Inherent requirements – Bachelor of Paramedicine
Read about the abilities, attributes, skills and behaviours needed to meet the learning outcomes of the Bachelor of Paramedicine.
Inherent requirements
You should carefully consider the following inherent requirement statements for the Bachelor of Paramedicine as:
- a guide for your learning during the course
- a way to identify challenges you may have in meeting the requirements.
This relates to the understanding and ability to comply with Australian and Victorian law and professional accreditation regulations. Examples include:
- Child protection and safety legislation (including the ability to pass a Working with Children Check)
- Criminal History / Police Checks
- Occupational health and safety
- Anti-discrimination legislation
Rationale
Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary in order to reduce the risk of harm to self and others in clinical and related settings; compliance with these professional regulations and the Australian Law ensures students are both responsible and accountable for their practice.
Examples
- Complying with the clinical placement policy set by VU and of the placement provider (e.g. use of social media, uniform)
- Child protection and safety legislation (including the ability to pass a Working with Children Check)
- Complying with Criminal History / Police Checks
- Complying with occupational health and safety
- Comply by the code of conduct set by the Australian Health Practitioner Regulation Agency (AHPRA)
Inherent requirement
This relates to the student's ability to understand and adhere to standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with.
Examples include:
- Complying with academic and non-academic conduct codes and policies, including academic integrity policies
- Understanding and complying with professional standards, codes of practice, and guidelines
Rationale
Compliance with standards, codes, guidelines and policies that facilitates safe, competent interactions and relationships for students and the people they engage with in the many environments of practice is required for the physical, psychological, emotional and spiritual well-being of all.
Examples
- Complying with academic and non-academic misconduct policies. Complying with medico-legal requirements relating to informed consent, privacy and confidentiality with patient information in academic and clinical settings
- Comply with academic and non-academic conduct codes and policies and professional standards, set by VU, AHPRA and placement providers
- Identify and enact relevant applications of these codes and standards, including those relating to plagiarism, informed consent, privacy, confidentiality, and equitable and respectful behaviour in academic and clinical settings. https://www.paramedicineboard.gov.au/Professional-standards/Codes-guide…
- Complying with academic and non-academic conduct codes and policies, including academic integrity policies
Where relevant, this relates to considerations of current scope of practice, workplace health and safety, and any other matter related to safety. Examples include:
- Ability to understand and comply with all relevant workplace health and safety policies and practices
- Ability to identify and respond to alarm systems
- Ability to understand and demonstrate compliance with current scope of practice
- Ability to manage one's own health in a manner that promotes the ability to fulfill the requirements of study, placements, and the role/s for which the study typically equips the graduate
Rationale
Compliance with current scope of practice, workplace health and safety, infection control considerations and effective and timely response to alarm systems are required to provide safe environments for students, staff and others.
Examples
- Ability to understand and comply with all relevant workplace health and safety policies and practices, including for equipment use and storage
- Ability to understand and demonstrate compliance with current scope of practice
- Ability to manage one's own health in a manner that promotes the ability to fulfill the requirements of study, placements, and the role/s for which the study typically equips the graduate
This relates to the student's capacity for knowledge acquisition, utilisation and retention. It also includes metacognitive capacity such as awareness of one's own thinking, and the ability to reflect, evaluate, adapt and implement new cognitive strategies. Examples include:
- Focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet the course objectives
- Ability to reflect and take personal responsibility
- Ability to apply knowledge in practical and theoretical assessment settings
Knowledge & cognitive skills
Inherent requirement
Knowledge acquisition, utilisation and retention spanning and drawing together all coursework subjects. Cognitive skills for focus, memory, attention to detail, theoretical deliberation, and practical functioning sufficient to meet patient care needs.
Rationale
Understanding and retention of coursework information and the effective processing of this information is required for appropriate, safe and effective delivery of care/practice.
Examples
- Assess the application of policy and procedures in the context of clinical situations; Source, research and use an evidence-based framework to make sound decisions between clinical management options
- Assess level and analyse causes of a patient's pain
- Notice and respond effectively to critical changes in vital signs or observable symptoms (e.g. assess appropriate course of action when patient’s temperature is elevated)
Metacognition
Inherent requirement
Awareness of own thinking, and skills to reflect, evaluate, adapt and implement new cognitive strategies for improved learning and patient care.
Rationale
Understanding and ongoing learning about oneself as an instrument in patient care is required for safe and effective delivery of practice.
