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Welcome aboard!

Please take a moment to read this, as it contains crucial information about our courses.

Welcome aboard our renowned Paramedical and Emergency Care Training Programs. Embarking on this educational journey may profoundly transform your approach to emergency situations. Exceptional paramedics perceive emergencies holistically, transcending mere first aid to envisage the entire situation. This holistic perspective is a skill honed through education and experience.

Lao Tzu, the esteemed Chinese philosopher, famously stated, “A journey of a thousand miles begins with a single step.” We all commence our journeys from a starting point. I invite you to learn about my beginnings and the development of our unique paramedical training philosophy. This insight may enrich your own path and provide a deeper understanding of our commitment to your education and the rationale behind our program’s structure.

In emergency scenarios, it’s common to encounter apprehension and fear. These emotions can be paralyzing, leading to a reluctance to act due to the fear of exacerbating the situation. Contrary to the Hippocratic oath’s guidance to “First, do no harm,” inaction is not a viable option. My extensive experience as a paramedic, responding to thousands of emergencies, has taught me that the pervasive question is “What if?”—What if my actions worsen the situation? What if I inflict more pain? What if I’m incorrect in my approach?

This course will demonstrate that emergency medicine is fundamentally rooted in common sense. We recognize the challenge of maintaining calm and rational thought under pressure. Our training equips paramedics not only with medical knowledge but also with strategies to manage stress and make effective decisions in critical moments.

Our objective is to transform fear and hesitation into the competence to assist others when necessary.

Why?

Is there a need for a rationale to help or care? For paramedics, caring is central to their role, and aiding others is inherently positive. Offering assistance mitigates the daunting “What if?” concern. As emergency responders, our presence at a scene may be brief, but we aim to leave without lingering doubts, equipping you with simple techniques to conquer fear.

The information on this page applies to students studying with International Paramedic College (IPC).

Key information for students

IPC has a range of policies covering details relating to:

• Marketing and advertising
• Enrolment, including cancellation and refunds
• Reasonable Adjustment or learning with specific learning requirements
• Student and Academic Codes of Conduct
• Student assessment and work placement
• Completion of your studies
• Managing student complaints
• Privacy
• Fees of cancellations and refunds

Many of these policies procedures and forms can be accessed in the footer of our website or here. If you require further information, please contact us.

Language literacy and numeracy (LLN) assessment tool information

An ‘ACSF Assessment Task/Tool’ or ‘LLN Assessment Task/Tool’ is a diagnostic assessment tool used to determine an individual’s language, literacy, and numeracy (LLN) skill levels.

The tasks typically consist of various reading, writing, maths and oral communication questions designed to be relevant to workplace tasks.

The idea is that the tools will help gauge a person’s current LLN skill levels and identify whether they have the required LLN skills to effectively interact with information and complete tasks that would be commonplace in a certain job, and if not, where the areas of required support are.

While IPC is not involved in VET Loans, there are assessment tools and tasks provided that some students may like to use to assess LLN needs Information is available here

They can be accessed here at the Australian Government Department of Employment and Workplace Relations

Student interviews are conducted before enrolment in our qualifications like the

• HLT21020 Certificate II in Medical service first response
• HLT31220 – Certificate III in Basic Health Care
• HLT41120 Certificate IV in Healthcare
• HLT51020 – Diploma of Emergency Health Care

You can book your pre enrolment interview where any LLN issues can be discussed as well as the course content and details about assessment activities costs payment plans workplacemts etc

Please book an online zoom session time to discuss these and any other issues here with one of our paramedical trainers.

Student handbook

In addition, the Student Handbook provides a guide to studying with us

Textbooks Required for CERT IV and Diploma Courses:

Our curriculum integrates a variety of learning materials, including essential textbooks, to establish a solid clinical foundation for our students.

“Clinical Skills for Paramedic Practice”
&
“Paramedic Principles and Practice“

It’s also strongly recommended you visit Micheal Eburns blog, who answers questions from emergency workers.

 

The Clinical Pathway Approach

We’ve designed a clinical pathway through the course units to build a foundational knowledge, upon which we expand to deepen your understanding of the human body and its functions, culminating in the development of critical clinical skills, particularly in patient assessment and communication—key elements in emergency patient management.

Please adhere to the recommended pathway to ensure a seamless online learning experience, aligned with the structure of your chosen qualification.

