions - e.g. COPD /Asthma/CAP/chest infection Cardiovascular conditions e.g. MI /angina/ LVF/ sepsis/sickle cell Musculoskeletal fractures, sprains, strains Shock eurological e.g. Stroke/TIA/epilepsy and non-epileptiform/head injuries compression/concussion/meningitis Endocrine conditions: e.g. Diabetes mellitus/diabetes insipidus / Addison's Sexual health and wellbeing Healthy conversations/public health / Every contact counts Gastrointestinal and genitourinary - UTI Reproductive system Burns Drowning

2 LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS ou will be supported in your learning, to achieve the above outcomes, in the following ways Lectures will be based around case presentations. These cases will be the basis for review of treatment and management of common diseases and illness faced by the emergency clinician. The lecture will provide and interactive platform where students will be able to develop their knowledge and contribute to evolving case studies.. Group work small group work to facilitate further research and understanding of pathophysiology in the format of; Condition / Problem based case studies. Producing information for their peer group in the format of their choice which could include podcasts, posters, PowerPoint s. Student-directed learning, this will include article reviews and specific review of pathophysiology literature. This may be tested in the formative assessments. Workshops will be used to enable the student to explore various aspects of pathophysiology and its relation to clinical signs and symptoms Formative Assessment Varying means of formative assessment maybe completed examples of this would be, case presentations where you will present a given case study and outline the key findings and treatment requirements, multiple choice question examinations, you will be provided with questions on the learning environment to check on your learning journey. ASSESSMET TASK IFORMATIO o.* Short Description of SI Code EX/CW/PR Weighting % Word Count or Exam Duration** 1 Case Study CW 100% 3000 / In-module retrieval available Case Study The case study will be guided by a range of question set out to meet the learning outcomes for the module. This will allow you to investigate current literature and apply knowledge and theories to a given medical condition. FEEDBACK ou will receive feedback on your performance in the following ways Case Study Feedback will be provided through electronic transcripts. our work will be annotated to identify areas of improvement and where you have achieved compliance with the marking criteria. This will culminate in a final written marks sheet which will indicate through numeric scoring where you have achieved your mark and also an overall summary of your work. This will be managed electronically.

3 LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) Core Texts ASSOCIATIO OF AMBULACE CHIEF EXECUTIVES (2013) UK ambulance services clinical practice guidelines Bristol. Class Publishing. CAROLIE, ancy (2013) Emergency care in the streets. 7 th Edition. Burlington, MA. Jones & Bartlett GREGOR, Pete; WARD, Aidan (2010) Sanders paramedic textbook. London. Mosby Elsevier VAPUTTE, Cinnamon; REGA, Jennifer; RUSSO, Andrew et al (2014) Seeley s anatomy and physiology. 10 th Edition. ew ork. McGraw Hill Supplementary Reading COLLEDGE, icki; WALKER, Brian; RALSTO, Stuart (Eds) (2010) Davidson s principles and practice of medicine. 21 st Edition. Edinburgh. Churchill Livingstone Elsevier TORTORA, Gerald; DERRICKSO, Bryan (2011) Principles of anatomy and physiology. Volume th Ed. Danvers, MA. John Wiley and Sons Inc TORTORA, Gerald: DERRICKSO, Bryan (2011) Principles of anatomy and physiology. Volume th Ed. Danvers, MA. John Wiley and Sons Inc WAUGH, Anne; GRAT, Alison (2010) Ross and Wilson anatomy and physiology in health and illness. 11 th Ed. Edinburgh. Churchill Livingstone

4 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 04/2015 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 Jan 2015 June 2015 Course Intake 2 07/09/ /02/2016 Course Intake 3 DD/MM/ DD/MM/ Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Overall PASS / FAIL Grade *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? If sub-tasks / activities are to be used this must be approved within the Faculty prior to approval. Subtask / activity marks will be recorded locally and extenuating circumstances, extensions, referrals and deferrals will not apply to sub-tasks / activities. FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) o. 1 O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, e.g. MODEL B, ALL TASKS MUST BE PASSED AT 40%. B: on-standard assessment patterns are subject to Faculty agreement and approval by Registry Services - see guidance notes.

5 REVISIOS Date Reason May 2015 Minor Mod