Bachelor of Paramedic Practice with Honours

Domestic students:

Recent secondary education (Year 12)

This course uses the ATAR as part of its selection considerations.

VCE: Units 3 and 4: a study score of at least 30 in English (EAL) or at least 25 in English other than EAL. Units 3 and 4: a study score of at least 20 in two of Biology, Chemistry, Health And Human Development, any Mathematics, Physical Education, Physics or Psychology.

HSC: Two of Biology; Chemistry; any Mathematics; Physics; or Personal Development, Health and Physical Education (Band 2). One of English Standard, English Advanced (Band 3), English as an Additional Language or Dialect (Band 4).

Selection rank adjustments

VCE: A study score of 25 in Health And Human Development, any Mathematics, Physical Education or any Science equals 4 aggregate points per study. A study score of 20 in any LOTE equals 4 aggregate points per study. Overall maximum of 12 points.

HSC: Applicants who successfully complete one of the following HSC or equivalent Year 12 subjects will have their selection rank increased by one point per study: Performance Band 3 in Mathematics Standard 2; Mathematics; Mathematics Extension 1; Mathematics Extension 2; Biology; Chemistry; Physics; Investigating Science; Personal Development; Health and Physical Education (PDHPE); any language other than English (Band 2). Overall, selection ranks can be increased by a maximum of five points.

Higher education, VET and work/life experience applicants

Subject proficiency: Demonstrated proficiency equivalent to stated Year 12 prerequisites.

Additional selection information

• Applicants seeking consideration via Work Recognition must complete all requirements listed on the La Trobe University Work Recognition webpage and submit a Personal Statement, including relevant work experience and reasons for applying for this course.
• Applicants can complete and submit a Personal Statement if they wish other information to be considered during the selection process. This may include information such as work experience or reason for applying. Applicants may wish to provide other documentation in support of their application.
• You may satisfy the academic requirements by completing the STAT multiple choice if you:
  • are not currently studying an Australian Year 12 (or equivalent)
  • have no prior secondary school (Year 12), VET studies, HE studies or relevant work experience that can be considered for entry, or
  • do not meet the minimum academic requirements for the program. Refer to the La Trobe University STAT page page for further information.
• Some prerequisites for this course can be satisfied by successfully completing specific subjects offered through Unilearn and achieving the minimum overall grade. Further details and minimum overall grade information is available from the La Trobe University Prerequisites page. Applicants who complete Unilearn studies must also submit a copy of their 'Statement of Achievement' and transcript to VTAC.
• Applicants who have undertaken studies in a language other than English must demonstrate that they have achieved the required minimum scores in the International English Language Testing System (IELTS) (Academic) or equivalent. Refer to Language requirements for further information.
• A study score of 25 in Health And Human Development, any Mathematics, Physical Education or any Science equals 4 aggregate points per study. A study score of 20 in any LOTE equals 4 aggregate points per study. Overall maximum of 12 points.

International students:

Recent secondary education (Year 12)

Units 3 and 4: a study score of at least 30 in English (EAL) or at least 25 in English other than EAL.

Units 3 and 4: a study score of at least 20 in two of Biology, Chemistry, Health And Human Development, any Mathematics, Physical Education, Physics or Psychology.

English language requirements

7.0 IELTS (Academic) with no individual band less than 7.0.

All applicants:

