MUcaps

© Monash University, 2008

This publication is prepared for Monash University – Department of Community Emergency Health and Paramedic Practice (DCEHPP), Centre for Ambulance & Paramedic Studies and is to be used as a non-endorsed resource for accredited training programs. The programs deliver Nationally Accredited Vocation Training Qualifications.

This resource is only to be used for this purpose and may not be copied, modified or stored in any form without the express permission of the owner.

All enquirers should be directed to:

Course Coordinator

Centre for Ambulance & Paramedic Studies

Central & Eastern Medical School

Alfred Hospital

First Floor Alfred Lane, Commercial Road, Prahran VIC 3181

Professional Development & Commercial Programming
Catalogue Code: CD01UG

Print version: 081028

CONTENTS

WELCOME

Thank you for requesting information on courses run by the Centre for Ambulance & Paramedic Studies within the Department of Community Emergency Health and Paramedic Practice.

You will find ambulance and prehospital care a diverse and flexible career that is enriching and rewarding. The courses we offer are at the entry level in the non-emergency sector, which is growing as the population is aging. These qualifications can also be a good lead into the emergency sector for those with the drive and ability. Many people seek employment in paramedic services and emergency pre-hospital care; although employment cannot be guaranteed, graduates of our programs are well positioned to gain positions in the non-emergency transport sector and paramedic services.

This Information handbook is available off the Centre for Ambulance & Paramedic Studies website., including all associated application forms, brochures  and  Time tables.

www.dcehpp.com.au

The Primary role of the Department of Community & Emergency Health and Paramedic Practice (DCEHPP) is to provide an environment conducive to learning so that you may graduate as a qualified and competent practitioner. Although the department provides the teaching support and a framework for your studies, success will only be achieved through your personal commitment and dedication to the work necessary to complete the program.

Offerings

Programs currently on offer at the Centre for Ambulance & Paramedic Studies are:

Faculty of Medicine, Nursing and Health Sciences

Monash University is the largest University in Australia and offers a wide range of educational and research opportunities. It is divided into a number of faculties. The Department of Community & Emergency Health and Paramedic Practice (DCEHPP) are managed by the Faculty of Medicine, Nursing and Health Sciences.

The faculty provides academic programs in many of the health sciences, including medicine, nursing, public health, health services management, radiography and medical imaging, behavioral neuroscience, biomedical science, social work, ambulance and paramedic studies, physiotherapy, occupational therapy and nutrition and dietetics.

The Centre for Ambulance & Paramedic Studies is part of Department of Community & Emergency Health and Paramedic Practice (DCEHPP) within the Primary Health Care School and has its main office at the Alfred Campus in Commercial Rd Melbourne.

The School of Primary Health Care is one of 7 Schools within the Faculty of Medicine, Nursing and Health Sciences. The School aims to provide cross-school interaction, integration, and collaboration where appropriate in teaching and research for those disciplines whose main field of activity is in primary health care.  The School also encourages and supports the development of each professional discipline in its own right.

Department of Community & Emergency Health and Paramedic Practice (DCEHPP)

The Monash University Department of Community & Emergency Health and Paramedic Practice (DCEHPP) is committed to be recognised as a national and international Centre of Excellence in ambulance paramedic education and research and enhancing its standing as a national and international leader in education, research and service to Community & Emergency Health and Paramedic Practice. The department is fully engaged with both the profession and the industry, developing innovative, student‑centered programs using flexible delivery modes to meet the professional and social needs of its students. The department is enriched by, each individual member of staff and student as they pass through our programs.

The Department is additionally a Registered Training Organisation (MUCAPS RTO-No 3552) accredited by the Office of Training and Further Education (OTFE) & within the Victorian Qualifications Framework (VQA).

Programs registered under the RTO include Ambulance Competencies within the National Health Training Package & HLT07 courses:

• Certificate II in Emergency Medical Service First Response
• Certificate III in Non Emergency  Patient Transport ;
• Certificate IV Basic Emergency Care;
• Diploma of Paramedical Sciences (Ambulance);

Note: The Cert III, Cert IV and the Diploma of Paramedic Sciences courses: Can provide a pathways to permit articulation into the Bachelor of Emergency Health (Paramedic) for those meeting the prerequisites

Qualifications

These Programs are based on National Vocational Education standards which include a requirement for flexibility in delivery by the use of elective units of competency. Our programs are designed to meet the legislative requirements and the training needs of ambulance transport personnel in the State of Victoria and Health Care Workers and individuals involved in Community Emergency Health, as such elective units are limited within the course offerings, RPL applicants may however, be able to demonstrate competency in alternate elective units to gain credits in our programs

All units (or equivalents) of each course must be completed successfully to achieve the qualification and recognition within the National Framework of Training (NFROT).