1. BSBMED301 Interpret and Apply Medical Terminology Appropriately

Dive into the essentials of medical terminology, pivotal for pre-hospital care. We integrate the latest ambulance protocols and clinical guidelines to equip you with the language critical for drafting case reports and communicating effectively with healthcare professionals. While it’s an introduction, you’ll acquire a foundational understanding which will be expanded upon throughout your training and career.

2. CHCDIV001 Work with Diverse People

This vital unit focuses on developing cultural competence within paramedical practices. Understanding, respecting, and appropriately responding to the diverse values, beliefs, and attitudes encountered in emergency settings is crucial. Drawing from academic research on paramedic interactions in Victoria, this module addresses the nuanced challenges of servicing culturally and linguistically diverse (CALD) communities, emphasising the importance of clear communication and non-judgmental patient care to prevent adverse outcomes.

3. CHCLEG001 Work Legally and Ethically

Paramedics are often faced with challenging decisions under pressure. This unit explores the balance between clinical, ethical, and legal considerations in paramedic practice, emphasising the importance of professional integrity. It discusses the regulatory frameworks guiding healthcare professionals, underscoring the critical nature of ethical and legal responsibilities in patient care and public safety.

4. HLTINF006 Apply Basic Principles and Practices of Infection Prevention and Control

In light of recent global health crises, infection prevention and control have never been more relevant. This unit offers practical instruction on handwashing techniques, highlighting the ease of cross-contamination through engaging visual aids. It’s a fundamental aspect of healthcare that ensures the safety of both patients and practitioners.

5. CHCCCS020 Respond Effectively to Behaviours of Concern

Paramedics frequently encounter patients with challenging behaviours. This unit introduces strategies for de-escalation and effective adaptation, essential skills for managing diverse patient reactions in high-stress environments.

6. HLTWHS002 Follow Safe Work Practices for Direct Client Care

Focusing on Workplace Health and Safety (WHS) requirements, this unit provides straightforward guidance on safe practice in direct client care. Tailored with a paramedic perspective, it covers the essential principles of WHS, reinforcing the importance of safety in healthcare settings.

7. CHCDIV002 Promote Aboriginal and/or Torres Strait Islander Cultural Safety

Highlighting the significant health disparities faced by Indigenous Australians, this unit fosters an understanding and respect for Aboriginal and Torres Strait Islander cultures. It emphasises the importance of culturally safe practices in healthcare, advocating for respectful and non-judgmental patient interactions.

8. HLTWHS006 Manage Personal Stressors in the Work Environment

Paramedics face immense stress, necessitating effective self-care strategies. This unit encourages self-reflection and the utilisation of support systems to maintain a healthy and balanced professional life, crucial for long-term career sustainability in emergency care.

9. HLTOUT010 Communicate in Complex Situations to Support Health

Effective communication is key to successful scene management. This unit delves into the challenges of communication in emergency situations, emphasising the importance of clear, concise, and considerate exchanges between paramedics, patients, and bystanders to ensure optimal patient care and safety.

10. HLTWHS005 Conduct Manual Tasks Safely

Addressing the high incidence of back injuries among healthcare workers, this unit focuses on safe manual handling techniques. It advocates for patient and practitioner safety, introducing practical approaches to prevent injury during patient transfer and care.

11. HLTOUT009 Manage the Scene of a Major Incident

Beyond clinical care, paramedics play a crucial role in managing resources during major incidents. This unit explores the principles of triage and resource allocation, preparing you to make critical decisions that maximise positive outcomes in mass casualty events.

12. PUAEME008 Provide Pain Management

Introducing pharmacological pain management, this unit covers the essentials of drug administration, including indications, contraindications, and monitoring for adverse effects. It prepares you for informed decision-making in administering pain relief, an important aspect of patient care.

Medication Tips for Paramedics

In a coroner’s court, expect a savvy barrister to query, “Did you check the contraindications before administering this medication to my now-deceased client?” A confident “Yes, and it’s documented on the case sheet that the patient denied any history of contraindications,” supports your credibility. But, be prepared; the follow-up question often probes deeper: “What are the contraindications for this medication?” Failing to recall these details can significantly undermine your testimony and professional reliability. Learn to write them into your case reports.

My extensive experience in coroner’s courts has taught me the importance of thorough documentation. Recording contraindications on the case sheet not only safeguards you against potential oversight but also exemplifies the best clinical practice.

