BAPD2100 Menneske og funksjon - produkt og metode Emneplan

The students are to develop written and oral English skills enabling them to communicate in technical and academic situations and contexts that are relevant to their current studies and future professional practice.

The elective course is subject to a minimum number of students.

English from secondary education or similar.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence​.

Knowledge

The student is capable of the following, in English:

• describing the work of technologists in a chosen field of technology
• describing research and developments in a chosen field of technology
• explaining rhetorical mechanisms and argumentation

Skills

The student is capable of the following, in English:

• using correct terminology for technology-related topics in general and in a chosen subject area in particular
• presenting and describing technology and related processes
• planning and authoring technical and academic texts in English according to international.conventions and norms.
• identifying relevant sources of information, assessing the quality of sources and referring to sources according to established standards.
• using oral English in academic discussions.

General competence

The student is capable of the following, in English:

• communicating in written and oral contexts that are relevant to their education and future profession
• adapting oral and written communication to suit the recipient, situation and purpose
• planning and carrying out project work alone or together with others

Letter grading A-F.

Portfolio assessment subject to the following requirements:

• two individual written assignments (a review of 300 words and an essay between 1500 and 2000 words)
• one written group assignment carried out in groups of 2-5 students (a litteraturereview of 2000-3000 words)

One overall grade is given for the portfolio.

The exam result can be appealed.

All aids are allowed.

Graded scale A-F

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

Knowledge

The student

• can explain assessment of risk and safety in the prehospital patient care pathway
• can explain the various management roles and principles of joint interoperability at major incidents
• can discuss observation and interventions in relation to hazardous goods and materials (CBRNE)
• can explain and reflect on the limits of how medical equipment is used in the assessment, diagnostics and treatment of acutely ill or injured patients
• can discuss the connection between pharmaceuticals and drugs administration and the paramedic’s function and areas of responsibility
• can explain organisational and structural factors with a bearing on professional practice at the practice placement location
• can explain the significance of research and development work in prehospital emergency medicine
• can discuss safety in situation where the patient is to be transferred to other treatment facilities or higher levels of care

Skills

The student

• can plan, assess and carry out a risk assessment and implement measures to maintain their own, patients’ and other people’s health and safety in the prehospital arena
• masters the basic principles of managing and leading patient care involving several health resources and/or other emergency agencies
• can use clinical observation in patient assessment and evaluate patient-centred medical and non-medical interventions in acutely ill and injured patients
• masters the assessment and implementation of interventions after findings in the primary and secondary survey of acutely ill or injured patients in a professionally responsible and caring manner
• masters preparing and administering pharmaceuticals to patients, monitoring their drug intake and observing possible immediate reactions to the administered drug
• can carry out patient treatment in order of priority in accordance with the applicable legislation, framework conditions and professional ethical guidelines
• can use up-to-date knowledge about the health and welfare system, laws, guidelines and regulations in the performance of their duties
• can plan the level of care and transport destination of patients
• can explain safe and responsible pre-alert and verbal and written reporting to receiving staff
• can cooperate and make use of supervision and feedback
• can document own practice, including filling in non-conformity reports, adverse events reports and legal notification of other authorities
• masters driving emergency vehicles in accordance with applicable laws and regulations

General competence

The student

• demonstrates empathy and respect for patients, next of kin and colleagues
• can prevent conflict and promote safe interaction with patients/next of kin/colleagues/partners in stressful situations with the use of relational, communicative and supervisory competence
• can identify, reflect on and deal with ethical and legal dilemmas in their professional practice
• can exchange skills, make professional assessments, decision and actions in line with evidence-based practice
• can reflect on the competence and professional freedom of action of paramedics in relation to other professions
• can discuss connections between health, education, work and living conditions in their professional practice
• can assess risk and prevent and report undesirable incidents and follow up systematic quality work
• can identify, assess and reflect on the need for further learning after completing the programme

Work and teaching methods comprise supervised clinical studies and student-active methods in the form of reflection notes and self-study in the simulation and skills centre. Training in driving emergency vehicles applies to students who have not taken this course earlier in the programme.

The course starts with one day of preparation followed by eight weeks of supervised clinical practice. The content of the placement periods will vary with the activities at the practice placement location and will therefore offer varied arenas for clinical exposure in terms of scenarios, diagnoses and complexity.