Background

In Victoria, these courses are designed for people who have a specific interest in being part of the non-emergency patient transport industry (in some Australian states the Diploma is also recognized as the minimal qualification for emergency care). Generally, there are two broad groups of operators of non-emergency patient transport. One group provides patient transport services under contract to the Metropolitan Ambulance Service (MAS). The other group provides transport services directly to health care networks, individual hospitals or through other means.

Recognising the changing dimensions of ambulance practice, the Department of Community Emergency Health & Paramedic Practice (DCEHPP) identified the need to develop a program for personnel seeking employment with Private providers in Non – Emergency Ambulance Services in Victoria. The established National Vocational training standards and qualifications form the basis for this program which is on the scope of registration for the Centre for Ambulance & Paramedic Studies (CAPS) as a registered training organisation (RTO), within the DCEHPP

Companies working under contract to MAS/RAV have a two officer crew working on each patient transport vehicle. One person being the Ambulance Transport Attendant (ATA), who is the senior person on the vehicle primarily responsible for patient care. The second person is the Patient Transport Officer (PTO), who has successfully completed the HLT30202 Certificate III in Non-Emergency Patient Transport program or an equivalent. This is the driver of the stable patient transport platform and assists with patient care as required under the direction of the ATA.

Benefits

On successful completion of each course, participants will be eligible to receive the relevant Nationally Recognized qualification;

• HLT21107 Certificate II in Emergency Medical Service First Response
• HLT30202 Certificate III in Non-Emergency Patient Transport
• HLT41007 Certificate IV in Health Care (Ambulance)
• HLT50402 Diploma of Paramedical Science (Ambulance)

These qualifications will assist your eligibility for employment in Ambulance Transport Australia.

Entry Requirements

Application pre‑requisites for these programs are:

• Speak and write English
• Provide medical evidence that you have physical capacity and flexibility to freely walk, bend and twist, and perform ambulance duties
• Possess basic literacy and numeracy skills
• Provide a copy of a current Australian National Police Check
• You must hold a current unrestricted/non probationary Victorian drivers license (provide evidence) and be able to drive a manual vehicle
• Hold a current Australian Basic or equivalent First Aid certificate(provide evidence)
• Provide x2 Passport photos to include in file

Important note: All applicants must complete these seven listed prerequisites for the application to be processed. Be aware that the industry uses a mixture of automatic and manual vehicles. As a result the driving component of this course is conducted using a manual vehicle. It is your responsibility to ensure that you are competent in the operation of a manual vehicle before entering the course.

If you have not had a manual experience or not driven a manual for some time, it is advised that you seek some help prior to commencing the course. The course structure does not provide you with this basic competency. This competency of being able to operat a manual vehiceal is considered required knowledge prior to course entry.

Currently Victorian Legislation states, that if you have held a licence for 3 years, and are on a full drivers licence, you are permitted to drive manual or automatic vehicles regardless of how you obtained your probationary licence.

Police Check & Working with Children Check

Before you can work with patients it is appropriate for you to have a clean police check. DCEHPP follows Monash University Police Check Policy in accordance with the Department of Health Services policy as shown at the DHS website  http://www.dhs.vic.gov.au/facs/bdb/fmu/service-agreement/5.departmental-policies-and-procedures/5.5-pre-employmentpre-placement-safety-screening-police-checks

All students are advised to read the department’s information collection requirements, so that your consent to provide this police check is an informed consent and that refusal will mean your application for placement within our program cannot proceed. We advise all applicants that most employers will require this check to be carried out pre-employment.

All applications are assessed according to the DCEHPP Course Application Procedure, a satisfactory assessment must be confirmed before commencing the program. A disclosable record from a Police Check does not automatically exclude an applicant from either employment or a place within our programs, You must make your own application for a Police Check using the Police Check Form in the back of this booklet, in return you will receive a Police Check Certificate which must be included with your course application.

Make application for your chosen course including both the Police Check certificate as well as a signed copy of the Police Check Verification form to our Course Administrator who will then receipt your application and return the original copy of your National Police Certificate, a certified copy of your certificate will only be made if you have a disclosable record.

