Clinical Course Prospectus

St John
Clinical Prospectus
February 2021
Contents
Introduction 4
Clinical Pathway overview 5
Clinical courses 6
Overview 6
New Zealand Certificate in Emergency Care (First Responder) 7
Operations Risk Management 8
First Responder Course 9
Operations Induction 11
Ambulance Driving Course 12
New Zealand Diploma in Ambulance Practice (NZDAP) 14
Primary Response in Medical Emergencies (PRIME) 17
Emergency Medical Assistant (EMA) course 18
Major Incident Support Team (MIST) 19
Event Co-responder 20
Continuing Clinical Education (CCE) 21
Generic course important info 24
English language requirements 24

Enrolling on a course 26
Pastoral care 26
Simulations 27
Learner consent and safety 28
What to wear 29
Completion requirements 29
Recommended reading 30
Clinical placements and mentors 30
Withdrawal from a course or programme 31
Disciplinary procedure 32
Assessments 33
Types of assessment 33
Advanced Driving Assessment (ADA) 35
Assessment attempts 39
Assessment and conflict of interest 40
Written assessments 41
Extensions for assessments 44
Assessment results 45
Clinical practice levels and authority to practise 46
Clinical practice levels and authority to practise (ATP) 46

First Responder 47
Emergency Medical Assistant (EMA) 51
Emergency Medical Technician (EMT) 52
Paramedic 54
Intensive Care Paramedic (ICP) 54
Extended Care Paramedic (ECP) 55
Rapid Sequence Intubation (RSI) endorsement 57
Urgent Community Care (UCC) endorsement 59
ATP Credentialing Committee 59
ATP review panel 60
The Supervised Clinical Practice Programme

and Clinical Internship 61
Tertiary Paramedic Programme 61

Tertiary ICP Programme 62
Supervised Clinical Practice Programme 62
Clinical Internship Programme overview 64
Clinical Internship: Precepting phase 66
Clinical Internship: Clinical assessment phase 67
Clinical Internship: Clinical supervision phase 68
Clinical Internship: Clinical discussion phase 68
Further information on the Clinical Internship Programme 69
Appeals 70
Appeal against assessment or course removal if appropriate 70

Appeal against an advanced driving assessment (ADA) result 72
Appeal against a clinical assessment 73
Feedback and complaints 75
Feedback and complaints 75

Quality management system (QMS) 76
Other clinical learning resources 77
MySitrep 77
Online Learning Campus 79
Clinical Wiki 79
Clinical Focus 81
Clinical apps 81
Clinical email addresses 83
Notes 84
4
Introduction
The Clinical Prospectus outlines the clinical and operational education
pathways and other educational resources available to St John personnel.
It describes:
> Courses developed and/or delivered by the Clinical Team.

> How the Clinical Team interacts with learners, and the associated
processes.
> How personnel can access support and deal with complex issues.
> How to obtain and maintain a clinical practice level/authority
to practise/clinical endorsement, including entering the Clinical
Internship Programme.
> Other clinical resources available to support and enhance learning.
Personnel engaging with education provided by the Clinical Team, or

assessment facilitated by the Clinical Team must be familiar with this
document and refer to it if they have any questions. Additional assistance
or information can be provided by a Clinical Support Officer, or by
emailing clindevhelp@stjohn.org.nz.
This Clinical Prospectus may be revoked and reissued at any time at the
discretion of the Assistant Clinical Director and/or Assistant Director –
Clinical Delivery and Support. Personnel are encouraged not to print this
document, but instead refer to the most recent version of the prospectus
which will be available on the Clinical Wiki.
St John Clinical Prospectus | 5
Clinical Pathway overview

Join St John Note: To maintain a practice level or
role, personnel complete all mandatory
components of the Continuing Clinical
Complete St John Education (CCE) programme.
General Induction
Note: First Responders who are
required to drive a vehicle must also
Complete (or re-validate) complete an Ambulance Driving Course
Level 2 Workplace First Aid (after Operations Risk Management).
Certificate
NZ Certificate in Emergency Care Complete the

(First Responder): Emergency Medical
> Operations Induction Module Assistant Workbook
(paid personnel
> Operations Risk Management Module FIRST employed as an
> First Responder Module RESPONDER
Emergency Medical
> Certificate workbook Assistant only)
Successful completion of New Zealand

Diploma/National Diploma pre-entry EMERGENCY
quiz (70% pass mark. Quiz available on MEDICAL
the Campus) ASSISTANT
Selection by Manager
New Zealand Diploma/ EMERGENCY

Clinical Assessment MEDICAL
National Diploma
TECHNICIAN
Self funded
Successful application, entry and

Approved university
completion of the Paramedic
papers/courses PARAMEDIC
Internship programme
Successful application, entry and

Approved university
completion of the Intensive Care INTENSIVE
papers/courses CARE
Paramedic Internship programme
PARAMEDIC
Refer to page Apply to ATP and Accreditation Rapid Sequence

16 for academic Manager for RSI endorsement Intubation
requirements with DOM endorsement endorsement
6
Clinical courses
Overview
> The Clinical Team is responsible for the design, development, delivery,
maintenance, and moderation of all internal clinical curriculum in
St John. A multitude of courses are offered, some of which personnel
will only do once, and others which personnel will attend on a
recurring basis in order to maintain their clinical practice level.
> This section provides an overview of each course, to include:
– The topics within the course.

– How the course is structured.
– The duration of the course.
– Pre-requisites for the course.
– Whether the course is linked to NZQA unit standards.
– The modes of learning included in the course.
New Zealand Certificate in Emergency Care

(First Responder)
> This certificate course has been designed by St John in consultation
with the ambulance sector and is the base qualification for ambulance
personnel in St John New Zealand. The purpose of this qualification
is to provide New Zealand ambulance personnel with the skills to
confidently and competently intervene as a First Responder and
sustain life until handover to a more qualified health care professional
occurs.
> By completing this qualification, personnel will be able to:
– Operate successfully, lawfully and ethically as a First Responder. (FR)

– Assess and manage medical and trauma conditions as a First
Responder.
– Make decisions as a First Responder within your designated area of
responsibility.
– Communicate and collaborate effectively to achieve the best
outcome as a First Responder.
> This qualification is a 40-credit level 3 certificate requiring

participation in online learning activities, in-class modules and
post course self-directed learning. The learner has seven months to
complete and submit for assessment. Upon successful completion
of the required components, the following unit standards will be
awarded:
– 28542: Demonstrate and apply knowledge of professional and

ethical behaviour in a health or wellbeing setting.
– 29321: Provide basic emergency care.
– 29322: Demonstrate knowledge of emergency response systems
in New Zealand.
– 29323: Gather and record information to support patient
assessment.
– 29324: Demonstrate understanding of the use of common
medications relevant to the emergency care First Responder
context.
– 29325: Adapt strategies to manage complex emergency situations
arising in an emergency care first response context.
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> This certificate course is divided into two main modules: Operations
Risk Management and First Responder.
> A current level 2 First Aid certificate is required as a pre-requisite for
entry into the certificate programme.
Operations Risk Management

> The New Zealand Certificate in Emergency Care (First Responder) is
comprised of two modules – First Responder and Operations Risk
Management (ORM).
> ORM is a two-day course designed to enable new ambulance
personnel to identify hazards which they will be exposed to, allowing
them to take practical measures to eliminate, isolate or minimise
those hazards, and to become familiar with concepts and equipment
that are used commonly in ambulance practice.
> Learners are required to complete online learning activities prior to
attending the face to face classroom component of ORM. These online
learning activities cover the following topics:
– Operations risk management. This learning activity includes

sub-topics on communication, infection control, manual handling,
scene management and working with young people.
– Electronic patient report form (ePRF). This learning activity
provides learners an introduction to the functions of the ePRF,
reinforces learning using an interactive scenario situation, and
discusses health information privacy.
– National health index (NHI). The NHI database is a powerful
tool that has the ability to connect the data collected by the
ambulance service with the wider health sector. This learning
activity provides a comprehensive overview of the NHI database,
our responsibilities in searching the NHI database, and how this
impacts on ambulance practice.
– Personal safety awareness. This learning activity has been
designed by an external agency called Maybo. It focuses on what
action the law allows ambulance personnel to take if they find
themselves in a situation where they have to defend themselves.
– Positive interactions and choices. This learning activity has been
designed by an external agency called Maybo. It focuses on how
to make good decisions when emotions are running high and/or
personnel are under pressure. It will discuss how to make good

choices and communicate positively.
– Understanding human behaviour. This learning activity has
been designed by an external agency called Maybo. It focuses
on the definition of the rational and emotional mind, the fight/
flight/freeze response and how these affect a person’s interactions,
triggers of escalation, and the levels of escalation a person may
experience.
> The two-day classroom component of ORM covers the following

topics:
– Electronic patient report form, to include an introduction to

ePRF, how to transfer ePRF information, how to ensure privacy is
maintained, and how to troubleshoot ePRF.
– Manual handling, to include techniques, equipment and scenarios.
– Risk assessment processes.
– Conflict management theory.
– Assessing the need for physical intervention, and basic
manoeuvres.
– Physical intervention in ambulance practice.
First Responder Course

> The New Zealand Certificate in Emergency Care (First Responder) is
comprised of two modules – First Responder and Operations Risk
Management (ORM). Due to the manual handling and equipment
skills taught within the ORM module, personnel must complete ORM
prior to attending a First Responder course. The ORM section of the
assessment workbook must be completed as soon as possible after
the face to face class time.
> Learners are required to complete online learning activities prior to
attending the face to face classroom component of First Responder.
These online learning activities cover the following topics:
– Scene management. This includes what to consider when

approaching a scene, the types of personal protective equipment
(PPE) that are available, what to consider when entering a
scene, the equipment required to be taken into a scene and its
placement, and what to consider when exiting a scene.
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– Vital signs. This includes the process of obtaining vital signs

such as respiration rate, pulse rate, blood pressure, level of
consciousness, oxygen saturations, temperature, and blood
glucose level.
– Ambulance Communications Centres. The Ambulance
Communication Centres are where 111 calls are answered and
responses coordinated. This online learning activity includes
information on how Comms operates, what tools Comms
use to determine the most suitable priority for dispatch, the
communication methods through which ambulance personnel
can interact with Comms, other functions within Comms, and how
response determinants work.
> The in-class component of the First Responder module is four days
in duration. It is the foundation clinical course within St John and will
provide learners with essential knowledge and skills to perform safely
and effectively as a First Responder within St John or organisations
who engage in emergency service situations. Topics covered over the
four days of in-class learning include:
– Identifying the roles and responsibilities of the First Responder.

– Understanding common terminology used by the ambulance
service.
– Performing a primary and secondary survey.
– Interviewing the patient and any bystanders.
– Understanding when and how to take a set of vital signs (including
3-lead ECG acquisition).
– Identifying information required for a handover.
– Principles of resuscitation, including CPR, AED use, airway
management and oxygen administration.
– Understanding and treating shock and trauma – including
haemorrhage control, fractures and dislocations, burns, thermal
problems and spinal injuries.
– How to care for yourself and your patient.
– Principles of pain relief and how to administer pain relief if
required.
– Assessment and treatment of respiratory emergencies including
COPD, asthma, stridor, anaphylaxis, and foreign body airway
obstruction.
– Assessment and treatment options for cardiac chest pain.

– Assessment and treatment principles for other medical conditions
including childbirth, stroke, seizures, and diabetic emergencies.
> Learners will be provided with a First Responder Learner Manual in

class, which can be kept for future reference as required. They will
also be provided with an Assessment Workbook, which includes all
assessment information needed as evidence for NZQA requirements.
Instructions on submission of this workbook will be provided to the
learners in class.
> ‘Recruit’ epaulettes will be issued to those who have completed the
First Responder Course, but their Assessment Workbook has not been
submitted and signed off by the relevant Clinical Support Officer. ‘First
Responder’ epaulettes will be issued following:
– Attendance of the First Responder course, and

– Completion of the Assessment Workbook, and
– The Assessment Workbook has been submitted and signed off by
the relevant Clinical Support Officer.
Operations Induction
> The Operations Induction Course is designed to equip new
personnel with the tools and information required to start working
in Operations. The course consists of six national modules (delivered
over two days of face to face classroom time) and three local modules
that can be modified to suit local needs.
> Many of the topics introduced in Operations Induction are covered
in more depth in other foundation courses and are included in this
course to provide an overview of how all aspects of Ambulance
Operations function, and to ensure that new personnel understand
how to access information and know where to find help and support.
> Learners will be provided a workbook in class, and this will be a
resource that personnel may keep and refer to as required. Further
details regarding the requirements of the Operations Induction course
are provided within this workbook and during class.
> Operations Induction is not a pre-requisite for other foundation
courses, nor does it require completion of pre-requisite foundation
courses.
12
> To complete the Operations Induction course, all the following must
be completed and signed off.
Module Delivered by Method

Pre-course – Resilience podcast Self-directed Online
Pre-course – Wellbeing and

Self-directed Digital or print
resilience plan
Module 1 – Introduction to St John Operations Classroom
Module 2 – Joining the

Operations Classroom
Operations team
Module 3 – Doing the right thing Operations Classroom
Module 4 – Communications Operations Classroom
Module 5 – Health and wellbeing Operations Classroom
Module 6 – ICT, types of leave,

Operations Classroom
and professional bodies
Workbook
Module 7 – Local area: People Operations
and on station
Module 8 – Local area: Workbook
Operations
Familiarisation and on station
Workbook
Module 9 – Local area: Processes Operations
and on station
Ambulance Driving Course

> The Ambulance Driving Course provides an holistic approach to driver
education, focusing on both skills and knowledge, whilst recognising
that attitudes, behaviours, and human factors impact the way people
drive.
> Learners must complete pre-course online learning prior to coming to
the two-day face to face classroom/practical driving component. This
consists of:
– Completion of the online pre-entry quiz, which focuses only on the

NZ Road Code and basic driving knowledge.
– Completion of one online learning activity, which contains

information on:
• Attitudes and behaviours.

