Paramedic Science

About this course

About

This three year full time course will provide you with the opportunity to develop the knowledge, skills and behaviours necessary to become a competent and confident paramedic who provides safe person centred care.

You will learn these knowledge and skills in supportive environments within the university during lectures, seminar and tutorials. You will also develop knowledge and skills through simulated learning in clinical skills rooms, a simulated ambulance learning environment and practice-based learning across a range of community, hospital and ambulance based services.

Throughout your course you will be supported by staff in the university and practice based learning settings to develop your ability to provide person centred care to people across all age ranges and levels of ability. You will gain experience working with people who have long term health conditions, people with acute medical and surgical health conditions and people with trauma related conditions. Through these learning experiences in university and practice-based settings you will develop the necessary knowledge, skills and professional behaviour to assess, plan, implement and evaluate competent, safe person centred care.

This course will prepare you to work as a paramedic across a growing range of health and social settings. Applicants for this course will need to meet the health and character requirements noted under 'Additional Entry Requirements'.

This course is approved by the Health and Care Professions Council

Attendance

This is a full time course and students are required to attend all classes associated with the programme and be punctual and regular in attendance. Attendance will be monitored and recorded in order to confirm students have undertaken the hours necessary to complete this course.

A student who has not been in attendance for more than three days through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of more than five working days, and is caused by illness which may affect their studies, the student shall provide appropriate certification in accordance with the General Regulations for Students.

Students who are absent without good cause for a substantial proportion of classes (defined for this purpose as a period of 4 weeks in accordance with the Attendance Guidance) may be required to discontinue studies, in accordance with the General Regulations for students.

Students who have been absent from theoretical study will be required to evidence an action plan demonstrating achievement of the learning missed during the period of absence.

During periods of practice learning, students are required to report any absence to the practice learning setting before or at the time they are expected on duty and to the Practice Learning Office on the first day of absence. All absences must be made up to ensure all practice time is complete.

Start dates

• September 2023

Teaching, Learning and Assessment

We believe that the ultimate purpose of teaching, learning and assessment activity is to produce graduates who are competent and safe practitioners. Graduates will demonstrate critical enquiry, professionalism, resilient and responsive to change. They will be innovative and meaningfully contribute to professional communities and wider society. All graduate will have the potential to use their skills to become leaders in practice, education, research and scholarship.

Teaching, learning and assessment take a variety of forms across the modules. The strategies used are based on the principles of adult and active learning such as self-direction and the ability to reflect and learn from experience. It is guided by the University Teaching and Learning Strategy (2018/19 - 2023/2024). This values a learning community with is supportive, engaging, nurturing, as well as challenging and inspiring. The course incorporates the University’s Principles of Assessment and Feedback for Learning. It is based on the belief that graduates will possess the necessary values, knowledge, skills and professional behaviours.

Our learning strategy is designed to enable students to develop their academic and practice knowledge and skills in an environment that promotes graduate qualities, personal and professional growth. Learning environments are collaborative, active and learner-centred. These will equip students to make effective use of innovative learning spaces and technologies to enable their success. Learning in such environments encourages students to consider the wider skills associated with employability and lifelong skills to positively contribute to society.

Your transition to higher education will be supported by developing your study skills in several ways. This begins at induction and includes orientation to the use of learning resources on campus as well as online and allocation to an advisor of studies who will guide students in their studies according to the Ulster Code of Practice. Students are also supported by their course director, module co-ordinators and members of the teaching team through face to face contact, telephone and email.

The course incorporates the key partnership principles set out in the UUSU Student Voice Guidelines to ensure that student opinion is supported at Ulster. The course values student voices and pro-actively engages with students using the academic representative structure.

Teaching, learning and assessment in this programme values the importance of practice-based learning experiences. Through structured, high quality learning opportunities you will be supported to apply your knowledge and skills in authentic practice settings. During periods of practice learning students will be supported by a practice educator, alongside other health and social care professionals who have been prepared for their role in providing support and a lecturer linked to the clinical area. The programme will enable students to develop the knowledge, skills and understanding to become competent, confident and person-centred paramedic practitioners.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise.  The precise staffing for a course will depend on the department(s) involved and the availability and management of staff.  This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2021-2022.

Standard entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

Grades BBC

Applied General Qualifications

RQF Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite) award profile DMM

QCF Pearson BTEC Level 3 Extended Diploma /OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite) award profile of DDD

Irish Leaving Certificate

112 UCAS tariff points ​to include a minimum of five subjects (four of which must be at higher level) including English, Maths and Science at H6 or above if studied at Higher level (or O4 or above if studied at Ordinary Level).

We do not accept QQI FETAC Level 5 Certificate for entry to this programme.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Tariff point chart

International Baccalaureate

International Baccalaureate profile minimum 25 points (to include a minimum of 12 points at higher level). Plus Higher or Subsidiary level in Maths, English and a Science subject at Grade 4 or above.