Whenever you document a patient’s medications, take the opportunity to research them later. This practice deepens your understanding of various drugs, their potential adverse effects, contraindications, and clinical signs to watch for, such as the ECG changes associated with Lanoxin toxicity. Remember, patients may not always understand why they’re prescribed certain medications. Unravelling the therapeutic intent behind their prescriptions can provide valuable insights into their health history. Always verify information directly with the patient, acknowledging that medications can serve multiple clinical purposes.

This method fosters a comprehensive learning framework in your mind, significantly enhancing your ability to connect and recall medicinal information. It’s an effective strategy for adult learning and professional development in paramedic practice. Embracing this approach will not only improve your clinical skills but also equip you with a deeper knowledge base to support patient care effectively.

13. CHCCCS019 Recognise and Respond to Crisis Situations

Focusing on mental health first aid, this unit is pivotal for early career paramedics. Understanding mental health crisis signs and triggers is essential for providing compassionate care and for personal well-being, highlighting the importance of mental health literacy in paramedical practice.

14. HLTAAP002 Confirm Physical Health Status

This unit offers a deep dive into anatomy and physiology (A&P), tailored for paramedic needs. Focusing on critical systems and pathophysiology, it equips you with the knowledge to perform focused patient assessments and make informed clinical decisions, essential for effective emergency care.

15. HLTOUT001 Implement Safe Access and Egress

Practical and focused, this unit trains you in safe practices for entering and exiting emergency scenes. It balances the need for swift action with safety considerations, ensuring patient and paramedic well-being during critical interventions.

16. HLTOUT008 Manage a Scene

Scene management is crucial in emergency care. This unit prioritises patient assessment as a fundamental skill, setting the stage for effective and efficient emergency response and care delivery.

17. HLTOUT005 Assess and Deliver Standard Clinical Care

As the capstone unit, this comprehensive module reinforces patient assessment techniques and standard clinical care delivery. Through detailed and repeated exercises, it solidifies the assessment framework in your mind, preparing you for confident and competent practice in the field.

Practical Training

Becoming a proficient paramedic transcends the realm of textbook learning, no matter the excellence of the material or the sharpness of one’s memory. Indeed, each scenario a paramedic faces demands a thorough understanding of anatomy, physiology, and pharmacology. However, the essence of effective emergency medical practice also lies in interpreting diverse individuals and situations accurately. Examinations might test your ability to confidently recall information, yet clinical practice often presents scenarios where neither facts nor outcomes are clear-cut. To operate safely in the field, a paramedic must adeptly gather and assess information from patients, who may vary widely in gender, age, social background, and health conditions. The critical task then becomes to identify relevant data and integrate this with your comprehensive knowledge and skills to formulate an accurate diagnosis.

Mastering clinical reasoning is arguably the most challenging aspect for medical students. While individuals with a strong memory may find it easier to memorise facts about anatomy, physiology, and pharmacology, true understanding and application of these disciplines come with time and practice. This begs the question: How does one apply this vast knowledge base in real-time patient care?

Our approach to practical training, followed by placement, is designed to immerse you in real-world clinical problem-solving. This method addresses a pivotal clinical inquiry: “How do you manage a condition without prior detailed knowledge of the disease responsible?”

Clinical reasoning remains a dynamic and intricate challenge. Traditional educational methodologies provide the foundational clues for solving clinical conundrums. However, paramedics in the field must prioritise and analyze these clues to make informed decisions swiftly.

To equip you with this essential skill, we offer a comprehensive series of webinars/videos alongside a practical primer package, to be completed in preparation for your practical course attendance.

We are keen to hear from you after your training. Your feedback on whether this training has catalysed a significant shift in your clinical reasoning and practice is invaluable to us.

Equipment Training

Mastering the operation of diverse medical equipment is a straightforward process, though it’s crucial to acknowledge that medical technology and apparatus are ever-evolving. Over my four decades in the field, I’ve witnessed countless updates and modifications to leg splints, monitors, and other essential tools. Thus, the key skill is not just in knowing how to use a specific piece of equipment at a given time, but understanding when and why to use it. This adaptability and the ability to interpret the functionality and application of various medical devices are fundamental. For a more in-depth insight into our approach to paramedic training and the importance of equipment proficiency within it, further information is available on our philosophy of paramedic training page.

The one constant in emergency medicine is change

In emergency medicine, adaptability is key due to the constant evolution of equipment and practices. Training as a medic focuses on acquiring a versatile skill set and applying a consistent approach across various scenarios, rather than just learning to use specific equipment. This adaptability is crucial, as evidence-based practice and technological advancements continually reshape emergency medicine. Our program builds a foundational knowledge base, then introduces a systematic approach to patient management that prepares you for change.