• Fatigue.
• High risk driving.
• Vehicle induction.
• Urgent driving.
• Stopping distance.
• Road craft.
• Efficient driving.
– Completion of the end of online learning quiz, which tests

knowledge of information contained within the online learning
activity.
> A Clinical Administrator will confirm that learners have completed all
of the online modules prior to attending the face to face sessions.
> Learners will then attend two days (16 hours) of face to face classroom
and practical driving, with a Clinical Support Officer (with NZTA ‘I’
endorsement) or an externally contracted Driving Instructor. Topics
covered during this time include:
– Lower risk team driving.

– Policy/legislation.
– Vehicle induction.
– High risk driving.
– Slow speed manoeuvring.
– Practical driving operation (note this makes up most of the two
days).
> At the end of the second day, the CSO/Driving Instructor will
determine whether each learner is safe and competent to proceed
to the next stage (supervised drives). Learners will be required to
successfully complete five non-urgent supervised drives and five
urgent supervised drives, before progressing to the Advanced Driving
Assessment (ADA) and course completion phase. A more in-depth
description of supervised drives, and the associated process can be
found within the Ambulance Driving Course Learner Manual and the
Clinical Wiki.
14
> Following completion of all supervised drives, and submission to

clindevhelp@stjohn.org.nz, the learner will receive notification
that they have provisional permission to operate an ambulance
unsupervised. A Clinical Support Officer (with an NZTA ‘I’
endorsement) will be notified and arrange a time to conduct an ADA
within six months of completion of the face to face component of
the Driving Course. Once the learner has passed their ADA, they have
full permission to operate an ambulance unsupervised. This must be
completed within six months of the face to face classroom time.
> To see what the ADA template looks like, click here. For more
information regarding the ADA process, refer to the ADA section in
this prospectus.
New Zealand Diploma in Ambulance Practice

(NZDAP)
What is the New Zealand Diploma in Ambulance Practice (NZDAP)?
– The NZDAP course is the primary qualification required to apply

for authority to practise at EMT level.
– It is a level 5 vocational course delivered by Clinical Support
Officers, and consists of approximately 1200 hours of learning, 120
credits, and will take approximately 18 months to complete.
– It is important that anyone undertaking this course is aware of the
required commitment, in terms of time and effort. Learners need
to allow an average of 10 hours of study per week, plus road time,
and classroom time when block courses are being held.
What are the unit standards that make up NZDAP?
The NZDAP is awarded by the New Zealand Qualifications Authority

(NZQA) once learners have completed all the required unit standards. The
unit standards covered as part of NZDAP are:
> 24858: Demonstrate knowledge of the management of patients with

acute diabetic emergency symptoms in an ambulance context.
> 24862: Demonstrate knowledge of management of trauma to the
integumentary system, and musculoskeletal injury.
symptoms of shock in an ambulance context.
> 24864: Demonstrate knowledge of management of patients with

acute obstetric conditions and the newborn in an ambulance context.
acute paediatric conditions in an ambulance context.
acute geriatric conditions in an ambulance context.
> 24867: Demonstrate knowledge of environmental conditions and
their effects on patients in an ambulance context.
acute mental illness in an ambulance context.
> 24869: Apply integrated clinical practice in an ambulance context.
> 24870: Demonstrate knowledge of pharmacology in an ambulance
context.
> 29415: Demonstrate knowledge of management of patients with
acute respiratory and cardiovascular symptoms in an ambulance
context.
acute neurological presentations in an ambulance context.
acute abdominal symptoms in an ambulance context.
> 29418: Demonstrate knowledge of processes to support patient
safety and comply with legislation in an ambulance context.
What are the pre-entry requirements?
Personnel must complete pre-entry requirements before being enrolled

on the NZDAP course:
Must have a minimum of six months’ experience as a First Responder

before applying for a position on the NZDAP course (using the CDT100
form). Exceptions to the six months’ experience may be considered on
application to the Clinical Programme and Moderation Team.
> Must pass a pre-entry quiz online:
– Completed online via Microsoft Forms here.

– Requires minimum score of 70% to pass.
– Personnel are allowed two attempts to pass, followed by a six
month ‘cool down’ period before further attempts are allowed.
16
> Must complete the pre-entry checklist:
– Completion of this checklist ensures that learners are competent

and confident with all FR skills, and therefore are ready to build on
those skills in the NZDAP course.
– It is a practical FR skills checklist and completion must be observed
by someone who has been nominated by the learner’s Station
Manager (SM)/Territory Manager (TM).
– The checklist must be signed by the learner, observer, and SM/
TM. The completed, signed checklist must be sent to the regional
clinical administrator for processing.
What is the general structure of the NZDAP course?

> Once a learner has been enrolled in a NZDAP course, they will receive
an information package providing further information about course
structure, timetable, bring your own device (BYOD) specifications, and
more.
> The NZDAP course involves many different types of learning and
tasks, to include block course attendance, workbook completion,
self-directed learning activities, and quizzes. The table below provides
an overview of the structure of each module.
Workbooks
4–5 weeks Submit 4–5 weeks Submit Module
Module Classroom Classroom and
self-directed Workbook self-directed Workbooks One
One Days 1–2 Days 3–6 operational
learning 1a learning 1b and 1c complete
shifts
4–5 weeks Submit Module

Module Classroom
self-directed Workbooks and operational shifts Workbooks Two
Two Days 1–5
learning 2a and 2b complete
4–5 weeks Submit Module

Module Classroom
self-directed Workbooks and operational shifts Workbooks Three
Three Days 1–5
learning 3a and 3b complete
Module
Module Workbook and Submit
Operational shifts Four
Four case logs workbook
complete
NZDAP and the supervised clinical practice programme

> Learners on an NZDAP course are automatically enrolled on the
St John Supervised Clinical Practice Programme and may practice
skills under supervision as defined with the CPGs after they have been
formally taught that skill and passed any required assessments.
> Enrolment on the St John Supervised Clinical Practice Programme
will extend to six months past completion of the NZQA qualification,
after which time the learner will have to apply to the ATP Team for an
extension if they have not yet been granted ATP at EMT level.
Primary Response in Medical Emergencies

(PRIME)
> The PRIME programme is funded by the Ministry of Health and ACC
and administered by St John. It has been developed to provide
both the coordinated response and appropriate management of
emergencies in rural locations.
> The PRIME programme utilises the skills of specially trained General
Practitioners and/or nurses in rural communities to support the
ambulance service where the response time for assistance would
otherwise be significant or where higher medical skills than may
otherwise be available would assist with the patient’s condition.
> A PRIME practitioner carries a pager and is mobilised by the
Ambulance Communications Centre throughout New Zealand
following an emergency call. The PRIME programme activates the
practitioner within a local roster system that provides a response
capability which is usually 24 hours, 7 days a week.
> PRIME practitioners are required to undertake an initial PRIME training
course (five days in length) followed by a refresher course for trauma
and medical emergencies once every two years.
> For more information on the PRIME programme, or the PRIME training
courses (initial or refresher), visit the PRIME page on Heartbeat.
18
Emergency Medical Assistant (EMA) course

> Emergency Medical Assistants (EMAs) are clinically qualified and
competent ambulance personnel who has been trained to streamline
the assessment and treatment provided by personnel with authority
to practise (ATP). Their focus is on assisting personnel with ATP to
provide optimal patient care.
> The EMA course is a five day course, and learners must complete the
following courses prior to attending:
– Operations Induction.
– Operations Risk Management.
– Ambulance Driving Course.
– First Responder.
> Topics covered within the EMA course include:
– Values and professionalism.

– Competencies and pre-requisites.
– Assessments.
– Operations Manual.
– Vehicle preparedness.
– Vehicle equipment and resources.
– Defibrillator familiarisation and use.
– CPGs and checklists.
– Assisting ambulance personnel (general information).
– Crew resource management.
– Patient handover.
– Assisting an EMT.
– Assisting a Paramedic.
– Assisting an Intensive Care Paramedic.
– Assisting PRIME responders.
– Electronic patient report forms (ePRF).
– Major incidents.
> Assessments will be conducted throughout the EMA course, to prove

learning. There will be three main types of assessments:
– Self-sign-off. The EMA will read the required material to gain

familiarisation and understanding. Once complete, the self-sign-off
table will be initialled and dated as complete.
– Crew sign-off. The EMA will work through the learning objectives
by way of self-study and crew member-assisted learning to achieve
the objectives. Once the requirements have been filled, a crew
member with ATP (relevant to the skill) may sign off the EMA in the
sign-off tables.
– Clinical Support Officer sign-off. On completion of the training
manual (provided in class), a CSO will meet with the EMA for a
review of the manual and fill out the completion sign-off form.
Major Incident Support Team (MIST)

> The role of MIST is to enable the
deployment of purpose-built Command
Units and other specialist major incident
vehicles to support frontline ambulance
personnel during major incidents or
large planned events. Examples of
these incidents include the Christchurch
earthquakes, Otira bus crash, Kaikoura earthquake, Whakaari/ White
Island eruption, and the Christchurch mosque shooting.
> MIST supports the response to these incidents by:
– Setting up radio communications.

– Coordinating logistics for patient movement.
– Ensuring records are maintained around scene decisions.
– Providing structure and a routine framework to larger scenes.
– Assisting with the organisation and deployment of clinical
resources.
– Setting up tents and other treatment areas.
– Deploying consumable caches.
– Ensuring scene safety and adherence to health and safety
requirements.
20
> A MIST Team Manager is trained to a CIMS4 level and has overall
responsibility for ensuring there is a MIST response. A MIST Team
Member is trained to a CIMS2 level and is responsible for providing
the response and ensuring the Commander on scene is supported.
> MIST personnel do not have to be clinically trained, and the initial
MIST training consists of CIMS, ambulance driving, operational risk
management, and MIST- specific equipment training (for example, use
of radios and other computer infrastructure).
> MIST personnel will be expected to attend one training session per
month to ensure currency with equipment and St John equipment is
maintained.
> MIST personnel will be involved in a minimum of three simulate
deployments per year, conducted in conjunction with Police and FENZ
(and other agencies, for example airports), to ensure MIST is in a state
of operational readiness, and allied agencies are aware of the MIST
capabilities and function.
Event Co-responder
> The purpose of the Event Co-responder role is to work alongside a
qualified Event Medic (First Responder or higher), in order to assist
in the delivery of Event Health Services as well as provision of basic
first aid.
> Event Co-responder is gained after:
– Completion or revalidation of Workplace First Aid Level 2, and

– Completion of Operations Risk Management, and
– Completion of Operations Induction.
> Some personnel may choose to become Event Co-Responders while

on the pathway to becoming a First Responder (as described in
the ‘clinical practice levels and authority to practise’ section of this
prospectus).
Continuing Clinical Education (CCE)

What is CCE?
> To
enhance patient outcomes and to ensure patient safety, it is
imperative to maintain clinical competency. While the responsibility
to maintain this competency rests with the individual, St John actively
supports this through provision of CCE.
> There are three main components to CCE: formal face to face training,
informal face to face training, and independent learning. More
information on each can be found later in this section.
> For some rounds of CCE, personnel may also be required to complete
online learning activities as part of their CCE, prepare cases for
discussion prior to CCE attendance, or read aspects of the CPGs and/or
First Responder Field Guide.
Minimum annual CCE requirements

> Each clinical practice level has its own minimum annual CCE
requirements.
> First Responders are required to complete:
– 8 hours of informal face to face training.

