Bachelor of Emergency Medical Care

The purpose of the Bachelor of Emergency Medical Care is to develop learners competent in the knowledge, attitude, insight, and skills required for the emergency medical care and rescue professions.

The qualifying learner will be able to competently apply an integration of theoretical principles, proven techniques, practical experience, clinical procedures, and appropriate skills to:

• Provide independent, specialized emergency medical care and rescue services to all sectors of the community.
• Apply management, education and research skills during independent practice and function in a supervisory, clinical governance, and/or quality assurance capacity within emergency services and healthcare environments.
• Become a reflective practitioner and lifelong learner within the emergency medical care and rescue profession.

Successful completion of this qualification will entitle the learner to register with the Health Professions Council of South Africa (HPCSA) as an Independent Emergency Care Practitioner.

Through enrolment for this qualification, emergency care practitioners will be able to

• Demonstrate effective communication skills and apply the principles of medical ethics, professional behaviour, and the legal framework to the context within which emergency care practitioners operate, while maintaining personal health, wellness, and safety.
• Provide and facilitate emergency medical care to all sectors of the community by utilizing specialized strategies and technologies.
• Perform medical rescue in a wide range of contexts.
• Demonstrate knowledge and understanding of human and basic sciences underpinning emergency care.
• Provide in-service training in emergency medical care and rescue.
• Demonstrate an understanding of the structure and function of Emergency Medical Service (EMS) systems in South Africa and provide operational and clinical supervision within an emergency medical and rescue service.
• Develop research skills and conduct research in emergency medical care and rescue.

Rationale

Emergency care forms an essential part of the health care services in our country. In terms of the burden of disease, emergency care services play a critical role in understanding the significant maternal and child mortality rates, as well as dealing with trauma cases

associated with road accidents on the extensive road infrastructure of the province and injuries of social violence.

This qualification is designed to produce professionals who are independent clinical practitioners and rescue specialists within the emergency medical care and rescue environments. The qualification will develop cognitive, technological, and scientific enquiry capability and promote the research, innovation, and management skills necessary for the management and development of the emergency medical and rescue professions. Graduates will practice primarily within South Africa in rural and urban contexts that range from sophisticated emergency medical care facilities to remote primary health care settings. This qualification also aims to promote an understanding of the multi-disciplinary approach to effective, efficient patient care. In addition, this qualification aims to produce a professional practitioner who will take cognizance of South African history and will be able to adapt to the unique circumstances of a changing South Africa, with emphasis on equity in health care, social upliftment, and reduction of the burden of disease.

The qualification is also designed to enable learners to pursue further personal, managerial, educational, training, and professional development; and to promote life-long learning.

The changing requirements related to Higher Education qualifications and programmes on a national level marked the introduction of a four-year professional Bachelor of Emergency Medical Care (BEMC).In response to national imperatives, the Health Professions Council of South Africa(HPCSA), functioning as the legislated registering body for health professionals, reviewed the full range of health care qualifications and programmes to ensure their compliance with national requirements. Regulations relating to this new qualification have already been promulgated, and HPCSA registers for the registration of graduates of the Bachelor of Emergency Medical Care (BEMC) qualifications have been opened.

Recognition of Prior Learning (RPL)

This qualification may be achieved, in part, through Recognition of Prior Learning (RPL). Structured assessment of individuals against the Exit-Level Outcomes of the qualification will be done on a case-by-case basis. It will be conducted in accordance with the institution's RPL Policy.

RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access to and admission for qualifications, as well as advanced standing within them. RPL may be applied for access, credits from modules, and credits or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal, and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4, with endorsement.

Or

• Higher Certificate in Emergency Medical Care, NQF Level 5.

And

• Medical report.

and

• Candidates must complete a departmental selection that consists of an interview, a physical assessment, and a medical report.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5, 6, 7, and 8, totalling 528 Credits.