Access to Higher Education (HE)

Access Diploma (120 credits) with an overall mark of 63% to include one level 3 science module and a 20 credit level 2 Maths module, passed at 40% or successful completion of NICATS Maths as part of the pre-2021 Access Diploma.

GCSE

GCSE profile to include Grade C or 4 (or above) in English, Maths and Science.

NB: Essential Skills Level 2 Numeracy is NOT accepted as an alternative to GCSE Maths.

English Language Requirements

English language requirements for international applicants
The Health and Care Professions Council (HCPC) accept the following certificates of English language proficiency, providing they are no more than two years old when your application is received.

International English Language Testing System (IELTS)

7.0 with no element below 6.5

Test of English as a Foreign Language (TOEFL) Internet Based Test (IBT)

Minimum score of 100/120.

Please note any TOEFL test score undertaken in the UK is not accepted.

Further information is available at: www.hcpc-uk.org/registration/getting-on-the-register/international-applications/english-language-proficiency/

Additional Entry Requirements

A satisfactory health check and criminal record check will be required. These checks will be initiated by the University for students with a confirmed place.

Students on this course will be engaged in 'regulated activity' involving children or adults who may be vulnerable. Therefore there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by www.accessni.gov.uk (http://www.accessni.gov.uk).

You will be asked to complete a health declaration form which will be screened by Occupational Health who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be confirmed at the time.

Acceptable alternative qualifications include:

HND with overall Merit to include 45 Distinctions in level 5 credits/units

HNC with overall Distinction to include 75 Distinctions in level 4/5 credits/units

Ulster Foundation Degree with an overall average of 50% in level 5 modules.

You may also meet the course entry requirements with combinations of different qualifications to the same standard as recognised by the University. Examples of acceptable combinations include:

2 A Levels and BTEC Subsidiary Diploma

OCR National Diploma and BTEC Subsidiary Diploma

2 A Levels and Cambridge Technical Introductory Diploma

A Level and BTEC National Diploma

It is not necessary to hold a driving licence to complete this course. However the holding of a driving licence and clean record of driving may be an advantage in obtaining some types of employment in the future.

Travel to practice-based learning across Northern Ireland will be required with cost implications for students.

Exemptions and transferability

From September 2022, people working for NIAS HSCT who have successfully completed a professionally recognised and regulated Ambulance Aid or Associate Ambulance Practitioner course at Level 4 will be able to apply for entry to Yr 2 of this course if they meet the GCSE entry requirements. The recruitment and selection of people for these places will the co-ordinated by NIAS HSCT and Ulster University.

Ulster University is not it in a position to accept applications from students from England, Scotland or Wales for this course due to regulations issued by the Department of Health Northern Ireland. This programme is not currently accepting applications from international students. Find out more at www.ulster.ac.uk/study/undergraduate/full-time-fees/funded-courses

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• Northern Ireland Ambulance Service HSCT
• Ambulance Services outside of Northern Ireland
• Independent health care providers and ambulance services
• Primary care services

Job roles

With this degree you could become:

• Paramedic
• Paramedic in ambulance services
• Paramedic in hospital and community services

Career options

The development of this course is based on projected increased need for paramedics in Northern Ireland. and across the UK. Employment opportunities are expected to the strong for graduates from this programme.

Further career opportunities for graduates will arise as the role of paramedics continues to evolve across the UK and internationally. Graduates from this programme will also be eligible to apply for a range of postgraduate programmes and additional recognised qualifications.

Work placement / study abroad

Practice-based learning is an integral part of this course and students will undertake 60 weeks of practice-based learning within the course. This can be located anywhere in Northern Ireland with associated travel costs in a range of community health and social care settings, hospital services and ambulance services. Within ambulance services, students will have practice-based learning across the organisation including, patient care services, ambulance control and emergency care services. All practice-based learning environments will have been audited by Ulster University.

Students may have the opportunity to undertake a four week practice-based learning experience nationally or internationally (at their own cost) in the final year of the programme. Such experiences will only be available in learning environments where formalised audits and agreements exist between Ulster University and practice partners. These agreements will ensure risk assessment for the practice learning experience and an agreed level of support to ensure that people receiving care and students are not placed at risk. Agreements will have processes to act promptly if there are concerns about a student’s conduct, progress, safety, or learning is compromised. A named person for practice-based learning support will be provided for the student. Students will be prepared for such experiences and must have the essential language skills needed to participate in learning activities, and where relevant have the level of language required to safely and effectively engage in direct care.

Professional recognition

Health and Care Professions Council, the (HCPC)

Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a paramedic.

Apply

Start dates

• September 2023

Contact

For more information visit

• Visit Faculty of Life and Health Sciences
• Visit School of Nursing and Paramedic Science