– 8 hours of formal face to face training.
> Emergency Medical Technicians (EMTs) are required to complete:

– 8 hours of independent learning.
> Paramedics are required to complete:

> Intensive Care Paramedics and Extended Care Paramedics are required
to complete:

> Emergency Medical Assistants are required to complete the annual

CCE requirements relevant to their clinical practice level.
22
Formal face to face CCE

> These are sessions delivered by permanent Clinical Support Officers
and focus on elements that are not able to be easily facilitated online,
such as simulations, clinical discussions, and skill stations.
> Registration for CCE:
– Depending on your area and role, you may be automatically

rostered to attend your CCE session(s) or you may need to book in
on a session via MySitrep.
– Personnel must be registered for the CCE session they attend;
‘walk-ins’ cannot be accommodated.
> Personnel may only attend the CCE relating to their current practicing
level. The only exceptions are:
– First Responders on the New Zealand Diploma in Ambulance

Practice pathway may attend EMT CCE, or
– An EMT practicing as a Paramedic Intern may attend Paramedic
CCE (from the period they have been formally accepted into the
Internship Programme and assigned a Preceptor), or
– A Paramedic practicing as an approved ICP Intern may attend ICP
CCE (from the period they have been formally accepted into the
Internship Programme and assigned a Preceptor).
> Attendance of formal face to face CCE:
– Learners attending formal face-to-face CCE must wear operational

uniform. This is to:
• Foster a professional learning environment, and

• Ensure clothing worn is appropriate to enable practical
sessions, and
• Enable operational deployment in the event of a major
incident.
– Personnel who are not able to work frontline may not attend CCE.
This includes personnel with ACC injuries and medical problems
that do not have a return to work programme enabling them to
work frontline on emergency ambulance (or PTS).
– There will be no routine provision of ‘wash-up’ sessions for formal
CCE. Any exception to this will be rare and will cater only to those
who have a valid reason for non-attendance (for example, on ACC

or parental leave).
– All personnel are expected to positively engage with the CSO and
fellow learners during CCE sessions, to promote a safe learning
environment for all.
> Non-attendance of formal face to face CCE:
– CCE attendance is mandatory for all those who hold a clinical

practice level.
– Anyone with an authority to practise who fails to attend all
required CCE will be referred to the ATP Credentialing Committee
for review of their ATP (refer to OMP 4.5).
– First Responders are also expected to attend CCE to maintain
clinical competency. Those who fail to complete their CCE
requirements will be required to revalidate their clinical
competencies as defined by the relevant Clinical Practice Manager
(this may be completion of a skills checklist, or re-attendance of
some or all of a First Responder course). Failure to comply with
the stipulated requirements will result in removal of the First
Responder clinical practice level.
Informal face to face training

> This is an aspect of CCE specific to First Responders. It was
implemented to recognise the training that occurs locally on station
(for example, delivered by Station Managers/Volunteer Team Leaders).
> A bank of lesson plans and associated resources is available on the
Clinical Wiki for personnel to download and use for station training.
Independent learning
> This aspect of CCE is designed to recognise the learning/training
that personnel undergo externally to St John that is relevant to
their clinical practice level (for example, those completing tertiary
paramedicine study).
24
Generic course
important info
English language requirements

> This section is for personnel whose first language is not English,
or who come from a country where the language of instruction in
schools is not English.
> If personnel are coming from a country with an annual student visa
approval rate of at least 80%, they are required to provide evidence
of:
– Achievement of an NZQA- approved English Proficiency

Assessment, or
– Achievement of the required score in the internationally
recognised English Proficiency tests outlined in Table 1 within the
last two years.
Table 1
Test Score required

International English Language Academic score of 5.5 with no band
Testing System (IELTS) score lower than 5.
Test of English as a Foreign Language Score of 530 (with an essay score

(TOEFL) paper-based test of 4.5 for test of written English)
Test of English as a Foreign Language Score of 46 (with a writing score

(TOEFL) internet-based test of 20)
Cambridge English Examinations > First Certificate in English (FCE)

or FCE for schools with a score
of 154, with no less than 154 in
each skill, and
> An Occupational English Test
(OET) at grade C in all sub tests.
New Zealand Certificate in English Level 3 achievement with an

Language (NZCEL) endorsement of either general,
workplace, or academic.
Pearson Test of English (academic) Academic score of 42.
City and Guilds International English > B2 communicator, and

for Speakers of Other Language > Score of 42.
(IESOL)
> If personnel are coming from a country with an annual student

visa approval rate of less than 80%, they are required to provide
evidence that they:
– Have gained NCEA Level 3 and met New Zealand University

Entrance requirements, or
– Hold a Bachelor’s degree of at least three years from New Zealand,
Australia, Canada, The Republic of Ireland, South Africa, the United
Kingdom, or the United States of America, or
– Have achieved a Certificate in English Language Teaching to Adults
(CELTA), or
– Have achieved one of the English Language competency tests
specified in Table 1.
26
Enrolling on a course
> If personnel are new to St John, they will be contacted in order to
organise enrolment on foundation courses.
> For any other course (for example, New Zealand Diploma in
Ambulance Practice), personnel will need to:
– Be up to date with individual CCE requirements, and

– Have line manager approval, and
– Fill in and submit the CDT100 form.
Pastoral care
Individual attention
> Everyone is given some individual attention during courses.
> Learners should approach a lead Clinical Support Officer in the first
instance if they believe more support is required.
> The Operations Manual contains more information on guidance and
support for those employed by St John in a paid or volunteer capacity.
Learning difficulties/disabilities
> If personnel have learning difficulties or a physical disability,
additional assistance or guidance can be sought via Clinical Support
Officers.
> Personnel may be given one on one tuition to ensure they are
developing the skills required to achieve the course requirements. This
may include physical ability to complete the course. Assistance of this
nature will be arranged in coordination with the line manager.
> If personnel have a known or suspected learning difficulty, they
should notify their Clinical Support Officer as soon as feasible prior to
the commencement of the course. This will enable development of a
learning plan as early as possible to set the learner up for success. This
will usually involve the learner undergoing an Education Psychology
evaluation initially, and then a subsequent meeting with the learner’s
line manager and representative from the Clinical Programme and
Moderation Team to develop a robust learning plan to suit the learner.
> Clinical Support Officers may contact learners if they appear to

be having difficulty with learning, to establish remedial measures
in collaboration with the learner and Clinical Programme and
Moderation Team.
Simulations
What are simulations?
> Clinical simulation is often used as a mode of learning in class.
They can sometimes be confused with an assessment as it involves
learners doing something practically and having a review of their
performance.
> There are two types of simulation – macro-simulations and exercises.
> Macro-simulations. These are used throughout all St John clinical
courses. This is when learners are given a brief of an incident and they
enter a staged scene and perform their skills on a manikin or someone
acting as a patient.
> Exercises. This type of simulation focuses on large-scale incidents
associated with on-scene management, rather than focused patient
care. The exercise may have one or more of the following components:
– The situation is discussed, and decisions are agreed based on

information that is supplied by a Clinical Support Officer.
– Learners work with colleagues and other emergency service
workers.
– Learners are involved in an actual scene of a simulated emergency,
usually involving many patient actors.
How does a macro-simulation usually work?

> St John tries to make clinical simulation as real as possible. This
depends on the facilities that are available where the course is being
held. In some locations St John has dedicated simulation rooms, and
in other locations a little more improvisation is needed.
> A Clinical Support Officer will brief learners on the incident that they
will ‘attend’. Learners will usually work with another learner in a typical
two-person crew.
> The simulation may be filmed for debriefing. During the simulation,
the other learners from the class may be observing. They may do so
28
from another room so that those involved in the simulation are not
interrupted by their presence.
> Learners in the simulation will need to treat it like a real incident and
do what they would normally do. The Clinical Support Officers work
to make the situation as realistic as possible to enable the learner’s
interaction and responses to be realistic.
> The manikins often talk – the voice will come from the manikin’s
mouth. Therefore, learners will need to talk to the manikin as though
they are a real person.
> A Clinical Support Officer may or may not be present with the learner
during the simulation, so any patient questioning will need to be
directed to the patient (just as would occur in a real situation).
> After the simulation, the gear is tidied away and then the learners
join the rest of the class. Learners may watch the recording of the
simulation with the rest of the class and everyone will be making
notes around points that the Clinical Support Officer wishes to
focus on.
> There may be a facilitated group or class discussion about your
scenario. During this discussion the Clinical Support Officer may ask
specific learners various questions or ask them to expand on their
discussion points.
Learner consent and safety

Participation in practical scenarios
> When learners participate in a course, the Clinical Support Officer will
use formal and informal instruction and practical scenarios.
> Participation as a simulated patient is expected during scenario
sessions.
> Those who actively participate in practical sessions are deemed to
have given their consent by virtue of their participation.
> There are some forms of patient assessment that require exposure
of certain areas of the body, for example exposure of the chest when
obtaining a 12 ECG or exposure of the abdomen when performing
an abdominal assessment. For these types of assessments, explicit
consent must be obtained and learners may withhold this consent if
they are uncomfortable.
Safety of yourself and others

> You, other learners, and the Clinical Support Officers are expected to
comply with good infection control practices in accordance with the
Operations Manual.
> You, other learners and the Clinical Support Officers are to ensure all
practicable steps are taken to minimise the likelihood of injury and
serious harm to themselves or others.
> Those who are on ACC must discuss with their line manager and HR
whether it is appropriate to be on an educational course. There are
specific rules relating to CCE which can be found in the CCE section
within this prospectus.
> The principles outlined in the St John Health, Safety and Wellness Plan
will be followed in all activities.
> All personnel must ensure they adhere to principles outlined in the
Fatigue Management Policy (HSW 5.11) and the Clinical Operations
Fatigue Management and Driving Policy (OMP 3.4.1), available on
Heartbeat, as hours spent on a clinical course are considered ‘work
hours’ and will impact on the individual’s driving hours. This also
includes attendance at sim suite, which is a work-related activity on
work premises, so personnel should not be attending prior to a night
shift as it will impact on driving hours.
What to wear
> Operational uniform must be worn for all classroom sessions and
clinical placements unless otherwise directed by a Clinical Support
Officer.
> If operational uniform has not yet been issued, personnel must wear
tidy, comfortable, non-revealing clothing and closed-toed shoes.
Completion requirements
> Learners must fulfil all elements of each course to pass.
> Where a learner does not progress or fulfil the requirements of the
course in a timely manner, a representative from the Clinical Team
will notify the learner’s line manager and the learner may be removed
from the course or programme.
> Sessions must be completed in the order specified by the Clinical
Team and the learner must remain on the same course unless
otherwise agreed with the relevant Clinical Practice Manager.
30
Recommended reading
> Any reading learners are required to complete as part of a course will
be outlined within the course itself.
> There are no set textbooks for courses, only some recommendations
which may aid learning.
> Stations often keep small libraries of relevant textbooks which
personnel may be able to access.
> The Clinical Wiki is also an excellent resource for clinical personnel,
where articles, skill sheets, podcasts, instructional videos, and other
publications such as Clinical Focus can be found.
Clinical placements and mentors

> A clinical placement may include working on ambulances, at
events, or at a medical facility and may be part of course or
programme completion requirements. Personnel must know what
the requirements are for the specific course or programme they are
registered for/enrolled in.
> The learner’s operational line manager is primarily responsible for
ensuring their personnel on St John courses get the clinical placement
they need (this is why course enrolment applications require manager
sign-off ). In some circumstances, clinical placement may be organised
by a Clinical Support Officer.
> Most clinical placements will require a portfolio of evidence to be
completed. Part of a portfolio often involves completing exemplars on
incidents when the learner was involved (either directly or indirectly)
with patient care. The requirements of exemplars vary from course
to course so learners will need to establish what is required for their
course.
> When learners are working at a clinical placement, they are able to
administer the skills of the practice level that they would gain on
successful completion of the course, providing:
– They have been trained to perform the skill(s), and

– The skill(s) are practiced under the direct supervision of someone
holding the clinical practice level being studied for (or above).
Refer to the St John Clinical Procedures and Guidelines for more
information.
> The learner’s operational line manager is responsible for organising

and allocating mentors where required, although commonly the
learner or Clinical Support Officer may organise this.
> A mentor is either assigned to the learner or is someone who the
learner happens to be working with. The mentor must be working at
a clinical practice level which is at least the equivalent of the practice
level that the learner is studying for.
> The mentor must not be a member of the learner’s immediate family
or partner unless agreed in advance with the lead Clinical Support
Officer, the learner’s line manager, and the mentor. Failure to seek
agreement beforehand may deem portfolio entries invalid.
Withdrawal from a course or programme

Withdrawal from a course or programme initiated by the Clinical
Team
The Clinical Team reserves the right to remove learners from a St John
course at any time, noting that this will only occur where there is a valid
reason to do so. The following is an indicative list of reasons a learner may
be removed from a course:
> Failure of two attempts at an assessment.

