PMED2000 Ambulance Operations and Patient Safety Course description

Ambulance Operations mainly covers the planning, organisation, implementation and evaluation of ambulance jobs, including the management and organisation of other health care resources and cooperation and interaction with other emergency agencies or partners. The course focuses on the structure and organisation of the rescue services in Norway, own safety, tactical responses, use of communication equipment and work at accident scenes.

The students take part in the interdisciplinary course INTER1200.

INTER1200: ‘Communication with Children, Youth and their Families’ (1.5 credits)

INTER1200 ‘Communication with Children, Young People and their Families’ makes up the second module of the university's teaching project INTERACT.

INTER1200 increases students' knowledge about communication and interaction with children and young people. As in INTER1100, the students receive training in cooperating with students from other programmes of professional study on topics relating to the everyday lives of children and young people.

The student must have passed the first year of the programme or equivalent, except the second part of the exam in drug calculations in the course PMED1300.

After completing the course and INTER1200, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence: 

Knowledge 

The student 

• can describe the structure and organisation of the Norwegian rescue services
• can explain how the ambulance service, including the emergency medical communication centre (AMK), is organised
• can describe the organisation of emergency preparedness in Norway and the role of the ambulance service and other health services
• can explain how operational management of the health services is organised in relation to relevant management roles, functions and work methods and explain the functions of key management roles in the prehospital health service
• can describe how cooperating parties are organised and managed at the accident scene
• can recognise jobs with special operational challenges
• can describe what is characterised as hazardous goods and materials (CBRNE), and how to handle this in day-to-day ambulance operations
• can describe the use of risk assessment in emergency response work
• can describe how to carry out triage in mass casualty situations
• can describe the organisation of the health service in the Norwegian Armed Forces
• can explain the health service’s role in the Norwegian overall protection organisation
• can describe potential decision-making traps in operational work
• can describe recognised tactics and principles for patient management in hostile and combat environments (TCCC/TECC)
• has knowledge about the importance of appreciative communication with children, young people and their parents/guardians*
• can explain children and young people’s right to participation in decisions that concern them*
• can explain the importance of explorative approaches in cooperation with children and young people*

Skills 

The student

• can apply knowledge about laws, rules and guidelines relating to work at the accident scene and how to cooperate with other agencies
• can apply principles for management of the health service’s efforts in early phases of an accident
• can cooperate and contribute to interaction with other health resources, emergency services and partners at the accident scene
• can apply basic models for decision-making in operational work
• masters the use of digital radio in communication and interaction with relevant parties
• can plan, manage and organise the health service’s efforts at an accident
• can use knowledge about operational challenges and the use of relevant equipment
• can perform situation-based leadership
• can carry out a risk assessment and implement measures to maintain their own, patients’ and other people’s health and safety
• can act in the proper manner on suspected crime scenes
• can carry out a conversation about everyday life with children and young people*
• can have appreciative communication with parents/guardians*

General competence

The student

• can contribute to preventive emergency response work, evaluation and follow-up of own staff after critical incidents and training
• can exchange experiences and share own knowledge and skills to contribute to planning, organisation and performance of comprehensive health services
• reflect on their own role in explorative conversations with children, young people and their parent/guardians*
• understand the importance of interprofessional cooperation with children, young people and their parents/guardians*

*Learning outcomes pertaining to INTER1200

The work and teaching methods vary between lectures, simulation and skills training, study groups and self-study.

The students´ complete simulation and skills training in the use of relevant communication equipment, ICT equipment linked to operational factors, standard operating procedures´ (SOPs´), and leadership, triage and decision-making.

INTER1200

INTER1200 Communication with Children, Youth and their Families includes one common seminar day, digital learning resources and assignments related to interprofessional group work. The students will converse, reflect on and discuss selected cases in groups across the different programmes.

The following must have been approved in order for the student to take the exam: 

• Minimum attendance of 80% in student groups.
• Minimum attendance of 90% in simulation and skills training, including exercises

Required coursework relating to INTER1200:

• Submitted individual log. Scope: 500 words (+/- 10%). In order to write the log, the student must first attend a seminar over two days

Supervised individual written exam, 4 hours. 

No aids permitted.

The language is normally English.

Technologies, from the stone axe to the computer, have been integral in shaping how we live, think, interact, and work. Advances in digitalization have made digital competences a significant factor in ensuring the employability of candidates in all professions vital to our society. Understanding the benefits, the limitations, and the transformative power of technologies on public and private life as well as professional practice is crucial.

In this course, students will acquire the basic knowledge needed to harness the potential of digital technologies and identify opportunities to use technology to foster inclusion, active participation, and sustainability in society and the workplace. Through individual reflection, shared exploration and group discussions, students will gain awareness of how technological developments might impact their future professions, and their role as citizens in an increasingly digitalized society.

This course will provide students with the foundational knowledge and means to become a responsible agent of change in their own profession and field of study. Students will learn to recognise limitations, strengths and potentially disruptive consequences of technological innovation and grapple with the social, ethical, and political issues that arise as technology becomes both increasingly complex and essential to the function of society.

No additional course-specific requirements.

After completing the course, the student should have the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

Upion successful completion of this course the student understands:

• basic concepts, mechanisms, and tools behind digitalization
• how digitalization shapes public and private life
• the role of technological innovation and development in equity and justice, sustainable development, and civic engagement
• how technological infrastructures shape and support society and the welfare state.

Skills

Upon successful completion of this course the student can:

• apply critical and analytical strategies to evaluate and critically discuss the possibilities and challenges of existing and potential technologies
• reflect on social, ethical, and political consequences of technological change
• provide examples of local and global technological disparity, both in general terms, and in relation to their field of study
• analyse and interpret the processes by which information and disinformation is distinguished, disseminated and used in different contexts.
• identify and discuss central sustainability challenges with digital technologies

General Competence

Upon successful completion of this course the student can:

• discuss ethical, social, and political challenges arising at the intersection of technology and society
• understand how digitalisation and digital technologies facilitate and shape interdisciplinary collaboration
• examine contemporary, real-world cases from multiple perspectives
• evaluate the potential impact of new technologies and digitalization processes on an individual and societal level
• understand the importance of user-oriented perspectives in the use and development of technology
• communicate concepts and models related to the use of technology in a structured manner.