Student
Paramedic
Practice
Placement
Assessment
In-hospital
Placements
Year 2
Incorporating:
Emergency Department
Operating Department
Coronary Care Unit
Paediatrics
Obstetrics
Foundation Degree
in Paramedic
Science (Year 2)
Foundation Degree in
Paramedic Science (Year 2)
Student Paramedic
Practice Assessment
Document
In-Hospital Placement
AIRWAY AND VENTILATION
SKILLS
OBJECTIVES
Airway management is a key area of pre-hospital care of the acutely ill or injured and the
student paramedic will be required to gain as much supervised practice as possible in the full
range of airway management within the 2 years of the programme.
Supervised practice will be gained in three areas of practice and placement:1. Within the academic environment
The University has three practice simulation suites and within these the course training
team will set up a number of differing scenarios in which the student will gain
knowledge, skills and experience in airway management. Increasingly sophisticated
advanced airway manikins will be utilised to simulate the difficult airway and the
trainers will instruct and assess the student as appropriate,
Whilst not wishing to quantify a specific number of scenarios, it is expected that the
student will undertake a significant amount of airway management practice in this area.
2. Within the pre-hospital environment
1500 hours of practice placement with the emergency ambulance crews, paramedics,
paramedic practitioners (ECP and CCP) and rapid response vehicles will afford the
student a significant amount of exposure to supervised practice.
3. Within the hospital environment
Placements within the hospital will include airway management in the operating
departments under the direction and supervision of anaesthetists.
The University follows the recommendations of the Joint Royal Colleges Ambulance
Liaison Committee (JRCALC) which take account of the increasingly limited
opportunities to gain experience of endotracheal intubation within the operating
departments:Recommendations
JRCALC now recommends that much greater emphasis be placed on the
establishment of a clear airway and optimum gas exchange than on
achieving endotracheal intubation per se. In the same way that currently
students are trained in the technique of cricothyroidotomy, which may rare
circumstances be life-saving but in which they receive no formal assessment
of competency on patients, so they will have training in laryngoscopy and
endotracheal tube placement.
Laryngoscopy and the use of Magill’s forceps will of course remain valuable
skills to deal with impacted foreign bodies in the airway.
This means that trainee paramedics will continue to gain experience in the
whole spectrum of airway management in the unconscious patient during
their theatre attachment and will observe and, ideally, undertake intubation
under supervision, but they will no longer be required to be specifically
signed off as competent in that intervention in theatres. They would however
be expected to also gain wide experience in the use of supraglottic airway
devices.
JRCALC have also recommended the following:In recognising that endotracheal intubation will continue to be undertaken in
specific instances JRCALC supports the airway group’s recommendation
that from now on definite steps should be taken as soon as possible for a
bougie and a means of carbon dioxide detection to be made available.
3
Airway and Ventilation Training Record - 1:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
1.
2.
3.
4.
5.
6.
4
Name
Successful?
Student Number
Reason for failure
Time
taken
(seconds)
Comments
Airway and Ventilation Training Record - 2:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
7.
8.
9.
10.
11.
12.
5
Name
Student Number
Successful
Intubation?
Time
taken
(seconds)
Reason for failure
Comments
Airway and Ventilation Training Record - 3:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
13.
14.
15.
16.
17.
18.
6
Name
Student Number
Successful
Intubation?
Time
taken
(seconds)
Reason for failure
Comments
