PMED3000 Assessment and Treatment of Acute Sick and Injured Patients, Part 2 Course description

This course is a continuation of the course PMED1400. The focus is on complex, challenging emergency treatment issues and patient groups with special needs. The course also includes obstetrics and teaching individual skills a paramedic should have. The students will also participate in the interdisciplinary course INTER1300:

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ (1.5 credits)

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families’ makes up the third module of the university's teaching project INTERACT.

INTER1300 is about acquiring more awareness and knowledge about how you, as a future professional, can cooperate with other professions about and with children, young people and their parents/guardians. The challenges and opportunities such cooperation presents is one of the topics discussed in this module. Examples from the students’ practical training periods will be a key part of this. In this module, the focus will in particular be on children and adolescents with challenges.

The student must have passed the first and second years of the programme or equivalent, with the exception of the courses PMED1050, PMED1060 and PMED1070.

After completing the course and INTER1300, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student

• can identify patient groups with special needs such as children, elderly people, people with chronic illness and people with disabilities, and explain how their needs can be addressed
• can explain how age impacts on the body and potential consequences for assessment, decision-making and treatment of emergency medical conditions
• can explain the development of children and potential consequences for the assessment, decision-making and treatment of emergency medical conditions
• can explain potential consequences of pregnancy for the assessment, decision-making and treatment of emergency medical conditions
• can explain medication administration in relation to children, pregnant and geriatric patients
• can explain the significance of congenital and acquired disabilities
• can describe advanced airway management
• can describe different types of wounds and wound treatment
• can explain acute urological and gynaecological conditions
• can explain both normal and emergency medical issues arising during pregnancy and childbirth
• can explain levels of care and the health trusts’ division of specialised capacities
• can explain how the duty of confidentiality is practised in relation to minors/persons without legal capacity
• knows the professional, ethical, and legal aspects in dealing with the terminally ill and dying
• can justify the duty to report to other agencies such as the police and child welfare services in the event of suspicion of abuse or neglect
• can explain different interprofessional methods of collaboration in the professional field*
• can explain the challenges and possibilities of interprofessional cooperation processes*

Skills

The student

• masters´ independent systematic assessment, decision-making, treatment and monitoring of acutely ill and injured children, elderly people, people with chronic illness and people with disabilities
• can perform advanced airway management on a mannequin and utilise assistance if required
• can prepare and facilitate delivery of a child outside hospital, as well as identify and manage complications
• can maintain the mother and new-born baby after birth
• can carry out and lead resuscitation (basic and advanced life support) on new-born babies, infants and children
• can apply laws, regulations and rules relating to health care for children, young people and vulnerable patient groups, and what is relevant for interaction with other parties in the health and social services
• can recommend appropriate level of care in the health care service in different clinical scenarios
• can use legislation linked to the disclosure and reporting obligation, duty to act and notice of death
• can discuss the use of blood gas analysis to determine further treatment
• can contribute to relief of symptom and dignified care of the terminally ill and dying, and their relatives, in multidisciplinary collaboration with other service providers
• can recognize signs of neglect and abuse in vulnerable patient groups such as children, the elderly, pregnant, and individuals with disabilities
• can, based on examples from their own clinical training, analyse and assess interprofessional cooperation about and with children and young people with challenges*
• can establish interprofessional cooperation about and with children, young people and their parents/guardians*

General competence

The student

• has an efficient and expedient prehospital approach to a broad range of patients
• masters interaction with other agencies and exchange of competence to contribute to the planning, organisation and performance of comprehensive health services
• can reflect on person-centred health care for patients with complex conditions, and patients in palliative care
• has an understanding of the basis for and necessity of interprofessional cooperation about and with children, young people and their parents/guardians, and of their own professional contribution to the cooperation*

* Learning outcomes pertaining to INTER1300

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

Simulation and skills training comprises basic and advanced resuscitation (basic and advanced life support) (newborns, infants and children) and handling of complications at birth. The training also includes systematic assessment and treatment of patients with complex issues, including children, pregnant, people with disabilities, people with chronic illness and geriatric patients.

INTER1300

INTER1300 ‘Interprofessional Cooperation about and with Children, Young People and their Families ’ includes two common seminar days, 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 required coursework must be approved before the student can take the exam:

• Minimum attendance of 80% at seminars and study groups
• Minimum attendance of 90% in simulation and skills training
• Individual written assignment, 1,500 words (+/- 10%)

Required coursework relating to INTER1300:

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

Individual oral exam, up to 30 minutes.

This programme description was prepared by Oslo and Akershus University College of Applied Sciences pursuant to the National Curriculum Regulations for Engineering Education, adopted by the Ministry of Education and Research on 4 February 2011.