> Time enrolled in the New Zealand Diploma of Ambulance Practice
exceeds 18 months.
> Time enrolled in the New Zealand Certificate of Emergency Care (First
Responder) exceeds seven months.
> Failure to submit (or sit) an assessment by an agreed deadline (this
includes workbook requirements).
> Failure to complete all CCE requirements.
> A clinical competency review advises the learner that they are
removed from a course following investigation of an adverse incident.
> Failure to adhere to a remedial action plan (RAP). This may be a
result of:
– Failing to adhere to the timings within a RAP.

– Failing an assessment against the requirements of a RAP.
> Failure to demonstrate clinical competence at the learner’s current

practice level.
32
> The learner’s professional conduct during a course does not align with
St John’s values. This will be a joint decision between the relevant
Clinical Practice Manager and the learner’s line manager.
> The workbook fails to demonstrate safe and competent practice on
the second submission.
> The workbook fails to demonstrate safe and competent practice on
the first submission if the learner has been issued an extension past
the two-year course expiry date.
> The learner changes organisational roles to a position that no
longer supports that clinical practice level, authority to practise or
endorsement.
> The learner has not provided proof of identification within seven
working days.
Withdrawal from a course or programme initiated by the learner

> If a learner wishes to withdraw from a course or programme, they
should contact:
– Their line manager, and

– Their lead Clinical Support Officer or Clinical Administrator.
> If a learner wishes to withdraw from the Clinical Internship

Programme, they should contact the Clinical Internship Manager.
Disciplinary procedure
> For the duration of the course, learners are subject to the disciplinary
procedures of St John.
> Those in St John who are supplied accommodation after hours are
subject to the disciplinary procedures and usual HR policies of St John.
Assessments
Types of assessment
General
> Most internal St John clinical courses have some form of educational
assessment because assessment of learning is an important part of
teaching.
> Assessment methods for each individual course can vary and are
explained in more detail in the relevant course manuals.
> Assessments will be fair, valid, consistent and transparent.
> It is the learner’s responsibility to ensure they are clear about the
requirements of any assessments that they are completing or
submitting (this includes portfolios of evidence).
> If a learner is unsure about the requirements of an assessment, they
should contact their lead Clinical Support Officer at the earliest
opportunity for clarification.
34
Formative assessment
> Formative assessments are generally used as an indication of progress
through a course. Types of formative assessment include (but are not
limited to):
– Assignments.
– Examinations.
– Practical demonstrations.
– Simulations.
– Verbal assessments.
– Workplace assessments.
> Formative assessments are used to identify whether there is a

requirement for remedial work, which can be conducted over the
duration of the course (as required) rather than at the end of the course.
> The Clinical Team reserves the right to remove a learner from a course
where substantive failure of a formative assessment has occurred.
Summative assessment
Summative assessments are assessments that the learner must pass in
order to progress. Types of summative assessment include (but are not
limited to):
> Assignments.
> Examinations.
> Practical demonstrations.
> Simulations.
> Verbal assessments.
> Workplace assessments.
> Workbook completion.
Practical clinical assessment

> Parameters of practical assessment:
– Learners may be required to participate in practical assessments

where their individual skills and knowledge will be tested.
– Prior to the start of a practical assessment, the learner may ask
assessors to clarify any requirements.
– During the assessment session, learners are required to

demonstrate individual competence and use only the resources
provided.
– Video recording is common in practical assessments. The file
provides evidence of the assessment and may be used for
moderation purposes. Learners may review your video files on
request.
> Sharing or receiving of assessment information:
– Learners must act with integrity and not ask fellow learners for
assessment information, share information, or seek support during
an assessment as this may disadvantage others who are yet to be
assessed.
– If a learner shares or receives assessment information that
unfairly advantages them during an assessment session, they
will be referred to the appropriate manager who will decide the
appropriate course of action.
– The appropriate manager will notify the learner in writing of the
decision within ten working days of the referral. This may result in
removal from the course or programme.
Advanced Driving Assessment (ADA)

What is an Advanced Driving Assessment (ADA)?
> The purpose of an ADA is to ensure personnel maintain a safe level
of competency in the operation of an ambulance and to ensure
personnel can demonstrate contemporary knowledge of the New
Zealand Road code and associated regulations.
> All operational personnel are required to undertake an Advanced
Driving Assessment (ADA) every three years.
> The ADA process will be fair, transparent, nationally equitable and in
line with other assessment processes outlined within this prospectus.
Standards
> The ADA will be conducted in the type of vehicle personnel being
assessed would normally drive in their working role. In situations
where personnel hold more than one driving role within St John, they
should be assessed in the type of vehicle that poses the greatest risk.
36
> The ADA will be conducted by New Zealand Transport Agency (NZTA)
qualified St John Clinical Support Officer Driving Instructors (CSOs) or
on occasion, externally contracted Driving Instructors.
> The ADA will be conducted using a St John ADA form which has been
developed to industry accepted standards.
> The ADA will be based on a NZTA Class 1 driving standard.
> Personnel will be assessed using specifically developed driving routes,
noting that variability may occur based only on traffic conditions on
the day.
> ADA routes will follow the same type of structure with a similar type of
traffic exposure, noting this may be difficult to achieve in some rural
areas.
> ADAs should occur in areas where there is enough variability in
traffic conditions to demonstrate full competence in the driving
task(s), noting this may be difficult to achieve in some areas. Clinical
Practice Managers (CPMs), in consultation with Field Operations, will
determine where personnel will be assessed.
> Where possible an ADA will occur during working hours, noting this
will need to comply with aspects of OMP 3.4.1 Clinical Operations
Fatigue Management and Driving Policy and operational workload.
> The step-by-step technical aspects of how an ADA will occur will be
consistently followed by the national team of St John CSOs and will be
subject to the same moderation processes as other areas within the
Clinical Team.
> The Driving Review Panel will provide a level of oversight and will
consist of:
– Assistant Director of Operations Clinical Delivery and Support

– Clinical Programme & Moderation Manager
– People & Organisational Strategy representative
– Transport Service Licence (TSL) holder
– Health, Safety & Wellbeing Manager
– Two (2) St John CSO DIs (including the CSO Driving Subject Matter
Expert).
> The responsibilities of this panel are to:
– Review all first-time ADAs with a competency score of 1 (the

assessing CSO will be responsible for alerting the panel as soon as
these occur through the CSO Driving SME).
– Review all Advanced Driving Reassessments with a competency
score of 1 or 2 (the assessing DI will be responsible for alerting the
panel as above).
– Routinely review a selection of ADAs to assist with moderation.
Delivery method
Three delivery options are available for consideration, however Clinical
Practice Managers will ultimately be responsible for ADA delivery:
> Option 1
– DI is based at a specific location in a response restricted

assessment vehicle where ADAs start and finish.
– Personnel will be allotted timeslots.
– Appointing timeslots are managed by the appropriate line
Manager in conjunction with the Clinical Team.
– Personnel will then be taken through an ADA based on process as
described.
– The ADA may be interrupted for PURPLE response if required. If
this occurs the ADA will stop.
> Option 2
– DI based at a central location, e.g. Hub, station or hospital, with

response restricted assessment vehicle and a second person
operationally available for the day.
– Personnel are swapped off the vehicle with the spare operational
person and an ADA is completed based on process as described.
– Consideration will be given with respect to operational workload,
fatigue management and rest/meal breaks.
– The ADA may be interrupted for PURPLE response as required and
if this occurs the ADA will stop.
38
> Option 3
– DI starts day at a central location, e.g. Hub, station, spoke or

hospital.
– DI joins an operational vehicle which remains response capable
and assesses both personnel around operational workload based
on process as described.
– Once both personnel have been appropriately assessed, the
DI would attempt to move to another vehicle and this would
continue as necessary.
> An ADA will not be conducted:
– During any level of response, or

– If personnel are due for a rest/meal break, or
– If it interferes with any other aspect of OMP 3.4.1 Clinical
Operations Fatigue Management and Driving Policy.
Documentation
> The St John ADA form must be utilised when conducting an ADA.
> A PDF version of the St John ADA form is available, however the
electronic version located on MySitrep is where the final report will
be filed.
Results
> Based on guidelines surrounding interpretation of the ADA form, the
CSO will be responsible for writing comments and recommendations
on the ADA template regardless of the final competency score.
> DIs will inform personnel of the result immediately upon completion
of an ADA due to the immediate operational driving consequences of
a failed ADA.
> If, during a first or second ADA attempt, personnel are unable to
meet the required standard by receiving a competency score of 1 or
2, the CSO will immediately contact either the Line Manager, Shift
Supervisor/Manager or the on-call Duty Executive to inform them
of this. Importantly, CSOs have no authority to manage or enforce
driving consequences of any personnel secondary to a failed ADA
result.
> If personnel fail a first-time ADA attempt by receiving a competency

score of 1 or fail an Advanced Driving Reassessment with either a
score of 1 or 2, the assessing DI will need to notify the Driving Review
Panel through the National CSO DI SME.
> The outcome of not meeting the required ADA standard may include
increased supervision, remedial training and/or restricted driving
duties.
> For a first-time ADA resulting in a competency score of 2, the CSO
will generate a remedial action plan (RAP). For competency scores
of 1 or reassessment scores of either 1 or 2 the Driving Review Panel
will support the remedial process. The relevant line manager in
conjunction with the Clinical Team will then manage remedial support
utilising current performance improvement plan processes.
Communication
> Clear communication will be sent to all personnel required to
undertake an ADA and the ADA template will be made available to all
personnel to view on Heartbeat and the Clinical Wiki.
> Ongoing communication will occur to all CSOs to ensure a nationally
consistent approach.
Assessment attempts
A learner may have up to two attempts at demonstrating competence
for a summative assessment (provided they are within their course
timeframe).
If the learner does not demonstrate competence

> If a learner does not demonstrate competence after a summative
assessment, they will be interviewed by a Clinical Support Officer and
a remedial action plan will be developed and implemented.
> A remedial action plan will be agreed as soon as possible following an
assessment attempt. The learner will then be reassessed at an agreed
date after remedial learning has occurred.
> If a learner does not demonstrate competence after reassessment,
they have an interview with a Clinical Support Officer, however no
further opportunities will be made available for reassessment at
this time. The case may be reviewed in accordance with the appeal
40
process. An outcome of the appeal process may be that the learner

is offered further assessment opportunities after a period of further
study.
Level 3 Certificate in Emergency Care (First Responder):

> This programme must be completed within the maximum time frame
of seven months.
> The seven months starts when the training agreement is lodged with
St John’s Industry Training Organisation (ITO), Skills.org (usually the
first day of the ORM class time).
New Zealand Diploma in Ambulance Practice (NZDAP):

> Any enrolment on a NZDAP course is valid for a maximum of 18
months. This is taken from the time you start the course (this may be
when online learning begins ahead of classroom time).
> After 18 months learners may be removed from the course.
> The NZDAP course is designed so it can be easily completed within
18 months.
> Learners should keep in mind that the maximum period includes
any remedial work, reassessment, and remaining current with all CCE
requirements.
> If a learner is having difficulty with the completion of any assessments
within your course, they should contact their lead Clinical Support
Officer as soon as possible to discuss a plan in order to meet the
required deadline.
Assessment and conflict of interest

> The Clinical Team will take best endeavours to avoid conflict of
interest when assessing.
> Assessment should be undertaken by assessors who have not had any
direct relationship with the learner or their educational journey.
> The following examples are of situations where there may be a conflict
of interest:
– The assessor has been involved in a previous assessment attempt.

– There is a family or personal connection between the learner and
the assessor.
> The following are not considered conflicts of interest:
– The learner and the assessor have worked together at an

operational incident.
– The learner and the assessor work together operationally
infrequently.
Written assessments
Submitting written assessments for marking
> On completion of a written assessment, the learner will be required
to submit it for marking by the due date (specified within the relevant
course).
> If the Clinical Team do not receive the learner’s assessments before or
on the due date, their line manager will be notified, and the learner
may be removed from the course.
> Electronic submission:
– This will be the most common method of submission.

– The lead Clinical Support Officer will inform learners of the specific
process for the course.
– Alternatively, learners may email it to their lead Clinical Support
Officer and clindevhelp@stjohn.org.nz.
> Submission by post/courier:
– Learners may elect to submit a written assessment via post/courier.