Airway and Ventilation Training Record - 4:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
19.
20.
21.
22.
23.
24.
7
Name
Student Number
Successful
Intubation?
Time
taken
(seconds)
Reason for failure
Comments
Airway and Ventilation Training Record - 5:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
25.
26.
27.
28.
29.
30.
8
Name
Student Number
Successful
Intubation?
Time
taken
(seconds)
Reason for failure
Comments
Airway and Ventilation Training Record - 6:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
31.
32.
33.
34.
35.
36.
9
Name
Student Number
Successful
Intubation?
Time
taken
(seconds)
Reason for failure
Comments
Airway and Ventilation Training Record - 7:2
Relating to elements
of practice:
Number
Date
14. Manage a patent airway using manual clearing methods
and suctioning.
15. Manage a patent airway using basic positional methods
16. Manage an airway using airway adjuncts. NPA and OPA
17. Ventilate a patient using a bag-valve mask.
18. Insert and maintain a patients airway using a laryngeal
mask airway (LMA)
19. Administer oxygen appropriately.
20. Insert and maintain an airway using a laryngeal mask
airway (LMA)
21. Intubate a patient using an endotracheal tube
22. Ventilate an intubated patient using a bag-valve. and
oxygen
23.Ventilate an intubated patient using an automated IPP
ventilator
BVM
LMA
ETI
Patient
(Cord view grade as per
Cormack & Lehane
Classification)
Environment
37.
38.
39.
40.
41.
42.
10
Student
Number
Name
Successful
Intubation?
Reason for failure
Time
taken
(seconds)
Comments
Foundation Degree in
Paramedic Science (Year 2)
Student Paramedic
Practice Assessment
Document
In-Hospital Placement
INTRAVENOUS ACCESS SKILLS
11
I.V. Cannulation Record 1:2
Relating to elements of
practice:
24. Insert an intravenous
cannula
IIV Access
Number
Cannula
Location
Date of
Cannulation
Environment
Student
Number
Name
Successful
Cannulation?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
12
Reason for
failure
Cannula
Size
Reason for
Cannulation
I.V. Cannulation Record 2:2
Relating to elements of
practice:
24. Insert an intravenous
cannula
IIV Access
Number
Cannula
Location
Date of
Cannulation
Environment
Student
Number
Name
Successful
Cannulation?
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
13
Reason for
failure
Cannula
Size
Reason for
Cannulation
I.V. Cannulation Record 3:2
Relating to elements of
practice:
24. Insert an intravenous
cannula
IIV Access
Number
Cannula
Location
Date of
Cannulation
Environment
Student
Number
Name
Successful
Cannulation?
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
14
Reason for
failure
Cannula
Size
Reason for
Cannulation
I.V. Cannulation Record 4:2
Relating to elements of
practice:
24. Insert an intravenous
cannula
IIV Access
Number
Cannula
Location
Date of
Cannulation
Environment
Student
Number
Name
Successful
Cannulation?
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
15
Reason for
failure
Cannula
Size
Reason for
Cannulation
I.V. Cannulation Record 5:2
Relating to elements of
practice:
24. Insert an intravenous
cannula
IIV Access
Number
Cannula
Location
Date of
Cannulation
Environment
Student
Number
Name
Successful
Cannulation?
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
16
Reason for
failure
Cannula
Size
Reason for
Cannulation
Foundation Degree in
Paramedic Science (Year 2)
Student Paramedic
Practice Assessment
Document
In-Hospital Placement
ADULT PATIENT ASSESSMENT
SKILLS
17
Assessment of Physical Examination
This outline provides an indication of what Critical Care Practitioner students will have been taught in class and should have been learned
through supervised practice and study. Some students may acquire extra techniques. Obviously, discretion should be used in performing
physical examinations and the importance of maintaining the privacy and dignity of patients cannot be overstated. Their needs, comfort and
safety are paramount.
 General appearance
 Vital signs
 Eyes: should be able to assess visual acuity using Snellen Chart; Inspection: position and alignment of eyelids, eyelids and