Compulsory Modules, NQF Level 5,124 Credits

Clinical Modules

• Emergency Medical Care I Practical, 12 credits
• Emergency Medical Care I Theory, 24 credits
• Physical Preparedness I, 6 credits
• Emergency Medical Care I - Work Integrated Learning, 20 credits

Non-Clinical Modules

• Physics, 6 credits
• Chemistry, 6 credits
• Anatomy and Physiology IA, 10 credits
• Academic Literacies, 6 credits
• Computer Literacy, 6 credits
• Anatomy and Physiology IB, 10 credits
• Mental Health and Wellness, 6 credits
• Foundations of Professional Practice, 12 credits

Compulsory Modules, NQF Level 6, 144 Credits

Clinical Modules

• Emergency Medical Care II Practical, 6 credits
• Emergency Medical Care II Theory, 12 credits
• Emergency Medical Care II: Work Integrated Learning, 20 credits

Rescue and Physical Preparedness Modules

• Fire Search and Rescue, 12 credits
• Motor Vehicle Rescue, 12 credits
• High Angle Rescue I, 10 credits
• Industrial and Agricultural Rescue, 12 credits
• Physical Preparedness II, 6 credits

Non-Clinical Modules

• Anatomy and Physiology IIA, 10 credits
• Pharmacology Special I, Level 6, 10 credits
• Anatomy and Physiology IIB, 10 credits
• General Pathology, 12 credits
• Diagnostics, 12 credits

Compulsory Modules, NQF Level 7, 132 Credits

Clinical Modules

• Emergency Medical Care III Practical: Major, 20 credits
• Emergency Medical Care III Theory: Major, 12 credits
• EMC III - Work Integrated Learning: Major, 20 credits

Rescue and Physical Preparedness Modules

• High Angle Rescue II: Major, 12 credits
• Wilderness Search and Rescue, 12 credits
• Aquatic Rescue Major, 12 credits
• Aviation Rescue, 12 credits.
• Physical Preparedness III, 6 credits

Non-Clinical Modules

• Primary Health Care, 6 credits
• Pharmacology Special II, 10 credits
• Research Methodology, 10 credits

Compulsory Modules, NQF Level 8, 128 Credits

Clinical Modules

• Emergency Medical Care V: Paediatrics and Neonatology: Theory: Major, 12 credits
• Emergency Medical Care IV: Specialized Intensive Care: Theory: Major, 12 credits
• Emergency Medical Care IV: Work Integrated Learning: Major, 20 credits

Rescue and Physical Preparedness Modules

• Hazardous Materials Rescue, 6 Credits
• Confined Space Rescue, 10 credits
• Structural Collapse Rescue: Major, 10 credits
• Trench Rescue: Major, 10 credits
• Physical Preparedness IV, 6 credits

Non-Clinical Modules

• Practical Educational Strategies, 6 credits
• Emergency Services Management, 6 credits
• Disaster Management, 10 credits
• Research Project, 20 credits.

1. Demonstrate effective communication and apply the principles of medical ethics, professional behaviour, and the legal framework to the context within which emergency care practitioners operate while maintaining personal health, wellness, and safety.
2. Practice, supervise, and facilitate the provision of emergency medical care to all sectors of the community, utilising specialised strategies and technologies.
3. Perform medical rescue in a wide range of rescue contexts.
4. Demonstrate knowledge and understanding of human and basic sciences underpinning emergency medical care.
5. Provide in-service education and training in emergency medical care and rescue.
6. Provide operational and clinical supervision within an emergency medical and rescue service based on a sound understanding of the management, structure, and function of Emergency Medical Service (EMS) systems in South Africa.
7. Conduct research in emergency medical care and rescue.

Assessment Criteria for Exit-Level Outcome 1

• Clearly, directly, and accurately communicate with patients, colleagues, and other service providers and make appropriate use of modality, including electronic media.
• Undertake interactions that promote human dignity with due sensitivity to ethnic, cultural, linguistic, religious, and gender diversity.
• Apply ethical principles of beneficence, autonomy, and justice, truth-telling, promise keeping, and confidentiality in all contexts.
• Align all clinical interactions and related practices with the provisions and rules of the codes of ethics of the HPCSA and other professional associations.
• Accurately and comprehensively explain the legal framework within which an emergency service provider and/or practitioner operates.
• Comprehensively discuss the importance of mental health and wellness on the part of the emergency care provider, highlighting their role and importance, with reference to the impact on job effectiveness.
• Identify, demonstrate, and describe suitable methods for achieving and maintaining operational fitness, in terms of lifestyle, diet, and exercise techniques, highlighting the impact on self and job effectiveness.
• Identify, demonstrate, and apply methods for maintaining personal safety through appropriate risk assessment, scene assessment, decision making, and option taking.
• Describe and/or demonstrate safe and effective use of emergency service vehicles and emergency response driving.
• Correctly conduct operational routines within an EMS environment.
• Effectively communicate with patients, colleagues, and other service providers