Ensure a copy has been made prior to sending the assessment.
– The postal/courier addresses can be found in table 2.
> All components of a course (including all assessments) must be

successfully completed prior to any end of course assessments are
attempted.
42
Table 2
Method of submission Address

Post St John Clinical Administration
Private bag 14902
Panmure
Auckland
Courier to Auckland St John Clinical Administration
Building 5, 666 Great South Road
Greenlane
Auckland
Courier to Christchurch St John Clinical Administration
Christchurch Justice and Emergency Services
Precinct
PO Box 1443
40 Lichfield St
Christchurch
Referencing
> All assessments must be referenced using APA referencing style
(7th edition).
> Referencing is required to:
– Acknowledge use of other’s material in the assessment and to

avoid plagiarism.
– Show anyone assessing your work the extent of your research.
– Enable assessors to locate the work that has been cited.
> The American Psychological Association website is a great resource

to help personnel learn how to reference and provides examples of
how to reference different sources.
Plagiarism
> Plagiarism is prohibited in any assessments you submit as part of a
clinical course.
> Plagiarism can be:
– Copying the work of another learner.

– Copying directly from textbooks, the web and other work without
correct citation.
– Failing to acknowledge sources including learner’s own work used
for another purpose.
> Any final piece of work that you submit must be your own
independent work. This is an important consideration when working
in study groups or having discussions with other learners on
assessments.
> Learners are not permitted to share information pertaining to
assessments/examinations/questions with other learners within
St John.
> If it is found that a learner has plagiarised or shared assessment
information, they will be referred to the relevant Clinical Practice
Manager who will decide on the appropriate course of action which
may include:
– Notifying the learner’s line manager.

– Removal from the course or programme.
– Exclusion from further study.
– Warnings or dismissal from St John.
Marking your written assessments

> A Clinical Support Officer will mark submitted assessments.
> Once the assessment has been marked, the learner will be contacted
via email and/or by phone to advise them of the outcome and discuss
the results.
> If areas of the assessments require attention, then a Clinical Support
Officer will contact the learner.
> If an assessment requires re-submission, a Clinical Support Officer will
confirm that this is required, and how to re-submit.
> Re-submissions are not permitted if the course time has expired.
44
Extensions for assessments

> An extension may be requested in extenuating circumstances at least
14 days before the due date (exceptions include hardship, sickness, or
bereavement).
> If a learner needs an extension, they must contact their lead Clinical
Support Officer as soon as issues affecting the completion of a course/
assessment become apparent.
> The reason(s) for an extension request must be compelling.
> The request should be in writing (email) to the learner’s lead Clinical
Support Officer and must include:
– The reason for requesting the extension, and

– The current status of the assessment or portfolio of evidence, and
– The length of the extension requested, and
– Supporting documentation (for example, medical certificates) to
support the request if possible.
> Once the request has been received, this will be passed on to the
relevant Clinical Team Manager.
> The Clinical Team Manager, in consultation with the Clinical
Programme and Moderation Team, will determine the outcome of the
extension, taking into consideration all relevant information.
> Extensions will not be granted if:
– The learner has not completed the required work without good
reason.
– The total time since the course was started exceeds 18 months for
NZDAP or seven months for New Zealand Certificate in Emergency
Care (First Responder).
– Operational exposure or clinical placement time gained was
inadequate.
– The learner was unable to ‘find the time’ to complete an
assessment or portfolio of evidence.
– The learner did not understand the intent or requirements of the
assessment.
– The learner has changed roles within St John.
– The learner (or their line manager) prioritised work over

completing the assessment or portfolio of evidence.
– The application has occurred within 13 days of the assessment due
date.
> In the event of hardship, sickness, or bereavement, the Clinical

Programme and Moderation Team or Assistant Director – Clinical
Delivery and Support, may grant extensions within 13 days of the
assessment due date however such extensions will not exceed a total
of six months past the original assessment.
Assessment results
> Learners will be provided with their assessment results by the Clinical
Team.
> Where NZQA credits are available, the learner’s results are lodged with
NZQA.
46
Clinical practice levels

and authority to practise
Clinical practice levels and authority to

practise (ATP)
What is authority to practise (ATP)?
> Ambulance personnel cannot legally supply or administer
prescription medicines to patients unless they have authority to
practise, or they are a registered health practitioner with the ability
to supply or administer prescription medicines described within their
scope of practice.
> In addition, services restrict the use of some items of clinical
equipment and the performance of some clinical procedures to
personnel at specified practice levels.
> ATP is the authorisation of a person to use the St John Clinical
Procedures and Guidelines (CPGs) by the St John Clinical Director.
> Personnel may not use the CPGs without authority to practise.
> Authority to practise is granted at a specified practice level and
each practice level has a delegated scope of practice that defines
the medicines and interventions that personnel may administer or
perform when treating patients. This information can be found in the
St John CPGs.
> Interventions that are not described within the delegated scopes of
practice (for example automated defibrillation) may be provided by all
personnel.
What are the different ATPs in St John?

> St John has five clinical practice levels:
– First Responder.
– Emergency Medical Technician (EMT).
– Paramedic.
– Intensive Care Paramedic (ICP).
– Extended Care Paramedic (ECP).
> Four of the five clinical practice levels require an ATP and operate
using the St John Clinical Procedures and Guidelines:
– Emergency Medical Technician (EMT).

– Paramedic.
– Intensive Care Paramedic (ICP).
– Extended Care Paramedic (ECP).
> First Responders are not issued an ATP and operate using the First
Responder Field Guide, not the Clinical Procedures and Guidelines.
> It is important to understand that gaining an external educational
qualification does not automatically equate with gaining a particular
ATP (which is a separate internal process).
First Responder
Gaining a First Responder clinical practice level
> To gain a clinical practice level at First Responder, personnel must:
– Complete the Level 3 Certificate in Emergency Care

(First Responder), or
– Apply for recognition of current competency via the ATP Team.
48
> To gain a First Responder clinical practice level through St John

personnel must:
– Complete all learning and assessment requirements for the

Operations Risk Management module, to include online learning,
attendance of two days of class time, and completion of all
associated workbook activities.
– Complete all learning and assessment requirements for the First
Responder Course, to include online learning, attendance of four
days of class time, and completion of all associated workbook
activities.
– Complete the on-road consolidation of skills, including case logs in
the associated workbook.
– Complete the First Responder application form with endorsement
from their Territory Manager or District Operations Manager and
send the completed form to ATP@stjohn.org.nz.
> To gain a First Responder clinical practice level through AUT,

personnel must:
– Successfully complete the first two semesters of a Bachelor of

Health Science (BHSc) in Paramedicine at AUT.
– Complete all requirements to achieve provisional permission to
drive an ambulance non-urgently and urgently unsupervised in
line with the St John Ambulance Driving Course.
– Complete OMF 4.5.6 First Responder practice level recognition
application form with endorsement from their Territory Manager
or District Operations Manager and send the completed form to
ATP@stjohn.org.nz.
> To gain a First Responder clinical practice level through Whitireia,

personnel must:
– Successfully complete the first two semesters of a Bachelor of

Health Science (BHSc) in Paramedicine at Whitireia.
Operations Risk Management module, to include online
learning, attendance of two days of class time, and completion
of all associated workbook activities. Submit this workbook to
clindevhelp@stjohn.org.nz.
– Complete all requirements to achieve provisional permission to

drive an ambulance non-urgently and urgently unsupervised in
line with the St John Ambulance Driving Course.
ATP@stjohn.org.nz.
> To gain a First Responder clinical practice level through Fire and
Emergency New Zealand, personnel must:
– Complete the four-day First Responder course for FENZ.

Operations Risk Management module, to include online
learning, attendance of two days of class time, and completion
of all associated workbook activities. Submit this workbook to
– Complete the First Responder online learning.
– Complete all First Responder- associated workbook activities.
Submit this workbook to clindevhelp@stjohn.org.nz.
ATP@stjohn.org.nz.
Attestation process
> The attestation process is for those who wish to gain the Level 3
Certificate in Emergency Care (First Responder) and have completed
the First Responder programme prior to 1 April 2016.
> Personnel can be attested for the Level 3 Certificate in Emergency
Care (First Responder) if they:
– Hold a First Responder clinical practice level or above, are up to

date with CCE, and are clinically active, or
– Are an AUT or Whitireia student who has completed semester
two of the BHSc and have been issued a First Responder clinical
practice level.
50
> The attestation process requires:
– Submission of an application to begin this process by emailing

– Completion of a paediatric resuscitation attestation arranged with
the relevant regional Clinical Practice Team within three months of
application to complete attestation.
– Completion of two observation checklists by completing on-road
shifts. These checklists will be provided to the individual by the
person organising the attestation.
– The individual applying must be up to date with all CCE
requirements.
– Completion of the First Responder application form with
endorsement from the individual’s Territory Manager or District
Operations Manager.
– Personnel may be asked to complete consolidation of road
shifts through a mentor report. This mentor report template
will be provided to the individual by the person organising the
attestation.
– Note: Personnel who hold an older version of the First Responder
course (i.e. course completion prior to 2016) may find they do not
have the appropriate pre-requisite qualifications to enrol in the
New Zealand Diploma in Ambulance Practice. In these instances,
personnel may apply to the Clinical Programme and Moderation
Manager for direct entry into the programme.
Maintaining a First Responder clinical practice level

To maintain a First Responder clinical practice level, personnel must:
> Complete all CCE requirements. (Note: personnel can apply to the
ATP Credentialing Committee for an exemption for CCE completion.
Examples may include parental leave and ACC leave).
> Complete the requirements of the volunteer agreement regarding
operational exposure at events or frontline shifts.
Review and removal of a First Responder clinical practice level

> A First Responder clinical practice level will automatically be removed
if the individual resigns from St John.
> If personnel wish to return to operational status within 12 months of
leaving St John, then with approval from their Line manager and the
relevant Clinical Practice Manager, the First Responder clinical practice
level can be reinstated.
> If personnel have a period of absence of more than two years with no
clinical activity or CCE attendance, they will be required to complete
both the Operations Risk Management course and the First Responder
Course again.
> If personnel have a period of absence of more than 12 months but less
than two years, they will be required to complete a basic competency
review.
> If personnel do not complete the Level 3 New Zealand Certificate in
Emergency Care (First Responder) within seven months without a
valid reason, they will be removed from the First Responder pathway
by the Clinical Practice Team following consultation. At this stage the
individual is not permitted to be operational at First Responder level.
Crewing an ambulance as a First Responder

> Personnel may second crew an ambulance or First Response unit
when they have:
– Successfully completed the Operations Induction course, and

– Successfully completed the Ambulance Driving Course online
learning, classroom time, and the five non-urgent supervised
drives, and
– Completed the Level 3 New Zealand Certificate in Emergency Care
(First Responder) qualification. This includes successful completion
and marking of the assessment workbook and verification from
NZQA that the learner has completed the qualification.
Emergency Medical Assistant (EMA)

What is an Emergency Medical Assistant (EMA)?
> Emergency Medical Assistants (EMAs) are clinically qualified and
competent ambulance personnel who have been trained to
52
streamline the assessment and treatment provided by personnel with

Authority to Practise (ATP).
> The role of an EMA is to facilitate patient assessment, treatment,
transport or referral, in support of a lead clinician (ambulance
personnel with ATP), as part of an emergency ambulance crew.
> EMAs complement the lead clinician by supporting clinical care,
crew resource management, manual handling, advanced driving,
scene management (including the management of major incidents),
de-escalation, physical intervention, procedural preparation and
infection control.
How do you become an EMA?

> EMAs complete the same foundation education as everyone else. This
includes:
– Operations Induction.
– Ambulance Driving Course.
– The Level 3 New Zealand Certificate in Emergency Care (First
Responder). This includes the Operations Risk Management and
First Responder modules and associated workbook completion.
> Personnel will also be required to attend a five-day EMA course. Refer
to the ‘Emergency Medical Assistant Course’ section in this prospectus
for more information.
> EMAs must achieve and maintain a clinical practice level.
Emergency Medical Technician (EMT)

Gaining an ATP at EMT level
> There are three key steps to gaining an ATP at EMT level:
– Complete one of the approved pathways for fulfilling qualification

requirements.
– Application to the ATP Manager with District Operations
Manager (or equivalent) for endorsement to progress to a clinical
assessment day (CAD).
– Successful completion of an EMT CAD.
> Approved pathways for qualification requirements:
– Gain the Level 5 New Zealand Diploma in Ambulance Practice.