eyebrows, conjunctiva, cornea, iris, lens; examination of pupils for size, shape, irregularity and reactions to light; assessment of extra
ocular movements observing six fields of gaze, inspection of fundi with ophthalmoscope; knows landmarks of normal fundi
 Ears: inspection of auricle; examination of ear canal, drum, recognising normal landmarks; assessment of hearing using Weber and
Rinne tests
 Nose and sinuses: inspection of sinuses; inspection of nasal mucosa, anterior part of septum and inferior turbinates by elevating the
tip of the nose; should be able to comment on deflection of septum, condition of inferior turbinates; can palpate over paranasal
sinuses to elicit tenderness
 Mouth: inspection of buccal mucosa, gums and teeth; inspection of tongue for symmetry (12 th cranial nerve paralysis); inspection of
pharynx using tongue depressor; notes that soft palate rises; notes gag reflex; listens to voice (cranial nerves 9 and 10)
 Neck and head: palpation of temporo-mandibular joints; assessment of neck movements; palpation for lymph nodes; palpation of
thyroid gland; checks remaining cranial nerves and, where appropriate, for normal movement: temporal and masseter muscles (5),
touch on face (5), facial movements (7), shrugs shoulders (11), turns head against hand (11)
 Respiratory system: notes respiratory rate; inspection of hands for nicotine stains, cyanosis, finger clubbing 9and see
cardiovascular examination); inspection of chest for deformities; assessment of chest expansion; measurement of PEFR accurately;
18
percussion of chest comparing both sides; auscultation of chest comparing both sides; demonstration of ability to identify abnormal
sounds and discussion of causes of crackles, wheezes, bronchial breathing, absent sounds
 Cardiovascular system: takes hand noting warmth and colour, sweating, splinter haemorrhages, clubbing; takes radial pulse noting
rate and rhythm; locates brachial pulse, takes blood pressure; lies patient supine ate 450 and assesses JVP; palpation of carotid
pulse; exposure of chest (where necessary) to inspect precordium, palpate apex beat and abnormal vibrations or thrills; listens to
heart sounds with stethoscope
 Breast examination: in a female will examine breast by inspection and palpation; uses finger pads, includes axillae
 Abdominal examination: ensures bladder is empty; exposure of abdomen from xiphisternum to groin; inspection for bony
landmarks, contours, swellings, skin lesions, scars; ensures abdominal musculature is relaxed – palpates: lightly for tenderness,
deeply for masses, feels for liver margin by having patient breathe in and pushing upwards under costal margin; palpation of kidneys;
listens to bowel sounds; inspection of groin for hernia.
 Female genitalia: inspection of external genitalia; external examination assessing size and position of uterus
 Male genitalia: inspection of penis; knows normal appearance; inspection and palpation of scrotum; can discuss normal findings and
locates vas deferens and epididymis; recognises abnormalities; can transilluminate cystic swellings
 Bones, joints and muscles: as the examination is conducted, the limbs and joints should be inspected for abnormalities; particular
note should be made of any oedema, variscosities or deformities; can assess normal range of movement for all joints with passive
and active movement; compares sides; tests for power and sensation; assesses spinal function with range of movement and straight
leg raising
 Neurological examination: assessment of appropriateness of behaviour; watches gait; asks patient to walk heel to toe, to hop on
each foot, to do shallow knee bends; carries out Romberg’s test; looks for muscle wasting during physical examination; notes
involuntary muscle movements; notes muscle weakness, comparing sides; can test reflexes at knee, ankle and plantar response;
checks sensory system through glove and stocking pin-prick tests and light touch; compares sides; stereognosis checked by object
identification and / or number identification
19
Elements of Practice Criteria
Criteria
Level
Dependent
Knowledge / reasoning



