Level 5 Diploma in First Response Emergency and Urgent Care –



Please note: We only offer open F5 courses to government organisations and not to individuals – this means that even if you work for a government organisation, if you are not part of a group booking we cannot allow entry onto a course. There are a minimum of 8 learners needed to book a closed course. 


Course content:

The QA Level 5 Diploma in First Response Emergency and Urgent Care is for those wanting employment as autonomous medics in the ambulance service, at events, the workplace or in remote/hostile environments. Once qualified, learners will be able to diagnose and manage a wide range of medical conditions and give appropriate drug therapy. On successfully completing the FREC Level 5 Diploma, you will be ready to perform as a fully autonomous medic, equivalent to the level of an IHCD Technician.

This course requires a total qualification time (TQT) of 1040 hours, including 104 hours contact time in the classroom, 750 hours on clinical placement and the rest made up through self-study to complete the assessed workbooks and completion of reflective practice logs.

You will need a C1 driving licence endorsement and a 4-week blue-light driving award (Level 3 CERAD). 

To be able to successfully complete the classroom modules, you will need to do pre-course reading in your own time. We suggest learners study ‘Anatomy and Physiology in Health and Illness’, 13th edition by Ross and Wilson and  ‘UK Ambulance Services Clinical Practice Guidelines 2016’ by JRCALC, AACE and University of Warwick before attending their booked course. On completion of the required clinical placement hours, you may be required to come back to Solent Medical Skills for a final half-day assessment session. Learners have a maximum of two years to complete this qualification including any referrals.

Prerequisites: Students must successfully complete FREC Level 4 before joining a FREC 5 course. If you are unsure, please contact us before booking to confirm that your prior qualifications are sufficient.

Course content:
The course will allow learners to achieve the following:

Under a suitable Patient Group Directive, learners will be able to administer the following drugs:

  • Activated charcoal
  • Adrenaline 1:1000
  • Aspirin
  • Chlorphenamine
  • Clopidogrel
  • Dexamethazone
  • Entonox
  • Glucagon
  • Glucogel
  • GTN
  • Hydrocortisone
  • Ibuprofen
  • Ipratroprium bromide
  • Loratadine
  • Midazolam
  • Naloxone (Narcan)
  • Oxygen
  • Paracetamol
  • Salbutamol

Understand the role and responsibilities of a clinician and others providing first response emergency and urgent care

1.1 Summarise key legislation relevant to pre-hospital care practice

1.2 Describe how to maintain professional standards in relation to:

  • self-care
  • code of ethics
  • professional development
  • a safe working environment

1.3 Evaluate theories and models relating to the decision making process for a clinician

1.4 Summarise confidentiality in relation to pre-hospital care practice including:

• information governance

• limitations

• sharing information

1.5 Explain the benefits of engaging in critical incident debriefing

1.6 Describe how critical incident debriefing can impact on future patient safety and management

1.7 Summarise the role of other professions in the health and social care sector

1.8 Summarise the structure and function of health and social care services

1.9 Demonstrate being able to work in partnership with service users and others

2. Be able to communicate with service users and others to determine professional opinion, obtain clinical advice and inform clinical decision making

2.1 Evaluate a range of communication methods to provide service users and others with information

2.2 Demonstrate interpersonal skills that encourages active participation from a service user

2.3 Describe support for service users that require further assistance

3. Understand how to analyse personal performance and review clinical practice

3.1 Conduct a review of a pre-hospital care incident

3.2 Critically analyse personal performance at a pre-hospital care incident

3.3 Use an established reflective practice model to ascertain how to improve own clinical performance

4. Know how to conduct research relevant to pre-hospital care practice

4.1 Summarise sources of research accessible to clinicians

4.2 Critically compare a range of reading techniques

4.3 Carry out research for an aspect of pre-hospital care practice

4.4 Evaluate the feasibility of the research methods used for an aspect of pre-hospital care practice

4.5 Produce a report for an aspect of pre-hospital care practice

4.6 Conclude findings from research carried out for an aspect of pre-hospital care practice

Other information/Key legislation:

• Data Protection Act 1998

• Health and Safety at Work Act 1974

• Control of Substances Hazardous to Health Regulations 2002

• Working at Heights Regulations 2005

• Manual Handling Operations Regulations 1992

• Mental Capacity Act 2005

• Mental Health Act 1983 (2007)


• Normative

• Descriptive

• Prescriptive

• Intuitive approaches

• Analytical approaches

Service users:

• Age

• Capacity

• Culture

• Ethnicity

• Gender

• Learning ability

• Physical ability

• Stress and anxiety

• Socio-economic status

• Spiritual or religious belief


• Colleagues

• Health and social care professionals

• Emergency service personnel

• Security personnel


• Advice

• Instruction

• Professional opinion

• Clinical findings

• Clinical decisions

Understand human anatomy and physiology and the effects diseases and disorders have on the body