Assessment Criteria for Exit-Level Outcome 2

• Correctly identify potential hazards within the emergency service environment in terms of their origins, impact, and means of management or mitigation.
• Carry out scene and incident management in line with best practice and established procedures.
• Accurately describe emergency medical care equipment in terms of function, storage, maintenance, and use.
• Discuss and implement infection control in line with established procedures.
• Accurately diagnose medical and/or trauma-related disorders based on an applied understanding of the underlying pathophysiology.
• Demonstrate logical, sound clinical decision-making and base clinical decisions on, informed by and validated through comprehensive history taking and appropriate clinical assessment.
• Correctly manage patients within the scope of practice of an Emergency Care Practitioner and with due consideration for evidence-informed practice.
• Correctly apply, describe, discuss clinical and intensive care procedures and practices and/or demonstrate in circumstances requiring specialised transportation.
• Correctly demonstrate integrate patient care and clinical skills/procedures.
• Describe and demonstrate the principles of primary health care, disease prevention, health promotion, and counselling.
• Promote HIV and AIDS awareness in oneself and among others.
• Carry out patient handover in line with local protocols and procedures.
• Construct medical records, which provide sufficient and accurate details of patient information and treatment.

.> Demonstrate self-critique, realistic, accurate, and fair reflection of own clinical competence and practice.

Assessment Criteria for Exit-Level Outcome 3

• Correctly considered and applied safety principles throughout the rescue operation.
• Consider and apply hazards within the rescue environment and accurately evaluate in terms of their sources and impact and means for mitigation.
• Carry out incident management in line with established procedures.
• Acquire, maintain, and demonstrate appropriate level of physical fitness.
• Correctly demonstrate and comprehensively describe use of rescue equipment in terms of function, specifications, storage, and maintenance.
• Correctly identify, explain, and/or apply theoretical concepts and strategies underpinning the management strategies of specific rescue incidents.
• Safely and effectively demonstrate rescue skills, procedures, and techniques.
• Correctly manage rescue incidents and/or scenarios through incident analysis, planning, preparation, and execution.
• Correctly demonstrate teamwork, incident command, and leadership skills.

Range

• Fire, Search and Rescue.
• High Angle and Rope Rescue.
• Motor Vehicle Rescue.
• Industrial and agricultural rescue.
• Wilderness Search and Rescue.
• Aviation Rescue.
• Aquatic Rescue: Swift Water Rescue, Surface Rescue, and Small Boat Handling.
• Confined Space Rescue.
• Trench Rescue.
• Structural Collapse Rescue.
• Hazardous Materials Rescue.

Assessment Criteria for Exit-Level Outcome 4

• Acutely describe and integrate the composition, general form, spatial orientation, and position of structures within the regions of the human body within a clinical context.
• Correctly explain and integrate the physiological functioning of the human body into patient care.
• Correctly explain and apply key principles of chemistry to emergency medical care and rescue contexts.
• Correctly explain and apply key principles of physics to emergency medical care and rescue contexts.
• Describe and apply key principles of microbiology to emergency medical care contexts in general, with reference to communicable diseases and infection control.
• Accurately and comprehensively describe the pathogenesis of disease and injury in relation to the anatomy and physiology of the applicable body systems.
• Correctly interpret problem-based scenarios on the integration of anatomy, physiology, and pathology.
• Correctly explain and apply the principles of pharmacology to the emergency medical care context.
• Accurately and comprehensively describe drug use within the scope of practice of the Emergency Care Practitioner in terms of class, schedule, trade name, and generic name, mechanism of action, indications, contraindications, precautions, side effects, packaging, dosage and administration, and route of administration.

Assessment Criteria for Exit-Level Outcome 5

• Correctly identify and explain national policies, as applicable to education and training
• Correctly explain and apply the theories of teaching and learning.
• Correctly identify and analyse key issues of teaching and learning in education and training (Recognised Prior Learning, Access, etc).
• Properly discuss the Quality assurance of teaching and learning.
• Correctly identify and describe the educational needs.
• Develop learning programmes in accordance with the needs of the target group.
• Properly identify, locate, and develop learning resources.
• Design suitable teaching methods and activities which support the learning program and meet the needs of the target group.
• Professionally facilitate a learning event
• Develop appropriate assessment criteria to assess the learning outcome(s).