– Gain the Diploma in Paramedic Science from AUT.
– Gain a Bachelor of Health Science (or equivalent) from a
Paramedicine Accreditation Committee-accredited programme.
– Complete the first three semesters of a Bachelor of Health Science
in Paramedicine at AUT or Whitireia.
– Apply to the ATP Credentialing Committee for approval to progress
to Clinical Assessment. To be granted approval applicants will need
to demonstrate to the committee that they are clearly making
decisions and performing interventions in their existing practice at
an EMT level.
> Application process to the ATP Manager is as follows:
– Personnel must complete OMF 4.5.1 ATP application form with

endorsement from their Territory Manager or District Operations
Manager and send the completed form to ATP@stjohn.org.nz.
> EMT CAD:
– EMT clinical assessment is designed to ensure that candidates

are safe to practice independently. The clinical assessment will
not solely focus on academic knowledge but will also focus on
personnel being operationally ready and safe. Candidates that
pass the EMT clinical assessment will be automatically granted
EMT ATP.
– EMT Clinical assessment will have two components:
• Skill stations: require satisfactory demonstration of clinical

skills, including the ability to communicate an understanding
of the clinical rationale associated with the skills.
• Clinical interview: consists of scenarios requiring the
demonstration of good clinical knowledge and judgement,
including the ability to: take a logical history, make a
differential diagnosis, discuss treatment and demonstrate
an understanding of appropriate pharmacology and
pathophysiology.
54
Maintaining an ATP at EMT level

Refer to OMP 4.5 Authority to Practise to understand the requirements
for EMT ATP maintenance.
Paramedic
Gaining an ATP at Paramedic level
> There are three key steps to gaining an ATP at Paramedic level:

requirements. See the ‘tertiary paramedic programme’ section in
this document for details.
– Apply and be accepted into the Clinical Internship Programme.
– Successful completion of a Paramedic Internship.
Maintaining an ATP at Paramedic level

for Paramedic ATP maintenance.
Intensive Care Paramedic (ICP)

Gaining an ATP at ICP level
> There are three key steps to gaining an ATP at ICP level:

requirements. See the ‘tertiary ICP programme’ section in this
document for details.
– Apply and be accepted into the Clinical Internship Programme.
– Successful completion of an ICP Internship.
Maintaining an ATP at ICP level

for ICP ATP maintenance.
Extended Care Paramedic (ECP)

Gaining an ATP at ECP level
Current requirements:
1. Eligible ECP roles include:
a. Be appointed into an eligible ECP role. Working on a Romeo unit, or

b. Working in a designated rural area that includes ECPs in the skill
mix model, or
c. Working in a contracted primary healthcare role (e.g. supporting a
DHB or PHO), or
d. In another role where it has been deemed beneficial for
ambulance personnel to hold an ATP at ECP, and this has been
approved by the Clinical Management Team.
2. Complete an Introduction to ECP course including clinical assessment:
a. Attend a five day introduction to ECP course facilitated by the

St John Clinical Directorate, including completing required online
learning and reading prior.
b. Pass clinical assessment during the course, which will include skill
stations and clinical discussion.
3. Attend clinical placement:
a. Attend 32 hours of clinical placement within a general practice,

urgent care, allied health, rural hospital, emergency department or
Romeo unit setting (crewed with another ECP) to gain exposure to
primary care and practice clinical assessment and ECP skills.
4. Commence postgraduate study:
a. Enrol in the AUT Postgraduate Diploma in Health Science

(Paramedicine) including designated ECP papers*, or
b. Enrol in a Postgraduate Diploma from another tertiary institute**
that covers the ECP competencies.
c. Complete the postgraduate diploma within three years.
56
5. Attend a follow-up education day after three months of practice as an

ECP:
a. Attend a one-day follow-up education session to discuss cases,

practice skills, and enable the Clinical Team to answer questions
and assess ECPs understanding of key concepts.
Requirements from July 2023:
1. Complete approved postgraduate qualification:
a. Successfully complete the AUT Postgraduate Diploma in Health

Science (Paramedicine) with designated papers* with at least a B
grade average, or
b. Complete a postgraduate diploma from another tertiary institute**
that covers the ECP competencies with at least a B grade average.
2. Apply for an ECP role (as above).

3. Complete clinical internship:
a. Attend a two-day Introduction to ECP course facilitated by the

St John Clinical Directorate, including completing required online
learning prior, and
b. Attend a 32-hour clinical placement with a general practice, urgent
care, allied health, rural hospital, or ED setting to gain exposure to
primary care and practice clinical assessment and ECP skills, and
c. Work on a Romeo unit with another ECP for two blocks, and
d. All cases involving ECP skills are reviewed by another ECP for six
months and regularly discussed.
4. Pass a clinical assessment day:
a. Pass a CAD including skill stations, clinical interview, and live-actor

simulation.
* Designated ECP papers include PARA808 (Community and Remote

Paramedicine), HEAL824 (Advanced Assessment and Diagnostic
Reasoning), and PHMY803 (Pharmacology Science and Therapeutics).
** Other postgraduate qualifications covering ECP competencies will be

considered by the ATP Credentialing Committee on a case-by-case basis.
Maintaining an ATP at ECP level
To maintain ECP ATP, personnel must meet all the following criteria:
> Be a member of St John.

> Attend all mandatory CCE modules.
> Actively participate in audit and reportable event processes.
> Maintain the required minimum level of clinical exposure.
> Meet the minimum level of clinical exposure for ECPs within any
calendar year:
– Completion of a minimum of 144 hours of clinical exposure, and

– A minimum of 100 patient contacts.
> Remain working in a designated ECP role.

> Undertake 40 hours of clinical placement per year.
> Establish a collegial relationship with another health professional
working in primary care to discuss/reflect on cases and record these
reflections in MySitrep.
> Complete the postgraduate diploma within three years (note: this
criteria is only for those who obtain ECP ATP in 2020–2022).
> More information on ATP maintenance can be found in
OMP 4.5 Authority to Practise.
Rapid Sequence Intubation (RSI)

endorsement
The process for gaining RSI endorsement
Intensive Care Paramedics must complete the following to be eligible to
apply for RSI endorsement:
> Meet the educational requirements by:
– Completing the required postgraduate papers at AUT (PARA802

Resuscitation Physiology and 588302 Advanced Resuscitation), or
– Apply to the ATP Credentialing Committee for approval of any
other qualifications/current competencies.
58
> Have a minimum of 12 months experience practising at ICP level,

following completion of the Clinical Internship Programme and be
currently practising at that level.
> Currently work from a rostered position in an area that is designated
to have personnel at ICP level within the skill mix model.
> Complete an ATP application form (OMF 4.5.1) with District
Operations Manager endorsement and send to the ATP Credentialing
Committee via ATP@stjohn.org.nz.
> Notification of an application being accepted or declined will be
provided to the applicant and the respective District Operations
Manager (or equivalent level) in writing.
> Approved applicants will be referred for an RSI clinical assessment.
RSI clinical assessment

> RSI clinical assessment is designed to ensure you are safe to practice
as an RSI-endorsed ICP.
> Clinical assessment includes:
– Skill stations. This requires satisfactory demonstration of clinical

skills, including the ability to communicate an understanding of
the clinical rationale associated with the skill.
– Simulated scenarios. This requires demonstration of the ability to
manage a scene, lead a team and provide appropriate treatment.
– Clinical interview. This requires demonstration of good clinical
knowledge and judgement, including the ability to take a logical
history, make a provisional diagnosis, discuss treatment, and
demonstrate an understanding of appropriate pharmacology and
pathophysiology in an interview context.
> The cost and coordination of travel to clinical assessment is the

responsibility of your and/or the relevant operational manager.
> You and your operational line manager will be advised of the outcome
of your clinical assessment in writing within five working days of the
assessment.
> If you are successful in your assessment, you will be granted RSI
endorsement.
> You may only have two attempts at RSI clinical assessment. Successful
aspects of separate attempts at clinical assessment are unable to be
aggregated in order to achieve an overall pass.
> If you have not passed clinical assessment after your second attempt,
you will need to consolidate for a minimum of six months before re-
applying.
> The appeal process is outlined in the ‘appeals’ section of this
document.
> All enquiries regarding RSI and the pathway to gain RSI endorsement
must be sent to ATP@stjohn.org.nz.
Maintenance of RSI endorsement

> Personnel with RSI endorsement are required to maintain their ATP at
ICP level.
> There is not currently a defined number of RSIs that personnel must
perform annually. However, personnel are required to complete any
additional self- directed learning as defined and communicated by
the Clinical Directorate.
Urgent Community Care (UCC) endorsement

> The UCC Course was a specialist course that used to be run by the
Clinical Team where there was a specific need for an extended scope
of Paramedic or ICP practice to support primary health.
> Following the rollout of Extended Care Paramedics, no further UCC
endorsements will be issued and the UCC endorsement will be
formally withdrawn on 30 June 2023.
> Until 30 June 2023, personnel with the UCC endorsement may
continue to practice UCC skills and medicines within the ECP CPGs.
ATP Credentialing Committee

> The function of the ATP Credentialing Committee is to provide
consistency in decisions regarding:
– Reviewing and credentialing of overseas qualifications.

– Reviewing adverse incidents and healthcare complaints and
performance.
– Reviewing ATP enquiries and ATP maintenance.
60
> The ATP Credentialing Committee has representation from:
– The ATP Team.

– Clinical Directorate.
– Patient Safety and Quality.
– Field Operations.
– People and Organisational Strategy.
– Clinical Programme and Moderation Team.
ATP review panel

> Issues of serious poor clinical performance are escalated to the ATP
review panel.
> An explanation of this panel and process can be found in the
ATP review podcast on the Clinical Wiki.
The Supervised Clinical

Practice Programme
and Clinical Internship
Tertiary Paramedic Programme

Qualifications and ATP
Gaining an external educational qualification does not automatically
equate with gaining a particular ATP; this is a separate internal process.
Refer to the ‘clinical practice levels and authority to practise’ section of
this document for more information.
Paramedic qualification
> To achieve a Paramedic qualification, personnel must complete
a Bachelor of Health Science in Paramedicine. This programme is
available through AUT and Whitireia.
> The qualification can be completed full-time (three years, 360 credits)
or part-time.
> Both AUT and Whitireia offer recognition of prior learning (RPL) for
those with vocational ambulance qualifications:
– If personnel have current EMT ATP, AUT will award 105 credits and
Whitireia will award 120 credits.
– If personnel have current Paramedic ATP, AUT will award 120
credits, and Whitireia will award 240 credits.
62
> AUT offers learners the opportunity to gain up to 45 additional credits

via RPL challenge exams in the following papers:
– 576101 Paramedic science.

– 576401 Haemodynamics in the acute patient.
– 577101 Cardiology.
> St John also recognises Bachelors degrees in paramedicine from CAA-

accredited universities.
> St John will consider Bachelors degrees from non CAA- accredited
universities (or equivalent qualifications).
Tertiary ICP Programme

Qualifications and ATP
Gaining an external educational qualification does not automatically
equate with gaining a particular ATP; this is a separate internal process.
Refer to the ‘clinical practice levels and authority to practise’ section of
this document for more information.
Intensive Care Paramedic qualification

> Postgraduate studies are now the minimum qualifications needed to
be eligible for ICP ATP.
> To achieve an ICP qualification, personnel must complete a St John-
approved postgraduate qualification.
> This is currently available through AUT as a Postgraduate Certificate in
Critical Care Paramedicine. The papers that must be completed are:
– HEAL814 Practice Pursued.

– PARA805 Contemporary Intensive Paramedicine.
Supervised Clinical Practice Programme

What is the Supervised Clinical Practice Programme?
> The Supervised Clinical Practice programme is the way in which
St John registers and tracks those who:
– Are currently completing a clinical qualification that requires

clinical placement.
– Have completed a clinical qualification and intend to apply to the

Clinical Internship programme.
– Are non-St John personnel who are completing clinical placement
with St John.
Enrolling in the Supervised Clinical Practice Programme

> The following personnel are automatically enrolled in the Supervised
Clinical Practice Programme and do not need to apply to be enrolled:
– Personnel enrolled in the New Zealand Diploma in Ambulance

Practice.
– Personnel enrolled in the St John Clinical Internship Programme.
– Personnel enrolled in the St John Sponsorship Programme.
– Non-St John personnel enrolled in a paramedic degree or a
postgraduate programme with a tertiary provider in New Zealand
requiring placement.
> All other personnel (including St John personnel enrolled with

a tertiary provider, St John personnel intending to apply for an
internship position, students and New Zealand Defence Force
medics) must apply to be enrolled in the Supervised Clinical Practice
Programme.
> To apply to be enrolled in the Supervised Clinical Practice Programme,
personnel must complete the enrolment form (OMF 4.5.4) located on
the ATP page of Heartbeat and submit it via ATP@stjohn.org.nz.
> The names of students who have been accepted into the Supervised
Clinical Practice Programme will be published on Heartbeat, detailing
the practice level at which they may provide treatment under
supervision.
> Personnel will not usually be enrolled in the Supervised Clinical
Practice Programme for longer than two consecutive years
at one practice level, unless this is a requirement of a tertiary
programme or they apply to the ATP Credentialing Committee via
ATP@stjohn.org.nz.
> Personnel will not usually be granted the ability to provide treatment
under supervision two levels above their current practice level. For
example, EMTs will not be granted the ability to provide treatment
under supervision at the practice level of ICP, except during the time
they are completing clinical placement in a suitable postgraduate
programme with a tertiary provider.
64
Un-enrolment from the Supervised Clinical Practice Programme

> Personnel will be un-enrolled if:
– They are no longer enrolled on a course which requires clinical

placement, or
– They provide treatments and/or medicines they have not been
trained to use and do not fall within the scope of practice of the
ATP being sought, or
– District Operations Manager endorsement for supervised clinical
practice is withdrawn.
Clinical Internship Programme overview

What is the Clinical Internship Programme?
> This is a programme run by St John to provide a fair and equitable
process for personnel transitioning to Paramedic or Intensive Care
Paramedic ATP. It is designed to promote clinical excellence and
patient safety through a consistent Internship process.
> The Clinical Internship Programme will not look exactly the same in
all parts of New Zealand as we acknowledge that metro, urban and
provincial requirements are different.
> The Clinical Internship Programme is a four-phase programme
(outlined in Figure 1).
> The amount of time you as an Intern will spend in each phase is
dependent on your clinical competency, vocational experience, and
personal motivation.
> The Clinical Internship Programme is overseen by the Clinical
Internship Manager, noting that as an Intern, you will continue to
report to your operational line manager.
> District Internship opportunities will be at the discretion of
operational management and available in accordance with the
workforce plan.
Figure 1
Precepting phase
1:1 with a preceptor

(12–40 shifts)
Clinical assessment day
(Maximum two attempts)
Clinical supervision
Clinical consolidation period with

close auditing (6 months)`
Clinical discussion
Based off one case study provided by the

intern from the supervision phase
How do I apply for an Internship?

