1. Communicate effectively verbally and non-verbally with service-users and professionals while maintaining professional standards and behaviours.

Communication

2. Apply foundational assessment skills, including the use of digital tools, and key findings in both practice and simulated environments.

Application & Problem Solving

Digital Literacy

3. Collaborate with practice educators to conduct and formulate safe assessments and treatment plans within simulated or practice-based environments.

Critical Reasoning & Collaboration

4. Reflect on your personal development as an emerging professional in Paramedic Science.

Reflection

Personal Development & Entrepreneurship

Assessment 1

Clinical Practice Placement Record

Weighting: 0% (Pass/Fail)

Assesses module learning outcomes 1, 2 and 3.

This assessment requires you to demonstrate safe and effective professional behaviour, foundational assessment skills, and collaborative clinical decision-making while on supervised practice placement. You must complete all elements of the PARE (Practice Assessment Record and Evaluation) electronic record, which records the achievement of required competencies across communication, assessment, and supervised treatment planning. Competencies must be observed and signed off by an approved practice educator or mentor in line with professional standards.

Rationale: This assessment ensures you can apply core skills in authentic practice environments and evidence the behaviours required for safe paramedic practice.

Assessment 2

Reflection on Simulated or Clinical Practice Experience (1000 words)

Weighting: 100%

Assesses learning outcome 4

Towards the end of the module, you will undertake a 1000-word reflection, drawing on an experience from simulated or clinical practice, to analyse your performance and identify priorities for your ongoing professional development.

The reflection is assessed summatively using the University’s generic marking criteria.

Rationale: Reflection is an essential component of professional paramedic practice. This assessment enables you to appraise your emerging skills, engage with feedback and demonstrate insight into how simulation-based learning supports continuous improvement.

Indicative Content: Level 4 PARE Core Competencies (Informed by HCPC SOPs 2023 & CoP Curriculum Framework)

Person-Centred Communication and Professional Behaviours

Students must demonstrate:

Use of person-centred communication, including active listening, empathy, and clarity.

Ability to adapt communication for different service-users (age, culture, cognitive ability, emotional state).

Professional behaviour, appropriate boundaries, respect, confidentiality, and dignity.

Ability to communicate effectively with mentors, colleagues, and other professionals.

Basic documentation and information sharing aligned with legal and professional standards.



Safe Foundations of Clinical Assessment

Students must demonstrate the ability to:

Perform basic structured patient assessments (e.g., ABCDE, vital signs, pain assessment).

Measure and interpret basic observations: respiratory rate, pulse, blood pressure, oxygen saturation, temperature, and level of consciousness.

Describe key findings clearly and accurately to supervisors.

Recognise normal vs. abnormal presentations and escalating concerns appropriately.

Apply infection prevention principles and safe patient handling techniques introduced in simulation.



Foundational Clinical Skills for Safe Participation in Care

Students must demonstrate:

Ability to support safe, supervised care interventions within their competence.

Basic understanding of medicines encountered in practice and safe handling behaviours.

Safe participation in manual handling and movement of patients within taught limits.

Use of simple equipment safely and responsibly (e.g., monitoring devices, manual handling aids).

Recognition of deterioration indicators and reporting findings promptly.


(Students do not perform unsupervised interventions; competence is at a participatory/assisted level.)


Professional Conduct, Legal/Ethical Awareness and Safety Behaviours

Students must demonstrate:

Understanding of consent, capacity, safeguarding, and duty of care.

Awareness of equality, diversity, and inclusion in patient interactions.

Safe behaviour in the clinical environment, including situational awareness and risk recognition.

Engagement with feedback, reflective practice and learning conversations with mentors.

Adherence to professional standards, codes of conduct and placement expectations.


Teamworking, Collaboration and Early Leadership Behaviours

Students must demonstrate:

Ability to contribute appropriately to supervised team activities.

Understanding of roles within the urgent and emergency care system.

Situational awareness and recognition of limitations of own competence.

Effective and courteous interaction with multidisciplinary staff.

Early leadership behaviours such as accountability, reliability, and safe decision-making within scope.


Digital and Information Competence in Practice

Students must demonstrate:

Use of digital tools (e.g., JRCALC, ePCR systems) as taught in university.

Accurate and secure handling of patient data.

Ability to interpret observation trends with digital monitoring equipment.

Understanding of how digital clinical support tools guide safe decision-making.


Summary Statement

The PARE document at Level 4 assesses the student's ability to demonstrate foundational communication, assessment, professional and safety behaviours consistent with early supervised practice. All competencies are directly aligned to the HCPC Standards of Proficiency (2023) and College of Paramedics Curriculum Framework (2024) and reflect skills and behaviours introduced in Foundations of Assessment and Management and Foundations of Professional Paramedic Practice.

Learning for this module will take place primarily within supervised clinical practice settings, where you will begin to apply foundational assessment, communication, and decision-making skills with service-users under the guidance of qualified practice educators. Your practice learning will be supported by on-campus teaching, including lead lectures, seminars and simulated environments that introduce key concepts before you encounter them in practice. Simulation activities may include manual handling, conflict resolution and safety-focused scenarios designed to prepare you for the demands of real clinical settings.

During placement, you will receive regular support from both practice educators and the University’s Practice Placement Team, who will visit placement areas, provide guidance and ensure you are able to progress safely and effectively. Structured tasks, debriefing activities, and reflective discussions will further consolidate learning by linking practice experiences to professional expectations and developing your confidence in supervised clinical environments

Griffiths, L. & Mooney, G. (2023). Professional Practice in Paramedicine. Class Professional Publishing.

A fully up-to-date UK text covering professional conduct, communication, assessment behaviours, teamworking, accountability, and expectations for learners entering practice. Highly relevant for MLO1–3.

Blaber, A. (2021). Foundations of Paramedic Practice. Open University Press.

Addresses clinical communication, assessment approaches, reflective practice, and what safe practice looks like for novice students. Ideal for supporting early placement confidence.

Hughes, S. & Hughes, R. (2020; reprinted 2022). Human Factors in Paramedic Practice. Class Professional Publishing.

Explores situational awareness, safety behaviours, teamwork, risk management, and managing interpersonal complexity—key learning objectives in supervised practice.

Wyllie, A. & Hughes, R. (2021). Leadership and Management in Paramedic Practice. Class Professional Publishing.

Provides practical insight into team leadership, followership, conflict resolution, communication styles, and professional behaviour—all core to functioning effectively in practice placement teams.

College of Paramedics (2024). Paramedic Curriculum Guidance (6th Edition). College of Paramedics.

Defines national expectations for supervised practice, competencies, communication, clinical assessment, reflective practice, and safety standards. Essential reference for students and educators.

VLE - Blackboard (Virtual Learning Environments).

Microsoft Teams

Simulation Centre

Hi Fidelity Simulation Equipment

Classrooms.

Library support.

Academic Mentor support.

Group tutorials.

Lectures.

Seminars.