Assessment Criteria for Exit-Level Outcome 6

• Accurately describe the Emergency Medical Rescue Service (EMRS) in terms of structure, role, and function in both public and private South African contexts.
• Provide correct explanations of the interdependence and interrelationships occurring between EMRS and other Allied Emergency and Health Care structures.
• Correctly explain the role of the health care team in terms of key responsibilities of each role and the interrelationships of each role.
• Correctly identify and explain national legislation, as applicable to emergency care and rescue services.
• Correctly explain and/or demonstrate multi-disciplinary approaches to emergency care and rescue scenarios
• Demonstrate professional communication between patients and stakeholders
• Correctly analyse and evaluate operational needs.
• Correctly explain factors influencing the policy and operation of the emergency care and/or rescue services.
• Correctly identify and address problem areas using problem-solving and decision-making techniques.
• Correctly explain and/or demonstrate principles of budgeting
• Correctly explain applicable labour legislation and labour practice.
• Explain principles of human resource management
• Correctly explain and demonstrate principles of system design for equipment maintenance, stock control, and fleet management.
• Correctly identify and discuss key performance indicators for effective and efficient service delivery
• Correctly explain and demonstrate principles of disaster management.

Assessment Criteria for Exit-Level Outcome 7

• Correctly identify and articulate research needs within the field of emergency care.
• Appropriately investigate and discuss quantitative and qualitative research methods as possible solutions to research needs.
• Correctly discuss and compare statistical methods.
• Critically evaluate research publications according to set criteria.
• Develop, motivate, and present a professional research proposal within the field of emergency care.
• Correctly discuss and apply principles of research ethics.
• Use appropriate data methods.
• Correctly analyse, interpret, and evaluate data using appropriate statistical tools where applicable.
• Prepare and present research findings according to set criteria and formatting requirements.
• Produce a research report in accordance with accepted research guidelines.

INTEGRATED ASSESSMENT

Integrated assessment strategies across related modules and critical cross-field outcomes are applied. Integrated assessment takes the form of an appropriate variety of assessment methods, for example: written and oral examinations, problem-solving assignments, project presentations, case studies, portfolios, logbooks, clinical reports, and objectively structured clinical examination, reflective practice journals, and simulated medical and rescue scenarios.

Formative Assessment

Learning and assessment are integrated. The scheme of work includes tests and assignments, practical work, and competency evaluation of practical skills. The process is continuous and focuses on smaller sections of the work in a limited number of outcomes.

Summative Assessment

Summative assessments evaluate the learners' abilities to manage and integrate a larger body of knowledge and to achieve the stated outcomes. The summative assessment also focuses on the learners' ability to integrate knowledge and skills in specialisation. Summative assessments include theory and practical assessments.

Assessment is an integral part of the teaching and learning process and is systematically and purposefully used to generate data for grading, ranking, selecting, and predicting. It is also used to provide timely feedback on learner performance that should inform teaching methods and curriculum design. Assessments are informed by module and subject outcomes as well as by the nature of the knowledge area or skills that are being assessed.

The following types of assessment will be applied in this qualification

• Theoretical, written assessments. Formative and summative written papers will be used to establish theoretical mastery of the subject material.
• OSCE assessments that test psychomotor skills link to the demonstration of clinical procedural competence.
• Clinical assessments: Learners will also be assessed by clinical facilitators and mentors during their interactions with real patients in the emergency care environment.
• Simulation and scenario-based assessments. The nature of both the clinical work as well as rescue training associated with this qualification lends itself to assessment via simulated clinical cases and rescue scenarios.
• Case studies: During the qualification, learners will be required to prepare and present case studies on patients they have managed and to link their theoretical understandings to real-life clinical events.
• Assignments: Assignments are utilized to develop and assess the learner's ability to seek out, filter, and package knowledge for presentation.
• Reflective journals: Using reflective journals, learners will be required to demonstrate the ability to document and reflect on their practices and the environment within which they work.