Lacks knowledge
No awareness of alternatives
Unable to explain / give
reasons for actions





Knowledge is usually accurate
Little awareness of alternatives
Identifies reasons for actions

(Dep)
Assisted
Level of performance



(Ast)


Minimal
supervision
(MinSup)



Independent
(Ind)



Applies accurate knowledge to
practice
Some awareness of
alternatives
Beginning to make judgements
based on contemporary
evidence

Applies evidence based
knowledge
Demonstrates awareness of
alternatives
Sound rationale for actions
Makes judgements / decisions
based on contemporary
evidence







Personal and professional awareness
Lacks accuracy & confidence
Needs continuous guidance &
supervision
Poor organisation
No awareness of priorities

Accurate performance but some
lack of confidence & efficiency.
Requires frequent direction /
supervision
Some awareness of priorities /
requires prompting
Safe and accurate; fairly confident /
efficient
Needs occasional direction or
support
Beginning to initiate appropriate
actions
Identifies priorities with minimal
prompting
Confident / safe / efficient
Works independently without
direction / supervision
Able to prioritise
Able to adapt to unpredictable
situations

20










Actions & behaviour are not modified
to meet the needs of the client and
situation
No meaningful explanations given
Lacks insight into personal and
professional behaviour
Recognises the need to modify actions
/ behaviour to the client and situation,
but unable to do so in non-routine
situations
Gives standard explanations / does not
modify information
Actions / interventions / behaviours
generally appropriate for the client and
situation
Explanation is usually at an
appropriate & coherent
Identifies the need for assistance
Conscious / deliberate planning
Actions/ interventions/ behaviour are
appropriate to the client & situation
Gives coherent / appropriate
information
Identifies & makes appropriate
referrals
Elements of practice (Year 2)
Key S= Student: APPEd = Associate practice placement educator: PPEd= Practice placement educator:
Ind – Independent; MinSup - Minimal Supervision; Ast – Assisted; Dep - Dependant
The Student is able to
demonstrate the
knowledge and skills
to:
Req
level
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Ind
Formative
5. Obtain
informed consent
Formative
HPC 1a.3.
BPA 5.9
JRCALC Consent.
QAA A1, B1, B2, C2.
The Student is able to
demonstrate the
knowledge and skills
to:
6. Obtain an
appropriate
patient history
HPC 1b.2, 1b.4.
BPA 6.0
JRCALC A1.
QAA B1, B2.
Formative
Req
level
Ind
Formative
Formative
Formative
21
The Student is able to
demonstrate the
knowledge and skills
to:
7. Undertake a
physical
examination to
identify and
manage
respiratory
conditions
Req
level
Ind
8. Undertake a
physical
examination to
identify and
manage cardiac
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
22
The Student is able to
demonstrate the
knowledge and skills
to:
9. Undertake a
physical
examination to
identify and
manage
neurological
conditions
Req
level
10. Undertake a
physical
examination to
identify and
manage gastrointestinal
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3,
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3,
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
23
The Student is able to
demonstrate the
knowledge and skills
to:
11. Undertake a
physical
examination to
identify and
manage traumatic
injury
Req
level
12. Undertake a
physical
examination to
identify and
manage musculoskeletal
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
24
The Student is able to
demonstrate the
knowledge and skills
to:
13. Undertake a
physical
examination to
identify and
manage genitourinary
emergencies
Req
level
14. Undertake a
physical
examination to
identify and
manage
endocrine
disorders
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
25
The Student is able to
demonstrate the
knowledge and skills
to:
Req
level
15. Undertake a
patient
assessment to
identify mental
health conditions
Ind
16. Undertake an
assessment of a
patient’s social
care needs
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Formative
Ind
Formative
Formative
26
The Student is able to
demonstrate the
knowledge and skills
to:
34. Interpret and
act upon ECG
interpretation
HPC 1b.4, 1b.5.
QAA A3, B1B2, B3,C1, C2.
Assessed
level Student
Req
level
Ind
Assessed
level PPEd
Signature
Formative
Formative
Formative
27
Date
Comments
Portfolio
Ref
Foundation Degree in
Paramedic Science (Year 2)
Student Paramedic
Practice Assessment
Document
In-Hospital Placement
ASSESSING THE ILL OR INJURED
CHILD
28
Elements of Practice Criteria
Criteria
Level
Dependent
Knowledge / reasoning



Lacks knowledge
No awareness of alternatives
Unable to explain / give
reasons for actions





Knowledge is usually accurate
Little awareness of alternatives
Identifies reasons for actions

(Dep)
Assisted
Level of performance



(Ast)


Minimal
supervision
(MinSup)



Independent
(Ind)



Applies accurate knowledge to
practice
Some awareness of
alternatives
Beginning to make judgements
based on contemporary
evidence

Applies evidence based
knowledge
Demonstrates awareness of
alternatives
Sound rationale for actions
Makes judgements / decisions
based on contemporary
evidence







Personal and professional awareness
Lacks accuracy & confidence
Needs continuous guidance &
supervision
Poor organisation
No awareness of priorities

Accurate performance but some
lack of confidence & efficiency.
Requires frequent direction /
supervision
Some awareness of priorities /
requires prompting
Safe and accurate; fairly confident /
efficient
Needs occasional direction or
support
Beginning to initiate appropriate
actions
Identifies priorities with minimal
prompting
Confident / safe / efficient
Works independently without
direction / supervision
Able to prioritise
Able to adapt to unpredictable
situations