The student has the responsibility to notify any change to their status during the course year to the Program coordinator.

DCEHPP recognizes that the introduction of the Working with Children (WWC) Act 2005 introduces mandatory screening processes for people who volunteer or work with children. Current advice to the department suggests WWC checks need not yet be made a mandatory requirement for entering our programs. DCEHPP advocates all students should however, consider undergoing this check voluntarily.

Please note: The application process for WWC is free of charge for students and once issued, the WWC is valid for five years. The student is responsible to undertake a Working with Children check if they know they will be working with children and to notify their course coordinator of any infringement or change in status with regard to the check

Life at Monash

You are encouraged to make full use of the facilities and opportunities that Monash University has to offer. Following information is available at the following sources:

The Student Resource Guide - 2007 provides information about various aspects of university life, including principal dates, student support services, student unions and associations and student’s rights and responsibilities. This guide is available on line at: http://www.monash.edu.au/pubs/handbooks/srg/

Monash Transition Program - the following site contains useful information for students to assist with the transition into university life. It is highly recommended to all students to access: http://www.monash.edu.au/pubs/transition/

About being a Student

We are committed to providing a work and study environment that is safe, fair and free from discrimination for all students and staff. The University has a responsibility under State and Federal legislation to ensure staff and students are not subjected to behaviour that may constitute unlawful discrimination, harassment, vilification or victimization.

An essential part of developing that environment is ensuring that students are encouraged to come forward with their grievances in the knowledge that the responsible staff will take prompt and effective action to address complaints of discrimination and harassment. Grievances that are not addressed have the potential to grow into major problems that can cause tension, low morale and reduced learning and academic achievement. Unresolved or poorly handled grievances can also lead to legal action against the University.

More information is available through the Monash Equity & Diversity Centre- Student and Community Services Division accessible on This e-mail address is being protected from spambots. You need JavaScript enabled to view it  

Welfare of students

The department is committed to facilitating a safe environment for all students, the following sections on responsibilities and comments on Acceptable & Unacceptable behaviour are designed to facilitate a safe and congenial learning environment for you and you peers. The following references may also be helpful to you:

• Language and Learning Support
• On-line Student resource Centre: http://www.monash.edu.au/lls/llonline/
• Disability Liaison Unit – Equity & Diversity Centre
• http://www.adm.monash.edu.au/sss/equity-diversity/disability-liaison
• E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
• Student & Staff Community Services – chaplain, counselling, Health, Housing, Family/Child Care, Financial Aid
• http://www.adm.monash.edu.au/community-services
• Personal safety
• Security matters: 99053059 (internal calls 53059)
• On campus emergencies: 333
• Medical Emergencies: 000

Responsibilities of Students

A note on Plagiarism

Plagiarism is defined as taking, using, and passing off as your own, the ideas or words of another. It is a very serious academic offence, and can result in your work being failed automatically. The best way to avoid it is to take careful notes of where you find your information and always acknowledge the work of others. Such work may include sections of text, quotations, original ideas, graphics, diagrams, charts, tables and figures.

Monash University Library services provides a tutorial for citing standards and abbreviations at http://www.lib.monash.edu.au/tutorials/citing/print.html , the preferred style for the Clinical coordinator is APA and the University promotes Vancouver for biomedical publications. If you have a preferred style discuss with your coordinator but above all, be consistent.

(Extract from Monash University Education Policy at: Code of Practice )

Teaching and learning activities in the university shall be governed by the Codes of Practice for students and staff set out below. The responsibilities of staff and students are regarded as reciprocal, so the responsibilities of one group imply the rights of the other.

Students of the university have the following responsibilities:

• apply themselves to their studies to the best of their abilities;
• become familiar with the rules and regulations governing the degree in which they are enrolled, and to ensure that the units selected meet the degree requirements;
• be aware of the policies and practices of the university and of any faculty and department in which they are enrolled and which are contained in the materials and information made available to them;
• be aware of the rules and regulations concerning the use of university computing, library and other facilities, as set out in published material;
• meet deadlines for work to be submitted;
• take the initiative and consult appropriately when problems arise;
• submit original work for assessment without plagiarising or cheating;
• for on-campus students), attend lectures, tutorials and seminars for each unit in which they are enrolled and, for distance education students and consider thoroughly all course materials and participate in all prescribed residential schools;
• accept joint responsibility for their own learning;
• contribute to the development of university programs and policies by participating in consultative and deliberative processes in a responsible and ethical manner;
• be aware of the university's commitment to equal opportunity and to demonstrate tolerance and respect for all members of the university community;
• respect the right of staff members to express views and opinions;
• respect the working environment of others in all areas of the university.