Examples
- Ability to apply knowledge in practical and theoretical assessment settings
- Ability to appropriately apply knowledge of theory, research evidence, policies and procedures in a clinical setting
- Managing multiple tasks and priorities in distracting, dynamic and time-sensitive environments
Inherent requirement
This includes both writing and reading, and is also linked to English language proficiency (literacy requirements are always established in terms of English). NB: For VE, literacy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:
- Capacity to comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments
- Producing clear, accurate documentation relating to practical tasks
Rationale
Patient care information can be delivered by many different modes and competent literacy skills for these are essential to provide appropriate, safe and effective delivery of care/practice.
Examples
- Comprehend, summarise and reference a range of literature in accordance with appropriate academic conventions in written assignments.
- Interpret written and spoken language to enact verbal directions or documented patient care plans.
- Produce accurate, concise and clear nursing documentation which meets legal requirements.
Inherent Requirement
This includes any form of numeracy required to complete the course successfully. For many courses, this will be basic functional numeracy. NB: For VE, numeracy requirements are based on the Australian Core Skills Framework (ACSF). Examples include:
- Competent reasoning and reliable accuracy with numerical concepts
- Ability to perform basic mathematical tasks
Rationale
Competent reasoning and reliable accuracy with numerical concepts are essential for safe and effective care/practice.
Examples
- Accurately calculate drug dosages in a time-constrained environment
- Accurately prepare, administer and record medications
- Calculating the percentage of body surface area affected in a patient with burns
- Read and interpret electrocardiograms
This includes verbal, non-verbal and written communication. Examples include:
- Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions
- Ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication
- Ability to produce English text to the expected standard (NB: This is a skill that may be developed throughout a course, and should be identified as such in any inherent requirements statement)
Verbal communication
Inherent requirement
Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussions for patient care, tailored to the local English-speaking audiences.
Rationale
Effective verbal communication, in English, with patients and university and clinical staff is required for effective learning and to provide safe and effective delivery of care/practice.
Examples
- Verbal communication in English to a standard that allows fluid, clear, and comprehensible two-way discussion
- Participating in class discussions and practicing verbal communication skills during practical classes and high-fidelity simulation
- Establishing rapport with patients during paramedic practice and responding appropriately to requests from patients, supervisors and other health professionals in the clinical setting
- Convey spoken messages accurately and effectively in a professional/clinical situation;
- Understand and respond to verbal communication accurately and appropriately in a time-constrained environment
- Build rapport with a patient to encourage full disclosure of symptoms;
- Present information to, and engage in developing discussions with, a wide audience, including academic and professional/clinical presentations.
- Responding appropriately to requests from patients, supervisors and other health professionals in the clinical setting
- Conveying complex clinical information and concepts to patients and their families
Non-verbal communication
Inherent requirement
Non-verbal communication skills that enable respectful communication with others to meet patient care needs.
Rationale
The ability to recognise, interpret and respond to non-verbal cues, to communicate with congruent and respectful non-verbal behaviour, and to be sensitive to individual and/or cultural variations in non-verbal communication is essential for safe and effective care.
Examples
- Recognising and responding appropriately to cues and activities in the university environment
- Recognise cues in a patient’s facial expression, appearance, behaviour, posture, or movement and responding appropriately
- Deliver information to a distressed patient incorporating non-verbal behaviour that matches the nature of the information
Written communication
Inherent requirement
Ability to produce English text to a standard that provides clear and professional-level communication for patient care, with language usage and style tailored to the targeted recipients.
Rationale
Effective communication in English text is required to demonstrate applied skills in academic writing conventions and in sustained and organised academic argument and provide safe and effective delivery of care/practice.
Examples
- Communicate complex academic and clinical perspectives in writing.
- Summarise and appropriately reference a range of literature in written assignments.
- Use precise and appropriate language to contribute to both handwritten and electronic medical records in a time-constrained environment.
This includes visual, auditory and tactile capacity. NB: Care must be taken to not prescribe any sensory ability as an inherent requirement if the student might be able to achieve the desired result with the use of one or more adjustments. Examples include:
- Ability to interact with visual inputs sufficiently to manage learning environments
- Ability to interact with auditory inputs sufficiently to manage learning environments
- Ability to respond to tactile input and provide appropriate tactile interaction
Visual
Inherent requirement
Ability to interact with visual inputs sufficiently to manage learning environments.
Rationale
Ability to interact with visual inputs sufficiently to manage learning environments. Elements in the working and learning environment are delivered by visual means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Examples
- Recognising subtle changes in a patient’s skin colour during examination
- Determining respiratory rate by watching how many times per minute the patient’s chest rises
- Working in a safe manner on placement in poorly lit areas and at night
Auditory
Inherent requirement
Ability to interact with auditory inputs sufficiently to manage learning environments.
