Associated Assessment Criteria for Exit Level Outcome 1:
Communication with patients, colleagues and other service providers is effective, clear, direct, and accurate, with appropriate use of modality including electronic media. Terminology is consistent with profession usage.
Interactions promote human dignity and are undertaken with due sensitivity to ethnic, cultural, linguistic, and religious and gender diversity.
Ethical principles of beneficence, autonomy and justice, truth telling, promise keeping and confidentiality are correctly applied in all contexts.
All clinical interactions and related practices are in line with the provisions and rules of the codes of ethics of the Health Professions Council of SA (HPCSA) and professional associations.
Accurate and comprehensive explanations are provided of the legal framework within which an emergency service provider and I or Emergency Care Assistant operates.
The importance of mental health and wellness on the part of the emergency care provider is comprehensively discussed, highlighting their role and importance, with particular reference to the impact on job effectiveness.
Suitable methods for achieving and maintaining operational fitness are identified, demonstrated and described in terms of lifestyle, diet and exercise techniques, highlighting the impact on self and job effectiveness.
Methods for maintaining personal safety are identified, demonstrated and applied through appropriate risk assessment, scene assessment, decision making and option taking.
Safe and effective lifting, carrying and movement of patients is described and or demonstrated.
Safe and effective use of emergency service vehicles and emergency response driving is described and or demonstrated.
Operational routines are correctly conducted within an Emergency Medical Services (EMS) environment.
Required levels of physical fitness and swimming proficiency applicable to emergency medical care workers are demonstrated.
Associated Assessment Criteria for Exit Level Outcome 2:
The Environmental Management System (EMS) structure, role and function forboth public and private, within the South African context is accurately described.
Correct explanations of the interdependence and interrelationships occurring between EMS and other Allied Emergency and Health Care structures are provided.
The role of the health care team is correctly explained in terms of key responsibilities of each role and the relationships between each role.
National legislation as applicable to emergency care and rescue services are correctly identified and explained.
Multi-disciplinary approaches to emergency care and rescue scenarios are correctly explained and or demonstrated.
Operational needs are correctly explained.
Factors influencing policy and operation of the emergency care and/or rescue services are correctly explained.
Problem areas are correctly identified and addressed using problem solving and decision making techniques.
Applicable labour legislation and labour practice is correctly explained.
Principles of disaster management are correctly explained and demonstrated.
Associated Assessment Criteria for Exit Level Outcome 3:
The composition, general form, spatial orientation and position of structures within the regions of the human body are accurately described and integrated within a clinical context.
The physiological functioning of the human body is correctly explained and integrated into patient care.
Key principles of chemistry are correctly explained and applied to emergency medical care.
Key principles of physics are correctly explained and applied to emergency medical care.
Drugs used within the scope of practice of the Emergency Care Assistant are accurately and comprehensively described in terms of class, schedule, trade name, and generic name, mechanism of action, indications, contra-indications, precautions, side effects, packaging, dosage and administration and route of administration.
Associated Assessment Criteria for Exit Level Outcome 4:
Potential hazards within the emergency service environment are correctly identified in terms of their origins, impact and means of management or mitigation. Scene and incident management is carried out in line with best practice and established procedures.
Emergency medical care equipment is accurately described in terms of function, storage, maintenance and safe use.
Infection control is discussed and implemented in line with established procedures.
Integrated patient care and clinical skills and procedures are correctly demonstrated.
The principles of primary health care, disease prevention, health promotion and counselling are described and demonstrated.
Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) awareness is promoted in self and among others.
The role of an Emergency Care Assistant within the primary health care system is described.
Clinical assessment and clinical decision-making is performed in line with the scope of practice of an Emergency Care Assistant, and treatment for minor injuries and minor ailments in specific controlled circumstances is provided.
The ability to render emergency care support to the sick or injured individual, groups and the community with due consideration for evidence informed practice is demonstrated.
All clinical skills within the Emergency Care Assistant scope of practice is demonstrated.
The ability to recognise an emergency care and/or primary health care situation and apply appropriate knowledge and skills concerning the type of situation by using appropriate equipment is demonstrated.
Patient hand over is carried out in line with local protocols and procedures.
Medical records are constructed which provide sufficient accurate details of patient information and treatment.
Self-critique, realistic, accurate and fair reflection of own clinical competence and practice is demonstrated.
Ability to offer appropriate clinical advice that will enhance prevention of further injury or ill health is demonstrated.
Carry out operational routines and procedures within an Emergency Medical Services environment.
Integrated Assessment:
Assessment will be an integral part of the teaching and learning process and will be systematically and purposefully used to generate data for grading, ranking, selecting and predicting, but also to provide timely feedback on learner performance that should inform teaching methods and curriculum design. Assessments will also be informed by module outcomes as well as by the nature of the knowledge area or skills that are being assessed, e.g. written tests to assess cognitive processes/skills and/or knowledge of theory and objective structured clinical examination (OSCE) or simulations to assess psychomotor and/or clinical skills.
Learner's progress will be monitored by means of continuous assessment and their performance assessed throughout the year. In the case of continuous assessments, rules are in place regarding eligibility for supplementary assessments in the case of learners not passing any of the formative assessments. For summative assessment, especially where more than one marker is involved, internal moderation checks will be undertaken to ensure the reliability of the assessment procedures. |