Responsibilities of Staff

Staff of the university has the following responsibilities:

• ensure the publication and distribution to students of clear, accurate and timely information concerning relevant regulations, policies, procedures and expectations, and on other matters affecting their studies;
• develop students' knowledge, understandings, skills and attitudes as defined in the objectives of the university, course, major and unit, by providing them with teaching programs, course materials, activities and tasks appropriate to the development of these attributes;
• provide students with opportunities to be involved in the structuring of their own learning experiences, and encourage them to take joint responsibility for their own learning;
• take into account the prior knowledge, abilities and backgrounds of students in planning teaching activities;
• assist students to learn from assessment tasks by providing them with timely and constructive feedback;
• be available to discuss assessment results with students or to arrange for a fully briefed delegate to be available for that purpose;
• encourage and enable students to evaluate their own and each other's work critically;
• make time available for giving advice to and for supervising individual students;
• strive for excellence in their teaching, and to seek and pay attention to feedback from students about the effectiveness and appropriateness of teaching programs;
• implement university policy on equal opportunity to ensure that all students, regardless of their background or characteristics, have an equal opportunity to learn and to demonstrate that learning;
• respect students' right to express views and opinions;
• demonstrate concern for the welfare and progress of individual students;
• ensure that they are not engaged in assessing or supervising the research of students with whom they have a relationship which could give rise to undue advantage or disadvantage

The following notes on unacceptable behavior, drawn from the University of Tasmania, may be helpful for you to identify what is acceptable. Monash University provides policies and procedures to support you should you feel you have an issue which you cannot raise with your facilitator/s.

Monash University workplace policies including for dispute settlement and grievance procedures are listed on http://www.adm.monash.edu.au/workplace-policy/

These Policies and internal procedures do not limit the right of any student to seek the assistance of their student union or association or a relevant external agency

What is acceptable and unacceptable behaviour?

• You have a right to your opinions and to debate them with others willing to discuss them with you but please consider:
• Others have a right to their views and these may be different from yours.
• Some people may not wish to discuss their views or the situation and this should be respected.
• Do not make assumptions about what people think or believe based on how they appear, where they come from or their religion.
• Individuals should not be held responsible for the views of their Government, or be seen as representative of their culture or religion.

Keep in mind that the University is committed to providing a safe study and work environment that is fair, equitable, has respect for social and cultural diversity, and is free from unlawful discrimination, harassment and vilification.

Unacceptable behaviour, any behaviour that does not respect the rights of others, or that harasses, vilifies or discriminates against others, including threatening or violent behaviour is unacceptable and serious action will be taken against those responsible. 

Harassment is broadly defined as any behaviour which is uninvited, unwelcome, unreciprocated, and embarrasses, offends, humiliates, intimidates or threatens the recipient.  All harassment is unacceptable, but it is also against the law to harass a person or group of people on the grounds of their race, including colour, nationality, ethnic, ethno-religious or national origin.

Vilification is generally any act that happens publicly as opposed to privately, and that could encourage or stir up others to hate, have serious contempt for, or severely ridicule a person, or a group of people, because of their race, nationality, descent, ethnic or ethno-religious background, or because they are thought to be of these backgrounds.  Racial vilification is against the law in Australia.

Discrimination is where a person is treated less favourably because they belong to a particular group or category of people.  It can be direct or indirect.  'Direct racial discrimination' happens when someone is treated less fairly because of their race, including colour, descent, national or ethnic origin, or ethno-religious background, than someone of a different 'race' would be treated in similar circumstances.  'Indirect racial discrimination' can also happen when a policy or requirement treats everyone in the same way but has an unfair effect on more people of a particular race, colour, descent, national or ethnic origin, or ethno-religious background than others, and this is unreasonable in the circumstances.