29










Actions & behaviour are not modified
to meet the needs of the client and
situation
No meaningful explanations given
Lacks insight into personal and
professional behaviour
Recognises the need to modify actions
/ behaviour to the client and situation,
but unable to do so in non-routine
situations
Gives standard explanations / does not
modify information
Actions / interventions / behaviours
generally appropriate for the client and
situation
Explanation is usually at an
appropriate & coherent
Identifies the need for assistance
Conscious / deliberate planning
Actions/ interventions/ behaviour are
appropriate to the client & situation
Gives coherent / appropriate
information
Identifies & makes appropriate
referrals
Elements of practice (Year 2)
Key S= Student: APPEd = Associate practice placement educator: PPEd= Practice placement educator:
Ind – Independent; MinSup - Minimal Supervision; Ast – Assisted; Dep - Dependant
The Student is able to
demonstrate the
knowledge and skills
to:
Req
level
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Ind
Formative
5. Obtain
informed consent
Formative
HPC 1a.3.
BPA 5.9
JRCALC Consent.
QAA A1, B1, B2, C2.
The Student is able to
demonstrate the
knowledge and skills
to:
6. Obtain an
appropriate
patient history
HPC 1b.2, 1b.4.
BPA 6.0
JRCALC A1.
QAA B1, B2.
Formative
Req
level
Ind
Formative
Formative
Formative
30
The Student is able to
demonstrate the
knowledge and skills
to:
7. Undertake a
physical
examination to
identify and
manage
respiratory
conditions
Req
level
Ind
8. Undertake a
physical
examination to
identify and
manage cardiac
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
31
The Student is able to
demonstrate the
knowledge and skills
to:
9. Undertake a
physical
examination to
identify and
manage
neurological
conditions
Req
level
10. Undertake a
physical
examination to
identify and
manage gastrointestinal
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3,
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3,
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
32
The Student is able to
demonstrate the
knowledge and skills
to:
11. Undertake a
physical
examination to
identify and
manage traumatic
injury
Req
level
12. Undertake a
physical
examination to
identify and
manage musculoskeletal
conditions
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
33
The Student is able to
demonstrate the
knowledge and skills
to:
13. Undertake a
physical
examination to
identify and
manage genitourinary
emergencies
Req
level
14. Undertake a
physical
examination to
identify and
manage
endocrine
disorders
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Assessed
level Student
Assessed
level PPEd
Signature
Date
Comments
Portfolio
Ref
Formative
Ind
Formative
Formative
HPC 2a & 2c.1.
BPA 3.0
JRCALC A1,TR1, CAA 1 / 2.
QAA B1,B2,B3, Care
delivery
The Student is able to
demonstrate the
knowledge and skills
to:
Assessed
level Student
Req
level
Ind
Formative
Formative
Formative
34
Foundation Degree in
Paramedic Science (Year 2)
Student Paramedic
Practice Assessment
Document
In-Hospital Placement
OBSTETRICS
35
Elements of practice Obstetrics
OBJECTIVES
The objective for the obstetric placement is to gain as much broad experience
of assisting with child-birth as possible.
We do not require a fixed number of deliveries as this is very dependent upon how
busy the delivery suite is during the placement period; upon the permission of the
female in labour and upon the experience and permission of the midwife.
When a female goes in to labour and a midwife is not immediately available, the
responsibility for managing a safe delivery falls upon the emergency ambulance
crew. It is therefore very important that the paramedic knows how to recognise
when a birth is imminent and how to manage a normal labour. It is also important
that they are aware of the complications of labour and are experts in newborn life
support.
The placement objectives are written very pragmatically to reflect the limitations of
practice within the hospital placement.
That the student should be able to:-
1. appropriately assess and examine a pregnant woman and
relate the findings to the gestational period
2. recognise when birth is imminent
3. describe the normal stages of labour and participate in the
delivery
4. identify the complications of labour and witness the
hospital management of same
36
Central Delivery Suite Learning Outcomes
The student should be able to:
Patient details
Details of incident
1
2
1. Appropriately assess
and examine a
pregnant woman and
relate the findings to the
gestational period
3
4
5
6
37
Comments
Signature of
placement
educator
1
2
3
2. Recognise when birth is
imminent
4
5
6
38
1
2
3
3. Describe the normal
stages of labour and
participate in the
4
delivery
5
6
39
1
2
3
4. Identify the
complications of labour
and witness the hospital
4
management of same:
5
6
40
41