Inherent requirements

Behavioural and relational skills

Core requirement Students must be able to manage their own responses and behaviour to work effectively in a range of learning environments with diverse people and tasks. This includes the capacity to be receptive and respond appropriately to constructive feedback. Students should also be able to work with others in a team or group environment and make and maintain effective relationships with a wide range of individuals in order to complete tasks or for professional practice. See also Student behaviours policy for more information. Course-specific requirement Paramedicine is governed by specific regulatory and ethical standards and requirements in order to ensure healthcare is delivered in an accountable, professional, and safe manner. For example, students must display behavioural stability and manage their personal responses while working with emotionally and physically distressed individuals from diverse groups and backgrounds. Paramedic students must be able to work both individually and in teams in varied and unpredictable environments, often under time pressure, and function effectively in a frequently demanding role. Students must demonstrate strong interpersonal communication skills in order to ensure safe delivery of health services. This includes written, verbal and non-verbal communication skills. Students must have the ability to sufficiently engage with a range of information, as effective interpretation, recording, and transmission of information ensures the safe and accurate provision of health care. They must be able to recognise and respond appropriately to verbal and non-verbal cues displayed by colleagues and patients to ensure safe, appropriate and responsive care. https://www.paramedicineboard.gov.au/Professional-standards/Professional-capabilities-for-registered-paramedics.aspx

Cognition

Students must be able to locate, acquire, retain and apply knowledge as part of their learning and for assessment. They must have the ability to sustain their attention over a designated period, maintain their focus in a variety of learning environments and remember information long enough to complete tasks in a reasonable and safe timeframe. Paramedicine students must be able to use retained information and recall information without reference, often in time pressured circumstances. They must be able to integrate learned knowledge into practice, including the ability to apply formulas in order to make measured calculations, such as drug doses, regarding patient care. Students must also be able to maintain attention in distracting, psychologically challenging, and changeable environments in order to deliver safe and timely patient care. Paramedicine students must be able to maintain focus and concentrate on multiple tasks for extended time periods. They must have the capacity to complete shifts that extend beyond 12 hours and include rotating shifts while on clinical placement, and concurrently maintain consistent focus and concentration during that time.

Sensory (visual, auditory, tactile, olfaction)

Students should possess the ability to interact with visual, auditory or tactile inputs sufficiently to manage their learning environment and to meet professional performance needs. Paramedicine students must have adequate visual acuity to observe patient symptoms and perform a wide range of clinical skills to ensure accurate, consistent and safe self and patient care. This care is often delivered in dynamic and unpredictable environments. Paramedicine students must have adequate hearing or auditory ability to monitor, assess and manage patients, and effectively identify hazards in a range of work environments.For example, students must be able to accurately perform chest auscultations. They must also be able to hear and respond appropriately to feedback and instructions from multiple sources at once, including patients, colleagues and emergency service staff. Students must possess adequate touch/tactile ability in order to perform competent and safe patient care. For example, paramedicine students must be able to palpate anatomical structures and use tactile ability to assess physiological parameters including pulses. Paramedicine students must have an adequate sense of smell to undertake clinical assessment of patients where odour may be indicative of abnormality, such as gastrointestinal bleeding or ketoacidosis. They must also be able to detect the presence of hazardous substances including fuel or gas.

Strength and mobility

Gross motor skills: Students should possess the strength, range of motion, coordination and mobility sufficient to manage their learning environment and ultimately, professional performance needs. Fine motor skills: Students should possess the manual dexterity and fine motor skills sufficient to manage their learning environment and ultimately, professional performance needs. Paramedicine students must possess both gross and fine motor skills to undertake common tasks such as lifting, carrying, pushing, pulling, standing, twisting and bending.These tasks may be performed in uncontrolled environments which includes low-light situations and on uneven ground. Paramedicine students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to self and others. Paramedic practice also requires fine motor function to perform clinical assessments and to manipulate and operate medical equipment. Fine motor function is also required when performing treatment techniques including intravenous cannulation, wound dressings, and drug preparation and delivery.

Building knowledge and skills in paramedic practice opens the door to your future career as a:

• Paramedic
  • Respond to medical emergencies and assess and attend to patients with life-threatening and non-life-threatening conditions.
• Air ambulance paramedic
  • Respond to medical emergencies via aircraft and provide advanced treatments in challenging environments.
• Industrial paramedic
  • Provide emergency response, injury prevention, health promotion and primary health care in a variety of industrial settings.
• Community paramedic
  • Deliver emergency response support as well as additional health services, monitoring and education to communities, particularly in rural or remote areas.