Examples of unacceptable behaviour: 

• Putting up inflammatory posters anywhere on campus or in colleges of residence that harass or vilify sections of the community because of their race, religion, nationality, ethnicity, etc, anywhere on campus or in colleges of residence.
• Distributing such material through leaflets, cards, graffiti, letters, cartoons, or electronically through email, screensavers or via the internet.
• Making demeaning, belittling or offensive comments or gestures, or otherwise 'putting someone down' because of their race, religion, nationality or ethnicity.
• Jokes (including practical jokes) or taunts based on race.  Remember, even if you think it's harmless, others might be offended.
• Ignoring, isolating or segregating a person or group because of their race etc.  People who feel that they have been subject to racially offensive behaviour / actions can make a complaint under the University procedures (see website http://www.admin.utas.edu.au/academic/acservices/complaints_info.html ) or externally through the Anti-Discrimination Board or the Human Rights and Equal Opportunity Commission. (extract from University of Tasmania)

Classroom Etiquette

To ensure that all students are able to participate and learn effectively in class, students should:

• Turn mobile phones off before entering classrooms (if you haven’t turned it off and it rings in class then turn the phone off immediately – do not answer the call in class or attempt to make your way to the door while taking the call)
• Refrain from talking while the lecturer/tutor is talking especially when guest speakers are addressing the class
• Refrain from eating or drinking in the class. There is sufficient opportunity to eat and drink outside class time.
• Be on time and avoid entering or leaving the class once the session has begun

Recognition of prior learning (RPL)

As an RTO, the Centre is required to offer RPL on all courses on offer, some courses such as the HLT21107 Certificate II in Emergency Medical Service First Response Short course may be dependant on satisfactory completion of an RPL process in order to gain this nationally recognized qualification. Each RPL application is processed individually to accommodate and support the principles of “Lifelong learning” where many of us learn through our vocational experiences outside the formal educational processes. In general, for national qualifications associated with our programs, substantial credits in national competencies will most likely be available to individuals falling in to the following list of qualifications/ vocational experiences once a formal RPL review is undertaken.

• Former Ambulance/Paramedics (greater than 2 years and less than 5 years since leaving clinical practice)
• Registered Nurse (Division One in Victoria), with current practice certificate with minimal acute care experience in nursing role. (less than 3 years)
• Registered Nurse (Division Two in Victoria) with current practice certificate. Holders of certificate IV in Nursing. (TAFE) with 2 years or more experience
• Patient Care Assistants with Certificate III in Age Care or equivalent with 12 months or more experience.
• Former Patient Transport Officer/Ambulance Transport Attendants with greater than two years and less than 5 years since leaving clinical practice.
• Serving Australian Defence Force Medical Assistants who hold BMAC qualification or within 2 years of discharge.
• BEH (P) students that have completed one year of study including unit 1011 and an ambulance clinical placement.
• Credit Transfer (RCC)

You may have completed one or more identical modules/competency at another educational institution or organization, if so; you may apply for a Credit Transfer. In order to apply for a Credit Transfer, you must be enrolled in the course for which Credit Transfer is sought. You must provide the original statement of attainment to support your application. Forms are available on request from the office.

ASSESSMENTS

The activities included in your Learner’s Resources will have helped you develop the knowledge and skill to complete the assessment tasks. These assessments are designed to consolidate your knowledge as well assess your competence.

Many of your assessments are structured in a similar way to the activities that you have already completed as you worked your way through the course.

The assessments will include the validation of underpinning knowledge, skills and attributes required to meet the course outcomes.

The following shows a sample structure of how assessments your nominated program may follow.

Assessment Task1: Assignment – Sample Only

Occupational Health and safety is one of the most important issues in the workplace. Your task is to examine the policies and procedures of your current workplace and compare them to the Occupational Health and Safety Act and the associated regulations then report on how well your organisation meets the required standard and make recommendations for change or argue for the current policies.

Assessment Task2: Assignment– Sample Only

Complete all practical scenarios in workbook.

Complete all case studies given to you by your tutor and present at least one case study to your group.

Assessment Task3: Assignment– Sample Only

Complete one of the following tasks: 1000 to 1500 words

Australia has one of the highest incidents of asthma in the world. Describe what asthma is (pathophysiology of the disease) and discuss the current pre-hospital management. Furthermore, provide an argument for or against the current management.

OR

As a health care professional interpersonal communication is one of the most important aspects of your work. Discuss this statement and why this is the case, also discuss what is needed for effective communication and discuss what may be some the barriers to this communication. Furthermore, give some solutions to reducing these barriers to effective communication.

OR

Or another topic to be negotiated with your tutor.

Assessment Task4: Examination– Sample Only

Your tutor will inform you of a closed book examination which may include short answer questions and multiple choice questions.