The Norwegian Qualifications Framework for Higher Education, which was adopted by the Ministry of Education and Research on 20 March 2009, provides an overview of the overall learning outcomes defined in terms of the knowledge, skills and general competence candidates are expected to have achieved after completing the education. The learning outcomes described in the programme description have been prepared in accordance with the National Curriculum Regulations and the Qualifications Framework.

The study programme concerns issues relating to energy and environment in buildings. The emphasis is on knowledge about healthy buildings and good indoor climate. At the same time, the global problems of increased pollution and scarce energy resources are also addressed by emphasising optimum energy utilisation and environmentally friendly materials in buildings. Key aspects of the programme include energy-efficient and environmentally friendly design, clean buildings, optimum heating operation, environmental accounting and ecoprofiling of buildings. The teaching is partly project-based.

The programme qualifies students to work for contractors and technical building consultants. Other relevant employers include technical central and local government agencies, and there are many possibilities in sales, marketing and consultancy services. Some graduates also start their own business. The programme also qualifies for further education at master’s degree level at universities and university colleges, including the Master’s Degree Programme in Energy and Environment in Buildings at OsloMet.

Energy and Environment in Buildings is a three-year full-time study programme, and candidates who have earned 180 credits will be awarded the degree of Bachelor of Energy and Environment in Buildings.

The programme is aimed at applicants who have a natural science background and wish to take further education in an engineering field. Applicants without a natural science background can apply for admission to the OsloMet’s introductory course or three-semester scheme to qualify for the engineering programmes. See OsloMet’s website www.oslomet.no

The programme’s admission requirements include the Higher Education Entrance Qualification/prior learning and work experience and mathematics R1+R2 and Physics 1. An introductory course or qualifications from a technical college under previous regimes are sufficient to meet the qualification requirements. Applicants with qualifications from a technical college pursuant to the Act relating to Tertiary Vocational Education of 2003 only need to take mathematics R1+R2 and Physics 1.

Reference is made to the Regulations concerning Admission to Higher Education:

https://lovdata.no/dokument/NL/lov/2005-04-01-15?q=forskrift_opptak_høyere_utdanning

After completing and passing the three-year bachelor's degree programme in energy and environment, the candidate is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate:

• has acquired broad knowledge that gives an overall systemic perspective on the discipline of engineering in general, with a specialisation in subjects relating to energy systems and environmental issues in buildings
• has basic knowledge in mathematics, statistics, physics and relevant social sciences and how these fields may be integrated in the solution of engineering problems relating to energy and the environment in buildings
• has insight into specialisation subjects such as energy, fluid mechanics, heat transmission, mass transfer, indoor climate, sanitation, heating, ventilation and sanitary engineering, and automation
• is familiar with different computer tools and relevant software in fluid mechanics, heat transfer
• is familiar with technological developments in the field of energy and the environment in buildings, the role of the engineer in society, and about the social, environmental, ethical and financial consequences of technology
• is capable of updating his/her knowledge independently by seeking out literature, through contact with professional environments and user groups and through practical work
• has knowledge that provides an overall perspective on the field of energy and environmental engineering
• is familiar with research challenges relating to energy and the environment in buildings and with scientific methods and modes of working in the specialisation subjects energy, indoor climate, HVAC engineering and automation in buildings.

Skills

The candidate is capable of:

• applying and processing knowledge to solve problems relating to energy and the environment in buildings, propose technical solutions, analyse and quality assure the results
• using computer tools and relevant computer and simulation programs in the field
• working, both independently and as part of a team, on planning and carrying out measurements, analyses and engineering projects
• finding and critically assessing relevant information, literature and other relevant material, and of using this to elucidate and discuss a problem both orally and in writing
• contributing fresh thinking, innovation and entrepreneurship in connection with developing and realising sustainable solutions and products that benefit society.
• searching for specialist literature and critically assessing the quality of the source
• compiling reference lists in accordance with the applicable template.

General competence

The candidate

• is aware of the environmental, ethical and financial consequences of analyses and processes that concern energy and the indoor climate in buildings
• is capable of communicating his/her knowledge to different target groups both orally and in writing, and has the ability to illustrate the importance of technology and its consequences for society
• is capable of participating actively in professional discussions, showing respect and being open to other fields and contributing to interdisciplinary work
• is capable of contributing his/her expertise in projects and developing major projects together with others.
• has information literacy skills; knows why it is necssary to seek out quality-assured sources of knowledge,why sources must be cited, and is familiar with what is defined as plagiarism and cheating in student work