> Applications to the Clinical Internship Programme will be received and
managed via a recruitment process. This process will involve:
– Operational manager rating of applicant’s clinical and behavioural

performance.
– Academic qualification.
– A review of reportable events and complaints.
– Clinical quiz.
– Length of service.
66
Clinical Internship: Precepting phase

What is precepting?
Precepting is the formal relationship that exists between a senior and
clinically competent Preceptor and an Intern. The objective of precepting
is to support and guide an Intern through a designated pathway with
clearly agreed upon end goals and timelines.
Who is a Preceptor?
> A Preceptor is a Paramedic or ICP who has a portfolio with Clinical
Delivery and Support to oversee and support an Intern within the
Clinical Internship Programme.
> A Preceptor works with an Intern to develop their confidence as an
autonomous practitioner.
> There are three primary components to the role of a Preceptor:
– To provide focused support through a period of precepting.

– To actively prepare the Intern for clinical assessment.
– To provide remote supervision, feedback and clinical review
through a period of clinical supervision, through to ATP issuance.
What does precepting include?

> Interns will work with one or two Preceptors for a minimum of twelve
(12 hour) shifts, to develop confidence as an autonomous practitioner
(or equivalent number of hours). It is expected that only exceptional
candidates with significant previous experience will complete the
precepting phase within 12 shifts.
> Paramedic Interns will practice within the Paramedic delegated
scope of practice under direct supervision. On the rare occasion that
a Paramedic Intern operates in the absence of their Preceptor, their
independent clinical practice level remains at EMT.
> ICP Interns will practice within the ICP delegated scope of practice
under direct supervision. On the rare occasion an ICP Intern operates
in the absence of their Preceptor, their independent clinical practice
level remains at Paramedic.
> When an Intern successfully completes all of the requirements of the
precepting phase, they progress to the clinical assessment phase. If
the clinical assessment day is passed, the Intern will be issued with a
provisional ATP.
What if the requirements of precepting are not met?

> If an Intern does not meet the requirements of the precepting phase,
they may have a Remedial Action Plan (RAP) put in place.
> At the conclusion of the RAP, the Intern must have completed all
requirements of the precepting phase to remain in the Clinical
Internship Programme. Failure to meet the requirements will result in
removal from the programme.
> Re-entry into the Clinical Internship Programme may be considered
after six months by the review panel with endorsement from the
individual’s operational line manager.
Clinical Internship: Clinical assessment

phase
> Successful completion of precepting will result in progressing to the
clinical assessment phase. This phase is designed to ensure personnel
are safe to progress to the clinical supervision phase, where they can
practice independently within the scope of their provisional ATP.
> Clinical assessment includes:
– Skill stations. This requires satisfactory demonstration of clinical

skills, including the ability to communicate an understanding of
the clinical rationale associated with the skill.
– Simulated scenarios. This requires demonstration of the ability to
manage a scene, lead a team and provide appropriate treatment.
– Clinical interview. This requires demonstration of good clinical
knowledge and judgement, including the ability to take a logical
history, make a provisional diagnosis, discuss treatment, and
demonstrate an understanding of appropriate pharmacology and
pathophysiology in an interview context.
> Interns that fail clinical assessment must return to the precepting
period for further precepting of no less than 12 shifts (maximum 16)
before returning to clinical assessment.
> Interns may only have two attempts at clinical assessment. Successful
aspects of separate attempts at clinical assessment are unable to be
aggregated in order to achieve an overall pass.
> If Interns have not passed clinical assessment after the second
attempt, this will result in removal from the Clinical Internship
68
Programme. They will need to consolidate for a minimum of six

months before re-applying.
> The appeal process is outlined in the ‘appeals’ section of this
document.
For information on RSI clinical assessment, refer to the ‘RSI endorsement’

section of this prospectus.
Clinical Internship: Clinical supervision

phase
> Interns can progress to clinical supervision once they have
successfully completed clinical assessment.
> Clinical supervision is a period where the Intern will work
independently with remote supervision from their Preceptor.
> When an Intern moves to the clinical supervision phase, they will:
– Practice independently within the scope of their provisional ATP

(noting they are encouraged to have a low tolerance for seeking
clinical advice).
– Wear the appropriate Intern epaulettes to ensure easy
identification in all clinical settings.
– Continue to work with their Preceptor on a regular basis to review
learning objectives and discuss cases.
> Clinical supervision will last for six months and allows the Intern to
consolidate clinically while remaining under close review (to further
develop clinical reasoning and decision making).
Clinical Internship: Clinical discussion phase

> Provisional ATP will remain in place for six months.
> At the completion of this six months, you will be required to submit a
portfolio of evidence and attend a clinical discussion with the Clinical
Director or Deputy Clinical Director, and one or two Clinical Support
Officers.
> The clinical discussion will be based off one of the six case studies
provided in your portfolio of evidence.
> This clinical discussion can be done in a face to face meeting or via
teleconference.
> Successful completion of the clinical discussion will complete the

internship and ATP will automatically be issued.
Further information on the Clinical Internship

Programme
For more information about the Clinical Internship Programme:
> Email the Clinical Internship Manager at clinicalinternship@stjohn.

org.nz.
> Read the Clinical Internship Programme overview document.
> Visit the Clinical Internship Programme page on Heartbeat.
70
Appeals
Appeal against assessment or course

removal if appropriate
The process for appealing against an assessment or course removal
> If personnel perceive that an assessment is unfair, invalid, inconsistent,
or punitive, they have the right to appeal.
> The appeal must be submitted ahead of the individual’s next
assessment.
> If the appeal relates to the first attempt at an assessment, then it must
be made before the remedial action plain is agreed and signed.
> Personnel must notify their lead Clinical Support Officer in writing
within ten business days of the assessment. If the individual does not
have a lead Clinical Support Officer, then clindevhelp@stjohn.org.nz
should be emailed.
> The lead Clinical Support Officer will discuss the concern with the
individual, and if the situation cannot be resolved by conversation,
then the individual should appeal in writing to the Clinical Programme
and Moderation Team using the appeal application form CDT053.
> Once the Clinical Programme and Moderation Team receive the
appeal, the individual’s direct line manager and Territory Manager (or
equivalent) will be notified.
> The Clinical Programme and Moderation Team will review all the
assessment material, including (but not limited to):
– Assessment sheets.
– Online records and work.
– Written material.
– Audio files.
– Video files.
> A decision will be made, or a meeting will be arranged at a mutually

agreeable time within ten business days of receiving the appeal form.
> If a meeting is arranged, this will be between the individual and a
Clinical Team representative (commonly the Clinical Programme
and Moderation Team, a Clinical Practice Manager, or a Clinical Team
Manager). The individual may choose to bring up to two support
people if they wish.
> The meeting will be carried out in a conciliatory manner and in
accordance with St John HR policy. The purpose of the meeting will
be for the individual to state their case and for the Clinical Team
representative to present the findings of the review conducted to
date. It is likely that there will be further investigation subsequent to
the meeting.
Process after a review decision has been reached

> If the appeal is upheld, the results of the assessment will be entered
into the individual’s record.
> As a result of the appeal being upheld, the individual may have:
– Their assessment outcome overturned, or

– Their assessment attempt voided and an additional attempt at the
assessment may be allowed, or
– An apology may be offered.
> If the appeal is dismissed and the individual is not satisfied with
the outcome, then they must notify the Clinical Programme and
Moderation Team within 20 working days. Upon receiving this
72
notification, the Clinical Programme and Moderation Team will

escalate the appeal to the Assistant Director – Clinical Delivery and
Support who will review the appeal to determine whether further
review is appropriate.
> If required, a review panel will be formed. This will usually consist of:
– The Deputy Chief Executive – Ambulance Operations (or delegate).

– A General Manager.
– The Clinical Director (or delegate)
– The Assistant Director of Operations – EAS (North or South) or a
District Operations Manager (from another area of the country).
– The Head of Patient Safety and Quality.
> The panel will review the investigation conducted by the Clinical
Programme and Moderation Team and make a final and binding
decision. Specialist advice may also be sought from a third party (for
example, People and Organisational Strategy) if required. This will
occur within two months of escalation to the Assistant Director –
Clinical Delivery and Support.
> Note that the review panel will only be formed where there is some
possibility that further review of the appeal may result in a different
decision, or if the circumstances are unusual. In other circumstances,
the appeal will be declined by the Assistant Director – Clinical Delivery
and Support and this final decision is binding.
Appeal against an advanced driving

assessment (ADA) result
> Advanced Driving Assessments are subject to the same moderation
processes currently utilised elsewhere in the Clinical Team and appeals
will follow the process outlined within this prospectus.
> EROAD will be used to support ADAs in the case of moderation or
appeal.
> If personnel believe that any assessment result is unfair and cannot
be resolved by conversation then they may appeal in writing to the
Clinical Programme and Moderation Manager using the CDT053 form.
Appeal against a clinical assessment

The process for appealing against a clinical assessment
> If personnel choose to appeal an assessment, this must be submitted
in writing to the Clinical Programme and Moderation Team using the
appeal application forms CDT052 (if it is an appeal relating to process)
and CDT053 (if it is an clinical- related appeal) within ten business
days of the assessment.
> Once the Clinical Programme and Moderation Team receive the
appeal, the individual’s direct line manager and Territory Manager (or
equivalent) will be notified.
> The Clinical Programme and Moderation Team will review all the
assessment material, including (but not limited to):
– Assessment sheets.
– Online records and work.
– Written material.
– Audio files.
– Video files.
> Clinical appeals may be presented by the Clinical Programme and

Moderation Team to the ATP Credentialing Committee and may take
up to six weeks to provide a review decision.
> Process appeals will be reviewed by the Clinical Programme and
Moderation Team and may take up to four weeks to reach a review
decision.
The process once a review decision has been reached

> If the appeal is upheld the results of the assessment will be entered
onto the individual’s record. As a result of the appeal being upheld,
the individual may have:
– The assessment outcome overturned, or

– The assessment attempt voided and an additional attempt at the
assessment may be allowed, or
– An apology may be offered.
74
> If the appeal is dismissed and the individual is not satisfied with
the outcome, then they must notify the Clinical Programme and
Moderation Team within 20 working days. Upon receiving this
notification, the Clinical Programme and Moderation Team will
escalate the appeal to the Assistant Director – Clinical Delivery and
Support who will review the appeal to determine whether further
review is appropriate.
> If required, a review panel will be formed. This will usually consist of:
– The Deputy Chief Executive – Ambulance Operations (or delegate).