1.1 Illustrate the structure of the:

• digestive system

• reproductive system

• nervous system

• brain

• eye

• ear

1.2 Describe the key functions of the:

• digestive system

• reproductive system

• nervous system

• brain

• eye

• ear

• urinary system

• lymphatic system

• skin, hair and nails

1.3 Explain the physiology of:

• hearing

• balance

• sight

• smell

• taste

1.4 Describe the recognition features for a range of diseases and disorders

2. Know how to assess and manage acute symptoms for a range of conditions

2.1 Assess acute symptoms for a range of conditions

2.2 Manage acute symptoms for a range of conditions

2.3 Explain points of referral for patients experiencing acute symptoms

2.4 Describe care pathways for patients experiencing acute symptoms

Be able to assess and manage a patient 

3.1 Assess a patient experiencing chest pain

3.2 Manage a patient experiencing chest pain

3.3 Describe care pathways for patients experiencing chest pain

3.4 Evaluate the recognition features of chest pain to determine a patient’s conditions

4. Know how to recognize and manage life threatening infections

4.1 Compare and contrast the recognition features of meningitis for both adults and children

4.2 Explain the management of meningitis for both adults and children

4.3 Describe the pathophysiology of sepsis

4.4 Describe the recognition features of sepsis

4.5 Explain the management of sepsis

Other information Diseases, Disorders and Conditions

Disorders of the brain:

• Increased intracranial pressure

• Head injuries

• Cerebral hypoxia

• Stroke

• Dementia

• Parkinson disease

• Effects of poisons on the brain

Infections of the central nervous system:

• Bacterial infections

• Viral infections

Demyelinating diseases:

• Multiple sclerosis (MS)

• Acute disseminated encephalomyelitis

Diseases of the spinal cord:

• Peripheral neurones

• Mixed motor and sensory conditions

Diseases of peripheral nerves:

• Peripheral neuropathy

• Guillain-Barre syndrome

• Bell’s palsy

Developmental abnormalities of the nervous system:

• Spina bifida

• Hydrocephalus

Disorders of the ear:

• Hearing loss

• Ear infections

• Labyrinthitis

• Motion sickness


Disorders of the eye:

• Inflammatory conditions

• Glaucoma

• Strabismus (squint, cross eye)

• Presbypoia

• Cataract

• Retinopathies

• Retinal detachment

• Retinitis pigmentosa

• Refractive errors of the eye

• Red eye i.e. conjunctivitis or a burst blood vessel

Diseases of the reproductive system

• Diseases of the female reproductive system

  • Pelvic inflammatory disease (PID)
  • Disorders of the uterus
  • Disorders of the uterine tubes and ovaries

• Diseases of the male productive system

Infections of the penis

Infections of the urethra

Epididymis and testes

Prostate gland


Know how to support labour and childbirth

1.1 Summarise the role of the clinician in supporting labour and childbirth

1.2 Describe the stages of labour

1.3 Explain equipment required for supporting childbirth

1.4 Explain complications during pregnancy

1.5 Describe the management of complications during pregnancy

1.6 Describe how to assess a mother and neonate post birth

1.7 Describe the care required for a mother and neonate post birth

2. Know how to manage complications during childbirth

2.1 Describe complications during childbirth

2.2 Evaluate how to manage complications during childbirth

2.3 Justify when clinical support is required during childbirth complications

2.4 Demonstrate cardiopulmonary resuscitation on a mother

2.5 Demonstrate cardiopulmonary resuscitation on a neonate

3. Know how to support older people and service users with specific needs

3.1 Describe how the ageing process affects the human body

3.2 Summarise health and social care support available to older people

3.3 Describe considerations when assessing and treating an older person

3.4 Assess and treat an older person

3.5 Differentiate between learning disabilities and learning difficulties

3.6 Explain how to support a patient with complex needs

Know how to provide end of life care

4.1 Summarise key features of current legislation relating to end of life care

4.2 Explain legal and ethical responsibilities when making decisions for end of life care

4.3 Describe theoretical models of grief, loss and bereavement

4.4 Explain how human emotions manifest when dealing with end of life care

4.5 Describe an end of life care pathway

4.6 Describe how external organisations can support end of life care

4.7 Explain the importance of communication when dealing with end of life care

4.8 Describe the management of palliative care emergencies according to the wishes and preferences of the service user


Other information Complex needs:

• Multiple conditions and/or disabilities

• Sensory loss

• Dementia

• Learning disabilities

• Learning difficulties

Be able to manage a variety of pre-hospital care incidents in line with current legislation, protocols and guidelines