Rationale
Elements in the learning and working environments are delivered by auditory means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice.
Examples
- Listening to instructions and feedback from multiple sources simultaneously, such as the patient, other paramedics and other agencies
- Ability to listen for patient safety alarms and alerts on cardiac monitors
- Using a stethoscope to listen to the breathing sounds of a patient to perform a respiratory assessment
- Accurately undertake blood pressure measurements by auscultation
- Discussions with colleagues for patient care decisions
Tactile
Inherent requirement
Ability to respond to tactile input and provide tactile interaction.
Rationale
Elements in the learning and working environment are detected and measured by tactile means, and the ability to learn from or respond to these inputs is required to provide safe and effective practice. The appropriate use of touch as a part of effective patient care is also required.
Examples
- Detecting any changes in circulatory observations (e.g. temperature of extremeties, skin moisture and pulse palpation)
- Palpating joints, muscles, and soft tissues, and detecting anatomical or movement abnormalities
- Conduct a physical assessment and detect any anatomical or physiological abnormalities
- Apply appropriate technique when performing venepuncture
- Provide patient care through appropriate and reassuring touch
This includes both gross and fine motor ability. Examples include:
- Strength, range of motion, coordination and mobility sufficient to meet the requirements of the study, including placements included in the course
- Manual dexterity and fine motor skills sufficient to meet the requirements of the study, including placements included in the course
Gross motor ability
Inherent requirement
Strength, range of motion, coordination and mobility sufficient to meet patient care needs.
Rationale
A wide range of physical patient care actions in a time-constrained environment is required to provide safe and effective practice.
Examples
- Maintaining balance while safely mobilising and transferring patients or resources
- Assisting patients, with varying physical capacities, to and from beds, chairs and standing, in a variety of environments
- Instigate and contribute to advanced life support
- Move readily around patients, out-of-hospital environments and inside an ambulance, with varying surfaces and levels, to complete tasks within time-frames
- Effectively ascertain patient information from percussion or palpation of a patient's body parts
Fine motor ability
Inherent requirement
Manual dexterity and fine motor skills sufficient to meet patient care needs.
Rationale
A wide range of fine-motor manual tasks in a time-constrained environment are required to provide safe and effective practice.
Examples
- Connecting patients to monitoring equipment and recording events
- Performing treatment techniques, such as suctioning, cannulation and wound dressings
- Draw up medication into a syringe
- Open sterile packaging without contaminating contents
- Contribute to patient care documentation
Inherent requirement
This includes a person's ability to sustain their performance in a given activity or series of activities over time. Care must be taken to not prescribe sustained performance in a way that allows no room for temporary changes to performance levels due to illness or other factors.
Examples include:Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement
Rationale
A range of complex, multi-component or extended patient care tasks carried out over a period of time and in a time-constrained environments is required to provide safe and effective practice.
Examples
- Remaining focused and providing consistent responses over a negotiated time frame while on clinical placement
- Maintaining consistent physical performance throughout an entire shift whilst on clinical placement
- Sustain study practices and clinical performance to sufficiently engage with the learning workload for a study period, and for the degree, within a constrained time-frame
- Ability to sustain a working posture, associated manual tasks, cognitive engagement, performance level and emotional control for the full duration of any task required as part of the course or any placement
Inherent requirement
This includes the personal flexibility and resilience required to adapt behaviour to different situations, even when they are stressful or difficult. NB: Care must be taken to allow room in the inherent requirements for the individual to demonstrate behavioural adaptability through withdrawing from activities for a time to undertake medical interventions and self-care measures. Examples include:
- Ability to adjust ways of working to work within teams of varied personal and professional backgrounds
- Being receptive and responding appropriately to constructive feedback
- Maintaining respectful communication practices in times of increased stressors or workloads Adjusting to changing circumstances in a way that allows self-care
Rationale
Behavioural adaptation is required to manage personal emotional responses as an individual and within teams in changing and unpredictable environments, including emergency situations and times of human distress. Students will also be required to adapt their behaviour appropriately during times of additional stressors in their own lives, whether this adaptation involves ways of continuing to engage with their role or withdrawing for self- care for a period.
Examples
- Reflect on practice and be receptive and respond appropriately to constructive feedback
- Cope with own emotions and behaviour effectively when dealing with changing responses of individuals in the clinical setting
- Maintain respectful communication practices in times of increased stressors or workloads
- Adjust to changing circumstances in a way that allows self-care while maintaining a professional-level focus on the patient
If you have challenges related to a disability or health condition, contact Accessibility Services to discuss possible strategies and reasonable adjustments.