Before practical training, we provide extensive pre-course materials on medical protocols, procedures, and pharmacology to ensure familiarity with essential medications. Additionally, we offer online webinars and live Q&A sessions with experienced paramedics to enhance your learning experience at no extra cost. This preparation aims to equip you with a methodical strategy for managing any emergency, emphasising the importance of routine mastery.

Key areas covered include:

Skills Stations/Equipment

Patient Assessment

Trauma Cases

Medical Cases

Environmental Cases

Pharmacology relevant to your scope of practice

Clinical placements offer hands-on experience, allowing you to apply theoretical knowledge in real-world settings. This comprehensive training, combining theory and practice, prepares you for a career in paramedical and pre-hospital care. We also provide opportunities for international placements, requiring a minimum of 160 hours of workplace attendance.

Keep updated with the latest information on placements and practical training opportunities through our student news section.

Student Training & Education Legal Issues

Students must note that the ability to perform specific skills, protocols, or procedures outlined in your training program hinges on the authorisation granted by clinicians affiliated with the organisation. It is the employers, not the training entities, who define the scope of practice or clinical guidelines shaping your clinical activities in the workplace.

The curriculum, including information and learning materials, focuses on general pre-hospital care principles and guidelines intended to enrich practice knowledge. It’s important to acknowledge that the applicability of this training might vary across different jurisdictions, and the guidance provided here does not aim for practitioner accreditation.

Given the rapid evolution of medical information, students are encouraged to consult directly with drug manufacturers and stay updated with the latest clinical protocols, procedures, and advice from pharmacologists.

Our training programs cater to a global audience, recognising that laws and regulations regarding emergency medical authorisations differ significantly from one region to another. Consequently, this course cannot offer comprehensive legal advice applicable to every workplace or location. This content serves as general guidance only; when legal uncertainties arise, seeking professional legal counsel is always recommended.

Please be aware that while our training materials are sourced from credible authorities, they are subject to updates and revisions. Always refer to the most current protocols, administration guidelines, and safety data for the use and management of any medical drug or procedure.

Tech Support and Disclaimer

Our system facilitates direct contact for any technical issues you may encounter. When reaching out, please attach a screenshot along with details of the specific unit or assessment activity, and any additional information that could aid in resolving the issue.

Upon receiving your query, we will lodge a ticket for our student management system team to review and address.

Experience shows that many common problems can be effectively resolved by simply refreshing your screen, logging out and then logging back in, or adhering to the prescribed clinical pathway. We recommend attempting these steps as your initial troubleshooting effort.

The Assessment Process – Introduction

As a participant in International Paramedic College’s (IPC) comprehensive courses, you’re granted access to an extensive array of learning materials essential for your success. Before embarking on any assessment tasks, it’s imperative that you’re familiar with these resources, some of which may include essential textbooks.

You’ll be informed of any specific materials or resources necessary for your assessment tasks ahead of time.

At IPC, we employ a diverse set of assessment methodologies designed to evaluate your knowledge and practical skills relevant to the course unit. These methods typically include:

Knowledge assessments via multiple-choice or short-answer queries

Practical evaluations through video submissions or direct observation

Understanding Competency-Based Assessment

Competency-based assessment is a systematic approach to validate that learners can exhibit the necessary skills and knowledge for their enrolled unit or course. This model requires participants to demonstrate proficiency in all designated assessment activities. Unlike traditional grading systems, competency-based assessment strictly categorises outcomes as either competent or not yet competent.

To achieve a competent status, participants must successfully meet the criteria for all assessment activities. Should you struggle to answer a question satisfactorily, the initial attempt is considered not satisfactory. In instances where competency is not demonstrated, assessors will guide you towards additional training opportunities and schedule a re-assessment at an appropriate time, possibly after practical session observations. Online units may offer the chance to revisit learning materials before reattempting the task. Practical video assessments are also incorporated.

Should there be any challenges in demonstrating competency across any assessment area, you will undergo a re-assessment process. This may involve performing a specific skill, answering further questions, or submitting additional information. IPC provides up to three (3) opportunities for re-assessment without additional charges. Should competency not be achieved after these attempts, re-enrolment in the unit(s) may be necessary. We acknowledge that technological issues, including screen timeouts and connectivity problems, can impact assessments, hence the provision for multiple attempts. We encourage you to communicate any specific difficulties encountered for consideration and support.

Plagiarism and the use of artificial intelligence (AI) programs

International Paramedic College (IPC) is committed to fostering a positive learning environment and nurturing strong relationships with our students. We aim for clarity regarding tasks and behavioural expectations to mitigate anxiety and prevent academic misconduct.

Authentic assessments are designed for students to undertake tasks that reflect real-world challenges, thereby demonstrating the practical application of essential knowledge and skills. Such tasks mirror those encountered in actual workplace settings, allowing for the use of diverse reference materials, expert consultations, and supervisory guidance (Sridharan & Mustard, 2015, p.4).

Plagiarism, the act of using another’s ideas, writings, or inventions as one’s own without proper acknowledgement, is a serious offence that may lead to exclusion from a unit or course. Should you be uncertain about incorporating the work of others in your assessments, you are encouraged to seek advice from your trainer.

Acts that may constitute plagiarism include:

Presenting someone else’s work as your own, even unintentionally.

Submitting assignments that are significantly similar to, or copied from, another student’s work.

Claiming the work of another individual or group as your own.

Failing to properly acknowledge, or reference sources used in assessments, including content sourced from the internet.

Using artificial intelligence (AI) generated responses in assessment tasks without explicit instruction to do so.

As part of IPC’s terms and conditions, students are required to affirm that they will not utilise AI platforms, tools, or homework help websites for completing assessment tasks, acknowledging that such actions contravene IPC’s plagiarism policy.

Furthermore, students are prohibited from sharing assessment answers or any intellectual property with others or on any AI platform, tool, or homework help website, as this constitutes a breach of our policy.

By adhering to these guidelines, IPC students maintain the integrity of their educational journey, ensuring that their learning experience is both authentic and reflective of IPC’s commitment to excellence in paramedic education.

Reviews of students’ assessments submissions will be made and if the use of AI type programs or references that appear outside the learning materials and textbooks, we may ask that students resubmit work to us or reference their sources.

Here is a link to the full plagiarism policy

Adapting to Individual Workplaces in Training

Understanding that student experiences and the context of their workplaces significantly vary, we acknowledge that the submissions, including answers, information, and projects, will naturally differ among students. We encourage the integration of assessment requirements within your specific workplace context wherever feasible. Our evaluation process is designed to assess your personal demonstration of the required skills and knowledge for a particular unit, rather than comparing your performance against others. It’s essential to recognise that clinical practice guidelines, protocols, procedures, and the scope of practice can differ across various states and workplaces.

To ensure assessments are relevant and applicable, your assessor, alongside your supervisor (should you be employed), will engage with you at the onset of each unit. This collaborative approach aims to identify suitable workplace activities or projects that align with the assessment tasks, potentially involving a review of any applicable Clinical Practice Guidelines (CPGs) or workplace procedures. Should your workplace lack the necessary documentation, resources, or equipment required for certain training and assessment activities, generic examples will be made available to facilitate your learning.

Moreover, when work samples form part of the assessment, you’re encouraged to utilise the templates, forms, checklists, and policies specific to your workplace. In instances where these are unavailable, generic versions will be provided by us. This approach ensures that while our assessments maintain a standard for evaluating core competencies, they also accommodate the varied professional settings in which our students operate.

Work Samples – Case Reports Guidelines

Work samples, particularly case reports, are crucial documents reflective of professional activities within the workplace or crafted in a manner suitable for the workplace context. It’s imperative to ensure the confidentiality of all involved parties, including employers, clients, and others, is strictly upheld in all work samples.

Should you need to submit actual workplace documents as part of your assessment, obtaining written permission from all relevant personnel is mandatory. This approval must accompany the submitted documents. The principle of maintaining confidentiality extends to every aspect of these documents, safeguarding the privacy of employers, clients, and any other individuals mentioned.

Evidence supporting your case reports can be diverse, sourced from various methods and perspectives.

When indirect evidence is utilised, or if evidence is gathered through third parties, adherence to established standards is non-negotiable. This guideline is in line with clause 1.8 of the Standards for Registered Training Organisations (RTOs) 2015. For a comprehensive understanding of assessment requirements and the specifics of clause 1.8, the Users’ Guide to the Standards for Registered Training Organisations 2015 is an invaluable resource.

Assessment Information for Students

Candidates wishing to retain a copy of their submitted assessment must photocopy it before submission. Should you need additional space for any activity, please clearly indicate the relevant assessment section or question being addressed. Be aware that all submitted assessments will be stored in our Student Management System (SMS) in line with our document retention policy and will not be returned.

Ensure you complete your name, signature, date, and attach a cover page to any written assessments, clearly stating the included activities.

Alternative Assessment and Activity Adjustments

Should you encounter difficulties completing an activity or propose a workplace-relevant alternative that satisfies unit requirements, we encourage discussion with your Assessor or the IPC team for guidance.

Foundation Skills in Assessments

Assessment tasks incorporate Foundation Skills, assessing your language, literacy, numeracy, and employment skills alongside the unit’s required knowledge and skills.

Achieving Competency

To be deemed competent, successful completion of all assessment activities is required.

Assessment Outcomes

Assessment tasks are marked as either Satisfactory (S) or Not Yet Satisfactory (NYS). A final status of Competent (C) or Not Yet Competent (NYC) is assigned upon completing all tasks. Results for knowledge-based activities are provided online or at the start of practical sessions, with opportunities for reassessment offered for unsatisfactory tasks.

Reasonable Adjustment for Learning Difficulties

Our enrolment process requires disclosing any learning or physical difficulties that might affect training outcomes, including language, literacy, or numeracy challenges. Discuss any needs with your assessor for potential assessment adjustments, ensuring no undue hardship is caused to the RTO and adjustments are within training package rules.

Recognition of Prior Learning (RPL) and Assessment Appeals

RPL acknowledges competencies from formal training, work experience, or life experience. Discuss potential RPL with your assessor for detailed guidance. If dissatisfied with an assessment result, initially consult your assessor. Unresolved issues can be addressed through our Assessment Appeals Process, detailed in the Student Handbook.

Additional Information

For comprehensive details on assessment processes, RPL, student support, and more, refer to the Student Handbook or you can contact the office or your trainer for a hard copy. Topics include:

Recognition of Prior Learning (RPL)

Credit Transfer (CT)

Student Support

Student Rights and Responsibility

Reasonable adjustment

Complaints and Assessment Appeals Procedure and Forms

Issuing Certificates and Statements of Attainment

Assessment Outcomes

Reasonable Adjustment

Submission of Assessments

Authenticity of work

Foundation Skills

COVID-19 Adaptive measures

Unique Student Identifier (USI) Requirement

Starting from 1 January 2015, all individuals enrolling in nationally recognised training provided by a Registered Training Organisation (RTO) are required to have a Unique Student Identifier (USI). If you haven’t applied for your USI yet, it’s essential to do so before commencing your training with us. The application or verification of your USI is a straightforward and quick process, accessible through the Australian Government’s website at www.usi.gov.au. Simply follow the instructions designated for students to either apply for or verify your USI.

Should you need assistance with obtaining your USI, feel free to reach out to our office for support. Please be aware, if you opt not to provide a USI, or if you are exempt under the Student Identifiers Act 2014, the achievements from your training will not be recorded in your USI account, nor will they be accessible in the future through the authenticated USI transcript service.

The USI transcript service, managed by the Australian Government and not by International Paramedic College, requires us to submit student information annually in January. This submission process is handled by them, ensuring your training records are updated on their system. For detailed information on when and how your training will be reflected in your USI transcript, please visit: https://www.usi.gov.au/documents/your-usi-transcript.

For any questions or further assistance, please don’t hesitate to get in touch with us. Submission of Assessments

Complete and submit online assessments as instructed. If corrections are needed, opportunities for discussion and resubmission will be provided during class or as arranged with our administration team.

For any queries or further assistance, do not hesitate to reach out to us.

Craig Nolan MACPara

CEO

B.Clinical Practice (Paramedic), Dip. Ed. (UTS)

Standard Training Plan

The following training plans allow you to progress through the various certificate levels with no extra time or cost and gain valuable qualifications and experience as you go

Optional extras at practical training

You can choose to include the following certifications in the Cert IV/Diploma practical course for a modest additional fee

Transport Units

HLTOUT007 Transport non-emergency patients under operational conditions

HLTOUT006 Transport emergency patients

HLTSS00068 Occupational First Aid Skill Set (occupational first aid certificate)

Which includes the following units of competency

HLTAID009 Provide CPR

HLTAID011 Provide First Aid

HLTAID014 Provide advanced First Aid

HLTAID015 Provide advanced resuscitation and oxygen therapy*

HLTAID016 Manage First Aid services and resources