1.1 Demonstrate safe, prompt and effective management of patients

1.2 Produce patient clinical records

1.3 Describe security requirements for patient clinical records

1.4 Demonstrate professional practice for a range of incidents

1.5 Reflect on own professional practice

1.6 Summarise professional development opportunities based on current practice

2. Be able to manage resources for a range of pre-hospital care incidents

2.1 Explain the role and responsibilities of others

2.2 Summarise the key principles when using resources

2.3 Demonstrate the management of resources

2.4 Reflect on an incident that required management of physical resources

3. Understand post incident management in the pre-hospital care environment

3.1 Describe the guidelines relating to recognition of life extinct

3.2 Explain actions to be taken after death has been established

3.3 Explain the benefits of a critical incident debrief

3.4 Explain post incident considerations for staff care and welfare

3.5 Analyse the challenges facing responders post incident

3.6 Explain the process of post incident management

4. Be able to interpret electrocardiogram (ECG) and capnography in order to inform treatment decisions

4.1 Apply a 12 lead ECG to a patient

4.2 Interpret a 12 lead ECG trace

4.3 Recognise common arrhythmias on a 12 lead ECG trace

4.4 Explain reciprocal changes on a 12 lead ECG trace

4.5 Monitor an ECG

4.6 Explain capnography

4.7 Describe use of capnography monitoring

4.8 Monitor capnography

4.9 Recognise common capnography waveforms

Know how to manage patients affected by incapacitating agents

4.1 Describe common injuries associated with incapacitating agents

5.2 Explain the management of a patient who has been affected by incapacitating agents

5.3 Describe how to safely remove conducted electrical weapon barbs from a patient

5.4 Justify when a patient needs immediate transportation to definitive care after being affected by incapacitating agents

Other information

1.1 Patients:

• Traumatically injured

• Hypothermia

• Experiencing chest pain

• Not breathing normally

• Post resuscitation

• Medical emergency

1.2 Reflect

Operate safely and abide by current legislation, protocols and guidelines

• Describe the resources capabilities:

• Community first responders

• Patient transport service

• Emergency Care Assistant

• Emergency Medical Technician

• Paramedic

• Paramedic Practitioner (Specialist)

• Emergency/Urgent/Critical Care Practitioner

• BASICS Doctor

• HART team

• SORT team

• Helicopter emergency medical service

Key principles:

• Managing physical resources

• Sustainability of resources

• Resource requirements

• Obtaining resources

• Reviewing usage of resources

Incapacitating agents:

• Conducted electrical weapons

• Incapacitate spray (CS and PAVA spray)

• Batons

• Projectiles

Clinical placements

The aim of clinical placements is to enable the learner to:
  • Demonstrate they can work safely in the pre-hospital care environment in accordance with health and safety regulations.
  • Uphold the principles of infection control relating to service users and others. Identify and respond appropriately to potentially infectious and hazardous situations.
  • Act in a fair and non-discriminatory manner.
  • Demonstrate the ability to operate in accordance with policies, procedures and agreed ways of working to
  • Prove they are fit to practice as a clinician.
  • Work with health and social care support workers, professionals and other emergency services personnel.
  • Demonstrate they can positively contribute when part of a multi-professional healthcare team.
  • Devise and use appropriate care plans and pathways.
  • Respect, maintain and abide by legislation in relation to confidentiality.
  • Use interpersonal skills to encourage active participation from service users and others.
  • Demonstrate being able to work in partnership with service users and professionals.
  • Use a range of communication methods to provide service users and others with information.
  • Produce patient clinical records and maintain their security.
  • Demonstrate professional practice for a range of incidents.
  • Practice a range of clinical skills within their scope of practice.
How your clinical placement could look – it can be made up from a mixture of hours from the following (maximum allowed hours in each category is in brackets):
  • Emergency front-line vehicle (750hrs): work with an ambulance clinician providing an emergency response to service users that require emergency or urgent care.
  • Event medical cover (375hrs): work with pre-hospital care healthcare professionals at an event which expects high casualty volume.
  • Working with an Emergency/Urgent/Critical Care Practitioner (375hrs): work with an Emergency/Urgent or Critical Care Practitioner in a pre-hospital care setting.
  • GP Practice, Out of hours unscheduled care or walk in centres (375hrs): work in a clinical setting in order to gain a greater understanding of assessment and treatment in urgent care.
  • Minor Injuries/Illness Unit (375hrs): work in a clinical setting to gain a greater understanding of the assessment and treatment of minor injuries/illness.
  • Operating theatres/Day procedure units (188hrs): work in a clinical setting to gain a greater understanding of airway assessment and management.
  • Obstetric/Midwifery units (188hrs): work in a clinical setting to gain a greater understanding of the assessment and treatment of obstetrics/gynecology.
  • Paediatric departments/wards (188hrs): work in a clinical setting to gain a greater understanding of the assessment and treatment for paediatrics.
  • Specialist Operations Units (24hrs): work with specialists such as Immediate Care Schemes – Healthcare Professional; Hazardous Area Response Team; Baby Emergency Transfer Service/Neonate Emergency Transport Service; Helicopter Emergency Medical Service.
  • Other emergency services (24hrs): work with emergency services to understand their role at incidents and how they interact in emergency medical services.

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