Task Planning Template – Manage a patient suffering Marine Envenomation
The following are task planning and Learner interaction plan templates for the learning outcome
Manage a patient suffering Marine Envenomation.
Activity/Task
– Objective
|
Learning
Event
|
Teacher’s
role
|
Learner’s
role
|
Transactional Space
|
Learner’s
role
|
Resources
|
Tools
(incl. technology)
|
Other
comments (1-1, group work, timing etc)
|
Manage a patient suffering
marine envenomation
|
Practice and Assessment using
Objective Structured Clinical Examination (OSCE) scenarios (high fidelity
simulation) which are recorded using video.
|
Perform
Monitor
Observe
Reflect
Explain
Assess
Coach
Interpret
Justify
Question
React/Respond
Moderate
|
Observes
Discuss
Interpret
Justify
Question
React/Respond
Reflect
Review
Critique
Report
|
Perform
Apply
Reflect
Explain
Interpret
Justify
React/respond
|
Actors.
Moulage
for High fidelity. simulation.
Monitor/
Defibrillators.
Oxygen
kits.
Drug
kit.
Response
kit.
Airway
kit.
IV
cannulation arm.
Airway
manikin.
Video
camera.
Ipads.
|
Video
with convenient playback system
IPads/
android devices with PDF expert app and wireless access
Manikin
capable of airway management and IV cannulation
|
Timing
Student
residential school.
Timing
of residential school is following the extensive learning resources covered
by other learning outcomes.
This
activity is the practical application of knowledge and skills gained prior
and is undertaken in a supportive learning environment.
|
Learning Transaction Planning
– Manage a patient suffering Marine Envenomation
Learning Event
|
Teacher’s Role
|
Peers’ Role (collaborative)
|
Details of the transaction – timing, activities,
location, control, framing narrative, pathways, options, affective domain
|
Learner’s Role
|
Manage a patient suffering marine envenomation under
high fidelity simulation conditions
|
Design
Perform
Monitor
Observe
Reflect
Explain
Assess
Coach
Interpret
Justify
Question
React/Respond
Moderate
|
Observes
Discuss
Interpret
Justify
Question
React/Respond
Reflect
Review
Critique
Report
|
Pre-requisites
and/or suggested studies prior to attending
Week 8 online learning resources:
Australian Resuscitation Council Guidelines
Video Lecture from Associate Professor Jamie Seymour
Video Tutorial on management of a patient suffering
marine envenomation from Lecturer Paul Oliveri
Queensland Ambulance Service Clinical Practice Guideline
(Marine Envenomation)
Queensland Ambulance Service Drug Therapy Protocols
(Narcotic analgesics, Box Jellyfish Antivenom and Magnesium Sulphate).
On the day
of the simulation
(where
possible simulations are conducted on nearby beaches)
Student, Actor and Academic briefing on:
·
WH & S for
simulation.
·
Format for simulations.
·
Expected
treatment cues for actors to change behaviour and maintain realism of
simulation.
·
Provision of supportive
and constructive feedback.
·
Technology
utilised within the scenario (cameras, Ipads).
·
Groups of four
students simulating two paramedic crews are chosen by the students to work
together (attempt at creating supportive environment by working with peers
they are comfortable with).
**If not conducted previously, gauging student
experience in this field should be done prior to commencing simulations.
During the
simulation:
(See
example of Scenario simulation)
·
Students
provided with dispatch information and conditions for simulation including a
20 minute time limit (industry standard).
·
Peers and
Lecturers utilise predesigned marking rubrics (interactive PDFs) on I pads (which
sync to the Course Coordinators computer) to record and provide feedback.
·
Academic staff
(qualified and experienced Paramedics) coordinating simulations provide
further information required by students undertaking the simulation based on
the pathways they explore.
·
Students undertake
all assessments to determine type of envenomation.
·
Students
undertake all patient management (including emotional support) to treat the
patient under simulated realistic conditions.
·
Performances
are recorded with video cameras/I pads.
Following
the simulation:
·
Students
performing the scenario are given the opportunity to reflect on their
performance. What went well and points
they consider could have been done better.
·
Peers observing
and monitoring the scenario are then given the opportunity to provide
feedback on what went well and points
they consider could have been done better (emphasis is on supportive and constructive
feedback with the rubric as a guide).
·
Video of the
scenario can be played for the students to gain further feedback on points
which may have been missed during the ‘live’ simulation.
·
Video also
provides the ability for the Course Coordinator to moderate should there be a
contest to formal marking.
·
The role of the
academic onsite is to guide discussion, moderate, react and respond to
questions or comments, and coach students throughout.
·
If necessary
they can perform skills or procedures as a demonstration for anything not
implicitly clear from the ‘ Pre-requisites and/or suggested studies prior to
attending’. Largely though academic
staff are the ‘guide at the side’.
·
Students
requesting can be supplied with video files for viewing in private at a later
time.
|
Perform
Apply
Reflect
Explain
Interpret
Justify
React/respond
|
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