– A General Manager.
– The Clinical Director (or delegate).
– The Assistant Director of Operations – EAS (North or South) or a
District Operations Manager (from another area of the country).
– The Head of Patient Safety and Quality.
> The panel will review the investigation conducted by the Clinical
Programme and Moderation Team and make a final and binding
decision. Specialist advice may also be sought from a third party (for
example, People and Organisational Strategy) if required. This will
occur within two months of escalation to the Assistant Director –
Clinical Delivery and Support.
> Note that the review panel will only be formed where there is some
possibility that further review of the appeal may result in a different
decision, or if the circumstances are unusual. In other circumstances,
the appeal will be declined by the Assistant Director – Clinical Delivery
and Support and this final decision is binding.
Feedback and complaints
Feedback and complaints

Feedback
> St John welcomes feedback on all clinical courses.
> Learners may be invited to complete a course evaluation at the end
of a course to enable continuous improvement in course content and
delivery.
> Outside of a course evaluation, personnel may provide feedback
about any course to clindevhelp@stjohn.org.nz.
Complaints
> All complaints will be dealt with confidentially and every effort will be
made to come to a satisfactory resolution.
> If personnel have a complaint about any aspect of a course, in the
first instance they should verbally report these concerns to a Clinical
Support Officer. If appropriate, the Clinical Support Officer will respond
to the complaint at that time, and the complaint may be resolved.
> If the complaint is not able to be resolved, personnel may submit
the complaint in writing to the relevant Clinical Practice Manager.
This complaint should be submitted within 48 hours of the original
complaint.
76
> The Clinical Practice Manager will then appoint a nominee who will
arrange a meeting within five working days of the date on the written
complaint. The goal of this meeting is the resolution of any issues
raised within the complaint. Both the individual and the Clinical
Support Officer may have a support person at the meeting.
> When resolution of the complaint is not achieved between the
individual and the Clinical Support Officer, the matter will be reviewed
by the relevant Clinical Practice Manager. The outcome of this review
will be determined within one week, and all parties will be informed.
> If the issue has still not been resolved, the Clinical Practice Manager
will refer this to the Assistant Director – Clinical Delivery and Support
for review and determination of an outcome.
Quality management system (QMS)

> St John must meet its own quality criteria as well as those applied by
the New Zealand Qualifications Authority (NZQA) and the Industry
Training Organisation (ITO) for the Ambulance Sector Skills.org.
> All learners are subject to the policy contained within the St John:
– Operations Manual, and

– Clinical Prospectus, and
– People & Capability policies, and
– Any associated documents.
> These documents inform and remind learners of the policies that may
regularly affect them during course attendance.
Other clinical
learning resources
MySitrep
The MySitrep platform is available to personnel who hold a clinical
practice level and is designed primarily to track clinical learning and
maintenance. There are a variety of functionalities on MySitrep currently,
with more currently under development. The functionalities available
now include:
> Tracking patient contacts
– The MySitrep portfolio will display the number of patient contacts

in the previous 12 months.
– Each contact is listed displaying:
• The primary clinical impression.

• Job number.
• Patient age, status and sex.
• The ability to create a journal relating to the job.
• The option to view more job details, including chief
complaint, date attended, interventions performed, medicines
administered, initial and final patient status, and a link to
eTriage.
78
> Tracking patient contact hours. This is a display of the time spent
in contact with a patient, that is, the time from locating at a scene to
clearing from the incident.
> Tracking medicines and interventions performed. The MySitrep
portfolio will display each medicine administered and intervention
performed by the individual, including the number of times each has
been performed/administered.
> Viewing the latest QCPR score. During CCE, personnel are required
to perform two minutes of continuous chest compressions on a
QCPR manikin. The Clinical Support Officer observing will upload the
individual’s score to their portfolio.
> Viewing the latest Advanced Driving Assessment. When personnel
undergo an ADA, the assessment template (also available here on the
Clinical Wiki) is embedded into MySitrep and will be filled in by the
CSO/ Driving Instructor conducting the assessment. The result of the
ADA, and the date it was undergone will be listed in each individual’s
MySitrep portfolio.
> Development of case logs and reflective logs. Personnel have the
ability to fill in a case log for any patient contact they have had, or a
reflective log on any incident attended/learning experienced. There
is also the ability to do a ‘quick reflection’, where individuals can note
down thoughts on an incident attended, with the intention of writing
a full reflective log later.
> Creation of an individual profile. This is an area where personnel can
write a personal statement about who they are as a clinician. There is
also the option to add relevant qualifications, relevant experience, and
awards and achievements.
> ‘Book a seat’ in a CCE session. MySitrep is the platform through
which personnel can book in to attend their required CCE. In the
future, this is likely to extend to enrolment/registration for other
clinical courses.
> The ability to log any relevant independent learning and/or
check in to a St John education session. This adds to your record
of learning and ensures you are able to log learning you choose to
do outside of St John time (for example, conference attendance or
tertiary study).
> The ability to export the portfolio to a PDF. This enables personnel
to export all relevant information within their MySitrep portfolio into
an aesthetically pleasing PDF.
> Viewing Clinical Support Officer contacts. Where personnel have

had a Clinical Coaching contact, and the Clinical Support Officer has
written notes or feedback, this is able to be viewed by the individual.
> Link to OnDemand. The OnDemand aspect of MySitrep is in the early
days of development and will contain multiple interactive learning
activities in the future.
Online Learning Campus

> The St John online learning campus is a learning management
system (LMS) platform accessed via Heartbeat (listed in Quick Links).
It contains a bank of online learning activities and other clinical
resources and is available to St John personnel 24/7.
> The campus helps to deliver and track completion of compulsory
online learning activities as part of a clinical course (for example,
Ambulance Driving or Operations Risk Management).
> It also hosts other non-operational learning activities and learners
are given access on an as required basis (usually the first 30 days of
employment with St John).
> The Clinical Team has commenced a transition away from using
the campus, and towards the Clinical Wiki and MySitrep platform
instead. Personnel are advised to refer to the clinical resources on
the Clinical Wiki and MySitrep as a priority and engage with online
learning activities on the campus only as directed.
Clinical Wiki
The Clinical Wiki is an online platform accessible to St John personnel,
and contains a multitude of resources for furthering and refreshing
clinical knowledge. The type of resources available on the Clinical Wiki
include (but are not limited to) articles, podcasts, skill sheets, instructional
videos, lectures, quizzes, patient pathways and internal publications (such
as Clinical Focus, Education Station, and the 12 lead ECG compendium).
The range of topics is immense, and all resources are divided into
libraries:
> Anatomy and physiology.

> Pharmacology.
> Patient pathways.
80
> Clinical Procedures and Guidelines.

> Clinical Focus database.
> Equipment, skills, and treatment tips.
> Medical conditions.
> Trauma.
> Miscellaneous.
> Staff education and wellbeing.
> Important notices (Safety Alerts and Clinical Updates).
Other Clinical Wiki functionalities include:
> Being able to ask any question by clicking on the ‘ask’ button. This
question is subsequently sent by email to a monitored Clinical Wiki
inbox.
> Being able to write and submit your own article for potential
publication by clicking on the ‘contribute’ button.
> The Wiki banner on the home page. This is updated regularly and is
designed to draw attention to new additions to the Clinical Wiki, or
other important clinical messaging.
How to access the Clinical Wiki:
> Go direct to the Clinical Wiki website at wiki.stjohn.org.nz. You will

need to log in using your St John username and password when
prompted.
> Via Heartbeat, either by searching ‘Clinical Wiki’ or by going to ‘Quick
Links’.
> Via the St John CPG app, in the ‘more’ tab.
Clinical Focus
Clinical Focus is a magazine published by the Clinical Innovation and
Learning Team approximately four times per year and is specifically
developed for clinical personnel. It contains information and articles on
case studies, pathophysiology, emerging evidence, clinical audit, ‘great
saves’ (real incidents attended by ambulance personnel on the road),
treatment tips, patient pathways, upcoming courses and/or clinical
resources, clinical equipment, and much more.
All previous issues are available here on the Clinical Wiki.
Clinic
Clinicsal Focusal Cli
ical
Focu Issue 20 | Dece
mber 2019
Focnuicsal
Clin
2019
Issue 17 | April
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Clinical apps
As well as a paper-based version of the Clinical Procedures and Guidelines
(and First Responder Field Guide), personnel can download and use the
CPG app and/or First Responder Field Guide app to their smartphone, or
access them via the ePRF/MDT tablets.
CPG app
> The CPG app is designed for personnel who have an authority to
practise at EMT or above and is based on the pocket edition of the
CPGs.
> It can be downloaded from here on the Clinical Wiki. Only those with
a St John username and password can download and use the CPG app.
82
> The CPG app contains:
– Dynamic flow charts for each procedure (the text colour changes
depending on the clinical practice level selected on the app home
page, to make it clear what personnel can/cannot do).
– Red flag tables and checklists.
– Medicine calculator (dosing changes depending on the patient
weight selected on the app home page).
– Quick links to contact the Clinical Desk or Air Desk, request/
notification codes, safety alerts, clinical updates, podcasts,
MySitrep, and Peer Support.
– A hospital directory, which is tailored to the location selected
(personnel can turn location services on if they choose, or
manually select their location). This in turn provides important
information on hospitals in that area, such as address, opening
hours, capabilities (e.g. whether it is PCI capable, or a designated
major trauma hospital), and contact numbers.
– The ability to provide feedback on the app itself.
> There is also a PRIME version of the CPG app which can be
downloaded from the PRIME website.
First Responder Field Guide app

> This app is designed for personnel who have a clinical practice level
at First Responder, and Emergency Medical Assistants without an
authority to practise. It can be downloaded from here on the Clinical
Wiki.
> It is based on the paper-based version of the First Responder Field
Guide.
> This app contains procedures, skill lists, and checklists that provide
guidance on treating patients when personnel with ATP are not
present. It also has links to contact the Clinical Desk or Air Desk, and
the ability to feedback on the app itself.
Clinical email addresses

Clinical excellence
> The clinical.excellence@stjohn.org.nz address is where personnel
can send clinical questions/queries relating to clinical equipment,
clinical research, Clinical Procedures and Guidelines, medicines/
interventions, patient pathways and other clinical messaging (for
example, Clinical Updates and Safety Alerts).
> From time to time, a call for feedback on a specific topic may be
requested on a podcast or through other communication avenues.
Often, this feedback is asked to be sent to the clinical excellence
inbox.
> Note that this inbox is not monitored daily and so response times may
vary, but we will endeavour to answer every email.
Clinical development help

> The clindevhelp@stjohn.org.nz address is where personnel can
send queries relating to clinical courses, such as course registration
or enrolment, course feedback, and submission of workbooks (as
instructed by your lead Clinical Support Officer).
84
Notes
clindevhelp@stjohn.org.nz
CDP002 February 2021

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St John

Generic course important info 24

English language requirements 24

Clinical practice levels and authority to practise 46

Clinical practice levels and authority to practise (ATP) 46

The Supervised Clinical Practice Programme

Tertiary Paramedic Programme 61

Appeal against assessment or course removal if appropriate 70

Feedback and complaints 75

Feedback and complaints 75

Other clinical learning resources 77

> Courses developed and/or delivered by the Clinical Team.

Personnel engaging with education provided by the Clinical Team, or

Clinical Pathway overview

NZ Certificate in Emergency Care Complete the

Successful completion of New Zealand

New Zealand Diploma/ EMERGENCY

Successful application, entry and

Successful application, entry and

Refer to page Apply to ATP and Accreditation Rapid Sequence

– The topics within the course.

New Zealand Certificate in Emergency Care

– Operate successfully, lawfully and ethically as a First Responder. (FR)

> This qualification is a 40-credit level 3 certificate requiring

– 28542: Demonstrate and apply knowledge of professional and

Operations Risk Management

– Operations risk management. This learning activity includes

personnel are under pressure. It will discuss how to make good

> The two-day classroom component of ORM covers the following

– Electronic patient report form, to include an introduction to

First Responder Course

– Scene management. This includes what to consider when

– Vital signs. This includes the process of obtaining vital signs

– Identifying the roles and responsibilities of the First Responder.

– Assessment and treatment options for cardiac chest pain.

> Learners will be provided with a First Responder Learner Manual in

– Attendance of the First Responder course, and

Module Delivered by Method

Pre-course – Wellbeing and

Module 1 – Introduction to St John Operations Classroom

Module 2 – Joining the

Module 3 – Doing the right thing Operations Classroom

Module 4 – Communications Operations Classroom

Module 5 – Health and wellbeing Operations Classroom

Module 6 – ICT, types of leave,

Ambulance Driving Course

– Completion of the online pre-entry quiz, which focuses only on the

– Completion of one online learning activity, which contains

• Attitudes and behaviours.

– Completion of the end of online learning quiz, which tests

– Lower risk team driving.

> Following completion of all supervised drives, and submission to

New Zealand Diploma in Ambulance Practice

– The NZDAP course is the primary qualification required to apply

What are the unit standards that make up NZDAP?

The NZDAP is awarded by the New Zealand Qualifications Authority

> 24858: Demonstrate knowledge of the management of patients with

> 24864: Demonstrate knowledge of management of patients with

What are the pre-entry requirements?

Personnel must complete pre-entry requirements before being enrolled

Must have a minimum of six months’ experience as a First Responder

> Must pass a pre-entry quiz online: