Leader(s): Mr Mark Chilton

Offered

Australia (Other) Ambulance teaching period 1 2009 (Day)
Australia (Other) Ambulance teaching period 2 2009 (Day)
Australia (Other) Ambulance teaching period 3 2009 (Day)
Australia (Other) Ambulance teaching period 4 2009 (Day)
Australia (Other) Ambulance teaching period 5 2009 (Day)
Australia (Other) Full year 2009 (Day)
Australia (Other) Second semester to First semester 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)

Synopsis

This unit is a one year industrial experience year for students enrolled in the Diploma of Ambulance Paramedic Studies which must be successfully completed in order to complete the course and become a qualified Ambulance Paramedic.

Assessment

10 ALS case reviews
2 industry based projects
1 in-field clinical assessment

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 5 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This unit provides the student with an understanding of the role and practice of the ambulance paramedic by considering the development of ambulance as a profession and examining legal, ethical and industrial requirements. Relevant skills required to attend, care for, and transport emergency and non-emergency patients are developed. Occupational health and safety practices are covered, with emphasis on safe lifting and standard precautions. As this is an introductory unit, the resource related topics of computer literacy and library familiarity are addressed to provide students with the necessary skills to support their academic endeavours.

Assessment

Examinations: 50%
Small group activity: 15%
Assignments: 10%
Information resources worksheet: 15%
Computer skills worksheet: 10%
Practical assessment: Pass/Fail

Contact hours

312 hours including 190 hours direct contact

Prerequisites

employment by an Ambulance Service

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This unit explores the practical and clinical perspectives of ambulance paramedic practice and develops in the student an understanding of the ambulance service as a resource for the community. Areas covered include assessing, planning, implementing and monitoring basic patient care. The systematic approach to the assessment and management of acute illness and injury commonly encountered in ambulance paramedic practice is introduced through the concept of the time critical patient and the fundamental elements of the clinical problem solving approach. This unit is a foundation for more advanced concepts in the second year.

Assessment

Examinations: 50%
Small group activity: 15%
Assignments: 15%
Clinical problem solving worksheet: 10%
Equipment fault finding worksheet: 10%
Practical assessments: Pass/Fail
Objective structured clinical examinations: Pass/Fail

Contact hours

312 hours including 250 hours direct contact

Prerequisites

employment by an Ambulance Service

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 5 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This industry based learning unit will involve a significant body of work at an appropriate professional and intellectual level. The student will be provided with the opportunity to practice and refine the skills gained to date, in the setting of 'on-road' ambulance paramedic work under the supervision of a clinical teacher. The focus of this first on-road component includes placing into context and consolidating the knowledge and skills relating to occupational health and safety, technical and interpersonal communication, teamwork, safe driving, and the fundamentals of on scene patient care and transport in both emergency and non-emergency situations.

Assessment

Structured learning activities: 20%
Formative assessments: 30%
Case studies: 30%
Communication process worksheet: 10%
Clinical occupational health and safety worksheet: 10%
Clinical skills assessment: Pass/Fail

Contact hours

20 weeks supervised industry experience including 312 hours structured learning experiences

Prerequisites

employment by an Ambulance Service

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 5 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This unit emphasises the professional role of the ambulance paramedic. The student is provided with opportunity to practice communication techniques in relation to teamwork, effective leadership and conflict resolution and is also provided with instructional techniques to aid in the fulfilment of the ambulance role in community health education. The legal framework governing ambulance practice that was introduced in Year 1 is further developed, and the principles of evidence based practice and quality management are introduced and their application to ambulance explored. The unit also emphasises the attitude and knowledge required to perform safe advanced driving techniques.

Objectives

By the completion of this unit, students should demonstrate:

1. a working knowledge of the requirements for presenting evidence in a professional capacity to court and understand the principles of evidentiary validation and the requirements for evidence preservation at a potential crime scene;

2. the ability to clearly articulate the precepts of duty of care and their application to Ambulance Paramedic practice;

3. a comprehensive understanding of ethnicity and cultural diversity as demonstrated by interaction with patients that recognises and respects ethnic, social and cultural differences;

4. a comprehensive knowledge, and be able to debate, contemporary ethical issues and their application to Ambulance Paramedic practice;

5. the ability to use appropriate interpersonal communication techniques and apply the principles of conflict management and conflict resolution in difficult and complex situations arising with members of the public, patients and health and emergency services professionals so as to prevent or defuse conflict;

6. an understanding of the role of the media in providing information to the public and how to maintain patient privacy and confidentiality during a media interview;

7. an understanding and application of basic management theories and practices as they relate to the ambulance profession;

8. an understanding of the principles of multi-casualty incident management and be able to apply these through scene assessment and initial coordination of ambulance and other resources and knowledge of critical incident stress debriefing and care of self;

9. an understanding and promote the benefits of health promotion and illness prevention to the broader community;

10. the ability to provide training and develop learning resources for small groups in the community and workplace;

11. an understanding of the principles of evidence based practice and their contributions to Ambulance Paramedic practice, and to be able to use these principles to critically appraise best practice evidence and contribute to the Ambulance Services' research and information technology program; and

12. an understanding of the benefits of and a commitment to continued professional development that promotes the practice of maintaining currency of professional practice standards, integrity and personal accountability.

Assessment

Examinations: 50%
Small group activities: 15%
Assignments: 15%
Training session: 10%
Reflective journal: 10%
Practical assessment: Pass/Fail

Contact hours

312 hours including 160 hours direct contact

Prerequisites

employment by an Ambulance Service

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 5 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This unit enables the development of an advanced level of understanding of clinical problem solving, patient management and scene appraisal. Content is related to a range of medical and surgical emergencies, obstetric, gynaecological, newborn and paediatric emergencies. The knowledge of relevant basic sciences is extended by content that covers drugs commonly used or encountered in ambulance practice. It also acknowledges the stressful nature of the work of the ambulance paramedic and considers the resources and strategies available to assist in the management of situations and circumstances that are stressful.

Objectives

By the completion of this unit, the student should demonstrate:

1. the application of the clinical problem solving process in a complex single and multi-patient situations;

2. the ability to calculate drug dosages and perform other required calculations in the context of their application to drugs administered and commonly encountered in ambulance practice;

3. the essential life saving skills of resuscitation as applicable to the entry level qualified Ambulance Paramedic;

4. a knowledge and understanding of the clinical sciences as the apply to the assessment and management of complex clinical problems encountered by the entry level Ambulance Paramedic;

5. a comprehensive systematic clinical approach to the assessment of obvious and non-obvious clinical needs and the development of management plans for patients with common life threatening clinical problems as required of the entry level qualified Ambulance Paramedic, including

• general trauma and medical emergencies

• sexual assault and domestic violence

• abnormal behaviour

• children with trauma and medical emergencies

• obstetric and gynaecological emergencies

• neonatal and newborn emergencies;

6. an understanding of the special requirements of patients with chronic illness and disability, and provide appropriate care as required of the entry level qualified Ambulance Paramedic;

7. the ability to recognise that the nature of the role and workplace of the Ambulance Paramedic has the potential to cause stress and to identify appropriate stress management strategies;

8. the ability to critically evaluate ambulance response times and describe strategies for improvement; and

9. a high level of skill in performing safe driving under emergency conditions in a range of environmental situations, ensuring the comfort and safety of patients, equipment and other personnel.

Assessment

Examination: 50%
Small group activities: 15%
Assignments: 15%
Clinical problem solving worksheet: 10%
Reflective journal: 10%
Practical assessments: Pass/Fail
Objective structured clinical examination: Pass/Fail

Contact hours

312 hours including 200 hours direct contact

Prerequisites

employment by an Ambulance Service

Leader(s): Mr Mark Chilton

Offered

Peninsula Ambulance teaching period 1 2009 (Day)
Peninsula Ambulance teaching period 2 2009 (Day)
Peninsula Ambulance teaching period 3 2009 (Day)
Peninsula Ambulance teaching period 4 2009 (Day)
Peninsula Ambulance teaching period 5 2009 (Day)
Peninsula Ambulance teaching period 6 2009 (Day)
Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)

Synopsis

This final industry based learning component of the course will involve a significant body of work at an appropriate professional and intellectual level providing the student with the opportunity to practice and refine the skills gained throughout all units, whilst still under the supervision of a clinical teacher. The focus will be on working as a member of a team whilst developing the clinical problem solving skills required to manage difficult and complex situations and undertaking the full spectrum of roles and responsibilities required of the ambulance paramedic, with advice and support being provided as required.

Objectives

By the completion of this unit students will have been exposed a second time to their future working environment and should demonstrate:

1. the ability to respond to real life problems from their initiation; have developed a self reliant attitude against a background of emergency and non-emergency situations and pressures; and have increased their ability to assimilate information quickly and dispense it clearly and unambiguously;

2. comprehensive patient care in accordance with Ambulance Service procedures and the Ambulance Service Victoria Clinical Practice Guidelines;

3. the ability to communicate effectively at all levels with patients, relatives, health professionals, members of the public and other emergency services personnel in a manner that protects and enhances the reputation of all Ambulance Paramedics and Services;

4. the ability to respond in a timely manner to all calls;

5. the ability to work cooperatively as part of a team with colleagues, health professionals and other emergency services to ensure effective patient care;

6. the ability to drive in a safe and expedient manner in accordance with road traffic regulations and service policies and procedures;

7. the ability to ensure that all equipment and vehicle preparation is maintained in accordance with service policies and procedures;

8. the ability to identify opportunities to achieve improvement in quality care and productivity; and

9. the ability to comply with Ambulance Services policies and procedures and legislative and other external requirements.

Assessment

Structured learning activities: 20%
Formative assessments: 30%
Case studies: 30%
Major project: 20%
Practical skills assessment: Pass/Fail

Contact hours

22 weeks supervised industry experience including 312 hours structured learning experiences

Prerequisites

employment by an Ambulance Service

Leader(s): Dr Max Jory

Offered

Caulfield First semester 2009 (Day)
Caulfield Second semester 2009 (Day)

Synopsis

This unit introduces basic principles of psychology with an emphasis on their application in everyday life. The unit is designed to assist the student in understanding human behaviour in various contexts. Topic areas include development, perception, learning, memory, personality, social psychology, stress and coping, group behaviour, and motivation.

Assessment

Examinations (2 x 1 hour): 100%

Contact hours

1-hour lecture and 2-hour workshop per week

Prohibitions

APY1910 is not available in the psychology major or minor, or as a Faculty of Science unit

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces fundamental clinical concepts underpinning paramedic practice and includes a clinical placement that provides a context for paramedic practice. Students will develop essential analytical, information seeking and communication skills, and will apply these skills in a supervised practice setting. The unit develops basic life support skills and builds understanding of the principles of patient care and transport in the pre-hospital setting. Essential clinical skills will be developed in the clinical laboratory prior to a one week supervised clinical placement with emergency or not emergency ambulance services.

Objectives

By the completion of this unit, the student should be able to:

1. describe the essential elements of a contemporary model of paramedic practice;
2. locate and evaluate the evidence-base that informs the paramedic management of common health emergencies;
3. demonstrate the required standard in each of the core clinical skills of clinical approach, clinical problem solving, clinical decision-making and scene management at the standard required of a novice practitioner;
4. discuss the principles of occupational health and safety in the workplace with particular emphasis on safe lifting techniques and principles of standard precautions and other aspects of infection control;
5. describe the standards of care and essential components of a patient-centred safety framework;
6. demonstrate methods for recognising, avoiding and removing dangers at an incident scene, achieving safe access and egress, and managing the scene to control and mitigate risk, under supervised routine and emergency situations;
7. demonstrate appropriate communication skills with patients, relatives, co-workers and the multidisciplinary health care team;
8. identify sources of potential stress within the work environment and develop appropriate strategies to minimise and manage these stressors; and
9. investigate and describe variables within the work environment, scope of practice, teamwork and community that contribute towards successful deliver of care within the emergency medical service/ambulance service sector.

Assessment

Written exam (3 hour): 60%
Written assignment (2 x 1000 words): 40%
Essential practical skills: Pass/Fail

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic) or
Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

Leader(s): Mr Bill Lord

Offered

Not offered in 2009

Synopsis

This unit continues the study of anatomy and physiology of the body systems, with an emphasis on the life essential systems. Students will study the general structure and functions of the body's major organ systems and explore how these contribute to the maintenance of homeostasis in health. The unit will also consider common disease states encountered by paramedics and relate this to an alternation in structure and function of specific body systems. This knowledge will then be applied to an exploration of how drugs work in the body. To complete the discussion of disease, principles of microbiology and infection control as applied to paramedic practice will also be explored

Objectives

By the completion of this unit, the student will be able to:

1. Describe the structure and discuss the general functions of the cardiovascular, respiratory, nervous, endocrine, renal, musculoskeletal, gastrointestinal, integumentary and reproductive systems

2. Discuss the maintenance of homeostasis in the body including the key roles of the neuroendocrine, cardiovascular, renal and respiratory systems

3. Identify common disease states encountered in paramedic practice associated with each body system and relate this to structure and function

4. Explain the basic pharmacological principles underlying the action of drugs including how drugs are absorbed, transported and metabolised in the body and basic principles of pharmacodynamics

5. Identify therapeutic classifications of drugs commonly encountered in paramedic practice including recreational drugs

6. Describe the classification and key features of microbiological organisms

7. Explain the principles of infection control applied to paramedic practice

Assessment

Written examination (3 hours): 50%
Written assignment (1500 words): 30%
Mid semester test: 20%

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours.

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit is undertaken in two parts. The first explores at an introductory level the 'professional self' and contemporary professional models including principles of ethical practice standards, legal issues and models for helping culturally and linguistically diverse populations. Part two considers the practice context examining the history, milestones and influences on Australian CBEH systems. Frameworks and attributes of effective CBEH systems will be explored together with future directions. Of specific interest will be national and international perspectives. This unit includes student visits to selected components of the emergency health systems.

Objectives

By the completion of this unit, the student will be able to:

1. accurately describe contemporary models of professionalism and their application to the role of the paramedic;

2. explain the essentials of ethical standards in clinical practice, and, relate these standards to the role of the paramedic;

3. recognise and explain the legal responsibilities of the paramedic;

4. explore the application of models for helping culturally and linguistically diverse populations to paramedic practice.

5. outline the history and development of emergency health systems locally, nationally, and internationally;

6. identify the goals and attributes of an effective CBEH system;

7. use a contemporary framework of emergency health systems to identify the scope and factors influencing CBEH systems, and use this model to identify the impact of change in these factors on the CBEH systems;

8. identify factors which would improve integration, co-ordination, teamwork, continuity of care in the role of consumers in improving CBEH systems; and

9. understand the role of the various components of the emergency health system through visits to selected agencies.

Assessment

4 x worksheets: 60%
Written assignment (1500 words): 40%

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)

Leader(s): Mr Brett Williams

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician using the model of paramedic clinical competence developed in BEH2031. The units covers commonly encountered chronic, acute, and life threatening cardio-respiratory clinical problems. The units will be case-based and will include clinical skills laboratory and simulation scenarios to develop essential clinical skills, clinical problem solving and decision-making competencies in general care, basic and advanced life support. The unit will be supplemented by the clinical placement units BEH2032 and BEH2042.

Objectives

By the completion of this unit, students will be able to:

1. explain the evidence-base of the Paramedic management of cardio-respiratory conditions;

2. describe the epidemiology, population health, natural history, and pathology related to acute and emergency cardio-respiratory conditions commonly encountered in paramedic practice;

3. describe the clinical highlights and trends in the management of selected cardio-respiratory conditions, commonly encountered in paramedic practice;

4. demonstrate the required standard in each of the core practical skills expected at the basic and advanced life support level relating to the assessment and care of patients with cardio-respiratory conditions encountered in paramedic practice;

5. interpret common electrocardiographic (ECG) rhythms and waveforms within the scope of paramedic practice;

6. outline and explain the rationale of the paramedic clinical practice guidelines in the care of patients with cardio-respiratory conditions;

7. explain the applied pharmacology of relevant drugs included in the cardio-respiratory conditions Paramedic Clinical Practice Guidelines and that may be encountered in paramedic practice;

8. using the model of paramedic clinical competence, demonstrate the ability to integrate the theoretical knowledge and clinical skills to the assessment and management of patients with cardio-respiratory conditions, in 'real time' work simulation including clinical problem solving and clinical decision making, professionalism, safety, documentation, communication and teamwork;

9. explain the range of potential behaviours of self, patients, their carers and bystanders in situations of acute cardio-respiratory conditions in a sociological and culturally sensitive context; and

10. describe the special features and trends in the health system relating to prevention and management of patients with cardio-respiratory conditions, and describe the benefits of community-based emergency health care and the related role of the Paramedic and other emergency and primary health care team members in such patients.

Assessment

Written examination (3 hours): 40%
written assignment (2000 word): 40%
Essential practical skills: pass/fail
Case simulation: pass/fail
4 x worksheets: 20%

Contact hours

18 hours per week including contact time, clinical skills laboratory and scenarios, and private study averaged over the 13 week semester - a total of 234 hours

Prerequisites

BEH2031 or NUR1102 or BEH1011

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)or the Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

Leader(s): Dr Amee Morgans

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces population health, public health and primary health care principles to the analysis of community based emergency health (CBEH). Population health principles are applied to illness prevention and health promotion. The use of health datasets in population and public health is also discussed. The basis of science, knowledge and evidence is explored along with the principles and use of evidence-based practice in the CBEH setting. Students are encouraged to develop their capacity for enquiry, research, critical thought, critical appraisal and analysis through the semester. Information technology is used to access and interrogate the multitude of health datasets.

Objectives

By the completion of this unit, the student will be able to:

1. describe the various practice settings of Community Based Emergency Health;
2. outline the essential features of the Australian Healthcare System;
3. describe the essential features of population health, contemporary public health, and primary health care, and relate them to community-based emergency health care;
4. explain the concepts of science, knowledge and truth, scientific method, research, and evaluation;
5. demonstrate a knowledge of the core elements of a scholarly approach to investigations;
6. develop the ability to use information technology to access resources relating to community-based emergency health care;
7. demonstrate critical appraisal of the literature related to aspects of emergency care practice;
8. outline the epidemiological approaches to community based emergency health using examples of contemporary emergency health issues;
9. develop an understanding and awareness of inequalities in the community and their impact on health status and for the provision of adequate community-based emergency health services; and
10. outline the principles of evidence-based practice in determining the evidence and transmitting theory to practice in the setting of CBEH.

Assessment

Written exam (2 hour): 40%
Written assignment (1500 words): 30%
Short answer questions: 30%

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)

Leader(s): Mr Bill Lord

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician using the model of paramedic competence developed in BEH2031. The unit covers commonly encountered acute and chronic musculoskeletal conditions, minor and major trauma and environmental clinical problems. The unit will be case based, and will include clinical skills laboratory and simulation scenarios to develop the essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes developing the skills expected of the paramedic in general care, basic and advanced life support. The unit will be supplemented by the clinical placements in units BEH2032 and BEH2042.

Objectives

By the completion of this unit, the student should be able to:

1. explain the evidence-base of Paramedic management of trauma and environmental conditions;

2. describe the epidemiology, population health, natural history, and pathology related to acute and emergency musculoskeletal, trauma and environmental conditions commonly encountered in paramedic practice;

3. describe the clinical highlights and trends in the management of selected musculoskeletal conditions commonly encountered in paramedic practice;

4. define and describe the criteria for major trauma and the pre-hospital trauma triage guidelines;

5. demonstrate the required standard in each of the core practical skills expected at the basic and advanced life support level relating to the assessment and care of patients with musculoskeletal, trauma and environmental conditions encountered in paramedic practice;

6. outline and explain the rationale of the paramedic clinical practice guidelines in the care of patients with musculoskeletal, trauma and environmental conditions;

7. explain the applied pharmacology of relevant drugs included in the musculoskeletal, trauma and environmental Paramedic Clinical Practice Guidelines and that may be encountered in paramedic practice;

8. using the model of paramedic clinical competence, demonstrate the ability to integrate the theoretical knowledge and clinical skills to the assessment and management of patients with musculoskeletal, trauma and environmental conditions in real time work simulation including clinical problem solving and clinical decision making, professionalism, safety, documentation, communication and teamwork;

9. explain the range of potential behaviour of self, patients, their carers and bystanders in situations of acute trauma and environmental events in a sociological and culturally sensitive context; and

10. describe the special features and trends in the health system relating to prevention and management of patients with trauma and environmental conditions, and describe the benefits of community-based emergency health and the related role of the Paramedic, and other emergency and primary health care team members, in such patients.

Assessment

Written examination (3 hour): 40%
Written assignment (2000 words): 40%
Essential practical skills: pass/fail
Case simulation: pass/fail
4 x worksheets: 20%

Contact hours

18 hours per week including contact time, clinical skills laboratory and scenarios, and private study averaged over the 13 week semester - a total of 234 hours.

Prerequisites

BEH2031 or NUR1102 or BEH1011

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

Leader(s): TBA

Offered

Peninsula Summer semester A 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on the model of paramedic clinical competence and the context of Paramedic clinical practice both commenced in BEH1011. It will provide the context to support the theory units concurrently undertaken in this semester, BEH2012 and BEH2022. Students will have the opportunity to practice and develop their clinical skills in the management of patients with acute health conditions in the setting of clinical skills laboratories and simulation scenarios that develop core paramedic and nursing competencies, supervised clinical simulation scenarios, and clinical placement with ambulance service providers, and other health agencies.

Objectives

By the completion of this unit, the student will be able to:

1. review his/her own clinical experience to identify suitable learning experiences to maintain learning needs relevant to the emergency service clinical environment and .and negotiate opportunities to undertake these learning experiences within the clinical setting;

2. recognise their role in the emergency clinical setting and display the appropriate professional demeanours and leadership capabilities;

3. undertake appropriate basic paramedic clinical tasks and techniques in the paramedic clinical environment;

4. identify how to respond to real life problems in the emergency service clinical environment;

5. assimilate information and communicate it clearly as appropriate for the emergency ambulance services setting;

6. using the model of Paramedic clinical competence, apply relevant theoretical knowledge and clinical skills to the care of patients within the emergency ambulance services setting;

7. be an effective team member and work will other paramedic and health care professionals to provide appropriate patient care;

8. identify and apply a culturally sensitive approach to their own reactions and those of patients and their families to acute illness or injure experienced in and emergency clinical setting; and

9. describe the operational setting for paramedics across a different service sectors including the interface with related other operational services as well as emergency and primary health care teams within emergency-based emergency health care.

Assessment

Clinical skills worksheets: Pass/Fail
Reflective journal (2000 words): Pass/Fail
Clinical practice portfolio: Pass/Fail
Workplace professionalism evaluation: Pass/Fail. The passing grade for this unit will be PGO only.

Contact hours

One week block with hospital simulation laboratory, clinical skills laboratories and simulation scenarios at the beginning of the summer semester. The equivalent of 4 weeks full time supervised clinical placement - a total of 160 hours. The unit is conducted over the `summer A' semester so that the essential professional requirement of the supervised clinical practice can be met.

Prerequisites

BEH1011, BEH2031 or NUR1102

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit uses the framework of human development throughout the lifespan to identify health and, specifically, emergency health issues at various stages of the lifespan. Students will investigate the roles of paramedics and allied health professionals in assessing human development and maintaining health across the lifespan and will explore issues relating to death and grieving. Included in this unit will be clinical visits to selected agencies to provide clinical context to the theoretical background.

Objectives

By the completion of this unit, the student will be able to:

1. describe the physical, personal, psychological and social milestones of human development throughout the lifespan;
2. recognise the impact of ethnicity, culture and race on human development;
3. use appropriate strategies to communicate effectively with individuals across the lifespan;
4. identify and explain the implications to the individual and society of major health and emergency health issues at various stages of the lifespan;
5. identify essential activities and information regarding health promotion to meet the needs of individuals across the lifespan;
6. discuss changes in attitude about death across the lifespan; and
7. summarise theoretical perspectives on grieving and loss.

Assessment

Written assignment (2000 words): 50%
Examination (3 hours): 50%

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit provides a comprehensive view of the impact of specific health, cultural and psycho-social issues within the community. The major aims of the unit are to strengthen students' community engagement and communication skills within an interprofessional environment. Initially the student will be provided with a theoretical foundation utilizing current resources underpinning the principles of the national patient safety framework, inter-professional collaboration and health promotion. Students are then required to apply the theory learnt in this unit and BEH2011, BEH2021 and BEH2041 by exploring a specific health, cultural or social support resource within the community.

Objectives

On successful completion of this unit students will be able to:

1. Apply the theoretical concepts covered within BEH2011, BEH2021, and BEH2041 within a chosen community based practice setting;
2. Investigate community health promotion models within a chosen community based practice setting;
3. Discuss the importance of the national patient safety education framework in the provision of community health;
4. Engage with community based health professionals within a chosen practice setting;
5. Discuss the importance of collaboration of different health professions in the provision of community health care;
6. Explore the social and cultural influences associated with community health and the implementation of a community health program;
7. Identify alternative applications of paramedic activity within the community;
8. Present a comprehensive and critical description of the community engagement project developed within the learning contract;
9. Demonstrate effective communication strategies for culturally diverse individuals/ groups.

Assessment

+ Group learning contract development:(20%)
+ 2000 word individual written report:(50%)
+ Group presentation:(30%)

Contact hours

2 x 1 hour lectures, 1 x 1 hour tutorials and 1 x 3 hour self directed community engagement. The student is expected to undertake one hour of self directed study for each contact hour.

Prerequisites

An overall pass at level 1 of the Bachelor Emergency Health (Paramedic).

Leader(s): Mr Bill Lord

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician using the model of paramedic clinical competence developed in BEH2031. The unit explores commonly encountered acute and chronic health emergencies. Using a combination of case-based learning, clinical laboratory work and simulation scenarios, this unit will develop the essential clinical skills, clinical problem solving and decision-making competencies in managing common health emergencies. The unit will be supplemented by the clinical placement units BEH3031 where students will integrate theory with practice.

Objectives

By the completion of this unit, the student will be able to: locate and evaluate the evidence-base that informs the paramedic management of acute and chronic medical conditions across the lifespan; describe the epidemiology, population health, natural history, and pathology related to acute and chronic emergency medical conditions commonly encountered in paramedic practice; describe the clinical manifestations of the selected medical conditions commonly encountered in paramedic practice; using the model of paramedic clinical competence, demonstrate the ability to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with selected acute and chronic medical emergencies across the lifespan; discuss the physiology of pain and the importance of pain relief as a basic human right for all age groups; identify and use appropriate pain assessment tools for patients across the lifespan, and those with communication difficulties or cognitive impairment; describe the importance, appropriateness and utility of pain interventions performed by paramedics; relate the pharmacokinetics and pharmacodynamics of therapeutic agents used by paramedics to the management of medical emergencies; explain the range of potential behaviours of self, patients, their carers and bystanders in situations of acute medical emergencies in a sociological and culturally sensitive context; describe the special features and trends in health systems relating to prevention of medical emergencies and the management of patients with medical conditions; and describe the roles of paramedics and allied health professionals in providing community-based emergency health care aimed at preventing and managing medical emergencies.

Assessment

Written examination (3 hours): 50%
Written assignment (2000 words): 50%
Objective Structured Clinical Examination: pass/fail

Contact hours

18 hours per week including contact time, clinical skills laboratory and scenarios and private study averaged over the 13 week semester - a total of 234 hours. This unit will be taught over 9 weeks to allow for the associated clinical placements.

Prerequisites

BEH2012 and BEH2022

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

Leader(s): Mr David Shugg

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The unit will be undertaken in two parts. The first will explore leadership and the principles of clinical educating and clinical mentorship within the context of a complex organisation such as an emergency medical service. The second part of the unit will explore leadership at major incidents and describe the process of prevention, planning response and recovery in preparing for and managing major incidents and disasters.

Objectives

By the completion of this unit, the student will be able to:

Module 1 - clinical instruction and the clinical mentor

1. describe the roles and responsibilities of a clinical mentor in assisting students in the transition from novice to expert; 2. analyse selected adult learning theories and apply relevant principles to the design of workplace-based clinical instruction; 3. demonstrate the application of learning theory principles and concepts to teaching in a simulated clinical setting; 4. design, develop, deliver and evaluate a session that aims to teach a clinical skill; 5. use different forms of evaluation to appropriately measure effectiveness of teaching and assessment of learning in the clinical setting.

Module 2 - Leadership and emergency management

identify and discuss contemporary challenges in community-based emergency health involving mass gatherings and major incidents using local, national and international literature;

identify the range of definitions of 'disaster' and the legislative framework that supports the Federal and State approaches to disaster planning and management;

describe the theoretical underpinnings and styles of effective leadership within complex organisations and relate this to leadership in disaster or major emergency situations;

describe the principles of 'prevention, preparedness, response, recovery', and their application to disaster planning, hazard analysis and mitigation, including mass gatherings, mass casualty situations, and chemical/nuclear/biological radiation incidents;

describe the approach to disaster planning at local levels that includes the roles of emergency service and health agencies; 1

1. describe the broader requirements of disaster management, in particular the management of public health issues and logistic management; and
2. identify complex humanitarian emergencies and describe the role of paramedics in emergency health in the international setting.

Assessment

Written assignment (1500 words: 30%
Micro teaching session: 30%
Examination (2 hours): 40%

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

Leader(s): Ms Leanne Boyd

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician using the model of paramedic clinical competence developed in BEH2031. Foundation skills and knowledge developed in prerequisite units are employed to analyse and investigate the paramedic's role in the management of commonly encountered chronic, acute and life threatening clinical problems at various life stages. This unit will be case-based and will include clinical skills laboratory and simulation scenarios to develop essential clinical skills, clinical problem solving and decision making competencies. Field visits to selected community based facilities will provide a clinical context to the theoretical concepts.

Objectives

By the completion of this unit, the student will be able to: locate and evaluate the evidence-base that informs the paramedic management of acute health conditions at life stages; describe the epidemiology, population health, natural history, and pathophysiology related to acute and emergency health conditions at life stages commonly encountered in paramedic practice; describe the clinical highlights of selected acute health conditions at life stages commonly encountered in paramedic practice; discuss the lifespan implications of disability for individuals, their family and the community; analyse the cultural, legal and ethical issues related to death and organ donation across the lifespan; describe the changes that age and pre-existing health problems have on drug pharmacokinetics; using the model of paramedic clinical competence, demonstrate the ability to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with selected acute and chronic health conditions at life stages; explain the range of potential behaviours of self, patients, their carers and bystanders in situations of acute health conditions at life stages in a sociological and culturally sensitive context; and demonstrate an understanding of the special features and trends in health systems relating to the prevention and management of injury and disease across the lifespan.

Assessment

Examination (2 hours): 40%
Written assignment (2000 words): 30%
Clinical education assignment: 30%

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours.

Prerequisites

BEH2041 or NUR1102

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The unit examines the principles of quality improvement, error and risk reduction, and clinical audit specifically relevant to CBEH. Contemporary challenges in community-based emergency health needs are discussed in the context of the Australian healthcare system. The impact of politics, funding, and changing demography on future population health needs are explored. Students will investigate alternative methods of delivering community-based emergency health and discuss the future role of paramedics in meeting the health needs of an aging population.

Objectives

By the completion of this unit, the student will be able to:

1. describe the principles of quality improvement, error and risk reduction, and clinical audit and apply these principles to the setting of community-based emergency health;
2. utilise foundational knowledge of relevant research methods, to critically analyse selected community-based emergency health issues;
3. identify and discuss contemporary challenges in community-based emergency health using local, national and international literature;
4. apply the key principles of population health and public health system integration and co-ordination in the setting of selected community-based emergency health topics;
5. outline the principle features of the Australian healthcare system and the impact of politics, funding, and changing demography on CBEH;
6. analyse emergency health research priorities and apply these to community-based emergency health needs;
7. identify alternative methods of delivering community-based emergency health and discuss emerging opportunities for health professionals; and
8. outline the process for implementing research findings into CBEH practice.

Assessment

Assignments (3 x 750 words): (15% each) 45%
Major written assignment (2500 words): 55%

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours.

Prerequisites

BEH2021

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

Leader(s): TBA

Offered

Peninsula Term 2 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on the model of Paramedic clinical competence and the context of Paramedic clinical practice, both commenced in BEH2031, and continued in BEH2032. It will provide the context to support the theory units concurrently undertaken in this semester, BEH3011 and BEH3021. Supervised clinical experience will be undertaken with an emergency ambulance service, and may also include placements in an industrial health setting and with specialist hospitals.

Objectives

By the completion of this unit, the student will be able to:

1. typically review their own clinical experience and participate where practicable in suitable clinical learning experiences to in order to build on the clinical knowledge and skills developed in previous supervised clinical experience settings;
2. describe their progress in the development of clinical, professional and leadership capabilities as a beginner paramedic;
3. participate under supervision in the management of real life patient clinical problems using the model of Paramedic clinical competence; and
4. compare their progress in the development of a culturally sensitive approach to the recognition and management of the reactions of self, patients and family to acute illness or injury in this unit with their progress in BEH2032.

Assessment

Clinical skills worksheets: Pass/Fail
2 x Reflective journal (2000 words): Pass/Fail
Clinical practice portfolio: Pass/Fail
Workplace professionalism evaluation: Pass/Fail. The passing grade for this unit is pass grade only (PGO).

Contact hours

The equivalent of 4 weeks full time supervised clinical placement - a total of 160 hours. The normal semester period is lengthened so that the essential professional requirement of the supervised clinical practice can be met.

Prerequisites

BEH2032

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The unit includes the paramedic management of patients with critical care conditions at the Advanced Life Support level. It will also introduce students to specialty situations, including rescue and the trapped patient, medical retrieval and inter-hospital transfers. The unit will be case-based, integrate material from the five themes and the underpinning biomedical, social and clinical sciences and will include clinical skills laboratory and simulation scenarios to develop the essential communication, assessment and management clinical skills and the clinical problem solving and decision-making competencies.

Objectives

By the completion of this unit, the student will be able to:

1. explain the evidence-base of the paramedic management of critical care specialty conditions;

2. demonstrate the application of the paramedic model of clinical competence in the simulated setting of patients with critical care specialty conditions;

3. describe the epidemiology, natural history, and pathology related to selected critical care specialty conditions;

4. describe the clinical highlights of the selected critical care specialty conditions commonly encountered by paramedics'

5. demonstrate the required standard in each of the core practical skills expected at the basic and advanced life support level relating to the assessment and care of patients with selected critical care specialty conditions;

6. explain the pharmacology of relevant drugs included in the Paramedic Clinical Practice Guidelines for selected critical care specialty conditions;

7. using the model of paramedic clinical competence, demonstrate the ability to integrate the theoretical knowledge and clinical skills to the assessment and management of patients with selected critical care specialty conditions in 'real time' work simulation including clinical problem solving and clinical decision making, safety documentation, communication, and teamwork;

8. explain the range of potential behaviour of patients, their carers and bystanders in situations of critical care specialty events;

9. outline the underlying mechanism, pathology and principles of management of the trapped patient;

10. demonstrate the required skills to facilitate access to trapped patients and removal of trapped patients whilst maintaining appropriate clinical care and collaborating with emergency service co-workers; and

11. outline the structure of the states' medical retrieval systems and demonstrate the required clinical skills to participate in medical retrieval and/or inter-hospital transfers.

Assessment

Two-hour written examination: 50%
2000 word written assignments: 50%
Essential practical skills: pass/fail
Case simulation: pass/fail

Contact hours

Students will be required to spend 12 hours per week including contact time, clinical skills laboratory and scenarios, and private study. This equates to a minimum of 156 hours of student work required over the 13 week semester.

Prerequisites

BEH3011 and BEH3021, or NEH4001

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

Leader(s): TBA

Offered

Peninsula Trimester 3 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on the model of Paramedic clinical competence and the context of Paramedic clinical practice commenced in Year 2 and first semester of Year 3. It will provide context to support the clinical theory unit concurrently undertaken in this semester, BEH3032. Supervised clinical experience will be undertaken over 4 weeks in an ambulance service, including one week on a mobile intensive care ambulance, and 2 weeks in hospital critical care areas, including coronary care unit, with an ICU orientation, operating theatre for airway care and fluid management and recovery, and, an emergency department.

Objectives

By the completion of this unit, the student will be able to:

1. demonstrate an ability to review his/her own clinical experience and arrange suitable learning experiences to maintain learning needs as a result of the varying clinical experience in the field;

2. demonstrate progress in the development of clinical, professional and leadership capabilities along a continuum from novice to skilled advanced life support paramedic.

3. demonstrate an ability to respond at the level of an advanced life support paramedic under supervision to real life problems from their initiation and to assimilate information quickly and communicate it clearly and unambiguously;

4. demonstrate an ability in a team, to apply theoretical knowledge and clinical skills learnt in this course to the management of patients with selected emergency conditions using the model of advanced life support Paramedic clinical competence;

5. demonstrate a culturally sensitive approach to the recognition and management of the reactions of patients and family to acute illness or injury; and

6. describe the operational setting for critical care units in hospitals, ambulance services and retrieval services and the role of paramedics in facilitating continuity of care.

Assessment

Clinical skills worksheets: Pass/Fail
Reflective journal (2000 words): Pass/Fail
Clinical practice portfolio (1000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail. The passing grade for this unit will be pass grade only (PGO).

Contact hours

The equivalent of 7 weeks full time supervised clinical placement; a total of 280 hours. This clinical placement will be conducted over the last three teaching weeks and the four-week examination period. This will require summative assessment in concurrent units to be concluded before the end of the 10th teaching week. Additionally, the teaching period for concurrent units will need to be completed over a ten week period.

Prerequisites

BEH3011, BEH3031

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)

Leader(s): Dr Amee Morgans

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It builds on the model of paramedic clinical competence developed in BEH2103 and elaborated in BED2012 and BEH2022. Acute and chronic medical mental health problems commonly encountered by paramedics are investigated. The unit is case-based, integrating material from the five themes and the underpinning biomedical, social and clinical sciences, and including clinical skills, laboratory and simulation scenarios to develop essential communication, assessment and management clinical skills, and clinical problem solving and decision-making competencies. The unit will be supplemented by the clinical placement unit BEH3031.

Objectives

By the completion of this unit, the student should be able to:

1. describe the aetiological factors, epidemiology and clinical manifestations of selected mental health disorders;
2. describe the epidemiology, population health, natural history, and pathology related to mental illness commonly encountered in paramedic practice;
3. discuss ethical issues which relate to mental illness;
4. locate and evaluate the evidence-base that informs the paramedic management of acute and chronic mental health conditions across the lifespan;
5. communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour;
6. demonstrate mental status assessment as applied to paramedic practice;
7. interpret and apply legislation and clinical practice guidelines relating to the management of patients with mental health emergencies;
8. utilise the model of paramedic clinical competence to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with selected mental health emergencies;
9. describe the range of therapeutic interventions and techniques used to manage mental health emergencies and identify which are appropriate for use in the community based emergency health setting;
10. identify the factors that contribute to the mental health of individuals within family units and apply this knowledge to the care of patients as well as families and carers of individuals with mental health problems;
11. describe the role of the paramedic and allied health professionals in providing community-based emergency health care aimed at managing mental health emergencies within a given cultural context;
12. evaluate the importance of clinical research and the role of the paramedic in research that informs clinical practice.

Assessment

Written assignment (2000 words): 35%
Examination (2 hours): 50%
Tutorial worksheets: 15%
Objective Structured Clinical Examination: Pass/Fail

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours.

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Peninsula Full year 2009 (Day)

Synopsis

Students will undertake a guided advanced studies program on the development of research in CBEH and in an aspect of CBEH of interest to the student. The unit aims to develop analytical abilities, communication skills, and advanced knowledge in a specific area of CBEH. Students will undertake a self-assessment to identify a topic of interest in CBEH that they will study at an advanced level. A negotiated learning contact will describe the advanced study which may include attendance at lectures, tutorials or courses in areas relevant to the discipline; preparation of an essay; critical evaluation of a published paper, case study or research data.

Objectives

On completion of this unit, students will be able to:

1. identify areas of knowledge deficit in community-based emergency health practice and research and plan a study approach to address their learning needs;

2. demonstrate a commitment to learning by identifying resources within the university and community-based emergency health services that can be accessed to address their learning needs;

3. accurately locate and critically assess research literature, with an emphasis on community-based emergency health;

4. demonstrate suitable oral presentation skills to an audience of peers, superiors and academic staff;

5. demonstrate an advanced knowledge of an aspect of community-based emergency health; and

6. discuss the extent of the breadth and diversity of community-based emergency health.

Assessment

Negotiated skills development: 40%
Essay/written critique: 40%
Seminar presentation: 20%

Leader(s): Associate Professor Frank Archer

Offered

Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Peninsula Full year 2009 (Day)

Synopsis

Together with BEH4300 Community Emergency Health Research Project, this unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills. This unit will focus on undertaking a literature review and developing a research proposal, both to be presented at the end of the semester for full-time students, or at the end of the year for part-time students.

Objectives

On completion of this unit, students will be able to:

1. discuss the different methods of knowledge acquisition and synthesis;
2. discuss the ethical, legal and cultural responsibilities of scientific investigation;
3. describe the principles of "Good clinical research" as described by the NH&MRC, with an emphasis on research in community-based emergency health;
4. describe the phases of the research process;
5. discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
6. critically review scientific literature in community-based emergency health;
7. consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
8. write up scientific work in a potentially publishable manner;
9. prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
10. demonstrate a range of technical skills appropriate to community-based emergency health;
11. demonstrate the ability to pursue higher studies in community-based emergency health;
12. discuss the breadth and diversity of research in health sciences;
13. demonstrate competence in locating, assessing and storing research literature with an emphasis on community-based emergency health;
14. prepare a literature review on the selected and approved topic in community based emergency health; and
15. design an appropriate research methodology to address an identified research issue/question in consultation with the supervisor.

Assessment

Literature review (3500 words): 50%
Seminar presentation and written submission of research proposal (1500 works): 50%

Co-requisites

BEH4100

Leader(s): Associate Professor Frank Archer

Offered

Peninsula Full year 2009 (Day)
Peninsula Second semester to First semester 2009 (Day)
Peninsula Summer semester A 2009 (Day)

Synopsis

Together with BEH4201 Community Emergency Health Research Project - Part A, this unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills. This unit (BEH4300) will focus on undertaking a literature review and developing a research proposal, both to be presented at the end of the semester.

Objectives

On completion students will be able to:

1. discuss the different methods of knowledge acquisition and synthesis;
2. discuss the ethical, legal, and cultural responsibilities of scientific investigation;
3. describe the principles of "Good Clinical Research", as described by the NH&MRC, with an emphasis on research in community-based emergency health;
4. describe the phases of the research process;
5. discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
6. critically review the scientific literature in community-based emergency health;
7. consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
8. write up scientific work in a potentially publishable manner;
9. prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
10. demonstrate a range of technical skills appropriate to community-based emergency health research;
11. demonstrate the ability to pursue higher studies in community based emergency health;
12. discuss the breadth and diversity of research in health sciences; and
13. plan and implement a research project and prepare the associated report.

Assessment

Either a research report (12000 to 15000 words) including literature review and methodology from Research Project Part A (BEH4200) or an article prepared for publication (3500 to 5000 words) meeting the editorial guidelines of a DEST approved, peer reviewed journal equivalent to the Journal of Emergency Primary Health Care and participation in an oral defence of the article: 80%
Seminar presentation of research findings, interpretation and conclusion: 20%

Prerequisites

BEH4100, BEH4200

Co-requisites

Must be enrolled in the Honours degree of Bachelor of Emergency Health (Paramedics)

Leader(s): Dr Graeme Hyman

Offered

Clayton Second semester 2009 (Day)

Synopsis

The complex relationships between health and illness and behaviour of the individual, beginning with an introduction to concepts of health and psychological well-being, illness, disease and disability. Normal and abnormal reactions to illness are covered and students will study an individual with a chronic medical condition. Physical, cognitive, emotional and behavioural reactions are considered, and the biological factors and psychological processes - such as perception, learning, memory, cognition and emotion - that underlie these. The impact of behaviour - particularly habits - on health and well-being is covered, as well as illness prevention and health promotion.

Objectives

1. Describe the major features of human growth and development; psychological processes, health and illness, society and culture, and professional ethics;
2. Recognise the variety of social, cultural and ethical perspectives that may legitimately be taken with regard to health and issues related to the biomedical sciences;
3. Think critically about psychological, socio-cultural and ethical issues; and
4. Integrate information obtained by observation with basic science knowledge and theory

Assessment

Case study report: (1500 words) 25%
Behaviour change project (1500 words): 25%
Written examination: 50%

Contact hours

4 hours per week

Prohibitions

BME1122, PSY3130

Leader(s): Dr Catherine Joyce (Epidemiology and Preventive Medicine)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit examines the broader context in which disease and illness occur, how health systems are organised, and how health services delivered, with a focus on the Australian health care system. It explores three areas:

1. health policy and service delivery systems;
2. illness and health in the context of social, cultural and behavioural systems, and
3. the health professional in the organisational system. Areas covered include: health policy, health funding, models of health, public health, population health, health and human rights, the role of the health professional, quality, management, and program evaluation.

Objectives

Upon successful completion of this unit students will:
1) understand key principles in the organisation and funding of health systems; 2) be able to apply an understanding of health and health services in the context of the Australian health care system; 3) recognise the key elements that determine health policy; 4) recognise key determinants and models of health; 5) understand the complexities of improving population health and how this is evaluated; 6) understand the important role that health promotion plays in determining the health of a nation; 7) recognise the basis of human rights in health care; 8) demonstrate an understanding of key concepts in management of health services; and 9) develop important professional skills, including oral and written communication skills, critical analysis skills, and interpersonal skills.

Assessment

Group class presentation (20 minutes): 25%
Tutorial participation: 15%
Essay: 30%
Multiple choice exam: 30%

Contact hours

6 hours of contact time (2 hour lecture, 2 hours interactive classes and 2 hours tutorial preparation time)

Prerequisites

BMS1042

Leader(s): Dr Jackie Wilce (Biochemistry and Molecular Biology)

Offered

Clayton First semester 2009 (Day)

Synopsis

Introduction to the chemistry of organic molecules and the biochemistry of cells. The role of functional groups in biological molecules of biomedical importance. Common reactions in metabolism. Ionisation and the concept of pH. Proteins as biological polymers. Physical properties of proteins in solution. Enzyme catalysis and kinetics. Biological oxidation and cellular energetics. The mitochondrial electron transport chain. Structure and metabolism of lipids and polysaccharides.

Objectives

This unit is an introduction to the chemical principles of life with an emphasis on the molecular building blocks of living cells. At the conclusion of this subject, students will have achieved a basic understanding of the chemical and biochemical aspects of functional groups in biological molecules. Students will have developed an understanding of the common reactions found in metabolic systems such as oxidation-reduction, bond formation, bond breaking events and a knowledge of the role of water. The students will have understood the role of equilibrium and kinetic processes in biology and the concepts of enzyme catalysis. They will also have developed an appreciation of biological oxidation and the metabolic release of energy. They will also have been introduced to the chemistry of important biological polymers and lipids. Students will also have developed basic skills in laboratory experimentation, and the reporting of experiments in oral and written form. On completion of the subject, students will have a good knowledge of the biochemistry of molecules and reactions of biomedical importance.

Assessment

Written theory exam of essay questions and MCQs: 65%
Small group session Demonstrators weekly assessment, answer sheets, SDLs (20%) +

Multiple Choice Questions (5%) +

Mid-semester test: 10%

Contact hours

3 lectures and a 3-hour small group session or computer based or self-directed learning per week

Co-requisites

Must be enrolled in Bachelor of Biomedical Science, Bachelor of Behavioural Neuroscience, Bachelor of Nutrition and Dietetics, Bachelor of Emergency Health (Paramedic) or Diploma of Health Science

Prohibitions

BIO1011

Leader(s): Professor John Bertram (Anatomy & Developmental Biology)

Offered

Clayton First semester 2009 (Day)

Synopsis

The chemical constituents of living cells and biological reactions. Cell structure and function. Animal diversity and evolution. Functional systems. The relevance of the microbial world in biomedical science. Tools for studying cells including histology, different types of microscopy, tissue culture and specialised cell staining techniques.

Objectives

On successful completion of this unit, students will:

1. understand the structure and function of cells and their diversification into multicellular functional systems and organisms;

2. appreciate the tools and techniques used to study the structure and function of single cells, tissues and organisms;

3. know the principles behind and practical use of the microscope as a key tool in biomedical sciences;

4. be aware of safe laboratory procedures;

5. have skills to use the library facilities to critically evaluate a given topic; and

6. have basic scientific communication skills gained from problem-based projects involving independent or group activities.

On completion of this unit, students will have skills enabling them to:

1. conduct simple laboratory experiments involving safe laboratory practice, data collection and analysis;

2. prepare and submit a laboratory report;

3. complete quality essays based on literature research, critical reading and synthesis of ideas;

4. operate basic biomedical equipment such as a microscope, balances, pH meters; and

5. effectively use computers to access internet information and to communicate globally.

Assessment

Written theory examination: 65%
Practical reports and laboratory presentations: 20%
Essay: 15%

Contact hours

3 lectures and a 3-hour practical or equivalent per week

Co-requisites

Must be enrolled in Bachelor of Biomedical Science, Bachelor of Behavioural Neuroscience, Bachelor of Nutrition and Dietetics, Bachelor of Emergency Health (Paramedic) or Diploma of Health Science

Prohibitions

BIO1011, BIO1022

Leader(s): Dr David Mills (Physics) and Associate Professor Helena Parkington (Physiology)

Offered

Clayton First semester 2009 (Day)

Synopsis

The behaviour of human and biomedical systems are understood in terms of underlying physical principles. Forces involved in human movement and body systems including muscles and joints. Energy and heat flow and metabolism, pressure, osmosis, diffusion and respiration, fluid flow in the cardiovascular system. Electrical charges, current, potential and capacitance in simple circuits, EEG, ECG, cells and nerve conduction. Sound and ultrasound, human hearing, refraction and lenses, the human eye, optical and electron microscopes. X-rays and radiation, biological effects and damage, radiation therapy and medical imaging.

Objectives

Upon successful completion of this unit students will understand and be able to apply concepts of physics and introductory physiology as they relate to biomedical sciences in the following areas

1. The laws of motion and the concepts of work, energy and power as they relate to human movement and biomechanics

2. Heat transfer and thermal properties, the behaviour of gases and fluids applied to the cardiovascular and respiratory systems

3. Principles of electricity, potential difference, current, resistance and capacitance; the basis of Nerst potential and the biological membrane potential, nerve conduction, ECG

4. Wave motion, the physics of sound and the properties of light and their relationship to auditory and visual phenomena, the function of the human eye and ear

5. Radiation physics underlying the medical use of x-rays and radiation in medicine and biomedical sciences including the effect of ionising radiation on living matter.

Students will develop basic practical skills in problem solving, experimental methods and uncertainties, analysis of data and written scientific communication.

Assessment

Written examination: 60%
Practical work: 20%
Assignments 20%

Contact hours

3 lectures and 3 hours laboratory and problem solving per week

Co-requisites

Must be enrolled in course code 2230; 2341; 3356; 3404; 3445; 3528; 3804; 3855; or 3879.

Prohibitions

ENG1080; PHS1031; PHS1080 or PHS1617

Leader(s): Professor Robert Burton (Epidemiology and Preventive Medicine)

Offered

Clayton Second semester 2009 (Day)

Synopsis

Applications of epidemiological and statistical concepts and methods to typical problems in population health and in the biomedical literature. This will include consideration of fundamental ethical issues pertaining to the conduct of biomedical research and population health interventions. Much emphasis is placed on a population view of health and disease, social determinants of health, epidemiological principles, research study design and statistical analyses of data.

Objectives

On successful completion of this unit, students will be able to:

1. Explain how health and disease are measured in populations (Descriptive Epidemiology)
2. Critically analyse the strengths and weaknesses of different epidemiological study designs which are used in population health research (Analytical Epidemiology).
3. Critically appraise the biomedical literature on population health.
4. Define the concept of the social determinants of health.
5. Discuss the impact of epidemics and outbreaks on populations.
6. Explain interventions which reduce risk exposure and/or treat diseases in populations are tested.
7. Discuss the concepts of diagnostic and screening tests, and how they are applied to populations;
8. Identify fundamental ethical considerations that underpin health research;
9. Identify the importance of statistical methods in the design, analysis and presentation of the results of research studies in health and biomedicine, and in reports of health-related matters in general;
10. Apply different types of biomedical data;
11. Explain basic statistical methods and when to apply them, and be able to perform basic statistical analyses;
12. Interpret statistical results presented in the biomedical literature and other media, and convey the interpretation in simple language.

Assessment

Written examination: 50%
Group and individual tasks on population health and biostatistics : 50%

Contact hours

Biostatistics 3 hours per week, Epidemiology/Ethics 3 Hours per week

Co-requisites

Must be enrolled in course code 2230; 2341; 2999, 3356; 3404; 3445; 3528; 3804; 3855; or 3879.

Leader(s): Dr Nancy Nichols (Physiology)

Offered

Clayton Second semester 2009 (Day)

Synopsis

Introductory course on the human nervous system. Components and organization of the nervous system. Methods of studying the human brain. Neural communication and integration. Principles of sensory perception. How movement is initiated and controlled. Autonomic control of bodily functions. Learning and memory. High order functions such as consciousness, sleep and language. Practical classes involve observations on nervous system function and correlation classes deal with some common examples of nervous system dysfunction.

Objectives

This unit consists of an introduction to human nervous system which ranges in scope from the operations of individual nerve cells at the molecular level to the generation of complex cognitive behaviours. The unit will provide students with an essential overview of the human nervous system and it will also serve as a foundation for more specialised studies in neurobiology or cognitive science.

On successful completion of the unit, students will:

1. understand the fundamental concepts of nervous system organisation and communication;

2. have gained some insight into how the brain enables us to sense our environment and to move, feel, think and communicate with others;

3. understand how the human brain and behaviour evolved;

4. understand how behaviour can be influenced by genetic makeup, environmental and social factors and drugs; and

5. acquire some basic skills in obtaining, interpreting and presenting scientific data.

Assessment

Theory examination: 85% (25% in semester assessment, 60% end of semester)
Practical work 15%

Co-requisites

Must be enrolled in course code 2230; 2341; 3356; 3404; 3528; 3804; 3855; or 3879.

Prohibitions

PHY2011

Leader(s): Dr Mark Prescott

Offered

Clayton Second semester 2009 (Day)

Synopsis

Gene structure and function, including the genetic code and its interpretation, the assembly of genes and chromosomal organisation, and the basics of the genetic flow of information from DNA to RNA to protein. Mechanisms of gene expression and regulation, gene replication and repair, and the causes and implications of genetic mutations. Molecular genetics and recombinant DNA technology for the manipulation of genes. Genomics and its applications in medicine and principles of gene therapy.

Objectives

On completion of this unit students will:

1. have a theoretical and practical understanding of the biological molecules which make up the blueprint of life;

2. be able to describe the interactions of biological molecules which constitute essential processes in living cells;

3. will have acquired the basic technical skills essential for experimental molecular biology;

4. have a sound basis for advanced studies in molecular biology and recombinant DNA technology in later years of the course; and

5. will have the skills required to use the Internet molecular biology resources to complement conventional written information.

Assessment

Theory examination: 60%
Practical course: 30%
Mid semester MCQ test: 10%

Contact hours

3 lectures per week + 3 hours laboratory per week

Co-requisites

Must be enrolled in course code 2230; 2341; 3356; 3404; 3528; 3804; or 3879.

Prohibitions

MOL2011

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/biomed/courses/BMS1062

Leader(s): Dr. Monika Zimanyi

Offered

Clayton First semester 2009 (Day)

Synopsis

An introduction to human anatomy and histology, the concept of primary tissues, the basic embryology of the nervous, cardio-vascular, gastrointestinal and musculoskeletal systems. Practical classes in which the anatomy of different regions is discussed in relation to prosections, X-rays, CT scans etc. Classes finish with a group discussion in which the clinical relevance of the anatomy is reviewed.

Objectives

At the completion of this unit, students will;

1. have a comprehensive, but not necessarily detailed, knowledge and understanding of

• The macroscopic structure and functions of the regions and systems of the human body

• The microscopic structure and function of the cell types and tissues of which the human body is constructed

• The embryological development of the human body

2. understand anatomical and related medical terminology;

3. use anatomical and related medical terminology effectively in verbal and written communication;

4. demonstrate observational and descriptive skills in relation to histological slides, dissected anatomical specimens and radiographs; and

5. work effectively as a member of a learning team.

Assessment

Theory examinations: 70%
Practical examination: 30%

Co-requisites

Must be enrolled in Bachelor of Biomedical Science, Bachelor of Nutrition and Dietetics or Diploma of Health Sciences

Prohibitions

ANT2331

Leader(s): Dr Alsons Lawen (Biochemistry and Molecular Biology)

Offered

Clayton First semester 2009 (Day)

Synopsis

Principles of cellular metabolic regulation in relation to the specialised metabolism in the liver and the brain. Energy stores in man, food energy utilisation in basal and active states. The generation of metabolic energy from macronutrients. The role of mitochondria in cellular bioenergetics and the formation and transport of mitochondrial proteins. Cellular protein trafficking. Overview of cell-cell communication. The regulation and integration of cell growth, differentiation and death. An introduction to molecular medicine - medical aspects of purine and pyrimidine metabolism, the biochemical basis of diabetes, cell and molecular biology of blood cells and haemostasis.

Objectives

The specific objectives of the lecture program are to build on the concepts introduced in the subject BMS1011 - Biomedical Chemistry - and to provide students a sound understanding of the basic principles of:

1. The regulation and integration of metabolic pathways in tissues and cells;

2. The generation of energy in the form of ATP by mitochondrial electron transport and the role of human mitochondrial DNA and import of proteins into the mitochondrion;

3. Biochemical mechanisms of cell growth and differentiation; and

4. Biomedical aspects of molecular medicine in relation to normal and diseased human tissues.

The specific objectives of the self-directed learning, small group teaching program are to enable students to develop problem-solving skills through evaluation of biochemical data and through problem-based, self-directed learning to provide students with an understanding and hands-on experience of the methods used to:

5. assay enzyme activity and metabolic flux;

6. Study cell growth, cell differentiation and cell death; and

7. Investigate the biochemistry of specialised tissues.

Assessment

Written examination by short answer questions and MCQs: 60%
Continuous assessment of project performance: 30%
Mid semester test: 10%

Contact hours

3 lectures per week and 3 hours practical or equivalent

Prerequisites

BMS1011

Co-requisites

Must be enrolled in course code 2230; 2341; 3356; 3528; 3804; or 3879.

Prohibitions

BCH2022, BND2021

Leader(s): Dr Julia Choate

Offered

Clayton First semester 2009 (Day)

Synopsis

How the body maintains a constant environment for its cells and tissues through the integrated functions of the cardiovascular, renal, respiratory, gastrointestinal and neuroendocrine systems. Adaptation to changes in the external environment and to disease states will be addressed. The unit will be presented through involvement of students in lectures, practical classes, and assignments.

Objectives

1. To achieve an understanding of the functions and internal controls of the major body systems

2. To integrate the specific knowledge and insights gained in the pursuit of the first objective into a logical appreciation of whole body physiology and the maintenance of homeostasis, through consideration of central and peripheral control systems linking the functions of the individual body systems

3. As specific knowledge is acquired, to relate it to the content of the first year prerequisite units and the contemporaneous core units BMS2011 and BMS2021

4. To develop an appreciation of the variability inherent in biological systems through laboratory exercises

5. To develop skills in locating appropriate resource materials using contemporary technologies, critical appraisal of those materials and application of the knowledge gained to problem solving situations

6. To promote the abilities of students to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments

7. To develop skills in written and oral communication through written reports and oral presentations of research findings by small groups

Assessment

Examination: 50%
Assignment: 20%
Continuous by reports and tests: 30%

Contact hours

3 lectures per week and 3 hours practical or equivalent

Co-requisites

Must be enrolled in course code 2230; 3356; 3528; 3804; or 3879.

Prohibitions

BND2011, PHY2011, PHY2021 and PHY2032

Leader(s): Dr Heather Verkade (Biological Sciences)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit introduces the basic genetic principles underlying modern human genetics. Topics include the identification, characterisation and mapping of human genes; the value of model organisms; the significance of the Human Genome Project; how genes function and how genetic malfunction can lead to genetic disease; how an understanding of such diseases at the molecular level may assist in diagnosis, prevention and therapy; the roles of gene regulation and mutation in cancer; genetic counselling and ways of calculating risk of recurrence of a genetic disease; ethical issues relevant to human genetics. Practicals include an introduction to molecular and cytogenetic techniques.

Objectives

This unit will provide students with an understanding of human genetics as it relates to both biomedical research and clinical practice. On completion students will;

1. be aware of the value of model organisms in human genetic studies;

2. know how human genes and their functions are identified;

3. be able to perform gene mapping analyses and understand the interaction of clinical genetics practice with molecular biological techniques;

4. understand the relationship between cancer, gene and cell regulation, mutation and development;

5. understand the significance of the Human Genome Project and the techniques and strategies involved;

6. appreciate the ethical issues raised be modern human genetics practice; and

7. develop skills in the analysis and presentation of data and scientific ideas as well as skills in problem solving and self-directed learning.

Students will have the background to undertake more advanced studies in genetics at third year level.

Assessment

Examination: 50%
Continuous assessment: mini-quizzes, laboratory reports and oral presentation: 35%
Essay: 15%

Contact hours

3 lectures and 3 hours practical (or equivalent) per week

Prerequisites

BMS1062

Co-requisites

Must be enrolled in course code 2230; 2341; 3356; 3528; 3804; or 3879.

Prohibitions

GEN2041 and GEN2052

Leader(s): Dr Priscilla Johanesen

Offered

Clayton Second semester 2009 (Day)

Synopsis

The following aspects of the interactions of microbes with their hosts will be presented in lectures, tutorials, discussion groups and videos: The history of infectious diseases, medically important viruses and bacteria, pathogenic mechanisms in infectious diseases, immunity to infection, and their regulation, control of infection by vaccines and drugs, and emerging diseases.

Objectives

The aim of this unit is to introduce students to microorganisms, their importance in the environment, their importance in human health and disease, and the methods used to study them in the laboratory and in their human hosts.

On successful completion of this unit, students will have gained an understanding of:

1. the history of infectious disease identification and research;

2. basic mechanisms of immunity to infection;

3. the immune response to infection;

4. the development and use of vaccines;

5. host and pathogen factors and how they affect the outcome of infection;

6. mechanisms of pathogensis; emerging diseases;

7. the spread and control of infection; antimicrobial agents; and

8. a detailed knowledge of selected infectious diseases.

On successful completion of this unit, students will have skills in:

1. use of basic microbiological equipment such as the microscope etc;

2. use of microscopic staining and visualisation techniques;

3. culture and identification of common species of medically important bacteria;

4. preparation and submission of laboratory reports; and

5. use of computer networks to access information.

Assessment

Written theory examination: 50%
Practical examination: 25%
Laboratory reports and quizzes: 20%
Laboratory practical skills: 5%

Contact hours

3 lectures and one 3-hour laboratory class or tutorial/discussion session per week

Prerequisites

BMS1062

Co-requisites

Must be enrolled in Bachelor of Biomedical Science

Prohibitions

MIC2022

Leader(s): Associate Professor Martin Stone (Biochemistry and Molecular Biology)

Offered

Clayton Second semester 2009 (Day)

Synopsis

Bioinformatics unites the major advances in biology, biochemistry and the biomedical sciences with those in computing, bioinformatics and networking. The unit covers the application of the internet to biomedical sciences; organisation and uses of scientific databases; use of computational methods in genomics and proteomics; fundamentals of molecular modelling; analysis and presentation of biomedical data; and communication of biomedical data using information technology.

Objectives

This unit is an introduction to the principles of bioinformatics and the pivotal role that informatics plays in the biomedical sciences. On completion of the unit the students will have a basic understanding of the theoretical and practical aspects of information technology and its wider application to the medical sciences. The students will develop an understanding of the principles of database searching, using search engines, sequence alignments, molecular phylogeny, molecular modelling, protein structure and analysis and medical imaging. The student will also develop their communication and presentation skills and understand the involvement of information technology in the biomedical sciences.

Assessment

Written examinations: 50%
Projects and assignments: 50%

Contact hours

2 Lectures per week, 1 three hour practical session per week.

Co-requisites

Must be enrolled in Bachelor of Biomedical Science

Prohibitions

MOL2022

Leader(s): Dr Marco Bonollo (Medicine, Alfred)

Offered

Not offered in 2009

Synopsis

This unit (with BMS 3042) will concentrate on the pathobiological and biomedical basis of important human disease processes. Areas examined include basic and clinical pharmacological principles, reproductive health and disease, infectious diseases and sleep medicine. The major focus on disease pathogenesis, including lessons gained from cell/molecular biology and disease models. This will be contextualized to varying degrees by clinical aspects such as epidemiology, clinical features of disease and current/future treatments. Group seminars and debates explore pathological, clinical and social aspects.

Objectives

By studying and understanding relevant examples of human physiology and disease in the areas of basic and clinical pharmacology, human reproduction, sleep medicine (adult and paediatric) and infectious diseases, this unit aims to develop an understanding of how:

1. the study of basic processes relates to human disease states;

2. clinical features, epidemiological data and diagnostics are relevant to disease and treatment;

3. experimental medicine, including cell and molecular biology, animal models of disease and human studies (including clinical trials) are important in defining the pathogenesis and optimal treatment of relevant diseases.

Following on from above:

4. develop insight into identifying current inadequacies in knowledge and future challenges in disease pathogenesis and treatment;

5. develop an understanding of the impact disease on the individual and society, including ethical issues; and

6. develop research, team work and communication skills through student presented seminars and debates.

Assessment

Written examination: 58%
Satisfactory attendance and participation in seminars and debates 2%
Group seminar: 20%
Scientific Paper Critique: 10%
Scientific Debate: 10%

Contact hours

6 hours per week

Prerequisites

BMS2011, BMS2021, BMS2031, BMS2042, BMS2052 and BMS2062

Leader(s): Professor Phillip Nagley (Biochemistry and Molecular Biology)

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will provide an introduction into the molecular mechanisms that mediate human diseases and the specific biotechnologies used to facilitate diagnosis and treatment. The disease mechanisms mediated by genetic disorders resulting in abnormalities in protein folding, protein trafficking and gain or loss of protein function will be presented. State of the art developments in molecular medicine including transgenic models of human disease, gene therapy, and recent developments in transplantation will be highlighted. Specific biotechnologies to be discussed include structure-based drug design, production of recombinant proteins, vaccine technology and research commercialization.

Objectives

On successful completion of this unit students will be able to: 1) describe the mechanisms by which molecular defects cause human disease, including the mechanisms by which gene abnormalities may lead to various abnormalities in protein structure and function; 2) give examples of the role of molecular techniques in contributing to the diagnosis of specific human diseases; 3) discuss the use of current and emerging molecular biotechnology techniques to determine the molecular pathology of diseases and to design targeted therapies for specific treatments, 4) appreciate molecular and biotechnology research methodology and understand the skills required to undertake a research project in a research laboratory; 5) appreciate the research process as a collaborative endeavour locally and internationally, as well as the roles of grants, publications and ethics in biomedical scientific research; 6). integrate and synthesise information from fundamental principles and techniques in biomedical sciences and apply them to broader contexts; 7) work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks, with individual and group responsibilities and adherence to project timelines; 8) acquire and use the skills developed in the presentation of data and scientific ideas, both verbally and in writing, using scientific language or plain English as appropriate; 9) apply skills in the preparation of a webpage describing the research of a Laboratory Head in a field of biomedical science.

Assessment

Mid semester examination (50 minutes): 10%
Final Examination (3 hours): 54%
Small group activity modules comprising Core: 12%, Research Process:12%, and Research-based Selective: 12%

Contact hours

3 lectures per week and 3 hours small group activities per week

Prerequisites

BMS2021 and BMS2042

Leader(s): Associate Professor Richard Kitching (Medicine MMC)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will concentrate on the pathobiological and biomedical basis of important human disease processes. Areas examined in this unit include immune and inflammatory diseases, (eg inflammatory renal and joint disease); cancer biology (focussing on mechanisms of tumour spread and tumour immunology); cardiovascular biology, (coronary artery disease); and human reproduction. Disease pathogenesis, including lessons gained from cell/molecular biology and disease models will be the major focus. To provide context and breadth other aspects of disease will be covered with varying emphasis, including epidemiological/clinical features of disease, current treatments and future treatment prospects.

Objectives

On completion of this unit student will be able to:

1. place understanding of biomedical processes in the context of the current understanding of the pathogenesis and, to a lesser degree, treatment of human disease;
2. comprehend relevant examples of human health and disease in the areas of immune/inflammatory injury, malignant disease, cardiovascular disease and human reproduction;
3. describe how the study of pathobiological processes relates to disease;
4. explain how experimental medical science, including cell biology, animal models of disease and human studies are important in defining the pathogenesis of disease and optimal treatment of disease;
5. appreciate how clinical features, epidemiological context, diagnosis and treatment (including pharmacological therapies) are relevant to disease;
6. discuss the impact that disease may have on the individual and society;
7. ) identify current inadequacies in knowledge and future challenges in disease pathogenesis and treatment by examining the biomedical literature;
8. develop skills in team work, communication and practical aspects of biomedical research;
9. enhance skills in assessing, summarizing and placing biomedical research in context.

Assessment

Examination (3 hours): 54%
mid-semester test: 10%
Satisfactory attendance and participation in seminars: 2%
Group seminar: individual component: 11%
group written assignment: 11%
Research experience, including editorial writing: 12%

Contact hours

6 hours per week plus 6 hours private study per week

Prerequisites

BMS2011, BMS2021, BMS2031, BMS2052

Leader(s): Associate Professor Tim Cole

Offered

Clayton Full year 2009 (Day)
Clayton Second semester to First semester 2009 (Day)

Synopsis

Students undertake a supervised research project involving research of a publishable standard which forms the basis of a thesis presented at the end of the year. As part of the unit students present seminars on their research, and are trained in advanced scientific techniques. Students take part in an oral review of the thesis report. Candidates may commence the Honours year at the beginning of either the first or second semester.

Objectives

On completion of the Honours year of the Bachelor of Biomedical Science, students will:

1. be able to critically review the scientific literature in their discipline;

2. understand the processes involved in the design, development and implementation of a research project;

3. be able to execute and analyse an appropriate set of studies;

4. be proficient in computer-based data acquisition, analysis, presentation, and word processing;

5. be able to write up scientific work in a potentially publishable way;

6. show communication skills in both oral and written presentation to a scientific audience;

7. have acquired a range of technical skills appropriate to their discipline;

8. have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;

9. have the ability to pursue higher studies in selected disciplines of biomedical science; and

10. have gained insight into the breadth and diversity of the biomedical sciences.

Assessment

Literature review: 10%
Seminars: 10%
Research report: 80%

Prerequisites

A distinction level average in 24 credit points at third year level, including at least 12 points in 3rd year BMS units

Co-requisites

BMS4200. Must be enrolled in the Honours Degree of Bachelor of Biomedical Science

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/biomed/honours

Leader(s): Associate Professor Tim Cole & Dr Yvonne Hodgson

Offered

Clayton Full year 2009 (Day)
Clayton Second semester to First semester 2009 (Day)

Synopsis

The unit aims to develop analytical abilities and communication skills, as well as provide students with advanced knowledge in specific areas of Biomedical Science. Students will undertake a module of statistics relevant to scientific hypothesis testing and provide a written critique of a scientific article. Students will also undertake a component of work within their selected discipline that is unrelated to their specific research component and involves some level of advanced theoretical training. Candidates may commence at the beginning of either first or second semester.

Objectives

On completion of the Honours year of the Bachelor of Biomedical Science, students will be able to:

1. critically review the scientific literature in their discipline;
2. explain the processes involved in the design, development and implementation of a research project;
3. recognise the breadth of statistical tests and their applicability to common research methodologies;
4. apply simple statistical tests.

Assessment

Statistical test: 30%
Written critique: 30%
Discipline specific component: 40%

Prerequisites

A distinction level average in 24 points at third year level, including at least 12 points in 3rd year BMS units

Co-requisites

BMS4100 and must be enrolled in the Honours Degree of Bachelor of Biomedical Science

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/biomed/honours

Leader(s): Ms Andrea Bryce

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit focuses on basic concepts in human nutrition. It will describe the role and function of macro and micronutrients essential for human health, their history of discovery, and relevance for the health of populations and individuals. The unit will include the clinical signs and symptoms of specific nutrient deficiency and excess, nutrient interactions and their significance, recommended dietary intakes and global epidemiology. It will cover methods used to assess food intake and data analysis by the use of food composition tables, patterns of restricted eating, diet myths and misconceptions and population specific nutritional issues.

Objectives

1. To develop an understanding of the role(s) of macro and micronutrients in the human body

2. To be able to identify foods which are rich sources of particular nutrients, and which foods are important sources of particular nutrients in specific diets

3. To be able to recognise the clinical signs and symptoms of particular nutrient deficiencies and excesses, and understand the reason for their development

4. To appreciate the strengths and weaknesses of different methods of assessing food intake and to critically assess the information derived from them

5. To appreciate the effects that nutrients may have on the absorption and utilization of other nutrients, and on medications

Assessment

Mid semester examination (2 hour): 20%
End of semester examination (3 hour): 50%
Assignments: 30%

Leader(s): Dr Katya Izgorodina

Offered

Clayton Second semester 2009 (Day)

Synopsis

The chemical nature of food will be examined. Substances examined will include carbohydrates, fats, proteins, minerals and water as well as colours, flavours, vitamins, preservatives, trace metals, additives and synthetic and natural toxins. Links between food intake and energy intake are established to provide a basis for determining dietary needs. The chemistry of colloids and emulsions is examined since some foods are mixtures of hydrophobic substances and water. Methods of determining the composition of raw materials and end products are included. Consideration of the processes of digestion will emphasise the energy provided through consumption of food.

Objectives

On completion, each student will be able to

1. Identify the essential chemical components of food

2. Discuss the chemistry of each of the major components of food

3. Relate each chemical component to nutritional needs

4. Relate different food types to the amount of energy provided

5. Analyse the link between energy needs and balanced diet

6. Determine how agricultural methods affect the chemical composition of food

7. Understand the chemical changes that occur during the processing of food

8. Appreciate the reasons for using food additives

Assessment

Examination (3 hours): 60%
Laboratory and workshop reports: 20%
Mastery tests: 20%

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

BMS1011 Biomedical Chemistry or CHM1011 Chemistry

Co-requisites

Must be enrolled in course code 0050, 2230; 2341; or 3404.

Offered

Clayton Second semester 2009 (Day)

Synopsis

The historical, cultural, structural and social contexts of food will be examined using a sociological perspective to more fully understand the motivations for food choice. The topics include food consumption trends, multinational food companies and fast food chains, globalisation, the interdependence of food production and the environment, and the politics of food. The linking of cultural and social identity with food choices will be examined, noting the increasing cultural diversity of food choices for Australians and the differences identified by social class and personal beliefs. The health, nutritional and social aspects of obesity, body image and disordered eating will be included.

Objectives

At the completion of the unit students will have an understanding of:

1. the sociological perspectives of why Australians eat the way they do;

2. the social context in which food is produced and consumed;

3. the links between global food policy, public policy in Australia and the social patterning of food consumption;

4. the health implications of changing food consumption patterns within the social context, the drivers for change and the role of government in this area; and

5. critical analysis of the current controversial areas of food and nutrition with development of skills to critically assess the literature.

Assessment

Examination: 50%
Food related exercise (500 words): 10%
Group Assignment: 10%
Essay (2000 words): 30%

Leader(s): Dr Julia Choate

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides the framework for an understanding of the functioning of whole organ systems and the whole body, as distinct from the functioning of individual cells acquired in first year of the degree. The specific topics to be covered include the function of gastrointestinal, renal, cardiovascular, respiratory and endocrine systems. The unit will be presented through the involvement of students in lectures, practical classes and assignments.

Objectives

At completion of this unit students should be able to:

1. achieve knowledge and understanding of the functions and internal controls of the major body systems;

2. integrate the specific knowledge gained through consideration of the major body systems into a logical appreciation of whole body physiology and the maintenance of homeostasis;

3. relate the specific knowledge acquired in the unit to the content of the first year core units and the contemporaneous core unit BMS2011 Structure of the human body and BND2021 Nutritional Biochemistry;

4. develop an appreciation of the variability inherent in biological systems through laboratory exercises;

5. develop skills in locating appropriate resource materials using contemporary technologies and critical appraisal of those materials;

6. demonstrate an ability to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments; and

7. develop skills in written and oral communication through written reports and oral presentations by small groups.

Assessment

Examination: 50%
Assignments: 10%
Continuous by reports and tests: 40%

Contact hours

6 hours per week (lectures and practical)

Prerequisites

BMS1021, BMS1011

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

Prohibitions

BMS2031, PHY2011, PHY2021, PHY2032

Leader(s): Dr Janet Macaulay (Biochemistry)

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit aims to provide a basic understanding of the metabolism of macro and micronutrients and of the role of nutrition in influencing cell growth, cancer development, blood formation and gene function. Emphasis will be on clinical relevance, the integration of biochemical pathways and how this is modulated by dietary change, and on techniques used to assess both normal dietary requirements and nutrient deficiencies. Students will be introduced to biochemical mechanisms of energy expenditure and storage, including metabolic adaptation to periods of fasting or food intake.

Objectives

At the completion of the unit the students will have an understanding of:

1. substrate partitioning and mechanisms of energy expenditure and storage;

2. the metabolic role of the liver;

3. substrate metabolism in the fasted and fed state;

4. metabolism of nitrogenous compounds, digestible and non-digestible carbohydrates and lipids;

5. the role of micronutrients and concepts of nutrient balance;

6. nutritional influences on cell growth, differentiation, programmed cell death and the development of the cancerous cell;

7. nutritional influences on the development of blood cells, blood coagulation and fibrinolysis;

8. introductory concepts in the nutrient modulation of gene expression;

9. in tutorials: to develop students' skills in integrating and relating new knowledge in Nutritional biochemistry to situations which they may encounter in a clinical setting; also to develop skills in research for additional information on questions arising in this process; and

10. in practical classes: to develop students' skills in scientific observation, data presentation and analysis; to introduce students to the use of food composition databases and to develop skills in dietary analysis using computer based programs.

Assessment

Examination: 40%
Mid semester test: 10%
Small group activities/ assignments: 50%

Contact hours

6 hours per week (lectures and tutorials)

Prerequisites

Completion of year 1 Bachelor of Nutrition and Dietetics

Prohibitions

BMS2021

Leader(s): Dr Kylie Gray

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit examines psychological factors affecting health and health care treatment throughout the various stages of life. Nutrition knowledge gained in other units of the course will be supplemented by introducing the broader context of how people's psychological needs may influence eating behaviour and responses to health related dietary change. A developmental framework will be used to consider establishment of normal feeding and eating behaviours and development of feeding problems and eating disorders. A major emphasis in the unit will be on psychological aspects of acute and chronic illnesses and psychological processes within the family that may affect interventions.

Objectives

At the completion of the unit students will have an understanding of the psychological factors and cultural issues associated with:

1. feeding in infancy and development of the infant-parent relationship;

2. normal child development and presentation of eating problems in children under 5;

3. eating problems in prepubescent children;

4. adolescent eating problems;

5. eating problems in adulthood and the relationship of early eating problems to more serious eating disorders such as anorexia nervosa, bulimia and obesity;

6. chronic illness and trauma;

7. renal, gastrointestinal disease, diabetes and cardiovascular disease;

8. students will learn to apply the knowledge they have gained in direct interactions with patients from differing ages across the life span; and

9. to reinforce links between theory and practice through practical exercises and discussions of observations made at clinical settings.

Assessment

Examination (2 hours): 50%
Essay (1,500 words): 30%
Tutorial discussion: 10%
Practical Behaviour Change Reports(2): 10%

Contact hours

1 hour per week (lecture)

Prerequisites

Completion of Year 1 Bachelor of Nutrition and Dietetics

Leader(s): Professor Jenny Rolland (Pathology & Immunology) & Ms Vicki Barrington (Nutrition & Dietetics)

Offered

Clayton Second semester 2009 (Day)

Synopsis

The aim of this unit is to provide students with a basic understanding of immunology, its role in the development of human disease and the clinical interface between immune processes and nutrition. The unit will provide an overview of humoral and cellular immune responses. It will also cover cells of the immune system and the mechanisms of immune reactions followed by an examination of how these processes may be affected by nutritional deficiencies.

Objectives

At the completion of this unit the students will be able to:

1. explain the basic components, structure and function of the immune system;

2. compare the various recognition and effector mechanisms involved in humoral and cellular immune responses and describe how these may be affected by the availability of nutrients;

3. indicate the rule of cytokines and chemokines in inflammatory processes and disease states;

4. explain the varied techniques used in common immunological assays;

5. compare the effects of nutrient deficiencies on immune function in infancy, old age and normal adult life;

6. Describe the nutritive value of breast milk and indicate the basis fro its protective rule against infectious disease;

7. compare food allergy with food intolerance and design, experience and discuss a restrictive diet suitable to the nutritional therapy of one of these conditions;

8. explain the concepts of self-tolerance and immune homeostasis and describe the development of type 1 diabetes and coeliac disease as two examples of autoimmune disease states;

9. examine mechanisms for immune defense against micro-organisms and viruses and describe the nutritional care of patients with trauma, sepsis and HIV/AIDS;

10. differentiate between different types of organ transplant, understand basic transplant rejection mechanisms and explain the role of nutrition in the care of transplant patients;

11. demonstrate reflective and critical thinking and problem solving skills in response to case descriptions of nutritional conditions in which immunological processes are relevant;

12. demonstrate effective teamwork and oral presentation skills to a 'competent' rather than 'beginner' level;

13. exhibit critical thinking in reviewing the scientific literature.

Assessment

Examination: 40%
Case study and practical reports: 30%
Essay: 15%
Elimination diet report: 15%

Contact hours

2 hours per week (lectures)

Leader(s): Ms Julie Woods (Nutrition & Dietetics)

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit examines the role and context of food regulatory measures that protect public health and safety. It provides an overview of the standards setting process. The basic design of toxicological testing for food contaminants and additives and the risk assessment process will be examined. Recent controversial decisions of the regulatory bodies will be examined to illustrate the regulatory decision making process and the roles of science and politics in that process. A class project will investigate the available food supply and will allow students to become familiar with foods and their nutrient composition. This project will also provide students with research experience.

Objectives

On completion of this unit, students should be able to:

1. describe the role of the Commonwealth and State governments in Australia in formulating, implementing and enforcing modern food law;

2. make comparisons with food legislation in other countries;

3. discuss the impact of globalisation, the World Trade Organisation, trade barriers and the role of Codex Alimentarius as a 'benchmark';

4. explain the format and content of the Australian Food Standards Code including the FSANZ processes required to ensure a safe Australian food supply, free from harmful contaminants and additives, and labelled in the interests of informing the consumer, to prevent fraud and deception;

5. outline the fundamental principles of toxicology and risk assessment and their application to the setting of standards and the monitoring and surveillance of a safe food supply (particularly in relation to the Australian situation);

6. develop a hypothetical submission to provide a public health nutrition perspective on food standards development and modification; and

7. provide an overview of the packaged food supply available in a local supermarket, including;

1. categories of foods

2. types of foods within categories

3. nutritional composition and energy density of specific food types.

Assessment

Examinations (3 hours): 40%
Food Standard Assignment (Group): 30%
Presentation of Assignment findings (Group): 10%
Toxicology Assignment: 5%
Class Food Supply Assignment: 15%

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2, semester 1 Bachelor of Nutrition and Dietetics

Leader(s): Ms Julie Woods (Nutrition & Dietetics) & Dr Mohamed Mohideen (Microbiology)

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit is based on the awareness that micro-organisms play an important role in food and nutrition. It addresses the current state of food microbiology in industrial and domestic applications, the risks associated with food handling practices in food borne illness control, and the regulatory systems current in Australia at the three levels of Government. Hazard Analysis and Critical Control Point (HACCP) is examined as a control mechanism for the prevention of food borne illness. The clinical outcomes of microbial contamination for selected at risk groups in the population, and methods to prevent the transmission of contamination are examined.

Objectives

On successful completion of the unit the student will understand:

1. food as an ideal niche for microorganisms;

2. microorganisms involved in food spoilage;

3. microorganisms as the causative agent of food borne disease due to food contamination;

4. ideal food handling practices to prevent microbial contamination and/or growth during processing, handling, storage and distribution;

5. methods of preservation of food at home and commercially;

6. traditional and industrial fermentation methods;

7. the concepts of risk assessment, management and communication for food borne disease;

8. the current regulatory system in Australia and other similar countries (US and European Union);

9. lactic acid bacteria and other starter cultures including the commercial potential of microorganisms in the food industry;

10. probiotic organisms and their applications;

11. laboratory skills required in culturing and identifying microorganisms;

12. microbiological testing of food and water supplies;

13. evaluation of food borne outbreaks reported in the popular press and in scientific publications;

14. hazard analysis critical control points; and

15. the clinical risks associated with microbial contamination in selected sub groups.

Assessment

Mid-semester test: 10%
Examinations: 50%
Practical reports and quizzes: 10%
Oral presentations: 10%
Laboratory practical skills: 5%
Assignment: 15%

Contact hours

4 hours per week (2 hrs lecture + 2 hrs practical/tutorial)

Prerequisites

BMS1021, and either BMS1062 or BIO1022

Leader(s): Ms Vicki Barrington (Nutrition & Dietetics)

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit introduces students to the organization of the Australian healthcare system. Topics include: professional responsibilities of the Dietitian and their role in the healthcare team in differing institutional, community and rural settings. Issues of health policy, health economics and cost-effectiveness will be examined in relation to preventative healthcare. Ethical issues surrounding confidentiality, patients' rights and professional standards in nutrition issues will be covered. Critical pathways of referral will be examined and the monitoring of patient care with respect to medical records will be described. Statistical management benchmarks of hospital data will be examined.

Objectives

On completion of this unit the student will be able to:

1. describe the key elements of the Australian Healthcare system including the organization, funding and delivery of health care in all settings;

2. critically describe the role and responsibility of the health professional in relation to professional and ethical conduct and the legal framework for practice;

3. demonstrate critical reflection about your own professional practice and attitudes to the provision of equitable, high quality health care for all;

4. assess the impact of the political and social context in which health care is provided and the impact of each on equitable access to and experience of care;

5. evaluate the continuum of health care delivery with emphasis on the role of the dietetic professional within each element of the health care system;

6. describe health policy impacting on vulnerable groups (including Aboriginal and Torres Strait Islanders, elderly, disabled and paediatric populations) and their access to health care;

7. adopt reflective and critical thinking and problem solving skills to a range of contemporary nutritional issues in the Australian health care system; and

8. define effective teamwork function using paediatric and rural settings as exemplars.

Assessment

Examination: 40%
Assignments and Case studies: 60%

Contact hours

2 hours per week lectures and 2 hours per week tutorials

Prerequisites

Completion of Year 2, semester 1 Bachelor of Nutrition and Dietetics

Leader(s): Ms Susannah King (Nutrition and Dietetics)

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will focus on the acquisition of food preparation skills and also on the development of a comprehensive knowledge base about foods. Students will be expected to develop basic competence in cooking skills and techniques and should understand basic methods of food preservation and storage. This will include the preparation of food in large scale facilities. Students will gain an understanding of the use of a wide diversity of foods from different cuisines and will learn to modify recipes to meet specific nutritional goals. The unit is fundamental practical training for further training in food service management and health systems management.

Objectives

On completion of this unit, students will be expected to be able to:

1. recognise and name a wide variety of common Australian and ethnic foods and food ingredients;

2. explain basic culinary terms, methods of cooking and techniques for food assessment;

3. demonstrate practical competency in basic cooking skills, choosing the appropriate equipment, working in a logical, safe and sequential manner and implementing safe work practices;

4. describe kitchen organisation, purchasing procedures, inventory and stock control systems;

5. report on methods of food storage practice, costing, yield testing and portion control;

6. compare nutrient content and nutrient bioavailability in foods processed by different techniques;

7. investigate the chemical and physical changes that occur when food is cooked;

8. review methods of food preservation;

9. exhibit cultural understanding, in dietary analysis, formulation of recipe changes and design of menus for people from a variety of different ethnic backgrounds; and

10. value organisational skills and teamwork and exhibit competency in oral presentation.

Assessment

Examination (3 hours): 50%
Assignments - four assessment tasks, comprising group and individual components (three written assignments and one 20 minute oral presentation of group project): 50%
Skill demonstrations (Pass/Fail). Pass in the examination and in the skills demonstration is required to pass the unit

Contact hours

3 hours per week (lectures and tutorials) plus 3 hours per week practical classes at VUT

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Co-requisites

BND3021, BND3031, BND3041

Leader(s): Ms Ibolya Nyulasi (Nutrition and Dietetics)

Offered

Clayton First semester 2009 (Day)

Synopsis

Case study based learning using practical applications will be studied to understand dietetic assessment and treatment principles. Dietetic assessment tools covered include: screening, biochemical result interpretation, anthropometry, appropriate use of enteral and parenteral nutrition, the Dietitian's role in health care teams, professional practice guidelines, counselling and group skill development, and an analysis of the increasing use of alternative therapies many of which are based on nutrition myths. The unit is taught in the centre of the clinical dietetics training in the clinics to provide a perspective on dietetic practice in all its forms.

Objectives

At the completion of the unit students will have an understanding of:

1. the use of a wide range of dietetic assessment tools with consideration of the limitations of each tool;

2. anthropometry and its use in nutritional assessment. This includes varied techniques for the determination of body composition;

3. methods for assessing food intake data;

4. the analysis of food intake data in relation to nutritional standards;

5. the interpretation of biochemical data relevant to nutritional care;

6. medical terminology and the interpretation of medical records;

7. the relevance of RDIs;

8. food diversity and food composition;

9. vitamin and mineral supplementation; and

10. skills required for effective communication and documentation.

Assessment

Examination: 40%
Participation in tutorial classes and reports: 20%
Practical exam (OSCE) 40%

Contact hours

6 hours (lectures, tutorial, clinical observation and placement)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Leader(s): Ms Julie Woods (Nutrition and Dietetics)

Offered

Clayton First semester 2009 (Day)

Synopsis

Health education and promotion for individuals and groups will be the main focus for this unit. Theories of health behaviour and health education will be studied to fully understand how programs assist in preventing disease and managing chronic illness. The topics will include models of individual health behaviour and group intervention models of health behaviour change. The practical application of these models, with particular emphasis on nutrition, will be studied. Nutrition counselling knowledge and skills will be developed and students will complete a four-week guided practical counselling program. Students will also develop and conduct a group health education and promotion program.

Objectives

On completion of this unit, students will be able to:

1. define and describe health education and promotion;

2. explain the theories of learning and health behaviour and illustrate how these can be applied in dietetic practice;

3. discuss the basic aspects of an effective counselling relationship;

4. implement a counselling model to direct the flow of counselling interactions; and

5. plan, conduct and evaluate a group nutrition education session.

Assessment

Examination (3 hours): 50%
4 week guided counselling program: 20%
Design and present a health education and health promotion program for small groups: 30% (Group presentation: 15%
1500 word paper 15%)

Contact hours

4 hours per week (lectures and tutorials)

Prerequisites

BND1011 or BME1141 or BND1032

Leader(s): Ms Judy Tweedie (Nutrition and Dietetics)

Offered

Clayton First semester 2009 (Day)

Synopsis

Students will gain a basic understanding of the nutritional requirements of normal healthy people over the entire lifespan incorporating the special needs of pregnancy, lactation, infancy and childhood, adolescence, adulthood, menopause and old age. The unit will develop an awareness of the range and diversity of normal food intake and eating behaviours at different life stages. Students will learn the principles of nutrition assessment for different age groups, gain an understanding of the different nutrient requirements over the life cycle and learn how the dietary recommendations for nutrient intakes are derived and applied to different populations.

Objectives

At the completion of the unit the student the student should be able to:

1. recall the nutritional requirements of pregnant and lactating women, infants, children, adolescents, adults and older persons; 2. discuss the rationale for the application of different dietary intake recommendations at different life stages; 3. identify the nutritional issues of particular relevance and particular risk behaviours of each age group; 4. describe how lifestyle differences, physical activity, beliefs, values of individuals and variability of food intake influence food behaviour and nutritional risk; 5. apply dietary assessment techniques to the nutritional analysis of individual diets and relate this analysis to the recommended dietary guidelines for the client; 6. explain specific nutritional needs of subgroups of the adult population and the nutritional impact of cultural beliefs, socio-economic status, disability, and food beliefs on their nutritional intake; 7. formulate dietary modifications of individuals in relation to normal requirements taking into consideration cultural and social backgrounds and individual food practices; 8. reflect on the value of teamwork to their own learning; and 9. relate the influence of an individuals beliefs and values to body image to their own eating behaviour.

Assessment

Examination: 60%
Tutorial, practicals, small group work and WebCT discussion: 15%
Practical reports (x2): 25%

Contact hours

4 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Leader(s): Ms Ibolya Nyulasi, Associate Professor Boyd Strauss and Ms Evelyn Volders

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit will focus on the determinants, treatment and nutritional management of common diet-related diseases in the clinical or community setting, and in different age related groups. The nutritional impact of alcohol abuse in adults and in pregnancy will also be explored. The development of competency in the assessment, treatment planning, monitoring and outcome reporting of the outlined medical conditions will be undertaken during a 7 week (32 hours per week) clinical placement.

Objectives

At the completion of this unit, the student should be able to:

1. describe the epidemiology, medical and nutritional principles in the dietetic management of the following chronic lifestyle related disease conditions:

• overweight and obesity;

• metabolic Syndrome;

• lipid disorders;

• macrovascular disease (coronary, cerebrovascular and peripheral);

• type 1 and 2 diabetes mellitus;

• hypertension;

• osteoporosis;

• minor gastrointestinal disease; and

• alcohol abuse, including foetal alcohol syndrome and alcoholic liver disease;

2. examine the role of diet in the aetiology, primary and secondary prevention, and management of major lifestyle related chronic disease;

3. evaluate the evidence for the mechanisms underlying the diet-disease relationships, the non dietary factors which may impact on the process and the strengths and limitations of diet in the prevention and management of conditions;

4. describe the medical and nutritional principles in the dietetic management of the following:

• children and adolescent conditions including disability and eating disorders;

• hyperemesis and gestational diabetes;

• infants with special needs such as failure to thrive, and neonatal and premature infants;

5. demonstrate skills required by a practicing dietitian in screening, assessment, planning, case management, discharge planning and follow up care of patients to a level of 50% of a base level graduate dietitian;

6. communicate both orally and in written form information arising from medical and nutritional assessment and the dietetic process of case management;

7. research and communicate nutritional information arising from medical and nutritional assessment and the dietetic process of case management;

8. apply the skills of research and evidence based medicine to formulate and deliver care according to best practice guidelines within the institution and the profession;

9. reflect on learning to assist in critical thinking and problem solving skills; and

10. reflect on practice to assist with professional development and life long learning in the area of nutrition and dietetics.

Assessment

Examination: 30%
Oral examination: 10%
Assignment: 10%
Assessment of professional competencies: 40% All students must pass the examinations and professional competency assessment components in order to gain a pass in this unit.

Contact hours

Students will spend a total of 7 weeks (with a minimum of 32 hours per week) on clinical placement. There will be a 1-week lecture block (31 hours) at weeks 1, 3 and 5 and during clinical placement students will attend seven 1-day (6 hours) of tutorials and small group discussion of case studies. This equates to an average of 36 hours per week of contact time.

Prerequisites

BND3011, BND3021, BND3031 and BND3041

Leader(s): Ms Claire Palermo

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will address prevention of disease at the population level. It will examine epidemiological indicators of nutrition related disease, the value of monitoring and surveillance in evaluating health indices over time, the role of targeted health promotion and health education strategies, and the use of upstream public health approaches to address nutrition related disorders like childhood obesity. The links between sectors like economics, advertising, and regulation will be examined for sociological and epidemiological impact as well as the social determinants of nutritional health.

Objectives

On completion of this unit students will be able to:

1. describe the impact of diet on disease at a population level;
2. critically appraise the use of epidemiology in the development and prioritisation of public health priorities;
3. analyse population nutrition data and apply to the nutritional status of populations and the development of public health nutrition priorities;
4. describe the history and development of public health and public health nutrition and outline the current key public health nutrition issues in Australia and the policy frameworks that support these;
5. outline the goals of public health and the key concepts of public health practice, including, capacity building, prevention and health promotion;
6. explain public health advocacy and apply the advocacy framework to a current public health nutrition issue;
7. identify determinants of population nutrition issues and employ the program planning cycle to these issues in the development of nutrition interventions; and
8. evaluate the effectiveness of public health nutrition approaches to nutrition related disease and issues compared to clinical approaches.

Assessment

Examination: 50%
Assignments: 40%
Reflective journal/portfolio: 10% +
Tutorial and rural practice tasks and activities: ungraded. It is essential that students submit all assessment tasks to pass the unit overall. BND course students must complete a compulsory 2-week rural placement to successfully complete this unit. Non BND students must complete a negotiated practical task to successfully complete this unit.

Contact hours

Weeks 1 - 10: 3 hours per week (interactive classes and tutorials), 9 hours self-directed study. Two weeks, full-time equivalent (compulsory rural placement BND students or other negotiated practical task non BND students)

Prerequisites

BMS1042, BND1011 or equivalent

Leader(s): Ms Ibolya Nyulasi

Offered

Clayton First semester 2009 (Day)

Synopsis

The knowledge areas of the medical treatment domains of clinical dietetics as required by the Dietitians Association of Australia will be taught and practised under supervision in the hospital setting for acute and chronic conditions. The practical experience of nutritional assessment, including biochemical, anthropometric, severe or moderate weight loss, appetite and gastrointestinal function will be placed in the context of underlying medical conditions, and a nutrition care plan formulated, followed and evaluated for outcomes. The acute and ambulatory aspects of the nutritions care will be studied, and the aspects of team management (nursing allied health, medicine, social work) are placed in context with the development of communication skills. The student spends most time in the clinical experimental situation under clinical supervisor supervision. Real time case studies will be discussed in class, co-morbidities examined for prioritisation of nutrition interventions in a problem solving context, and the student incrementally takes more responsibility over the semester for patient care including charting in the medical histories, co-signed by the supervisor.

The domains covered in this unit will be the managment and dietetic treatment of gastrointestinal and pancreatic disease, liver disease, oncology, renal disease, pulmonary disease, neurosciences, nutrition support methodologies, acute surgery, trauma and acute paediatrics.

Objectives

At the completions of the unit the student should be able to:

1. describe the medical and nutritional principles in the dietetics management of the following conditions:

• gastrointestinal disease;

• cancer and the support of patients throughout the disease and its treatment;

• chronic and acute renal failure;

• pulmonary disease and cystic fibrosis;

• allergy;

specialised paediatric acute care;

• surgery;

• intensive care nutrition;

• burns;

• trauma and

• infectious disease;

2. apply the knowledge of the medical and nutritional principles to the dietetic management of the listed conditions;

3. demonstrate proficiency in skills required by a practicing clinical dietitian in screening, assessment, planning, counselling, case management, discharge planning and follow up care in the acute clinical situation and the professional requirement for follow up care in the ambulatory, rehabilitative and extended care areas;

4. synthesise information and apply to the dietetic process;

5. research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;

6. apply skills of research and evidence based medicine to formulate and deliver care according to best practice guidelines within the institution and the profession;

7. reflect on learning to assist with critical thinking and problem solving skills; and

8. reflect on practice to assist with professional development and life long learning in the area of Nutrition and Dietetics.

Assessment

Examination: 30%
Major case study: 10%
Nutrition care plans (x 3): 10%
Professional competency by summative assessment of skills and competencies observed on clinical placement: 20%
Objective Structured Clinical examination (OSCE): 20%
Clinical portfolio (including reflective and experiential learning): 10%. Students must pass the examination, the OSCE and the clinical placement competencies in order to achieve a pass in this unit.

Prerequisites

Completion of Years 1, 2 and 3 of the Bachelor of Nutrition and Dietetics

Co-requisites

BND4021

Leader(s): Ms Kay Gibbons

Offered

Clayton First semester 2009 (Day)

Synopsis

This units focuses on the role and management of food service systems, and uses the food service setting as a context for a study of general management principles. The student will gain an understanding of food service systems, and the provision of food services in institutional settings, including purchase of contracted services. The relationship between clinical dietetics and food services, and meeting client needs will be considered. Topics will include human resource management, institutional food and nutritional policy, menu design and assessment, regulatory and accreditation requirements, industrial relations, recruitment and staff management, budgeting and quality management.

Objectives

At the completion of the course the student will be able to:

1. describe the various systems available for provision of food services in healthcare settings;

2. outline key factors in purchase of contracted food services;

3. describe the relationships between food services and clinical dietetics;

4. assess client and customer needs, and plan strategies to meet these;

5. assess and develop institutional food and nutrition policy;

6. undertake menu planning and assessment for groups, including those with specialised needs;

7. describe the key regulatory and accreditation systems relevant to food services management;

8. interpret activity and budgetary data and reporting relevant to food services;

9. broadly discuss human resources issues, including industrial relations, recruitment and staff management; and

10. discuss and evaluate quality management systems in food services, and plan for their implementation.

Assessment

Examination (2 hours): 30%
Syndicate group assignments 35%
Practice placement assignment 30%
Attendance at tutorials and discussions: 5% An overall pass mark, which includes a pass in the practice placement assignment, is required to pass the unit.

Prerequisites

Completion of Years 1, 2 and 3 of the Bachelor of Nutrition and Dietetics or its equivalent

Leader(s): Ms Ilboya Nyulasi

Offered

Clayton Second semester 2009 (Day)

Synopsis

This 3-week unit comprises a 2.5-week clinical placement and a 2 day seminar. The Clinical placement enables students to reach clinical competence as defined by the national accrediting body (DAA). Students are allocated a caseload and take on increasingly greater responsibility for management of patient care. The seminar days involve presentations from professional bodies as well as student presentations of the problem solving task. By the end of the unit students will have demonstrated competency to perform at a level that is100% equivalent to the expected competencies of a graduate Dietitian. The unit also provide examination of professional issues in contemporary dietetic practice.

Objectives

On completion of this unit students will be able to:

1. apply knowledge previously learned to the nutritional management of patients with any clinical condition;

2. demonstrate an organised, professional and ethical approach to casework;

3. demonstrate proficiencies in dietetic competencies, work autonomously and manage a workload that is equivalent to 100% of the competencies of a base level graduate dietitian;

4. demonstrate the ability to manage: a. Time, b. Caseload (prioritisation, delegation and goal planning), c. People (patients, staff, teams), d. Resources (programmes, referrals, equipment), e. Food supply to meet patients' requirements;

5. demonstrate reflective skills whilst on clinical placement to assist with professional development and life long learning in the area of nutrition and dietetics; and

6. demonstrate critical thinking and problem solving skills to a range of contemporary nutritional issues.

Assessment

Examination (3 hours): 50%
Clinical competency assessment: 30%
Portfolio: 10%
Problem solving task: 10%. The examination and assessment of clinical competency is a hurdle requirement for successful completion of BND 4032.

Prerequisites

Completion of years 1, 2, 3, and semester one year 4 Bachelor of Nutrition and Dietetics

Prohibitions

Only available to BND students

Leader(s): Ms Claire Palermo

Offered

Clayton Second semester 2009 (Day)

Synopsis

This fieldwork will challenge the student to integrate their academic training and to synthesise knowledge into a practical community or public health nutrition project. The unit requires students to participate in the program planning cycle towards addressing a public health or community nutrition issue for the workplace setting. Students will gain confidence by participating in a work environment and provide tangible benefit to their participating setting. Students will gain entry level knowledge in all areas of nutrition and dietetic practice. Principles of information evaluation, workload management, communication, teamwork and responsibility for project management will be developed.

Objectives

By the end of this unit students will be able to:

1. utilise nutrition and health related data and scientific literature in identifying nutrition problems in the community;
2. illustrate the integration of public health and health promotion theory and epidemiology into practice in community or public health nutrition settings;
3. employ the program planning cycle and determine goals, objectives and plans for dealing with nutrition issues in the community;
4. adopt effective project management, team work and communication skills and work effectively within the placement organisation;
5. collect and evaluate the literature related to a community or public health nutrition issues and apply research and evaluation findings to practice;
6. organise, establish and document data, process and communication on a community or public health nutrition issue into written reports and oral presentations; and
7. adopt a questioning and critical approach in all aspects of practice and evaluate practice on an ongoing basis.

Assessment

Project proposal: 20%
Project report: 50%
Poster presentation: 10%
Portfolio: 20%

Contact hours

8 weeks full-time (5 days per week) plus 20 hours self directed study.

Prerequisites

BND3082 or equivalent

Leader(s): Associate Professor Boyd Strauss

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

A weekly course over 12 weeks on research skills including study design, use of relevant software such as databases, spreadsheets, statistical analysis software, how to search and summarise the scientific literature, best practice in data presentation, quantitative statistical analysis, appropriate time management and how to structure a discussion of results. Construction of a manuscript for submission to a scientific journal will be covered.

Objectives

On completion of the unit, students will:

1. know how to systematically search and critically review the scientific literature in their discipline;

2. understand the process involved in the design, development and implementation of a research project;

3. understand the issues in applying for ethics committee approval of projects;

4. be proficient in computer based data manipulation, analysis, presentation and word processing; and

5. be able to appropriately structure a manuscript reporting on scientific work.

Assessment

100% Assignment requiring handling, analysis, interpretation and presentation of research data.

Contact hours

Lecture/tutorials: 2 hours per week; assignments and self-directed learning: 4 hours per week

Co-requisites

BND5021

Leader(s): Associate Professor Boyd Strauss

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students will attend a weekly seminar over the semester on topics related to human nutrition given by a range of experts, and by other students. Students are required to take notes and reflect in writing about each seminar in the context of human nutrition and implications for nutrition science.

Objectives

On completion of the unit, students will:

1. have insight into different areas of research and practice in human nutrition;

2. have experience in participating in scientific discussions; and

3. be proficient in articulating their reflection on the context of presentations.

Assessment

Weekly reflection on seminar topics in the context of nutrition science.

Contact hours

Seminars: 2 hours per week; assignments and self-directed learning: 4 hours per week

Prerequisites

BND5011, BND5021

Co-requisites

BND5022

Leader(s): Associate Professor Boyd Strauss

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Each student will undertake a research project under the supervision of an approved member of the academic or research staff of Monash University. The choice of project and supervisor will be the responsibility of the student, in consultation with an academic advisor for the Nutrition and Dietetics unit. The research project will constitute the major portion of the students' work and will be conducted over a full year. For the purpose of unitisation, this unit will include the components of literature review and description of methods. Students will present their research proposal in a seminar format.

Objectives

On completion of the unit, students will:

1. be able to critically review the scientific literature in their discipline;

2. understand the processes involved in the design, development and implementation of a research project;

3. be able to develop a proposal for a research project into practical data collection;

4. be able to execute and analyse a research project, or set of studies;

5. be able to write up scientific work in a report suitable to submit for publication; and

6. demonstrate communication skills in both oral and written presentation to a specialist scientific audience.

Assessment

An oral presentation of research proposal
A written project proposal of approximately 2000 words outlining the research project and how and why it should be done
Submission of the project aims, literature review and methods which will form appendices in the thesis for the honours year.

Contact hours

Research project related work: 42 hours per week

Co-requisites

BND5011

Leader(s): Associate Professor Boyd Strauss

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Each student will undertake a research project under the supervision of an approved member of the academic or research staff of Monash University. The choice of project and supervisor will be the responsibility of the student, in consultation with an academic advisor from the Nutrition and Dietetic unit. The research project will constitute the major portion of the students' work and will be conducted over a full year. This unit will include the components of results, discussion and development of manuscript. Students will present their research results in a seminar format.

Objectives

On completion of the unit, students will:

1. be able to execute and analyse a research project, or set of studies;

2. be proficient in computer based data manipulation, analysis, presentation and word processing;

3. be able to write up scientific work in a report suitable for publication;

4. demonstrate communication skills in both oral and written presentation to specialist scientific audience;

5. have refined or acquired a range of technical skills appropriate for their project; and

6. have gained insight into the research process in an area relating to the health sciences.

Assessment

A seminar presentation of the research results: 10% of final assessment of honours year
A written thesis of not more than 20000 words supplemented by an oral thesis review: 70% of final assessment of honours year.

Contact hours

Research project related work: 42 hours per week

Prerequisites

BND5011, BND5021

Co-requisites

BND5012

Leader(s): Dr Dianne Sheppard

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will use a case-based approach to cover the fundamental principles of physics, biochemistry and genetics. The material covered will describe the relationship between heritable metabolic/biochemical disturbances and behaviour. It will also introduce the basic concepts of human genetics including modes of inheritance and genetic mutations in the context of describing case studies of heritable/genetically-determined disorders (eg. Down's Syndrome, phenylketonuria, Duchenne's muscular dystrophy, etc.). Students will also be introduced to several generic skills that will be useful throughout their degree (eg. writing Neuropsychological case report) and perhaps also their future careers.

Objectives

On successful completion of this unit, students will:

1. Have a good understanding of how our genes interact with the environment to affect the structure and function of the brain and/or our biochemical systems, and in turn, human behaviour.

2. Be familiar with modes of inheritance, gene mutations and abnormalities.

3. Be familiar with the details of several heritable disorders (eg. Fragile 'X' syndrome, Wilson's disease, Down's syndrome, Duchenne muscular dystrophy, etc) that affect certain aspects of behaviour through neuropharmacological, histological, biochemical and other neurological alterations.

4. Have had the opportunity to develop their group-work and oral presentation skills.

5. Have acquired new skills (eg. locating and extracting relevant and valid information from databases via the web; writing up a basic clinical case history) that will be useful throughout their undergraduate and postgraduate careers.

6. Understand and be able to build on important concepts underlying neuroimaging procedures (including the principles of electromagnetism, simple nuclear physics, etc).

7. To be exposed to the ethical issues surrounding the use of gene therapy as a treatment for disease.

Assessment

Discussion topic (written/oral assignment 20% and associated quizzes 5%): 25%
Clinical Case History: 10%
The web as a resource exercise: 7.5%
Biophysics for Neuroscientists short-answer exercise: 7.5%
MCQ & short answer Exam: 50%

Contact hours

4 contact hours + 8 additional hours per week

Co-requisites

Available only to students enrolled in the Bachelor of Behavioural Neuroscience or Diploma of Health Science, or by permission

Leader(s): Dr Russell Conduit

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit reviews the gross and cellular structure of the brain and spinal cord and the structures that enclose the nervous system. The majority of the course examines the structural and functional organisation of the spinal cord, brainstem, cerebellum, thalamus, basal ganglia, hypothalamus, cerebral cortex, vasculature and ventricular systems. Emphasis will be placed on how these various parts of the brain mediate behaviour and the neurological consequences that result from their dysfunction.

Objectives

At the completion of the unit students will be able to:

1. Identify from pictures and brain specimens structures of the peripheral nervous system, spinal cord, brainstem, cranial nerves and vasculature and ventricular systems of the spinal cord and brainstem.
2. Describe in their own words and interpret the organisational, structural and functional aspects of the peripheral nervous system, spinal cord, brainstem, cranial nerves and vasculature and ventricular systems of the spinal cord and brainstem.
3. Deduce basic functional consequences related to damage to the above specific neurological structures and deduce the functional effects of occlusion to specific blood vessels of the vascular system.
4. Compare and contrast normal neural function to specific deficits outlined in 3.
5. From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result.
6. From case studies with complex and/or unique neural damage, be able to suggest assessment methods and possible treatment approaches that might be adopted.

Assessment

+ 2 x 2 hour written theory examination (mid and end of semester): 2 x 25%
+ 1 hour laboratory spot test (end of semester): 30%
+ Weekly Tutorial assessment: 20%

Contact hours

6 contact hours + 6 additional hours per week

Prerequisites

BMS1052 or PHY2011 or equivalent by permission

Co-requisites

Must be enrolled in the Bachelor of Behavioural Neuroscience or Bachelor of Biomedical Science

Leader(s): Associate Professor Stephen Robinson

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit reviews the gross and cellular structure of the brain and higher structures that encapsulate the nervous system. The majority of the course examines the structural and functional organisation of the cerebellum, thalamus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems. Emphasis will be placed on how these various parts of the brain mediate behaviour and the neurological consequences that result from their dysfunction.

Objectives

At the completion of the unit, student will be able to:

1. Identify from pictures and brain specimens structures of the cerebellum, thalamus, hippocampus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems;
2. Describe in their own words and interpret the organisational, structural and functional aspects of the cerebellum, thalamus, hippocampus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems;
3. Deduce basic functional consequences related to damage to the above specific neurological structures and deduce the functional effects of occlusion to specific blood vessels of the vascular system;
4. Compare and contrast normal neural function to specific deficits outlined in 3;
5. From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result;
6. From case studies with complex and/or unique neural damage, be able to suggest assessment methods and possible treatment approaches that might be adopted.

Assessment

+ 2 x Written theory examinations (mid-semester, end of semester: short answer and/or multiple choice questions, 2-hours): 2 x 25%
+ 1-hour laboratory spot test: 30%
+ Weekly Tutorial assessment: 20%

Contact hours

6 contact hours per week and 6 study hours per week.

Prerequisites

Must be enrolled in the Bachelor of Behavioural Neuroscience or the Bachelor of Biomedical Science.

Leader(s): Dr Jillian Broadbear

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit provides an opportunity for high-achieving students to work with an academic supervisor toward the completion of a research project in the neurosciences. The research project will be chosen by the student from a list of potential projects available at the beginning of semester. The unit convenor and supervisor must approve the project topic at the time of enrolment. Students will undertake their research project within a research laboratory and will be required to obtain data, complete a written preliminary and final report and will give a series of oral presentations on their work.

Objectives

On the completion of this unit, students will have acquired the following skills and attributes:

1. Review scientific literature in a neuroscience-related area including the ability to identify key information in this area;

2. Access databases for provision of information;

3. Presentation of oral reports;

4. Construction of written reports;

5. Manage workloads to meet deadlines;

6. Work with a significant degree of independence;

7. Plan a substantial project, including the ability to adjust planning as events and results dictate;

8. Conduct appropriate statistical analysis of results;

9. Perform routine laboratory measurements and manipulations;

10. Maintain efficient and meaningful communication with a project supervisor; and

11. Gain experience in the use of technical word processing packages and graphics software.

Assessment

Oral presentation (20 minutes): 15%
Literature review (2000 words): 25%
Final Research report (4000 words): 60%
Hurdle requirement: Acquisition of satisfactory laboratory skills and laboratory attendance.

Prerequisites

BMS1011, BMS1021, BMS1052, BMS1062, BNS1072, PSY1011, PSY1022 and PSY2051

Leader(s): Dr Glenda Bishop

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit examines how the chemistry of the nervous system influences behaviour. It addresses the nature of neuronal communication and how neurotransmitters interact with receptors to send signals to other brain cells. Emphasis will be placed on the regulation of homeostasis and behaviour by neurochemicals and hormones. The role of glial cells in controlling key metabolic pathways in the brain will also be reviewed. Lastly, this unit will examine how synaptic plasticity and biochemical changes underpin memory formation.

Objectives

On successful completion of this unit, students will be able to:

1. Explain the methods used by the nervous system to exchange information by releasing neurotransmitters and the interaction of these neurochemicals with specific receptors;
2. Describe how the nervous system regulates the homeostasis of the body and behaviour via neural connections and the release of neurochemicals and hormones from the brain and other organs;
3. Recognise the role that glial cells have in controlling the biochemical balance of the nervous system and how they protect neurones from stressors and pathogens;
4. Identify and describe how synaptic function and plasticity are altered through physiological and environmental influences, and how synaptic plasticity and biochemical changes promote memory formation;
5. Demonstrate careful observation and documentation in experimental work;
6. Evaluate the importance of scientific findings and interpret and discuss these findings in written and oral presentations

Assessment

+ Mid-semester examination (2-hours): 30%
+ End-semester examination (2 hours): 30%
+ Practical reports (3 reports of 1000 words): 30%
+ Oral presentation on recent research papers: 10%

Contact hours

11 hours per week - 5 contact hours per week and 6 study hours per week.

Prerequisites

BMS1052 or PHY2011 or equivalent by permission

Prohibitions

BNS3031, BNS3041

Leader(s): Associate Professor Shantha Rajaratnam

Offered

Clayton Second semester 2009 (Day)

Synopsis

Following a brief examination of philosophical views of awareness and consciousness, the neurobiological mechanisms that underlie changes in awareness are examined. The modes of action, brain regions targeted and effects on cognition and behaviour of clinical, prescribed and recreational drugs are discussed. They are compared with other altered states of awareness including circadian rhythms, sleep, coma, hypnosis, meditation, delirium, dementia, psychoses and affective disorders. The notion that awareness results from the integration of cellular activity in the brain and that subtle changes in this pattern of activity can dramatically alter awareness, cognition and behaviour, is emphasised.

Objectives

On successful completion of this unit, students will:

1. understand the neurobiological modes of action of the major classes of drugs, and their different effects on awareness, cognition and behaviour;

2. understand that awareness results from the integration of cellular activity in the brain, and that subtle changes in this pattern of activity can dramatically alter awareness, cognition and behaviour; and

3. appreciate that addictive behaviour has a strong neurobiological basis, and the ethical and social implications of drug use and abuse.

Additional objectives involve fostering research and presentation skills that will be useful to graduates of Behavioural Neuroscience. To this end, student at the completion of the course will have:

4. acquired experience in a variety of laboratory-based research paradigma and demonstrated a satisfactory level of competence in obtaining and interpreting scientific data and its presentation in written reports;

5. acquired skills and experience in electronic data acquisition and the presentation of reports using modern techniques of information technology; and

6. developed experience in self-directed group work and the instruction of others.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 1.5 hour): 35%
End of semester written theory examination (short answer and/or MCQ, 1.5 hour): 35%
Two short practical written reports (maximum 500 words each): 5%
One oral presentation using PowerPoint (research consultancy exercise) 5%
Laboratory report (2,000 words) 20%

Contact hours

6 contact hours + 6 additional hours per week

Prerequisites

BMS1052 or PHY2011 or equivalent by permission

Co-requisites

Must be enrolled in Bachelor of Behavioural Neuroscience or Bachelor of Biomedical Science

Prohibitions

PSY3102

Leader(s): Dr Nellie Georgiou-Karistianis

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit examines common neurological conditions that result in behavioural dysfunction, and imaging techniques that can assist their diagnosis. The first five weeks examine the applications, limitations and theoretical bases of X-ray imaging, CT, angiography, PET, MRI, FMRI, SPECT, EEG and MEG. The remainder investigates the neurobiological correlates of traumatic brain injury, brain tumours, epilepsies, cerebrovascular disorders, Alzheimer's disease, Huntington's disease and multiple sclerosis. Emphasis will be placed on the impact of these disorders on behaviour and cognition, their diagnosis and treatment, and on aspects of patient care.

Objectives

On successful completion of this unit, students will:

1. be familiar with the variety of neuroimaging techniques that are available, and understand the theoretical basis for these technologies and their practical limitations;

2. understand how imaging techniques can assist the diagnosis of some neurological disorders, and be able to interpret some of the features revealed by these images;

3. understand the neurobiological correlates of some common neurological disorders and how they are diagnosed and treated;

4. understand the behavioural and cognitive deficits that accompany some neurological disorders;

5. appreciate the impact of disorders and their treatment from the point of view of patients and their carers;

6. have developed confidence in communicating effectively with clinicians, patients and their carers; and

7. have acquired the ability of writing case reports based on clinical evaluation and interview with patients.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 1.5 hour): 30%
End of semester written theory examination (MCQ, 1.5 hours): 40%
Web based case study assignment: 7.5%
CT assignment: 7.5%
Case Reports: 15%

Contact hours

6 contact hours + 6 additional hours per week

Prerequisites

BMS1052 or PHY2011 or equivalent by permission

Co-requisites

Must be enrolled in the Bachelor of Behavioural Neuroscience or Bachelor of Biomedical Science.

Leader(s): Dr Dianne Sheppard

Offered

Clayton Full year 2009 (Day)

Synopsis

The Honours year in behavioural neuroscience aims to increase students understanding of theoretical and methodological aspects of research, develop their analytic, research and communication skills, as well as provide students with advanced knowledge in specific areas of the discipline including laboratory techniques and other research-related skills. The unit is also designed to prepare students for higher degree studies. The relatively high weighting of this unit reflects the intensity of taking on a major research project in this field. In this unit students undertake two separate, though typically closely-related, research projects in an area within behavioural neuroscience that aim to provide training in both discipline specific and generic research skills. Their research projects form the basis of a literature review and research paper's) presented at the end of the year.

Objectives

On completion of BNS4100 Behavioural Neuroscience Honours Research Project students will:

1. be able to critically review the scientific literature in their domain of behavioural neuroscience research,

2. have acquired sound knowledge of the processes involved in research design, development and implementation through the completion of a research project,

3. be able to execute and analyse the outcomes of a laboratory-based and/or field-based study,

4. be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software,

5. be able to prepare a report of a research project in a potentially publishable way,

6. show communication skills in both oral and written presentations to both audiences who are specialists in the student's field of study of research and non-specialist scientific audience,

7. have acquired a range of technical skills appropriate to their research area,

8. have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project.

Assessment

Oral presentation of research (hurdle)
Literature review (4000 - 5000 words): 20%
Two Separate research papers (5000 - 7000 words each) or one combined research paper (8000-10000 words): 80%

Contact hours

42 hours/week on their research project. Six 2-3 hour seminars/workshops

Co-requisites

BNS4200

Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/bbns/course/bnsalt.html

Leader(s): Dr Dianne Sheppard

Offered

Clayton First semester 2009 (Day)

Synopsis

The Honours year in behavioural neuroscience aims to increase students' understanding of theoretical and methodological aspects of research, develop their analytic, research and communication skills, as well as providing students with advanced knowledge in specific areas of the discipline including laboratory techniques and other research-related skills. In this unit students completed the Research Design and Analysis coursework component. It involves attending a lecture series and associated workshops that are designed to expand the students' knowledge of univariate and multivariate statistical procedures used by neuroscientists and psychologists in research.

Objectives

On completion of BNS4200 Behavioural Neuroscience Honours Research Design and Analysis unit, students will:

1. understand the processes involved in the design, development and implementation of research project,

2. be proficient in the use of advanced univariate and multivariate statistical procedures relevant to psychology,

3. be proficient in the use of the SPSS software package for statistical analysis and data-base storage and manipulation

4. have the capability to pursue research-related postgraduate studies in behavioural neuroscience.

Assessment

One short answer and multiple choice exam: 100%
Satisfactory participation in the SPSS workshop: hurdle requirement

Contact hours

2 Hours/week of lectures (for 13 weeks in semester 1): 10 hours SPSS computer workshops mid year

Co-requisites

BNS4100

Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/bbns/course/bnsalt.html

Leader(s): Dr Robyn Hill, and Dr Jan Coles

Offered

Gippsland First semester (extended) 2009 (Day)

Synopsis

This unit reflects an introduction to the four themes of the MBBS curriculum. Students begin to develop the knowledge, skills and attributed required by a medical student. Knowledge in the basic medical and behavioural sciences is developed within the inter-disciplinary units related to clinical and other problems through problem based learning clinical case studies. Clinical skills development introduces history-taking, physical examination and clinical reasoning through clinical skills tutorials and clinical placement activities. Community partnership placements are commenced.

Objectives

Students will be expected to achieve the learning objectives in all four Themes for this Unit. Theme I Personal and Professional Development, Theme II Population, Society, Health and Illness, Theme III Scientific Basis of Clinical Practice and Theme IV Clinical Skills.

Assessment

A written assignment: 5%, written exam: 10% and practical exam (OSCE): 15% during GMA1011 account for 30% of the end of Year A mark.

Contact hours

18 weeks based upon 25 contact hours of predominately small group teaching and learning activities which will include some lectures, tutorials, practical sessions, fortnightly clinical placements (9 days in all) and Community Based Program placements (5 days).

Leader(s): Dr Robyn Hill

Offered

Gippsland Second semester (extended) 2009 (Day)

Synopsis

GMA2000 provides an overall result for Year A Graduate entry MBBS based upon achievement in GMA1011, GMA2022 and includes the Integrated Vertical Assessment examination undertaken at the end of Year A. Teaching and learning activities for GMA1011 and GMA2022 have been outlined in the relevant unit approvals and student results for each of these units will contribute to the result for GMA2000.

Objectives

GMA2000 is a hurdle requirement for successful completion of the Graduate entry MBBS course. On successful completion of the unit students will have demonstrated the necessary integration of knowledge and skills developed during Year A of the medicine course.

Assessment

Weightings: GMA1011: 35%
GMA2022: 45% +VIA examination: 20%

Leader(s): Dr Robyn Hill, and Dr Jan Coles

Offered

Gippsland Second semester (extended) 2009 (Day)

Synopsis

This unit reflects an introduction to the four themes of the MBBS curriculum. Further knowledge in the basic medical and behavioural sciences is developed within the inter-disciplinary units related to clinical and other problems through problem based learning clinical case studies. Clinical skills development will focus on history-taking, physical examination and clinical reasoning through clinical skills tutorials and clinical placement activities. Community partnership placements will also be undertaken.

Objectives

Students will be expected to achieve the learning objectives in all four Themes for this Unit. Theme I Personal and Professional Development, Theme II Population, Society, Health and Illness, Theme III Scientific Basis of Clinical Practice and Theme IV Clinical Skills.

Assessment

Assessment in GMA2022 will be both formative and summative. Formative assessment tasks include fortnightly quizzes and tutor feedback. Summative assessment tasks: written assignment:5%; end of semester exam: 10%; end of semester OSCE: 20%; Portfolio: 15%; Vertical Integration assessment component 20% (Total GMA2022 component 70%). At the end of Year A results will be graded.

Contact hours

18 weeks based upon 25 contact hours of predominately small group teaching and learning activities which will include some lectures, tutorials, practical sessions, fortnightly clinical placements (9 days in all) and Community Based Program placements (5 days).

Leader(s): Associate Professor Daryl Pedler & Associate Professor Elmer Villanueva

Offered

Gippsland First semester (extended) 2009 (Day)

Synopsis

GMB3031 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and, clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning in Year A will be extended in a vertically integrated manner.

Objectives

By the end of Year B, students are expected to be able to:

Theme I: Personal and Professional Development

1. Describe ethical and legal issues pertinent to clinical contexts;
2. Articulate professional rights and responsibilities including advocacy for patients and their families;
3. Demonstrate ability to work as part of multi-professional teams;
4. Identify, develop and use strategies to meet professional and personal challenges and needs.

Theme II: Population, Society, Health and Illness

5. Correctly apply principles and key steps in evidence based clinical practice;
6. Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. Elicit an accurate occupational and environmental history;
8. Describe how to certify a patient's fitness for work;
9. Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. Recognise human and institutional factors relevant to risk management in health care settings.

Theme III: Foundations of Medicine

11. Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
12. Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
13. Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
14. Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
15. Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
16. Describe pre-operative assessment including anaesthetics;
17. Describe and demonstrate relevant operating theatre procedures;
18. Describe post-operative care;
19. Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
20. Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
21. Describe request procedures for laboratory and other relevant investigations;
22. Describe and use methods for collection of common laboratory specimens;
23. Outline the contribution of the pathologist to diagnosis and patient management;
24. Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
25. Describe the rational use of therapeutic drugs in general medical and surgical conditions, including mechanism of action, pharmacokinetics, indications, adverse effects and adverse interactions and adverse events for specified groups of drugs;
26. Describe the pharmacological principles underlying adverse drug reactions.

Theme IV: Clinical Skills

27. Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
28. Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
29. Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
30. Conduct relevant and appropriate physical and clinical examinations.
31. Describe and use clinical reasoning skills;
32. Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
33. Correctly perform specified practical techniques, tasks and procedures;
34. Describe normal and abnormal reactions to illness, disability and loss.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments will include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills and completion of a clinical skills logbook.
Students must demonstrate satisfactory participation and performance in clinical skills activities during clinical attachments. Portfolio components must be completed as required. Pass grade only (PGO).

Formative Assessments:
1. Formative Critical Appraisal Activity
2. EBCP Critical Appraisal Activity
3. Formative Monash Mini Case Record (MCR):
Formative MCR 1: To be completed early in semester 1.
Formative MCR 2: To be completed mid-semester 1.
4. Extended Matching Question Examination (EMQ)
a. To be held at end of semester 1 (2 hours) at each clinical teaching site
5. Tutor Group Assessments:
Three group assessments from tutors and peers assess student participation in the following group activities for each semester.
+ Problem-based learning
+ Clinical Skills tutorials
+ Pathology group work
6. Clinical skills logbook
7. Critical Observation Tasks
8. Portfolio -submission for formative feedback Semester 1

Summative Assessments:
Summative assessments and their weighting are summarised as follows:
1. Monash Mini Case Record (MCR) X 6 (25%)
2. EBCP Critical Appraisal Activity X 2 (10%)
3. Extended Matching Question Examination (EMQ) (30%)
4. Objective Structured Clinical Examination (OSCE) (35%)
5. Portfolio (Hurdle)
6. Clinical Skills Logbook (Hurdle)

Contact hours

Weekly there will be approximately 13 hours of structured teaching and
learning, 10 hours of unstructured learning in clinical settings and 25 hours of unstructured individual learning (private study).

Prerequisites

GMA1011, GMA2022

Leader(s): Associate Professor Daryl Pedler & Associate Professor Elmer Villanueva

Offered

Gippsland Second semester (extended) 2009 (Day)

Synopsis

GMB 3042 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and, clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning in Year A will be extended in a vertically integrated manner.

Objectives

By the end of Year B, students are expected to be able to:

Theme I: Personal and Professional Development

1. Describe ethical and legal issues pertinent to clinical contexts;
2. Articulate professional rights and responsibilities including advocacy for patients and their families;
3. Demonstrate ability to work as part of multi-professional teams;
4. Identify, develop and use strategies to meet professional and personal challenges and needs.

Theme II: Population, Society, Health and Illness

5. Correctly apply principles and key steps in evidence based clinical practice;
6. Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. Elicit an accurate occupational and environmental history;
8. Describe how to certify a patient's fitness for work;
9. Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. Recognise human and institutional factors relevant to risk management in health care settings.

Theme III: Foundations of Medicine

11. Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
12. Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
13. Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
14. Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
15. Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
16. Describe pre-operative assessment including anaesthetics;
17. Describe and demonstrate relevant operating theatre procedures;
18. Describe post-operative care;
19. Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
20. Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
21. Describe request procedures for laboratory and other relevant investigations;
22. Describe and use methods for collection of common laboratory specimens;
23. Outline the contribution of the pathologist to diagnosis and patient management;
24. Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
25. Describe the rational use of therapeutic drugs in general medical and surgical conditions, including mechanism of action, pharmacokinetics, indications, adverse effects and adverse interactions and adverse events for specified groups of drugs;
26. Describe the pharmacological principles underlying adverse drug reactions.

Theme IV: Clinical Skills

27. Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
28. Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
29. Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
30. Conduct relevant and appropriate physical and clinical examinations.
31. Describe and use clinical reasoning skills;
32. Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
33. Correctly perform specified practical techniques, tasks and procedures;
34. Describe normal and abnormal reactions to illness, disability and loss.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments will include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills and completion of a clinical skills logbook.
Students must demonstrate satisfactory participation and performance in clinical skills activities during clinical attachments. Portfolio components must be completed as required. Pass grade only (PGO).

Formative Assessments
1. Formative Critical Appraisal Activity
2. EBCP Critical Appraisal Activity
3. Formative Monash Mini Case Record (MCR):
+Formative MCR 1: To be completed early in semester 1.
+Formative MCR 2: To be completed mid-semester 1.
4. Extended Matching Question Examination (EMQ)
a. To be held at end of semester 1 (2 hours) at each clinical teaching site
5. Tutor Group Assessments:
Three group assessments from tutors and peers assess student participation in the following group activities for each semester.
+Problem-based learning
+Clinical Skills tutorials
+Pathology group work
6. Clinical skills logbook
7. Critical Observation Tasks
8. Portfolio -submission for formative feedback Semester 1

Summative Assessments
Summative assessments and their weighting are summarised as follows:
1. Monash Mini Case Record (MCR) X 6 (25%)
2. EBCP Critical Appraisal Activity X 2 (10%)
3. Extended Matching Question Examination (EMQ) (30%)
4. Objective Structured Clinical Examination (OSCE) (35%)
5. Portfolio (Hurdle)
6. Clinical Skills Logbook (Hurdle)

Contact hours

Weekly there will be approximately 13 hours of structured teaching and
learning, 10 hours of unstructured learning in clinical settings and 25 hours of unstructured individual learning (private study).

Prerequisites

GMA1011, GMA2022, GMB3031

Leader(s): Dr Belinda Lewis

Offered

Caulfield First semester 2009 (Day)
Caulfield First semester 2009 (Off-campus)
Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)

Synopsis

This unit demonstrates that 'health' is a contested concept with multiple definitions and meanings. ICF and 'socio-ecological' models of health are used to explore individual, socio-cultural, economic and environmental determinants of health for individuals, families and communities. Principles of social equity are used to explore patterns of ill-health, risk and resource distribution within social groups, communities and broader society. Differences between individual and population health are examined. Critical perspectives explore political and ideological dimensions of health including individual and collective responsibility, and roles for governments, private enterprise and volunteers.

Objectives

By the completion of this unit, it is expected that the student will be able to

1. reflect on their own values and assumptions regarding health and wellbeing
2. discuss health and wellbeing in terms of the diversity of definitions, concepts and meanings
3. define, compare and contrast biomedical and ecological models of health
4. explain the ICF framework and its applications in health and social care practice
5. identify the socio-cultural, environmental, economic and political determinants of health for individuals, families and communities
6. apply the principles of the 'determinants of health' approach to selected health issues from the National Health Priority Areas across a range of population groups and settings within urban and rural Australia
7. describe and discuss inequalities in health and utilisation of services, and the underlying reasons
8. critically reflect on contemporary debates regarding individual and collective responsibility for health and the role for governments and private enterprise
9. critically reflect on the philosophical and ideological underpinnings of various professional and lay perspectives on health and examine their implications for health and social care practice.

Assessment

On Campus students: Community interview and report: 25%
Written assignment: 45%
Examination: 30%
Hurdle requirement: attendance at 80% of tutorials, unless medical or other certification provided.Off Campus students: Essay: 25%, Written assignment: 45%, Examination: 30% Hurdle requirement: participation in six online activities as specified in the off campus study materials, unless medical or other certification provided.

Contact hours

On campus students: 12 hours per week including contact time (1 hour lecture, 2 hour tutorial), fieldwork and self-directed learning.Off campus students: 12 hours of study per week which includes working through study materials, essential readings, activities (including online), completing assessment tasks and self directed learning.

Leader(s): Dr Belinda Crockett

Offered

Caulfield First semester 2009 (Day)
Caulfield First semester 2009 (Off-campus)
Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)

Synopsis

The unit begins with an introduction to theoretical perspectives and trends in sociology. Students reflect on current health issues from a sociological viewpoint and explore how the social world relates to health. A range of theoretical perspectives on individual health and the social organization of health are introduced. A specific focus is an exploration of the social meanings attached to illness and cultural narratives of illness or "lay" perceptions of health. Philosophies of health promotion and the politics of health are also introduced. Themes include the lived experience of disability, ageing and mental health within the social context and the relevance of gender on health outcomes.

Objectives

By the completion of this unit, it is expected that students will be able to:

1. apply the principles of sociological theory to the lived experience of the individual and the social organization of health;
2. demonstrate a sound understanding of the themes associated with the sociological imagination;
3. apply an awareness of diversity and difference to the study of a range of population cohorts;
4. demonstrate understanding, respect and support for the roles of other professionals involved in health and social care;
5. describe the sociology of health care as it relates to people who have experienced a major disruption to their own health; and
6. demonstrate an understanding of the politics of health.

Assessment

Individual journal: 25%
Social Profile: 35%
Theoretical essay: 40%

Contact hours

One 1-hour lecture and one 2-hour tutorial/workshop per week

Leader(s): Professor Helen Keleher

Offered

Caulfield First semester 2009 (Day)
Caulfield First semester 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)

Synopsis

Working with People provides students with knowledge and practical skills for future workforce participation in the healthcare and allied health industry. The unit aims to develop basic communication skills including theories of communication, verbal and non-verbal, barriers and facilitators, building relationships and problem-solving. The unit introduces basic theories relevant to managing people and organisations. Individual differences will be examined in relation to workplace structure, culture and practice. Students will gain an appreciation of theory and practical application of motivation, team building, team work, leadership, conflict, sharing power and decision-making.

Objectives

On completion of the unit students will be able to:

1. describe models of communication and the theories that underpin them;
2. explain the role of individual behaviour, values and attributes in communication between individuals, groups and organisations;
3. discuss theories and practical application of group behaviours, individual motivation, team building and group processes;
4. demonstrate understanding of basic skills in managing conflict and power relations;
5. compare and contrast different models of leadership and examine their implications for practice;
6. consult effectively with a range of people in a range of contexts; and
7. demonstrate basic ability to lead and participate in a manner which respects diverse opinions and perspectives.

Assessment

On Campus students: Communication Assignment (1500 words): 20%
Group presentation: 15%
Individual paper (1500 words): 15%
Exam (short answer questions plus long answer responses): 40%
Tutorial exercises: 10%: Hurdle requirement: attendance at 80% of tutorials, unless medical or other certification provided.
Off Campus students: Communication Assignment (1500 words): 20%
Online planning of essay: 15%
Individual paper (1500 words): 15%
Exam (short answer questions plus long answer responses): 40%
Tutorial exercises: 10%.
Hurdle requirement: participation in six online activities as specified in the Off Campus Study Materials.

Contact hours

3 hours class contact time per week
On campus students: 12 hours per week including contact time (1 hour lecture, 2 hour tutorial) and self directed learning.

Off-campus attendance requirements

Off campus students: 12 hours of study per week which includes working though study materials, essentials readings, activities (including online), completing assessment tasks and self directed learning.

Prohibitions

MGW1010, MGW2230

Leader(s): Dr Charles Livingstone

Offered

Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit will integrate issues relating to the organisation and economics of health care within a variety of settings at the local, regional, national and international level. Within the Australian context, the focus will be on the provision of health services to the public, and how this is managed under the Medicare health system. There will be an examination of current funding models and an exploration of the potential for alternative models and analysis of the social implications that economics and resource allocation have on health outcomes. Contemporary movements and phenomena will be explored including globalisation, privatisation and commercialisation.

Objectives

By the completion of this unit, it is expected that the student will be able to

1. describe the structure and function of the state, national and international health and social care systems.

2. outline the interconnectedness of health and social care systems with private enterprise, economics, and regulatory obligation.

3. demonstrate a critical perspective towards theories of power such as medical dominance and institutional hegemony.

4. describe the relationship between health systems, culture, society, education and economics, and show how this knowledge and power base affects health outcomes.

5. explain the importance of inter-relationships with other professionals and agencies working in health and social care - both in the health and the non-health sector.

6. develop skills and know how to make effective contact with individuals and agencies for a range of objectives, and then clarify and negotiate the appropriate outcomes from such contacts.

Assessment

Scoping report (1000 words): 20%
Group presentation: 10%
Individual research report (1500 words): 20%
Essay (2500 words): 50%
Hurdle requirements: students are required to attend 80% of tutorials.

Contact hours

Three hours contact time (1 hr lecture, 2 hrs tutorials) and 9 hours private study per week, a site visit (3-4hrs) and one week rural placement.

Leader(s): Dr Andrew Joyce

Offered

Caulfield First semester 2009 (Day)
Caulfield First semester 2009 (Off-campus)

Synopsis

A core skill at university and in the health workforce is the ability to generate relevant research and to access and critically engage with the literature and evidence base in health. This unit introduces students to the research process, including both quantitative and qualitative approaches to research and principles and theoretical perspectives guiding research. It also develops information literacy and critical appraisal skills in students. At the conclusion of the unit, students should have a basic knowledge of research and the research process and a critical understanding of research carried out by others. Students will develop essential skills for both study and professional life.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. Conduct a literature search and demonstrate a basic ability to read and critically analyse the literature;
2. Use the Endnote referencing package for the storage and retrieval of references
3. Write a literature review and a basic research proposal;
4. Outline the importance of research to the foundations and development of the professional health disciplines;
5. Summarize research principles, the research process and the major research designs
6. Identify ethical issues and key concepts involved with the research process;
7. Describe quantitative research techniques (research design, data collection, analysis & reporting);
8. Describe qualitative research techniques (research design, data collection, analysis & reporting);
9. Describe Evidence-based practice

Assessment

+ AT1 Research article critique and review: 20%
+ AT2 Information literacy, literature searching and reference management: 25%
+ AT3 Presentation preparation: 15%
+ AT4 Reserach report: 40%
+ Hurdle requirements: On Campus students: 80% attendance at tutorials unless medical or other certification provided and completion of in-class activities. Off Campus students: participation in six online activities and reflection task as specified in the Off Campus Study Guide.

Contact hours

On campus students: 12 hours per week including contact time (1 hour lecture, 2 hour tutorial) and self directed learning.

Off-campus attendance requirements

Off campus students: 12 hours of study per week which includes working though study materials, essentials readings, activities (including online), completing assessment tasks and self directed learning.

Leader(s): Dr Ben Smith

Offered

Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

The unit introduces the key principles and frameworks that guide health promotion as they are presented in the World Health Organisation's Charters for Health Promotion. Students will examine the primary care, behavioural and socio-environmental approaches used in this field. Important dimensions of practice, including partnerships, participation, multi-level action, evidence-based practice and capacity building will be explored. By the completion of the Unit students will be expected to demonstrate an understanding of health promotion's key concepts, values and methods, and the criteria by which the quality of practice can be judged.

Objectives

By the completion of this unit, it is expected that the student will be able to: 1.discuss and critically reflect on principles, concepts and frameworks that underpin health promotion;
2.compare primary care, behavioural, and socio-environmental approaches to health promotion and discuss their strengths and limitations;
3.identify the attributes of effective partnerships for health promotion;
4.demonstrate an understanding of levels of outcomes from health promotion and the process of selecting strategies to achieve different outcomes;
5.identify the different types of evidence that can guide health and sources of evidence that can assist in strategy selection;
6.critically reflect on the uses of health education, communication and social marketing strategies to achieve individual, social, and policy changes;
7.demonstrate an understanding of the contribution of policy development to health promotion;
8.describe the key domains of capacity building and the use of capacity building in health promotion, and;
9.discuss ethical challenges that are presented by health promotion.

Assessment

Class test 10%; research report 30%, in-class presentation 20%; examination 40%. Hurdle requirement: 80% attendance at tutorials.

Contact hours

1 hour lecture and 2 hours tutorial per week.

Prerequisites

HSC1031 or equivalent

Leader(s): Tsharni Zazryn

Offered

Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)

Synopsis

This unit introduces students to a population view of health. The primary purpose is to provide students with a solid foundation for optimising health and well-being at a community or population level. Discussions are based on what data is available and is collected and how this is used to determine what the major health issues are, who is at risk of ill-health, what the determinants or influences on human health and disease are, and what is the potential for prevention. This unit focuses on Australia's health, and covers the environmental, economic, social and political determinants of health during different aspects of the lifespan and in particular population groups

Objectives

By completion of this unit, it is expected that the student will be able to:

1. Define public health and population health and distinguish between feature of population health and individual health,
2. Identify sources of data to determine the magnitude of population health issues and groups at risk,
3. Identify the social, environment, economical and political influences on health at a population level,
4. Describe different approached to prevent or manage population health issues including legislative, environmental and economic approached,
5. Demonstrate an understanding of the role in population health in informing public health practice,
6. Demonstrate skills in the observation, collection, presentation and critical evaluation of population health data.

Assessment

On campus students: 4 Online quizzes :20%
Written report :15%
Examination :50%
tutorial participation :15%
Hurdle requirement of 80% tutorial participation.
Off campus students: 4 Online quizzes :20%
Written report :15%
Examination :50%
discussion postings :15%
Hurdle requirement of participation in 80% of weekly online discussion topics.

Contact hours

12 Hours per week including 4 hours of contact time and 8 hours of private study.

Off-campus attendance requirements

12 hours per week.

Leader(s): Mr Tom Jeavons

Offered

Caulfield Second semester 2009 (Day)
Caulfield Second semester 2009 (Off-campus)

Synopsis

The unit provides basic knowledge of human physiology and disease process relevant to the social health sciences. A life span approach is used to study the biological basis of health and the major internal and external threats to health. Altered health states associated with both non-infectious disease and infectious disease are examined using a case-based approach where common health problems across the life span, from paediatric to geriatric, are studied. The unit also encourages the critical evaluation of evidence and an appreciation of the scientific method of thought.

Objectives

On completion of this unit, students should be able to:

1. Apply the concept of homeostasis to human physiological processes;
2. Demonstrate an understanding of the functional anatomy and physiology of body systems across the lifespan, with particular emphasis on homeostasis and the major physical and physiological milestones;
3. Explain the biological basis for mind-body interactions in health and disease;
4. Integrate knowledge of biological factors, genetic factors and lifestyle choices to explain altered health states across the life span;
5. Integrate knowledge of human physiology and genetics with that of population health to assess current public health issues.

Assessment

On campus students: 4 Online test :20%
Case report :30%
End of Semester Examination :50%
hurdle requirement: 80% attendance at tutorials unless medical or other certification provided.
Off campus students: 4 Online test :20%
Case report :30%
End of Semester Examination :50%
hurdle requirement: participation in 6 online activities as specified in the Off Campus study materials.

Contact hours

12 hours per week (4 hours on campus, 2 hours online and 6 hours of private study.)

Off-campus attendance requirements

12 hours per week which includes working through study materials, essential readings, activities (including online), completing assessment tasks and self directed learning.

Prohibitions

HSC1301, HSC1302

Leader(s): Mr Peter Freeman (Gippsland and Mildura), Suzanne Evans and Rob Price (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

The major themes of study are levels of body organisation, body support and movement, and cardiopulmonary physiology. The unit introduces students to the scientific methods of thought; it encourages the critical evaluation of evidence, and promotes an awareness of the changing nature of medical knowledge. Topics include the chemical and cellular basis of human life; integration of body functions and homeostasis; the structure and function of the integumentary system; the structure and function of the musculoskeletal system; the structure and function of the cardiovascular system and the lymphatic system; and the structure and function of the respiratory system.

Objectives

On completion of this unit, students should be able to:

1. apply the concept of homeostasis to physiological processes;

2. describe the basic structure and function of tissues, cells, and cellular components of the human body;

3. relate the structure of the integumentary system to its function across the lifespan;

4. relate the structure of the major bones and muscles to the functions of support and movement;

5. relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;

6. relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport;

7. observe, measure and present clinical data and discuss the validity of the data; and

8. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

On-line test (5): 10%
Laboratory work (3): 30%
Examination (2 hours): 60%

Prohibitions

NUR1301

Leader(s): Mr Peter Freeman (Gippsland, Mildura), Dr Ralph Arwas (Peninsula)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

The major themes of study are nervous and endocrine control and regulation of body functions, maintenance systems of the body, and reproduction and early development. The unit develops further the critical evaluation of evidence and an awareness of the changing nature of knowledge in the health sciences. Topics include the structure and functions of the nervous system; the integrative functions of the nervous system and the endocrine system; the structure and function of the urinary system; the structure and function of the digestive system; the structure and function of the reproductive system; and the major changes in embryonic development in early pregnancy.

Objectives

On completion of this unit, students should be able to:

1. explain how electrochemical signals are conducted within the nervous system;

2. relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;

3. relate the structure of the endocrine system to the integration of body functions;

4. relate the structure of the urinary system to excretory functions and fluid balance;

5. relate the structure of the digestive system to digestive, absorptive, and metabolic functions;

6. relate the structure of the reproductive system to the function of gametogenesis and fertilisation;

7. describe the major changes in embryonic development in early pregnancy;

8. observe, measure and present clinical data and discuss the validity of the data; and

9. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

On-line tests (5): 10%
Laboratory work (3): 30%
Examination (2 hours): 60%

Prerequisites

HSC1301

Prohibitions

NUR1302

Leader(s): Ms Tsharni Zazryn

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit embraces a population view of health. Students are introduced to the basic concepts in epidemiology, the role of epidemiology in surveillance of health status, patterns of health, disease and service utilisation. It also provides an overview of the application of epidemiology at international, national and local levels. The unit prepares students for problem solving and guides the way toward a more innovative and reflective practice in public health. Interprofessional education is incorporated into this unit through group work with other second year level health disciplines from the Peninsula campus.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. define the scope, limitations and significance of biostatistics and epidemiology in the theory and practice of population health;
2. perform simple statistical exercises to summarise and analyse population data;
3. interpret and use epidemiologic data appropriately to portray the health status of populations;
4. apply appropriate epidemiologic research designs to the study of public health problems in the community;
5. begin critically appraising epidemiologic literature with respect to major sources of bias and errors;
6. demonstrate a basic understanding of epidemiological applications to health problems; and
7. demonstrate knowledge of the various multidisciplinary and interprofessional aspects related to the management of health issues.

Assessment

Computer lab report: 25%
Inter-professional Education (IPE) tasks: 15%
Critical appraisal task: 20%
Examination: 40%. Hurdle requirements: 80% tutorial attendance and 80% attendance at scheduled IPE activities

Contact hours

12 hours per week including contact time (lectures, tutorials, fieldwork or small group classes 2 x 2 hrs per week) and self directed study for 8 hrs.

Leader(s): Dr Belinda Crockett

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will introduce theoretical models for understanding identity, diversity, and marginalisation which directly affect health outcomes for individuals and populations. Critical perspectives surrounding diversity and equity in the health and social care system will be examined. The unit introduces ethnic, cultural, sexual, religious, indigenous, geographic and socio-economic issues and experiences across the lifespan, with reference to the continuum between ability and disability, and the subsequent implications for health and social care. An important consideration is the intersections of these various social constructs in relation to experiences of health and illness.

Objectives

By the completion of this unit, it is expected that students will be able to: demonstrate knowledge and understanding of population health approaches; demonstrate an awareness of the complexity of population cohorts and communities and their diverse, and potentially conflicting, health needs; explain the social, political, economic and environmental determinants that affect the health of people in diverse communities; critically analyse the policies, social institutions and social norms that contribute to the issues and problems affecting marginalised individuals and their communities; apply theories of diversity and equity in the health and social care system to selected issues and outline the principles of collaboration and teamwork.

Assessment

Group presentation (20 minutes): 10% +
Written reflection on group process (500 words): 10% +
"Panel research" (literature review and development of 10 questions to pose to a panel during class) (1500-2000 words): 30%
Written report on individual research project (3000 words): 50%
Hurdle requirement - students are required to attend 80% of tutorials.

Contact hours

One 1-hour lecture and one 2-hour tutorial/workshop per week

Leader(s): Professor Helen Keleher

Offered

Peninsula First semester 2009 (Day)

Synopsis

In this unit students gain a level two understanding of program planning, implementation and evaluation, and the research skills involved in successful planning. Health promotion planning is framed as a strategic approach to population health advancement that requires understanding of a range of planning models. Modules of learning include needs assessment and community profiling, program logic to integrate evaluation, evidence approaches to strategy selection, implementation, and program management. Students should use critical thinking in relation to planning for equity, to address inequities and to articulate evaluation approaches suitable for health promotion programs.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. compare and contrast planning frameworks to identify their strengths and weaknesses;
2. develop a needs assessment incorporating elements of community profiling as the basis of an evidence-based project plan;
3. identify data sources for needs assessment and community profiles;
4. demonstrate skills in project logic for the development of health promotion plans including evaluation planning skills and understanding of different approaches to evaluation;
5. identify outcomes and outcome levels relevant to health promotion programs;
6. recognise ethical issues and key concepts involved with health promotion program planning; and
7. conduct a literature search and demonstrate ability to read and critically analyse the literature.

Assessment

Research report: 50%
Tutorial presentation: 10%
Integrated program plan: 40%

Contact hours

1 hour lecture, 2 hours of tutorials and self-directed learning plus per week plus one 3-hour site visit per semester.

Prerequisites

HSC1072

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit provides an introduction to management theory and its application to the health and social care sector. The unit begins with self-management and working with other people and helps the student apply these principles to the management of others (individuals and groups). The unit will introduce students to the broad framework of management in the health sector, with particular attention to human resource and financial issues, comparing management practices in the public and private sectors. Finally, students will gain an appreciation of project management and change management these are skills they will be able to explore further through elective options in third year.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. describe the evolution of management theory and show how this is reflected in current management practice in the health and social care sector;

2. apply self-management principles and extrapolate from these principles to managing others as groups or individuals;

3. apply basic principles of resource management (human, financial and infrastructure resources) to a series of problems and scenarios;

4. compare management in the public, private and volunteer sectors and in large organisations versus small-to-medium enterprises (SMEs); and

5. integrate principles of self-management and project management to develop a personal development project plan.

Assessment

Written report on personal development project plan: 10%
Examination (short answer questions): 30%
Essay (3500 words): 60%
Hurdle requirement: 80% attendance at tutorials

Prerequisites

HSC1052

Leader(s): Mr Craig Fry

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit deals with two primary aspects of professional practice in the health and social care system, namely the legal and ethical principles that govern the operation of the system and the behaviour of individuals within it. The unit commences with an introduction to the legal framework, covering common law, statute law and the legal responsibilities of health and social care professionals. Students are then introduced to the ethical framework, through an examination of ethical theory, professional ethics, confidentiality, informed consent and relationships with patients. The complex interrelationship between legal and ethical aspects of healthcare practice is explored.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. demonstrate knowledge of the legal framework pertinent to healthcare practice;
2. explain why the study of health law is an essential aspect of professional practice;
3. discuss issues related to justice in the healthcare system;
4. develop an understanding of the nature of professional ethics and different ethical perspectives as related to healthcare; and
5. understand the importance of confidentiality and informed consent.

Assessment

Written assignments (2 x 2500 words): 100%

Hurdle requirement: 80% attendance at tutorials

Leader(s): Dr Belinda Lewis

Offered

Peninsula Second semester 2009 (Day)

Synopsis

Students will critically analyse the structure, politics and role of the mass media (public relations, news, advertising, advocacy, popular culture) in constructing public health issues. Throughout the unit, students will critically review a range of recent communication campaigns and case studies of contemporary issues. The unit will cover health communication skills for a range of audiences and purposes, including presentation and report writing, developing health communications materials, social marketing, working with the mass media, e-health and the internet, and advocacy for policies, programs and resources. Various applications in rural and minority communities will be explored.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. discuss and critically reflect on theoretical models of communication, social change and marketing in relation to health and their application in medical, behavioural and socio-environmental approaches to health promotion;

2. critically analyse the role of the media in construction health issues;

3. describe, compare and contrast different approaches to health communication and explain their strengths and limitations;

4. critically review a range of local and international health communication campaigns;

5. identify key stages in designing a communication campaign and apply them to a selected health issue;

6. demonstrate practical skills for working with the medica (obtaining media coverage, writing press releases, conducting interviews, using the internet);

7. demonstrate oral and written presentation skills for a range of professional and lay audiences;

8. critically review a range of health communication materials (print-based, electronic and web-based); and

9. plan, design and develop written materials and communication strategies for a specific purpose and target audience.

Assessment

Press release: 10%
Written assignment: 40%
Group project individual report: 30%
Group presentation: 20%
Hurdle requirement: 80% attendance at tutorials

Leader(s): Dr Belinda Lewis

Offered

Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

Students will gain understanding of the processes involved in building partnerships and coalitions to improve health, and the theories that underpin them. The unit examines the importance of participation in the social, economic and political life of the community and the contribution this makes to health development. Students will reflect critically on concepts of social equity, empowerment, participation and the role of health professionals in community-based practice Frameworks for capacity building in communities and organisations will be examined using a range of Australian and international case studies and current issues. Students will undertake an extended community placement, gaining practical skills and insights into the challenges and rewards of community-based health promotion.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. define community development and capacity building and explain the principles which underpin them;
2. describe and discuss a range of theories for promoting change in communities and organizations - including their strengths and limitations;
3. reflect on the values and assumptions inherent in community development and capacity building - including their own and those of a range of stakeholders;
4. critically reflect on concepts of social equity, empowerment, participation and engagement, as well as the role of health professionals in community-based practice.
5. describe and discuss frameworks for building the capacity of communities and organizations to improve health, including building partnerships, networks and inter-sectoral coalitions;
6. propose strategies for integrating community partnerships and capacity building into a selected area of practice in health and/or social care;
7. identify key stages in developing a community response to a health-related issue;
8. demonstrate basic skills for working collaboratively with community members and a range of stakeholders, including facilitation of group and community processes;
9. describe approaches to monitoring and evaluating outcomes in community capacity building; and
10. discuss contemporary issues and debates regarding evaluation of community development and capacity building, including the major research issues which are critical for advancing the evidence base in community health.

Assessment

Essay: 25%
Fieldwork placement plan: 10%
Research report: 50%
Presentation based on placement activities: 15%. Students are required to attend 80% of tutorials and the community placement, unless they are able to provide medical or other certification.

Prerequisites

HSC2072

Leader(s): Dr Ralph Arwas

Offered

Peninsula First semester 2009 (Day)

Synopsis

Processes of disease will be presented in the form of case studies, in which an analysis of the disease process will lead to an understanding of the presentation, and opportunities for management, of that disease.

The major areas of study are: Disease at the cellular level, Cardiovascular disease, Respiratory disease, Cerebrovascular disease, Neoplastic disease, Renal disease, Disorders of the digestive tract, Liver disease, Endocrine disease, Genetic disease, and Bone and joint disorders.

Objectives

On completion of this unit, students should be able to:

1. describe the major causes of cell damage and responses to such damage;
2. explain how cell, organ and whole-body functions are affected by various disease processes;
3. demonstrate an understanding of pathological processes in selected genetic diseases, and explain the modes of inheritance of those diseases;
4. develop skills in the observation, presentation and critical evaluation of clinical data; and
5. relate the above accounts of disease processes to the presentation of relevant diseases, and discuss rationales for their management.

Assessment

Examination (2 hours): 60%
Online tests (3): 15%
Laboratory work (3): 25%

Contact hours

3 hours lectures, 1 hour tutorial or 2 hours laboratory - alternating. Average 4.5 hours per week

Prerequisites

HSC1301 and HSC1302 or HSC1062

Prohibitions

NUR2303, NUR2304 and NUR3305

Leader(s): Mr. Tom Jeavons

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The unit involves a study of common communicable diseases with a focus on the prevention and management of infections encountered in a diversity of health care settings. Case studies are used to study hospital-acquired and community-acquired infections including wound infections, common infections in the oncology, transplant and maternity wards, vaccine-preventable infections in children, outbreaks of community-acquired infections, communicable infections in indigenous populations and in developing countries. Various public health control measures including disease surveillance, immunisation, antimicrobial therapies, and infection control practices are discussed.

Objectives

On completion of this unit, students should be able to:

1. describe the distinguishing features of the major groups of pathogenic microorganisms;
2. recognize that the occurrence of infectious disease is the outcome of interactions between microbial factors, host factors, physical environmental factors and social influences;
3. explain how communicable infections are spread in health care settings and in community settings;
4. use a basic knowledge of epidemiological methods to understand the investigation of outbreaks of communicable disease in populations;
5. recognize the particular challenges in controlling communicable disease in remote areas of Australia and in developing countries;
6. assess the efficacy of infection control strategies, antimicrobial therapies, and immunization in the control and management of major communicable diseases; and
7. elaborate on the principles of infection control by using appropriate examples in acute care settings and community-based care settings.

Assessment

Written Exam (2 hours): 60%
Online quizzes (4): 5% each - 20%
Written case report 20%.

Contact hours

3 hours on campus, 1 hour online

Prerequisites

HSC1062, or HSC1301 and HSC1302, or NUR1301 and NUR1302 or equivalent

Leader(s): Prof Helen Keleher and Dr Belinda Crockett

Offered

Peninsula First semester 2009 (Day)

Synopsis

The unit explores global and local health challenges that are at the forefront of Australia's health sector. Students will critically examine the construction of contemporary health challenges including: the implications of global inequalities in health and health problems arising from war and terrorism and political violence such as the refugee crisis.

Objectives

By the completion of this unit, it is expected that students will be able to:

1. discuss in depth some key contemporary health challenges, such as HIV/AIDS, demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues (and the strengths and weaknesses of these varied approaches) and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
2. demonstrate an indepth understanding of global determinants of health;
3. consider the common and specific factors involved in the construction of various contemporary health challenges as being of 'high priority' with an understanding of the role that evidence and other factors, including the media, play in this process;
4. demonstrate the complex interplay of political, economic, legal and socio-cultural frameworks in shaping contemporary health challenges and how they are responded to;
5. identify and discuss the implications of ideology, values and power bases in determining our understanding (and prioritising) of contemporary public health challenges;
6. explore specific case studies of contemporary health challenges (global or local) and critically reflect on current strategies and approaches to responding to them.

Assessment

Individual journal: 25%
Group presentation: 25%
Individual research essay: 50%
Hurdle requirement: 80% attendance at tutorials.

Contact hours

One 1 hour lecture and one 2 hour tutorial/workshop

Prerequisites

Any one of: HSC1031, HSC1041 and HSC2042 or equivalent

Leader(s): Ms Tsharni Zazryn

Offered

Peninsula First semester 2009 (Day)

Synopsis

Australia faces many population and public health challenges including emerging and existing communicable diseases and alarming increases in many chronic diseases. Research to address the determinants of these health problems is of paramount importance to maintaining healthy populations. This unit provides opportunities for students to work on a project to develop real-world experience in research design, data collection and analysis. Research projects may include investigations into the social, cultural or economic determinants that promote and protect public and population health or that cause or mitigate illness and disease.

Objectives

By the completion of this unit, it is expected that the students will be able to:

1. Demonstrate knowledge of public and population research design and methodologies;
2. Develop research questions and conduct a comprehensive literature review;
3. Apply knowledge and skills in research methods to real-world problems in communities and/or specific populations;
4. Work collaboratively in a research team;
5. Discuss the ethical dimensions of research methodologies;
6. Reflect on the professional attitudes and skills required of health professionals undertaking public and population health research;
7. Produce a research report.

Assessment

Literature review (individual) 20%; Research proposal (team) 20%; Team presentation 30%; Team research report 40%.

Contact hours

12 hours per week including contact time of 3 seminar hours plus 10 hours of fieldwork over the semester and 8 hours of private study per week.

Prerequisites

HSC1061 Introduction to Research in Health Science; HSC1072 Health Promotion 1;
HSC2031 Epidemiology.

Leader(s): Professor Helen Keleher

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit introduces students to settings and characteristics of health promotion delivered in a various settings including hospitals, community health services and general practice. Consideration will be given to evidence and practice relating to brief interventions, preventive (behavioural) counselling health education approaches, methods of tailoring strategies to client needs, motivating change and preventing relapse. Additionally the systems required to embed preventive practice within primary and clinical settings, and to improve linkages with community based programs, will be examined. Approaches to building capacity for health promotion among staff in such settings will be explored.

Objectives

1. Define settings approaches and distinguish key features of primary and clinical health promotion;
2. Identify sources of data to inform evidence-based approaches to health promotion in primary and clinical settings;
3. Describe different approaches to prevention and health promotion in primary and clinical settings including behavioral counseling and health education strategies;
4. Demonstrate an understanding of prevention and health promotion approaches for chronic and complex conditions;
5. Demonstrate skills in planning and implementation for health promotion in clinical and primary care settings;
6. Identify systems level changes in clinical and primary care settings that will support the use of health promotion strategies;
7. Describe capacity building approaches to improve the quality and sustainability of health promotion in these settings.

Assessment

Evidence review: 30%
Case study report and group presentation: 30%
Analysis essay and program plan: 40%+ Hurdle requirement: 80% attendance at tutorials.

Contact hours

12 hours per week including contact time of 4 hours and 8 hours of private study

Prerequisites

HSC2051

Leader(s): Dr Ben Smith

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit will equip students with skills to undertake the evaluation of health promotion programs and policies using a range of methodologies. Levels of health program evaluation, including formative, process, impact, and outcome evaluation, will be examined. The range of qualitative and quantitative methods that are appropriate for different evaluation questions will be presented. An emphasis will be placed on the evaluation challenges posed by the complexities of health promotion and the contexts in which it is carried out, with case studies used to illustrate these issues. Evaluation design and data collection options to strengthen knowledge of program impact will be explored.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. distinguish between levels of evaluation in health promotion and recognise how these are linked to program plans;
2. select quantitative designs that are appropriate for different evaluation questions;
3. identify the range of qualitative study designs that can be employed and the strengths and weaknesses of these for different strategies and contexts;
4. identify methods to measure indicators at all levels of evaluation;
5. develop survey questions and interview guides that demonstrate an understanding of measurement quality;
6. recognise different aspects of measurement reliability and validity and how these can be evaluated;
7. develop a comprehensive evaluation plan

Assessment

+ Critical appraisal of case study (30%) 1500 words;
+ Presentation of case study (20%);
+ Development of an evaluation plan (50%) 1500 words

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours

Prerequisites

HSC1031; HSC1061; HSC1072; HSC 2051

Leader(s): Professor Helen Keleher

Offered

Peninsula Second semester 2009 (Day)

Synopsis

In this unit, students will examine the political foundations of health promotion and public health policies in Australia, different types of health policy, policy development processes and theories that underpin them. Interest groups and the challenges they pose to decision-making processes will be discussed. The social and political impacts of health policy will be explored, as well as the jurisdictional responsibilities held by different levels of government for health policies. Concepts of power, authority and influence will be discussed. Students will learn critical skills for policy analysis in the context of case studies of effective advocacy that have influenced policy change in Australia.

Objectives

By the completion of this unit, it is expected that the student will be able to:

1. understand health policy as a dynamic process which impacts on societies and individuals;
2. identify the structures, systems and institutions that contribute to the Australian health policy environment with emphasis on health promotion and public health policy;
3. critically engage with a range of public policy issues and policy processes;
4. discuss types of health policy within the context of jurisdictions which hold responsibility for them;
5. explain the role of government and their agencies, NGOs and the community in the development and implementation of health policy;
6. distinguish types of power and how they are used by interest groups and individuals in policy development, and
7. use policy analysis skills to critique existing policy using a case study approach.

Assessment

Essay (2500 words): 50%
Case study (2000 words)and presentation: 50%

Contact hours

12 hours per week including contact time and private study over 13 weeks of semester: a total of 156 hours (1 hour lecture and 2 hours tutorial)

Prerequisites

HSC1052

Leader(s): Dr Andrew Joyce

Offered

Peninsula Second semester 2009 (Day)

Synopsis

The proposed unit "HSC3082 - Population Health" contributes to Theme 2: Population, Society and Health by helping develop students' abilities in dealing with the broader implications of health at a population as opposed to individual level. This unit will assist students to put into practice the theory that underpins the profession of health promotion by working in an agency whose core business is promoting health. It will provide practical experience in preparation for embarking or enhancing a career in health promotion as well as opportunities to learn about career development, resume development and reflection on skills and capacities required by a graduate.
Applying the knowledge gained through their course by working in agencies that undertake population-based health promotion issues will help students to better understand health determinants and behaviour in the community, and prepare them for the realities of the workplace.

Objectives

By the completion of this unit, it is expected that the students will be able to:

1. Apply knowledge and skills gained in health promotion units, in the practice of community-based health promotion;
2. Demonstrate skills and knowledge in learning about career development;
3. Demonstrate knowledge of health promotion theories in program design and / or delivery;
4. Reflect on the professional attitudes and skills required of health professionals working in community settings;
5. Critically assess a workplace environment;
6. Critically reflect on personal strengths and weaknesses as a health professional, and skills and capacities necessary for graduate employment.

Assessment

The assessment requires fulfillment of hurdle requirements and is marked as pass / fail. These are: online discussion group participation requiring each student to make a weekly post and respond to other student's posts about their practicum experience; three reflective pieces due in weeks 3, 6, and 10; completion of placement; supervisor's report; and agency report.

Contact hours

180 hours per week plus 13 hours of seminars, contact time of 1 hour online tutorial and 8 hours of private study.

Prerequisites

HSC1072 Health Promotion 1; HSC2051 Health Promotion 2; HSC3062 Health Promotion Evaluation

Leader(s): Dr Margaret Hay

Offered

Clayton First semester 2009 (Day)
Sunway First semester 2009 (Day)

Synopsis

MED1011 will introduce students to the four themes (sub-units) upon which the five-year curriculum is based:
THEME I: Personal and Professional Development: students will participate in a three-day residential program, focusing on transition to university life, personal ethics, healthy lifestyle, group support and communication skills. This will be followed by a Health Enhancement program concentrating on self care (stress management, relaxation training, coping skills), other aspects of healthy lifestyle and group support, and introduction to the science of Mind-Body Medicine. Also included: an introduction to Ethics and Medical Law.
THEME II: Population, Society, Health and Illness: Health, Knowledge and Society. A series of 'hypotheticals'(debates and discussions) will provide a framework of inquiry allowing analysis of the social aspects of medicine, utilizing the 'sociological imagination'. The sociological imagination refers to a framework of inquiry into the social phenomena that examines events in historical, cultural, structural and critical terms.
THEME III: Foundations of Medicine: The Fabric of Life provides students with foundation knowledge in genomics and cell biology in health and disease. An integral part of this theme will be the weekly patient-centred learning activity
(PCL). Each PCL integrates material presented to students in this and other themes throughout the week.
THEME IV: Clinical Skills: introduces students to practical clinical skills, including scrub, gloving, sharps disposal; Basic Life Support (Level 2) First Aid Program; subcutaneous and intramuscular injecting. Students will interact with health care professionals during medical contact visits, and will be introduced to the medical interview, taking a family history, ethical aspects of medical contact visits.

Objectives

Theme I: On completion of this sub-unit students will be able to:

1. Identify issues which affect their transition from school to university

2. Develop strategies for maintaining their mental and physical health status

3. Examine the similarities/differences between ethical issues in personal and professional life

4. Be acquainted with the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship

Theme II: On completion of this sub-unit students will be able to:

5. Discuss different perspectives on health, illness and medical practice through application of the 'sociological imagination'

6. Describe associations between health and illness and social influences like disability, place, social position, gender, ethnicity, ecology and access to health care

7. Consider appropriate adaptations of medical practice to suit cultural and social circumstances

8. Critically examine the influence their own experiences, background and culture have on their attitudes towards medicine

9. Demonstrate basic skills in accessing research materials from personal, print and electronic sources

Theme III: On completion of this sub-unit, students will have knowledge and understanding of:

10. Normal cell and tissue structure and function

11. Genes in health and disease

12. The immune system in health and disease

13. Interaction between microbial organisms and the human host

14. Injury and the host response

15. Genetic and environmental factors leading to neoplasia, its progression and spread

Theme IV: On completion of this sub-unit students will be able to:

16. Demonstrate clear and appropriate communication skills

17. Understand different forms of communication and the need for active listening

18. Work cooperatively with health professionals (nurses, GPs) and trainees (nurses) to achieve specified tasks

19. Understand the framework for taking a comprehensive medical history

20. Be competent in First Aid as shown by the completion of the first aid course

21. Demonstrate an awareness of ethical and legal issues when communicating with patients and their families

Assessment

Examinations and written assignments to account for 20% of the end of year one mark. The result for MED1011 will be a pass grade only (PGO).
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

Co-requisites

Must be enrolled in the Bachelor of Medicine / Bachelor of Surgery

Leader(s): Dr Margaret Hay

Offered

Clayton Second semester 2009 (Day)
Sunway Second semester 2009 (Day)

Synopsis

THEME 1: 'Health Enhancement Program' develops strategies for personal health enhancement and ethical/legal issues relevant to professional responsibility, the doctor-patient relationship and public accountability.
THEME 2: 'Population Health' develops an understanding of epidemiology, construction of epidemiological study design, function and interpretation of statistical information and critical appraisal of research publications.
THEME 3: 'Neuroscience, musculo-skeletal and behaviour' examines major concepts within the areas of 'Neuroscience', 'The musculo-skeletal system' and 'Behaviour'. THEME 4: 'Clinical Skills' develops comprehensive medical history taking skills and awareness of key ethical issues involved in communication with patients, family members, carers and health professionals. Rural attachment: a week based at a rural centre will focus on developing an understanding of the practice of medicine in a rural context. Electives: time is allocated for students to undertake elective studies within or outside the faculty.

Objectives

Theme I: On completion of this sub-unit students will be able to:

1. identify ongoing strategies for their own health enhancement;

2. understand difference ethical debates involving: doctor/patient relationships; health and illness; ideas of personhood and body;

3. understand concepts of professional responsibility and public accountability with reference to the role of the courts, common law, statutes and professional self-regulation;

4. understand the conceptual and practical implications of Community Service Placements in Year 2;

5. articulate and debrief their early clinical experiences.

Theme II: On completion of this sub-unit students will be able to:

6. demonstrate an understanding of the basic concepts and methods of biostatistics in medical research;

7. understand the strengths and weaknesses of different epidemiological study designs;

8. appreciate the role of chance, bias and confounding in epidemiological studies;

9. critically appraise articles in medical journals.

Interpret and appreciate the clinical relevance of statistical information presented in medical research publications;



Theme III: On completion of this sub-unit students will be able to:



11. demonstrate a sound knowledge and understandings of the general principles, concepts and language of neuroscience that will provide for a basis for the study of neural control of body systems and neurology in later semesters;



12. demonstrate knowledge and understanding of the structure and function of neurons, signaling mechanisms, drug actions and receptors mechanisms, and the organisation, inter relationship and general function of all divisions of the nervous system;



13. demonstrate a knowledge and appreciation of the function of peripheral sensory systems, sensory pathways, motor pathways and the importance of sensory feedback;



14. understand the general and detailed organisation of the limbs and back;



15. identify and test the muscle groups acting on the joints of the upper and lower limb, the cranio-vertebral and the intervertebral joints, and their normal range of movement;



16. identify the surface markings of the major joints, nerves, blood vessels, ligaments and bony features of the upper and lower limbs and vertebral column; and understand the application of imaging technologies to the musculoskeletal systems;



17. understand the detailed structure and function of the tissues of the musculoskeletal system, including bone, muscle, tendon, articular cartilage, ligaments and connective tissue;



18. demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour;



Theme IV: On completion of this sub-unit students will be able to:



19. understand the framework for, and skills required, to take a comprehensive medical history using the principles of clinical reasoning, to arrive at an understanding of the patient as a whole person;



20. perform a basic mental state examination, basic

examination of the musculoskeletal system and basic examination of the neurobiological system;



21. work cooperatively with other health professionals and trainees to achieve specific tasks;



22. demonstrate an awareness of key ethical issues when communicating with patients, their families, their carers (including health professionals and community groups);



Rural Attachment: On completion of this Rural Attachment students will be able to:



23. recognise the importance of place to health, illness, injury and health service delivery;



24. describe the health, illness, community services and facilities available in a rural location;



25. recognise how rural health differs across gender, age, race and sexual orientation;



26. compare and contrast medicine in a rural context with their metropolitan experiences to date.

Assessment

Semester assessment tasks 50%
End of semester written and OSCE-style examinations 50%
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activites to pass this unit.

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Margaret Hay

Offered

Clayton Second semester 2009 (Day)
Sunway Second semester 2009 (Day)

Synopsis

MED2000 provides an overall result for Year 1 & 2 MBBS based upon achievement in MED2031, MED2042 and the first Integrated Vertical Assessment (VIA) examination. Students will need to successfully complete MED1011, MED1022, MED2031, MED2042 and the VIA examination. A grade will be awarded for MED2000 which is based on student achievement in MED2031 and MED2042 and the VIA examination.

Objectives

MED2000 is a hurdle requirement for successful completion of the MBBS course. On completion of the unit, students will have demonstrated the necessary integration of knowledge and skills develop during Years 1 - 2 of the medicine course.

Assessment

+ MED2031: 40%
+ MED2042: 40%
+ First VIA Examination: 20%

Prerequisites

MED1011, MED1022, MED2031

Co-requisites

Must be enrolled in Bachelor of Medicine/ Bachelor of Surgery (course codes 0040,1074, 3856)

Leader(s): Dr Margaret Hay

Offered

Clayton First semester 2009 (Day)
Sunway First semester 2009 (Day)

Synopsis

Through a 'Community Partnerships' placement, the student develops an awareness of the sector's relevance to the practice of medicine and the socio-economic context of health and illness. In 'Information Management and Health Promotion' the student develops skills in data management and critical appraisal of evidence and knowledge to assist in clinical decision-making. 'Homeostasis: Maintaining the internal environment' enables the student to study the cardiovascular, respiratory, renal and haematopoietic systems. 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these major systems. Weekly Patient Centred Learning studies will integrate material presented in all themes. The Rural/urban placement focuses on the development of a perspective of experience of practising medicine in either environment. Through the Selective, the student will develop existing, and/or acquire new interests and skills that lie outside the traditional ambit of 'medical education'.

Objectives

Theme I:

• develop a perspective on issues of social equity and justice, particularly as they relate to the practice of medicine;
• develop knowledge of the welfare system and its relevance to medicine;
• appreciate the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;
• understand the concept of the 'whole person' and in particular, the social and economic context of health and illness;
• develop an understanding of social and public policy and how it impacts on people's lives;
• understand that from their position of responsibility within the community, they have knowledge and skills that can contribute to the well-being of those people who are disadvantaged;

Theme II:

• articulate the relationship between data, information, evidence, knowledge and informed care;
• demonstrate in applied situations the following:
• enhanced information technology skills (searching and medical database identification skills, including computer presentation skills)
• application of critical skills to clinical and research questions
• application of a range of knowledge based systems in clinical practice (bibliographic software, decision support systems);
• appreciate the different perspectives in health promotion through the application of the 'sociological imagination';
• define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
• understand the application of a range of health promotion theories of change, ranging through individual to social;
• understand and participate in the basic health promotion process of program development, planning, implementation and evaluation;
• systematically apply critical appraisal and knowledge management skills to evaluation of health promotion intervention strategies;
• identify appropriate strategies for health promotion interventions, including targeting high risk and population-based strategies;

Theme III:

• describe the structure and function of the healthy cardiovascular, respiratory and renal systems and the formation and function of blood;
• appreciate the mechanisms and effects of selected pathologies affecting these systems;
• enumerate and understand the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of these systems;
• give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters;

Theme IV:

• understand the framework for clinical reasoning in the cardiovascular, respiratory, haematopoietic and renal systems;
• demonstrate focused history taking in the cardiovascular, respiratory, haematopoietic and renal systems;
• perform and understand the relevance of an examination of the patient's cardiovascular, respiratory, haematopoietic and renal system;
• work cooperatively with peers to achieve specified tasks;
• gain experience with patient interviews and examination on hospital wards;
• gain an appreciation of the range and types of disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice;
• understand the complementary and diverse aspects of clinical disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice and in hospitals;

Selectives - As a result of the chosen Selective, the student will develop existing and/or acquire new, interests and skills that lie outside the traditional ambit of 'medical education'

Rural Placement:

• describe and discuss how rural contexts impact on the assessment of health conditions;
• recognize the importance of context and clinical reasoning in relation to focused history taking;
• describe and discuss how a rural context impacts on the clinical and non-clinical management of patients.

Assessment

Assessment in MED 2031 and MED 2042 will be both formative and summative. Formative assessment tasks in both Semesters include OSCE's and on-line self-tests. Summative assessment tasks:

MED2031 mid semester exam: 6.25%
MED2031 end of semester exam: 6.25%
MED2042 mid semester exam: 6.25%
MED2042 end of semester exam: 12.5%
MED2042 Student Project Case presentation: 6.25%
Year Two Portfolio: 25%
Year Two Rural Project: 6.25%
Year Two Health Promotion Project: 12.5%
End of Year OSCE: 18.75%.
The result for MED2031 will be a pass grade only (PGO). For MED2042 the end of semester results will be graded.
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activites to pass this unit.

Prerequisites

MED1011, MED1022

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Margaret Hay

Offered

Clayton Second semester 2009 (Day)
Sunway Second semester 2009 (Day)

Synopsis

Through 'Community Partnerships' placement, the student develops an awareness of the sector's relevance to the practice of medicine and the socio-economic context of health and illness. In 'Information Management and Health Promotion' the student develops skills in data management and critical appraisal of evidence and knowledge to assist in clinical decision-making. The student will develop and develop a Health Promotion poster. 'Hormones, sex growth and nutrition' enables the student to examine three meain areas: 'Introduction to endochrinology', 'Sex, reproduction and development' and 'Gastroenterology, nutrition and metabolism'. 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these areas. PCL and SPC: weekly case studies are used to integrate material presented in all themes. Rural/urban placement: a fortnight focusing on either the experience of practicing medicine in the urban or rural environments will be undertaken as in Semester 1. Through Human Lifespan Development, students study in depth the stages of human development across the lifespan.

Objectives

On completion students will be able to:

Theme 1

1. develop a perspective on issues of social equity and justice;

2. develop knowledge of the welfare system and its relevance to medicine;

3. appreciate the operational philosophy and service delivery components of key agencies;

4. understand the concept of the 'whole person' and in particular, the social and economic context of health and illness;

5. develop an understanding of social and public policy and how it impacts on people's lives;

6. understand their capacity to contribute to the well being of those people who are disadvantaged;

Theme II

7. articulate the relationship between data, information, evidence, knowledge and informed care;

8. demonstrate in applied situations, enhanced information technology skills, application of critical skills to clinical and research questions and application of a range of knowledge based systems in clinical practice;

9. appreciate the different perspectives in health promotion through the application of the sociological imagination;

10. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;

11. understand the application of a range of health promotion theories of change, ranging through individual to social

12. understand and participate in the basic health promotion process of program development, planning, implementation and evaluation;

13. systematically apply critical appraisal and knowledge management skills to the evaluation of health promotion intervention strategies;

14. identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies;

Theme III

15. understand the relevance of biomedical sciences to the practice of medicine in the areas of endocrinology and metabolism, sexuality, development and growth, gastroenterology and nutrition and apply to case based situations;

16. comprehend the role of endocrine systems in normal and pathological function;

17. describe the basic processes of reproduction and early development, examine strategies to manage fertility and explore the relationship between and management of fetal conditions and adult disease;

18. understand the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood;

19. describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract;

20. work within small peer groups in the researching and documentation of case-based information;

Theme IV

21. understand the framework for taking a focused medical history and performs an examination of the reproductive, endocrine and gastrointestinal systems;

22. demonstrate an understanding of the investigations and imaging techniques used in the examination of the patients' reproductive organs, the endocrine and gastrointestinal systems;

23. further develop clinical reasoning skills underlying focussed history taking, examination and the selection of a particular investigation;

24. understand the link between clinical presentation and underlying pathophysiology to comprehend available management options;

25. further develop 'active listening' empathy, concern and an awareness of key gender, cultural and ethical issues when communicating with patients, their families and carers;

26. communicate clinical information and conclusions both verbally and in writing with clarity, consideration and sensitivity, to patients, their carers and other health professionals;

Lifespan Development

27. demonstrate an understanding of approaches to the study of human development across the lifespan;

28. demonstrate an understanding of the trajectory of development, and its importance to an understanding of the individual as a complete human being within a social setting;

Rural placement - refer to MED2031

Assessment

Assessment in MED2031 and MED2042 will be both formative and summative. Formative assessment tasks in both Semesters include OSCEs and on-line self-tests. Summative assessment tasks:

MED2031 mid semester exam: 6.25%
MED2031 end of semester exam: 6.25%
MED2042 mid semester exam: 6.25%
MED2042 end of semester exam: 12.5%
MED2042 Student Project Case presentation: 6.25%
Year Two Portfolio: 25%
Year Two Rural Project: 6.25%
Year Two Health Promotion Project: 12.5%
End of Year OSCE: 18.75%.
For MED2031 the end of semester results will be pass grade only (PGO). For MED2042 the end of semester results will be graded.
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activites to pass this unit.

Prerequisites

MED1011, MED1022, MED2031

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Professor Julian Smith and Associate Professor William Sievert

Offered

Clayton First semester (extended) 2009 (Day)
Sunway First semester (extended) 2009 (Day)

Synopsis

MED3051 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: Personal and professional development; population, society, health and illness; foundations of medicine; and clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning will be extended.

Objectives

By the end of Year 3, students are expected to be able to:

Theme 1: Personal and Professional Development

1. describe ethical and legal issues pertinent to clinical contexts;
2. articulate professional rights and responsibilities including advocacy for patients and their families;
3. demonstrate ability to work in multi-professional teams;
4. identify, develop and use strategies to meet professional and personal challenges and needs;

Theme II: Population, Society, Health and Illness

5. correctly apply principles and key steps in evidence based clinical practice;
6. demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. elicit an accurate occupational and environmental history;
8. describe how to certify a patient's fitness for work;
9. effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. recognise human and institutional factors relevant to risk management in health care settings;

Theme III: Scientific basis of clinical practice

History/examination and Differential Diagnosis:

11. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
12. Formulate a differential diagnosis and problem list relevant to the patient;

Clinical Features, Natural history, Pathogenesis and Pathology of disease

13. Describe the natural history, pathogenesis and morphology of pathological processes related to specific diseases and conditions. Relate these to their clinical manifestations;

Recognition of Complexity in Patients' Health and Disease:

14. Recognize that patients can present with problems due to multiple causes and contributing factors, including psychosocial factors, which impact upon their management, care and outcomes;

Investigating Health Problems:

15. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
16. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

General Principles of Management

17. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
18. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
19. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

Surgical Management

20. Explain the key features of processes undertaken to provide surgical care for a patient, including preoperative assessment, operating room processes, anaesthetic management and postoperative care;
21. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

Pharmacotherapeutics

22. Use a rational approach, incorporating knowledge about safety, to select appropriate therapeutic drugs. Describe the basis of their mechanism of action, important aspects of their pharmacokinetics, adverse effects and drug interactions;

The Role of Research in Advancing Medical Knowledge:

23. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;

Theme IV: Clinical skills

24. communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
25. conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
26. describe principles for giving information to patients (eg applied to procedural information, patient education skills);
27. conduct relevant and appropriate physical and clinical examinations;
28. describe and use clinical reasoning skills;
29. frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
30. correctly perform specified practical techniques, tasks and procedures; and
31. describe normal and abnormal reactions to illness, disability and loss.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments may include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills through Mini Case Records (MCRs) and completion of a clinical skills logbook.
Students must demonstrate satisfactory participation and performance in clinical skills activities during clinical attachments. Portfolio components must be completed as required. Pass grade only (PGO). Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Contact hours

Approximately 13 hrs/week of structured teaching and learning, 10 hrs/week of unstructured learning in clinical settings and 10 hrs/week self directed learning (private study).

Prerequisites

MED2031, MED2042

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Professor Julian Smith and Associate Professor William Sievert

Offered

Clayton Second semester (extended) 2009 (Day)
Sunway Second semester (extended) 2009 (Day)

Synopsis

MED3062 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, patho-physiology, pharmacology, ethics and law. Previous learning will be extended. By the end of the semester students must be capable of undertaking history and clinical examinations of patients with straightforward conditions.

Objectives

By the end of Year 3, students are expected to be able to:

Theme 1: Personal and Professional Development

1. describe ethical and legal issues pertinent to clinical contexts;
2. articulate professional rights and responsibilities including advocacy for patients and their families;
3. demonstrate ability to work in multi-professional teams;
4. identify, develop and use strategies to meet professional and personal challenges and needs;

Theme II: Population, Society, Health and Illness

5. correctly apply principles and key steps in evidence based clinical practice;
6. demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. elicit an accurate occupational and environmental history;
8. describe how to certify a patient's fitness for work;
9. effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. recognise human and institutional factors relevant to risk management in health care settings;

Theme III: Scientific basis of clinical practice

History/examination and Differential Diagnosis:

11. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
12. Formulate a differential diagnosis and problem list relevant to the patient;

Clinical Features, Natural history, Pathogenesis and Pathology of disease

13. Describe the natural history, pathogenesis and morphology of pathological processes related to specific diseases and conditions. Relate these to their clinical manifestations;

Recognition of Complexity in Patients' Health and Disease:

14. Recognize that patients can present with problems due to multiple causes and contributing factors, including psychosocial factors, which impact upon their management, care and outcomes;

Investigating Health Problems:

15. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
16. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

General Principles of Management

17. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
18. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
19. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

Surgical Management

20. Explain the key features of processes undertaken to provide surgical care for a patient, including preoperative assessment, operating room processes, anaesthetic management and postoperative care;
21. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

Pharmacotherapeutics

22. Use a rational approach, incorporating knowledge about safety, to select appropriate therapeutic drugs. Describe the basis of their mechanism of action, important aspects of their pharmacokinetics, adverse effects and drug interactions;

The Role of Research in Advancing Medical Knowledge:

23. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;

Theme IV: Clinical skills

24. communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
25. conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
26. describe principles for giving information to patients (eg applied to procedural information, patient education skills);
27. conduct relevant and appropriate physical and clinical examinations;
28. describe and use clinical reasoning skills;
29. frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
30. correctly perform specified practical techniques, tasks and procedures; and
31. describe normal and abnormal reactions to illness, disability and loss.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments may include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills through Mini Case Records (MCRs) and completion of a clinical skills logbook. Students will receive feedback from tutors and peers on their participation in group activities. There will be integrated content as well as theme based content in formative assessments such as pathology and evidence based clinical practice.
Students will be expected to demonstrate satisfactory performance in clinical skills activities during clinical attachments.
Objective structured clinical examinations: 30%
Extended matching questions: 30%
Observed clinical encounters: 20%
Integrated clinical appraisal activity: 10%
Group assessment: 10%
Portfolio: Satisfactory completion (Hurdle requirement for progress to Year 4).
Students must attend a minimum of 80% tutorials and clinical placements to pass this unit. OSCE+EMQ: 65%
MCRs: 25%
Theme/Continual assessment: 10%
Portfolio: Satisfactory completion (Hurdle requirement for progress to Year 4).

Contact hours

Approximately 13 hrs/week of structured teaching and learning, 10 hrs/week unstructured learning in clinical settings and 10 hrs/week self directed learning (private study).

Prerequisites

MED2031, MED2042, MED3051

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Professor Ben Canny

Offered

Clayton Second semester 2009 (Day)
Clayton Summer semester A 2009 (Day)
Sunway Second semester 2009 (Day)

Synopsis

MED4000 provides an overall result for Year 3 and 4 MBBS based upon achievement in MED4071, MED4082 and the Integrated Vertical Assessment (VIA) examination. Students will need to successfully complete MED4071, MED4082 and the VIA examination. A grade will be awarded for MED4000 which is based on student achievement in MED4071, MED4082 and the VIA examination.

Objectives

MED4000 is a hurdle requirement for successful completion of the MBBS course. On completion of the unit, students will have demonstrated the necessary integration of knowledge and skills develop during Years 1 - 4 of the medicine course.

Assessment

+ MED4071: 35%
+ MED4082: 35%
+ VIA Written examination: 30%

Prerequisites

MED4071 and MED4082

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Mee Yoke Ling

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)
Sunway First semester (extended) 2009 (Day)
Sunway Second semester (extended) 2009 (Day)

Synopsis

MED4071 develops students' understanding of medicine from general practice and psychological medicine perspectives. Discipline specific clinical skills, practical techniques and procedures underpinning knowledge specific skills are linked to clinical settings. Index cases, lectures and tutorials will integrate key knowledge, skills and techniques applicable across disciplines. Upon completion students are expected to demonstrate proficiency in selected clinical skills and practices and core knowledge of common and important clinical syndromes and the bio-psycho-social treatment modalities that can be applied. EBCP, Health Economics and Health Systems Mgt will be integrated into this unit.

Objectives

On successful completion of Year 4, for each of the key discipline areas, students are expected to be able to:

Theme 1: Personal and Professional Development

1. demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;

2. recognise legal and ethical issues relevant to the practice of medicine;

3. recognise the principles of team-work, and the role of doctors in clinical teams;

Theme 2: Population, Society, Health and Illness

4. explain the economic perspective on health issues and health care;

5. critique evaluations of a health intervention;

6. identify organisational factors which impact on patient care and participate in quality improvement processes;

7. identify the impact of public health policy on the delivery of health care to the individual;

8. identify the relevant programs and community resources available to patients and their families;

9. identify relevant approaches to health education, illness prevention and rehabilitation;

Theme 3: Foundations of Medicine

10. apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;

11. identify biological, psychological and social factors pertinent to understanding the illness and its management;

There 4: Clinical skills

13. elicit and record an accurate clinical history appropriate for the patients and the clinical context;

14. perform and accurately record an appropriate physical examination;

15. develop differential diagnoses and formulate problems;

16. competently perform selected clinical practices, techniques and procedures;

17. formulate appropriate patient-centred management plans and discuss management issues; and

18. identify appropriate and cost-effective investigation strategies.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments include directed activities with short answer questions linked with case based learning scenarios together with observation of clinical skills, completion of clinical skills assessments, and oral presentations. Students will be expected to demonstrate satisfactory performance in clinical skills activities during clinical attachments in order to pass the unit. In addition students must satisfactorily complete in-course assessment tasks for Evidence-Based Clinical Practice and Health Systems Management or Health Economics. Summative assessment includes written examinations (EMQ) and OSCEs. In-course summative assessment tasks: 30%
Written Examination: 35%
OSCE: 35%
Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit. After successful completion of MED4071 and MED4082 students will undertake a written vertically integrated assessment (VIA) examination. Students must achieve a satisfactory performance in the VIA examination to complete the medical course. An overall result for Year 4 will be based upon achievement in MED4071, MED4082 and the VIA examination.

Contact hours

This is a 24 credit point unit over 18 weeks in continuous rotations through clinical attachments

Prerequisites

MED3051, MED3062

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Amanda Walker and Dr Danielle Wilkins

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)
Sunway First semester (extended) 2009 (Day)
Sunway Second semester (extended) 2009 (Day)

Synopsis

MED4082 provides clinical teaching in Women's & Children's Health. It includes patient clerking, involvement in patient management for both in-patient and ambulatory settings. Structured learning activities include specialty teaching clinics, tutorials and case-based learning. Experience newborn care, paediatric emergencies, tertiary and community based paediatric medical and surgical programs. Experience delivery suite, antenatal, gynaecology clinics - family planning, infertility, sexual counselling, sexually transmitted diseases, fetal diagnosis, high risk obstetrics, genetics. EBCP, Health Economics, Health Systems Mgt will be integrated into teaching/learning activities in this unit.

Objectives

On successful completion of Year 4, for each of the key discipline areas, students are expected to be able to:

Theme 1: Personal and Professional Development

1. demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;

2. recognise legal and ethical issues relevant to the practice of medicine;

3. recognise the principles of team-work, and the role of doctors in clinical teams;

Theme 2: Population, Society, Health and Illness

4. explain the economic perspective on health issues and health care;

5. critique evaluations of a health intervention;

6. identify organisational factors which impact on patient care and participate in quality improvement processes;

7. identify the impact of public health policy on the delivery of health care to the individual;

8. identify relevant programs and community resources available to patients and their families;

9. identify relevant approaches to health education, illness prevention and rehabilitation;

Theme 3: Foundations of Medicine

10. apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;

11. identify biological, psychological and social factors pertinent to understanding the illness and its management;

12. identify common and important illnesses, conditions and disorders;

Theme 4: Clinical Skills

13. elicit and record an accurate clinical history appropriate for the patients and the clinical context;

14. perform and accurately record an appropriate physical examination;

15. develop differential diagnoses and formulate problems;

16. competently perform selected clinical practices, techniques and procedures;

17. formulate appropriate patient-centred management plans and discuss management issues; and

18. identify appropriate and cost-effective investigation strategies.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessment may include written instruments such as EMQs and short answer questions linked with case based learning scenarios together with clinical skills tutorials and completion of a clinical skills logbook. Students will be expected to demonstrate satisfactory performance in clinical skills activities in order to pass the unit. In addition, students must satisfactorily complete in-semester assessment tasks for Evidence-Based Clinical Practice and Health Systems Management or Health Economics. Summative assessment may include written examinations (EMQ, MCQ), oral presentation and OSCEs. In-semester summative assessment tasks contribute 30%; written examination contributes 35%; and OSCE contributes 35% to overall mark in MED4082. Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit. After successful completion of MED4071 and MED4082 students will undertake a written vertically integrated assessment (VIA) examination. Students must achieve a satisfactory performance in the VIA examination to complete the medical course. An overall result for Year 4 will be based upon achievement in MED4071, MED4082 and the VIA examination.

Contact hours

This is a 24 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

MED3051, MED3062

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Professor Barbara Workman and Associate Professor Morry Silberstein

Offered

Clayton First semester (extended) 2009 (Day)
Sunway First semester (extended) 2009 (Day)

Synopsis

MED5091 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (learning modules). Furthermore, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

Objectives

At the completion of MED5091, the student will demonstrate:

Clinical sciences (Themes III and IV)

1. appropriate clinical history and physical/mental state examination skills required of an intern;

2. the clinical skills necessary to competently assess emergency and non-emergency conditions;

3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;

4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;

5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;

6. competence in relevant clinical procedures;

Biosciences (Themes II and III)

7. an understanding of the causative factors and pathophysiological basis of health and disease;

Knowledge of health care systems (Theme II)

8. an awareness of health care quality improvement activities;

Professional attributes and behaviour (Themes I and IV)

9. an ability to work as an effective member of a multidisciplinary health care team;

10. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;

11. appropriate written and verbal communication skills with members of the health care team;

12. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;

13. familiarity with the medico-legal responsibilities of being an intern; and

14. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in MED5091 as follows: Apart from the PIA 'in-training' assessment, which will be graded, all assessment tasks will be a "hurdle" requirement. Each assessment item will need to be successfully completed to Pass the unit. 1. Formative assessment; 2. Moderated online discussions; 3. Case presentations; 4. Clinical Knowledge Test; 5. Pre-Intern Appraisal (PIA); 6. Portfolio. Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Prerequisites

MED4071, MED4082 and MED4000

Co-requisites

Must be enrolled in MBBS or MBBS/LLB

Leader(s): Professor Barbara Workman and Associate Professor Morry Silberstein

Offered

Clayton Second semester (extended) 2009 (Day)
Sunway Second semester (extended) 2009 (Day)

Synopsis

MED5092 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (learning modules). Furthermore, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

Objectives

At the completion of MED5092, the student will demonstrate:

Clinical sciences (Themes III and IV)

1. appropriate clinical history and physical/mental state examination skills required of an intern;

2. the clinical skills necessary to competently assess emergency and non-emergency conditions;

3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;

4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;

5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;

6. competence in relevant clinical procedures;

Biosciences (Themes II and III)

7. an understanding of the causative factors and pathophysiological basis of health and disease;

Knowledge of health care systems (Theme II)

8. an awareness of health care quality improvement activities;

Professional attributes and behaviour (Themes I and IV)

9. an ability to work as an effective member of a multidisciplinary health care team;

10. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;

11. appropriate written and verbal communication skills with members of the health care team;

12. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;

13. familiarity with the medico-legal responsibilities of being an intern; and

14. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in MED5092 as follows: Apart from the PIA 'in-training' assessment, which will be graded, all assessment tasks will be a 'hurdle' requirement. Each assessment item will need to be successfully completed to Pass the unit. 1. Formative assessment; 2. Moderated online discussions; 3. Case presentations; 4. Clinical Knowledge Test; 5. Pre-Intern Appraisal (PIA); 6. Portfolio. Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Prerequisites

MED4071, MED4082 and MED4000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): A/Prof Igor Wendt, Associate Dean (Research Degrees), Faculty of Medicine, Nursing and Health Sciences

Offered

Clayton Full year (extended) 2009 (Day)
Sunway Full year (extended) 2009 (Day)

Synopsis

This unit indicates the honours grade obtained by a student on completion of the five years of the MB BS degree. Students are not eligible for honours if they take more than five years (not including deferred years) to complete the course. The grade is derived from a formula approved by faculty board as outlined below.

Assessment

Year 1: 10%
Year 2: 20%
Year 3: 30%
Year 4: 30%
Year 5: 10%

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Brendan Flanagan and Dr Julia Harrison

Offered

Clayton Full year (extended) 2009 (Day)
Sunway Full year (extended) 2009 (Day)

Synopsis

Medical practitioners are frequently required to respond to emerging and consolidating innovations and policies related to clinical practice. MED5102 further develops the concept of 'readiness to practice' and focuses upon the development of students' understanding of the principles of Patient Safety and the related clinical competencies. The unit will provide students with an understanding of the role of research in Patient Safety and the application of these principles and practices in diverse contexts. The unit will have the capacity to respond to other issues/innovations/policy changes as they arise in medical practice.

Objectives

At the completion of MED5102 students will be able to:

1. identify and describe the principles of Patient Safety;

2. recognise individual practitioner, patient and institutional methods and strategies used to ensure Patient Safety principles are upheld;

3. demonstrate competence in Patient Safety practices in simulated settings;

4. contribute actively to the development and implementation of Patient Safety practices; and

5. critique and apply current scientific and medical research related to Patient Safety.

Assessment

Students will not be individually graded, but all assessments will be a hurdle requirement. Each assessment item will need to be successfully completed to pass this unit. 1. Observed Patient Safety Skills Assessment 2. Student group presentations 3. Analytical paper. Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Prerequisites

MED4071, MED4082 and MED4000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

This unit is designed to introduce the principles and practice of research and will teach skills relating to data analysis and communication of scientific ideas in oral presentations and a written thesis. Students will be able to select from a wide range of biomedical project proposals that will enable them to pursue a specific area of interest working with their chosen supervisor.

Assessment

Literature Review
Minor Thesis
3 Oral Presentations

Co-requisites

Must be enrolled in the Honours Degree of the Bachelor of Medical Science

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

This unit is designed to introduce the principles and practice of research and will teach skills relating to data analysis and communication of scientific ideas in oral presentations and a written thesis. Students will be able to select from a wide range of biomedical project proposals that will enable them to pursue a specific area of interest working with their chosen supervisor

Assessment

Literature Review
Minor Thesis
3 Oral Presentations

Co-requisites

Must be enrolled in the Honours Degree of the Bachelor of Medical Science

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

Students undertaking this unit will be placed with a research group in a work-based research department or unit of the University to undertake the research project component of the course. Students will have the opportunity to undertake projects in areas that may be clinically or laboratory based and students can select from a wide range of projects. The research project year requires completion of all the elements for a presentation of research project including oral presentations, literature review and thesis.

Objectives

Upon successful completion of this unit students will be able to:

• frame a research question and outline a research proposal;
• retrieve, interpret and critically review the scientific literature relevant to their research project;
• construct a literature review relevant to their research project;
• employ a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;
• utilize a range of technical skills appropriate to the discipline relevant to their research project;
• describe the research methodology for their research project;

collect, manage and analyse data acquired from their research activities;

• document research findings;
• effectively communicate in both oral and written presentations to a scientific audience; and
• discuss ethical requirements relevant to their research project.

Assessment

Research proposal: 20%
Mid year progress report: 50%
Seminar/ oral presentation: 30%

Contact hours

Average 36 hours per week

Prerequisites

Students must be enrolled in the Bachelor of Medical Science

Co-requisites

MED7201 Research Methods 1

Prohibitions

MED7001, MED7002

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

Students undertaking this unit will be placed with a research group in a work-based research department or unit of the University to undertake the research project component of the course. Students will have the opportunity to undertake projects in areas that may be clinically or laboratory based and students can select from a wide range of projects. The research project year requires completion all the elements for a presentation of a research project including oral presentations, literature review and thesis.

Objectives

Upon successful completion of this unit students will be able to:

• retrieve, interpret and critically review the scientific literature relevant to their research project;
• employ a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;
• utilize a range of technical skills appropriate to the discipline relevant to their research project;
• manage and analyse data acquired from their research activities;
• write up scientific work in a potentially publishable way;
• effectively communicate in both oral and written presentations to a scientific audience;
• comply with ethical requirements relevant to their research project; and
• pursue higher research degree studies in selected disciplines of biomedical science.

Assessment

Seminar/oral presentation: 10%
Faculty oral presentation: 10%
Minor thesis/ Research report (9000 -12000 words): 80%

Contact hours

Average 36 hours per week

Prerequisites

MED7201 Medical Science research methods 1. Students must be enrolled in Bachelor of Medical Science.

Co-requisites

MED7202 Research Methods 2

Prohibitions

MED7001, MED7002

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

This unit is one of two that together provide students with the skills and knowledge to support completion of a research project at honours level in medical science or health care research. It allows students the opportunity to develop an understanding of research design and project development as well as building skills in sourcing and appraising research literature. Students will be expected to develop knowledge and skills in data handling and management and to demonstrate appropriate skills communicating research information in both oral and written formats.

Objectives

Upon successful completion of this students will be able to:

• Outline different research perspectives and methodologies in health science and health care;
• Identify the processes involved in the design, development and implementation of a research project;
• Systematically identify and locate information and evidence in research literature, including electronic and internet searching and bibliographic tools;
• Interpret and critically appraise research literature;
• Perform simple statistical analyses;
• Select and apply the appropriate statistical methods for data relating to basic research questions;
• Identify good practices in data collection, management and quality control;
• Describe principles of and processes for data confidentiality, access and security;
• Use computer software and applications for data acquisition and word processing; and
• Communicate research information in both oral and written formats to their peers.

Assessment

Oral presentation: 20%
End of semester written examination: 40%
Literature review (2000 - 3000 words): 40%

Contact hours

Average 12 hours per week

Prerequisites

Students must be enrolled in the Honours degree of Bachelor of Medical Science

Co-requisites

MED7011 Medical Science Research Project A

Prohibitions

MED7001, MED7002

Leader(s): Dr Juanita Fernando

Offered

Clayton First semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Day)

Synopsis

This unit is the second of two that together provide students with the skills and knowledge to support completion of a research project at honours level in medical science or health care research. It allows students the opportunity to develop understanding and skills in research design, development and implementation as well as sourcing and critically appraising research literature. Students will be expected to develop knowledge and skills in data handling, analysis and management, to demonstrate appropriate skills communicating research information in both oral and written formats and to justify a research methodology. It is expected that students will develop an appreciation of ethical approaches to research.

Objectives

Upon successful completion of this unit students will be able to:

• Describe the processes involved in the design, development and implementation of a research project;
• Perform statistical analyses, report the findings and interpret the results;
• Select and apply the appropriate statistical methods for data relating to basic research questions;
• Justify the use of a statistical method for data analysis;
• Critically appraise the statistical aspects of research publications in health care;
• Execute and analyse the outcomes of a laboratory-based and/or field-based study;
• Use computer-based applications for data acquisition, analysis, presentation, and word processing;
• Write up scientific work in a potentially publishable way;
• Effectively communication in both oral and written presentations to both a specialist and non-specialist scientific audience; and
• Outline ethical and professional issues confronting researchers.

Assessment

Oral presentation: 30%
Written assignment (Interpretation of research information): (2000 - 3000 words): 70%

Contact hours

12 hours per week comprised of tutorials, seminars and private study (library searches, reading, and preparation of oral and written assignments)

Prerequisites

MED7201 Medical Research Methods 1. Students must be enrolled in MED7012.

Co-requisites

MED7012 Medical Science Research Project B

Prohibitions

MED7001, MED7002

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)
Overseas Summer semester A 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Offered

King's College London First semester 2009 (Day)
King's College London Second semester 2009 (Day)
Overseas First semester 2009 (Off-campus Day)
Overseas Second semester 2009 (Off-campus Day)

Synopsis

This unit is used by the faculty to enrol students undertaking outbound exchange studies at a host institution. Students will not be able to enrol in this unit via WES. The faculty will manage the enrolment of students undertaking an outbound exchange program to ensure fees and credit are processed accurately.

Leader(s): Ms Helen Hall

Offered

Peninsula First semester 2009 (Day)

Synopsis

This unit introduces students to the role and primary functions of the midwife in contemporary midwifery practice. Students will explore the philosophical basis of midwifery to develop an understanding of the basic premises "being with woman", "woman centeredness" and "working in partnership" in preparation for assuming the role. Students will be introduced to professional contexts in which midwives practice exploring cultural and indigenous issues, legal and ethical aspects of midwifery care, multidisciplinary teamwork and development of professional communication skills.

Objectives

On completion of this unit the student will be able to: -

1. describe the role of the midwife in contemporary midwifery practice and multidisciplinary teams;
2. discuss philosophical foundations underpinning the role of the midwife in contemporary midwifery practice;
3. explain the principles of basic midwifery care;
4. identify important principles of health promotion and primary health counselling;
5. discuss factors impacting on the care of indigenous women and those from different cultures;
6. identify key support organizations to be found in the community who provide assistance to childbearing women;
7. describe legal and ethical foundations of midwifery practice;
8. justify the need for reflective practice in the implementation of evidence informed care;
9. demonstrate effective professional communication skills;
10. demonstrate developing midwifery competence based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment: 30%
Class presentation: 20%
Examination: 50%

Contact hours

4 hours per week for 13 weeks

Co-requisites

Nil

Leader(s): Ms Carole Gilmour (Peninsula)

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

Students learning will focus on well women's experiences of recognising pregnancy, their response to becoming pregnant, the changes encountered from early pregnancy through to the early weeks after birth, the midwife's roles relating to health assessment, health promotion, primary level health counselling, and working with well women during childbearing.

Objectives

On completion of this subject the student will be able to:

1. Apply theoretical knowledge of midwifery to a woman-centred approach to midwifery practice
2. Describe working with women in childbearing using the theoretical understandings gained in science units.
3. Demonstrate developing clinical and communication skills necessary to provide women-centred midwifery
4. Recognise the importance of women's social context in the provision of midwifery services
5. Demonstrate beginning skills in physical assessment of women and their babies at various stages of pregnancy
6. Assist women to understand breastfeeding including offering support to establish successful breastfeeding.
7. Outline the relative merits of different choices in infant nutrition
8. Document the ongoing relationship with the women they are following through in a way that reflects their own involvement and actions and the rationale for these
9. Demonstrate midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Online exercises: 20%
Practice enquiry (written assignment, 2000 - 2500 words): 30%
Examination (2 hours): 50%
Clinical skills assessment (PASS/ FAIL)

Contact hours

12 hours per week over 11 weeks

Prerequisites

MID1001

Leader(s): Ms Helen Hall

Offered

Gippsland Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit will provide the foundation knowledge required by midwifery students to effectively care for women during preconception through to early parenting. The focus will be on the role of the midwife as a primary carer in relation to: the preparation of women for pregnancy; physiological and psychological adaptation of women during pregnancy and birth, and the first weeks after birth; and care of women and their babies during this continuum.

Objectives

On completion of this unit the student will be able to: -
1. Describe in detail the anatomy & physiology of the human reproductive system, including; pre-conception, pregnancy, fetal development, birth, lactation and the baby; 2. Appreciate the boundaries of care in midwifery; 3. Appreciate the concepts of with woman, in partnership, holistic and continuity of care; 4. Employ reflective practice and implement evidence based holistic care for women, babies and their families across the childbearing process; 5. Discuss the legal issues which impact upon midwifery practice; 6. Articulate a philosophy of midwifery; 7. Demonstrate midwifery competency based upon the ACMI Competency Standards; 8. Demonstrate midwifery competency based upon the ANMC National Competency Standards for Midwives.

Assessment

Written assignment: 30%
Online quiz :20%
Examination (2 hours): 50%.

Contact hours

12 hours: one (1) hour tutorial + four (4) hours off campus workload + seven (7) hours self directed study time

Prerequisites

MID1001

Leader(s): Helen Hall

Offered

Gippsland First semester 2009 (Flexible)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)

Synopsis

The focus of this unit is to develop midwifery knowledge and skills related to the transition from pregnancy to labour and normal childbirth. Pain relief and comfort during labour as well as interventions to assess the progress of labour will be explored. Mechanisms of normal labour and management of childbirth complications will be overviewed. The focus of midwifery care within the unit is that of a midwife-women partnership model. The role of partner and family for birth support is also analysed.

Objectives

On completion of this unit, the student will have had the opportunity to:

• demonstrate knowledge regarding comprehensive assessment and care of a woman and her baby during the birth process;
• promote a partnership model of midwifery care of the woman throughout the birth process;
• explore the philosophical, physiological, psychosocial, spiritual, cultural and environmental factors influencing the birth process;
• identify a woman's need for privacy, dignity and respect, as well as the right to be informed and make decisions regarding care;
• explore principles of clinical decision-making and evidence-based practice when providing women-centred care during the process of birth;
• examine theoretical concepts surrounding pain assessment in midwifery practice during the birth process;
• identify the role of the midwife in assisting women work with pain associated with childbirth;
• examine pharmacological and non-pharmacological methods utilized to assist women to work with pain during childbirth;
• explore the role of the midwife in assisting the woman requiring assisted vaginal and operative birth;
• identify the midwife's scope of practice and collaboration with other members of the healthcare team, where appropriate;
• critique the implications of obstetric interventions, and use of technology upon the woman and her family; and,
• demonstrate beginning level competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment (2,000 words):40%+ 2 Online quiz's (multiple choice): 20%:+ Examination (2 hours):40%

Prerequisites

HSC1301, HSC1302, MID1002, MID1003

Prohibitions

MID2005

Leader(s): Ms Lisa McKenna

Offered

Not offered in 2009

Synopsis

The focus of this unit is the concept of pain and the role of the midwife in assisting women experiencing pain. Pain will be explored from the philosophical, physiological, spiritual and psychosocial perspective. Emphasis will be placed upon contemporary research evidence to determine appropriate pain strategies to employ, in partnership with women experiencing pain, in its various expressions, including loss and grief. Midwife students will be assisted to explore preparation for birthing and the impact of the environment upon women's ability to cope with pain, during and after birth. This unit informs the practice unit Practice Allegiances.

Objectives

On completion of this unit, students should be able to:

1. explore the philosophical, physiological, psychological, spiritual, cultural and environmental factors influencing the pain experience;
2. discuss the theoretical concepts applied to pain assessment relevant to midwifery practice during birthing;
3. evaluate critically current research which informs midwifery practice;
4. appreciate the woman's need for privacy, dignity and respect, as well as the right to be informed and to make decisions regarding care;
5. employ principles of clinical decision-making and evidence based practice when providing women-centred care during the process of birth;
6. discuss the pharmacological and non pharmacological methods utilised to assist women to cope with pain;
7. explain the concepts of pharmacology and applications across the lifespan, including pharmacological substances;
8. discuss the quality use of medicines and describe the pharmacology or relevant drug groups;
9. discuss the physiological and pathological aspects of drug abuse and treatment;
10. evaluate critically the impact of pharmacological and non pharmacological methods of pain control upon the wellbeing of women and her unborn child;
11. discuss the role of the midwife in assisting women to cope with pain associated with childbirth;
12. demonstrate understanding of the ethico-legal issues surrounding pain and the birth process; and
13. demonstrate competency based upon the ACMI Competency Standards.

Assessment

Class tests x 2: (30% each)
Written assignment (1,500 words): 40%

Prerequisites

MID1001, MID1002, MID1003, NUR1101, NUR1102, HSC1301, HSC1302

Co-requisites

MID2006

Leader(s): Ms Carole Gilmour (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

Midwifery is a highly-skilled profession. This practice-based unit will provide the scope for students to continue developing midwifery specific skills and consolidate a level of competence that can be augmented by further learning in practice. It exposes students to variations from normal childbearing that may arise. Students will be provided with opportunities to develop skills and knowledge that will enable them to care effectively for women experiencing these alterations. This unit runs alongside MID2004 Being with Birthing Women.

Objectives

Following completion of this unit, students will be able to:

1. Apply theoretical concepts when working with birthing women;
2. Describe variations from normal that may arise during pregnancy, labour, birth and the postnatal period and the midwife's role in managing these;
3. Demonstrate effective communication, counselling and pastoral expertise when caring for women and their families;
4. Undertake comprehensive assessment of birthing women and their babies during the childbearing process;
5. Employ a woman-centred approach to midwifery care supported by assessment and evidence based practice;
6. Respect the rights, values and cultural beliefs of women and families expressed during the birthing process by creating a culturally appropriate environment for the woman and her partner;
7. Under supervision, apply a variety of pharmacological and non pharmacological pain management methods for labouring women;
8. Work in collaboration with other members of the health care team to provide optimum care of the birthing family;
9. Demonstrate midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Essay: 50%
Clinical practice (Hurdle requirement): Pass/Fail
Examination (2 hours): 50%

Prerequisites

HSC1301, HSC1302, MID1001, MID1002, MID1003

Co-requisites

MID2005 or MID2004

Leader(s): Dr Jenny Newton

Offered

Not offered in 2009

Synopsis

Midwifery practice is becoming increasingly evidence-based. Midwives need to understand how knowledge underpinning practice is generated and utilised. This unit introduces students to inquiry techniques for midwifery practice. It examines the generation and critique of midwifery knowledge and its utilisation in informing contemporary practice.

Objectives

On completion of this unit the student should be able to:

1. Examine dominant paradigms for the generation and validation of knowledge in society

2. Review the historical development of midwifery knowledge

3. Discuss contemporary philosophies and ways of knowing in midwifery

4. Discuss evidence informed practice, including debates as to what constitutes evidence in the context of midwifery knowledge

5. Critically appraise various research approaches and their applicability in developing midwifery knowledge

6. Develop midwifery competency within the context of unpacking midwifery knowledge

Assessment

Written assignment (2000 - 2500 words): 50%

Written assignment (2000 - 2500 words): 50%

Contact hours

4 hours per week for 13 weeks

Prerequisites

NUR1401, MID1101, MID1002

Leader(s): Ms Lisa McKenna

Offered

Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

Midwifery is a highly-skilled profession, hence time and scope to advance practical skills and knowledge is paramount for developing safe and responsive midwives. This practice unit will allow for further development of midwifery skills and identity, whilst incorporating new knowledge and skill. Students will explore complications that can arise during, but are unrelated to, childbearing processes. Emphasis in the unit will be placed on developing physical health assessment skills for identifying and managing a range of medical and surgical conditions that may arise. In addition, pharmacological concepts will be applied in the management of such conditions.

Objectives

On completion of this subject, the student will be expected to:

1. Develop a sense of becoming a midwife with emerging confidence and competence;
2. Articulate attitudes, beliefs and values towards women and childbearing within a diverse cultural context;
3. Perform accurate physical health assessment skills with both pregnant and non-pregnant women;
4. Describe a range of medical and surgical conditions that may complicate childbearing; . Discuss the midwifery management for medical and surgical conditions that may arise during childbearing
5. Describe implications of pharmacological agents used in the management of medical conditions during childbirth; . Implement appropriate care for women experiencing variations from normal childbearing; . Critically reflect on self and practice as a midwife;
6. Implement evidence-informed care when working with women;
7. Demonstrate competency according to the ANMC National Competency Standards for the Midwife;
8. Document the ongoing relationship with the women they are following through in a way that reflects their own involvement and actions and the rationale for these, as well as the women's actions and attitudes and responses to midwifery care

Assessment

Case study (2,500 - 3,000 words): 50%
Clinical practice assessments (Hurdle requirement): pass/fail
Examination (2 hours): 50%

Contact hours

12 hours per week for 13 weeks

Prerequisites

MID2006 and one of MID2004 or MID2005

Leader(s): Ms Kay McCauley-Elsom

Offered

Australia (Other) Second semester 2009 (Flexible)

Synopsis

This theoretical unit will assist students to acquire foundational knowledge of the care of babies with special needs. Students will have the opportunity to study the circumstances that commonly result in a baby being admitted to a Level Two Nursery. The issues confronting the infant and family during this period will be explored as well as the role of the midwife in facilitating health and wellbeing of the infant and family. Students will reflect upon and debate the ethico-legal issues involved in caring for a baby with special needs.

Objectives

On completion of this unit students will have had the opportunity to:

1. explore circumstances that may necessitate admission of a baby to a Level Two Nursery;
2. evaluate the Level Two Nursery environment and its potential to impact upon the baby and family;
3. examine the role of the midwife within the context of the Level Two Nursery multidisciplinary team;
4. utilise clinical decision-making strategies to demonstrate knowledge and understanding of the care required for the baby and the family;
5. demonstrate an appreciation of the family's need for privacy, dignity and respect, as well as their right to be informed and to make decisions regarding care of their baby;
6. develop understanding of evidence-based care for the baby and family and
7. debate the ethico-legal issues which arise in the care of babies with special needs.

Assessment

Written assignment (1500 words): 30%
Guided study activities (2 x 500 words): 20%
Examination (2 hours): 50%

Prerequisites

MID1001, MID1002, MID2006

Co-requisites

MID2108

Leader(s): Ms Kay McCauley

Offered

Peninsula Second semester 2009 (Day)

Synopsis

This unit will assist students within the context of the family to apply, in the nursery, foundational knowledge of the caring for babies with special needs. The student will gain beginning skills necessary for a midwife to be a competent member of the multidisciplinary team. Supervised practice in the Level two Nursery will facilitate the development of ANMC competencies, where reflection and utilisation of evidence is required to meet the varied needs of babies with special needs and the family. Experience in this environment will allow the student to appreciate the complexity of the family experience.

Objectives

On completion of this unit the student should be able to:

1. Identify the criteria which necessitate admission of a baby to a Level Two Nursery;
2. evaluate the environment of the nursery and implement strategies to promote the wellbeing of the baby and family;
3. work effectively within the multidisciplinary health care team;
4. utilise a clinical decision making process to apply the necessary knowledge and understanding required to meet the needs of the baby and family in the nursery;
5. apply strategies for maintaining the family's need for privacy, dignity and respect, as well as their right to be informed and to make decision regarding care of their baby;
6. facilitate family involvement with the care of the baby with special needs;
7. employ reflective practice and implement evidence based care for babies and their families;
8. facilitate transition of the baby and family from hospital to home;
9. document the ongoing relationship with the women and families that the midwifery student follows through in a way that reflects their own involvement and actions and the rationale for these; and
10. demonstrate midwifery competency based on the ANMC National Competency Standards for the Midwife.

Assessment

Three follow through case studies (3500 words): 50%
Presentation (20 minutes): 20%
Examination (1 hour): 30%
Hurdle requirement (Clinical assessment): Pass/Fail

Contact hours

This unit will require student attendance on campus and/or in practice for a maximum of 12 hours per week for 13 weeks. There will be time allocated in practice for students to complete clinical assessment.

Prerequisites

MID2006

Co-requisites

MID2107

Leader(s): Ms Helen Hall

Offered

Gippsland Second semester 2009 (Flexible)
Peninsula Second semester 2009 (Day)

Synopsis

This unit will focus on human lactation, breastfeeding and infant nutrition. It will provide opportunities for students to analyse critically socio-cultural dimensions related to lactation and nutrition and consolidate knowledge and skills to support women in making infant feeding choices. In addition, this unit provides the opportunity for students to apply principles of lactation, breastfeeding and infant nutrition to practice. The unit will facilitate students' application of relevant codes to midwifery practice.

Objectives

On completion of this unit students will have had the opportunity to:

1. critically examine socio-cultural dimensions of baby nutrition and breastfeeding, in Australia and globally;
2. describe the anatomy and physiology of the human female breast and process of lactation;
3. explore how a baby breastfeeds and situations where the baby and mother have special needs;
4. identify strategies which promote and protect breastfeeding;
5. identify factors impacting upon breastfeeding and baby nutrition;
6. explore how to assist women and infants experiencing breastfeeding difficulties; and,
7. reflect upon and critically examine one's own values and beliefs in respect to the dignity, worth and spirituality of women and infant dyads and families.

Assessment

Written assignment (2,000 words): 40%+ Reflective journal (1,500 words): 20%+ Examination (2 hours):40%

Leader(s): Dr Lisa McKenna

Offered

Australia (Other) Second semester 2009 (Flexible)

Synopsis

MID3009 provides students opportunities to debate sociopolitical views of women's health through lifespan.Women's sexual and reproductive health in terms of women's lives,socioeconomic/cultural differences,and provision of health services.Focus on paradoxical relationship between gender and health and use of health services,and examination of women's experiences as recipients of health care.Politics of women's health relative to poverty,social class,ethnicity,body image,sexual orientation,rape,incest,pornography,violence,genital mutilation and fertility treatments.Conceptual frameworks for practice addressing complexity of women's health and contemporary views of midwifery practice debated.

Objectives

On completion of this unit the student will have had the opportunity to:
1. explore women's sexual and reproductive health in terms of the nature of women's lives and existing theories and ideologies; 2. examine the politics of women's health with reference to contemporary issues; 3. examine women's experiences as recipients of health and maternity care, paying particular attention to socioeconomic and cultural difference; 4. debate the paradoxical relationship between gender and health; 5. debate the nature of existing and emerging conceptual frameworks as guides to practice in midwifery and women's health care through the lifespan; and 6. employ reflective practice and implement evidence informed care to women.

Assessment

Written assignment (1500 words): 30%
Guided study activities (2 x 500 words): 20%
Examination (2 hours): 50%

Prerequisites

MID1001, MID1002, MID1003

Leader(s): Ms Carole Gilmour

Offered

Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)

Synopsis

This unit introduces students to childbearing and emergency birthing obstacles that women may experience. Midwifery and obstetric management of childbearing obstacles will be explored. Emphasis is given to the collaborative role of the midwife, referral, use of medical technology, obstetric intervention, and the implications for women, their babies, and midwives.

Objectives

On completion of this unit the student will have had the opportunity to:
1. explore collaborative practice within challenges, disturbances and interventions during childbearing; 2. examine screening tests and innovative technologies available to women during pregnancy; 3. examine the pathophysiology, diagnosis, evidence for care and expected outcomes associated with selected challenges in pregnancy; 4. explore the causes, identification, effects and management of disturbances in the rhythms of labour and birth; 5. identify interventions in pregnancy, labour and birth and their management from the perspective of the midwife and health care team; 6. identify factors that indicate potential for maternal and/or unborn baby life threatening emergencies; 7. describe the management of a range of emergency situations in pregnancy, birth and the postpartum period; 8. describe the range of physical health problems women may experience following childbirth; 9. discuss grief situations related to women, men and the midwife following pregnancy loss; 10. demonstrate beginning level midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment (1500 words): 30%
Guided study activities (2 x 500 words): 20%
Examination (2 hours): 50%

Prerequisites

MID1001, MID1002, MID1003, MID2004, MID2006, MID2102

Co-requisites

MID3104

Leader(s): Ms Lisa McKenna

Offered

Peninsula First semester 2009 (Day)

Synopsis

This practice unit complements the theory unit Childbearing obstacles and will focus on students developing their knowledge and skills relating to the obstacles women may experience during pregnancy, labour and birth and the first weeks after birth. Emphasis is given to the recognition of problems and the collaborative and referral role of the midwife. Whilst recognising the role of other healthcare practitioners, midwifery care will be central. Students will be introduced to the use of medical technology and obstetrical intervention whilst maintaining a woman-centred focus.

Objectives

On completion of this unit the student should be able to:

1. apply appropriate knowledge in the care of a woman experiencing obstacles in childbearing;

2. develop plans of care for women experiencing obstacles in childbearing;

3. demonstrate understanding of specific conditions that affect pregnancy, labour and birth, and the first few weeks after birth;

4. evaluate the implications of obstetric interventions in maternity care;

5. critique the use of technology in maternity care;

6. demonstrate beginning skills in the use of technology in midwifery and obstetric practice;

7. demonstrate the ability to manage emergencies;

8. demonstrate the ability to practice within a multidisciplinary team;

9. facilitate woman's access to appropriate community resources;

10. document the ongoing relationship with the women and families that the midwifery student follows through in a way that reflects their own involvement and actions and the rationale for these, as well as the families' actions and attitudes and responses to midwifery care; and

11. demonstrate midwifery competency based on the selected ACMI Competency Standards

Assessment

Cumulative assessments include:

Formative - journaling exercises

Summative - woman-centred practice enquiry (3) follow through case studies: 30%
Critical reflection on own practice: 20%
Examination (2 hours): 50%
Skills assessments (ongoing, portfolio): Pass/Fail only

Contact hours

This unit will require student attendance on campus and/or in practice for a maximum of 12 hours per week for 13 weeks. There will be time allocated in practice for students to complete clinical assessment.

Prerequisites

MID1001, MID1101, MID1002, MID1003, MID2005, MID2006, MID2101, MID2102

Leader(s): Ms Helen Hall

Offered

Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

Through introduction of the broader womens health context, the unit explores the primary and collaborative role of the midwife working with women experiencing common women's health problems and their responses to these experiences. Students will be introduced to the physical and psychological aspects associated with selected womens health problems. The issue of women's experience of 'what is happening to me' and 'woman's sense of self' will be explored. The focus will be on fostering a positive self-image for women through facilitating participation in informed decision-making and taking responsibility for self-care and optimising wellness.

Objectives

On completion of this unit the student should be able to: describe the essential components to be considered when performing a comprehensive women's health assessment; discuss the principles of primary health care in the promotion of health and wellness with diverse groups of women experiencing treatment for a range of women's health problems; discuss common health problems women may experience throughout various life stages; describe physical and psychological aspects associated with selected women's health problems; identify the range of responses a woman may experience when confronted with a body altering health problem; explore strategies to promote women's participation in informed decision-making and taking responsibility for self-care; relate reflective practice and the implementation of evidence-informed care to quality care in midwifery practice; and demonstrate beginning level midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment (1500 words): 30%
Guided study activities (2 at 500 words each): 20%
Examination (2 hours): 50%

Prerequisites

MID1001, MID1002, MID1003, MID2004, MID2006, MID2102

Co-requisites

MID3106

Leader(s): Ms Meredith McIntyre

Offered

Not offered in 2009

Synopsis

This practice unit will focus on student's developing knowledge and skills relating to midwives working in partnership with women experiencing breast and other women's reproductive health concerns. Care of women experiencing diagnostic and/or therapeutic procedures within the context of reproductive health, including women's cancers and urinary conditions. Student's learning will focus on the role of the midwife as a provider of primary care for women across the reproductive health lifespan with an emphasis on skill development in women's health assessment, promoting wellness, discharge planning, woman-centred care planning, care delivery and evaluation.

Objectives

On completion of this unit the student should be able:

1. describe the role of the midwife working in partnership as the provider of primary care for women throughout the reproductive health lifespan;

2. demonstrate skill in undertaking a women's health assessment in an accurate healthcare setting;

3. demonstrate skill in promoting wellness, healthy lifestyle messages and routine screening programs to women in their care;

4. apply knowledge of women's physical and psychological health in the care of a woman experiencing reproductive and breast health concerns;

5. demonstrate understanding of specific reproductive health concerns for women including cancer and urinary conditions;

6. develop and implement a plan of woman-centred care for women experiencing diagnostic and/or therapeutic procedures in an acute care setting;

7. apply knowledge of discharge planning in partnership with women experiencing short in-patient and day procedures related to reproductive and breast health concerns;

8. apply knowledge of specific reproductive and breast health concerns in evaluating woman-centred care outcomes;

9. employ reflective practice and implement evidence-informed care;

10. demonstrate the ability to practice within a multidisciplinary team; and

11. demonstrate competency according to selected ACMI Competency Standards for Midwives (1998).

Assessment

Cumulative assessments include - Journaling exercises

Summative - Critical reflection on own practice: 20%
Presentation: 30%
Examination (2 hours): 50%
Skills assessments (ongoing, portfolio): Pass/Fail

Contact hours

This unit will require student attendance on campus and/or in practice for a maximum of 12 hours per week for 13 weeks. There will be time allocated in practice for students to complete clinical assessments.

Prerequisites

MID1001, MID1101, MID1002, MID1003, MID2006, MID2102

Leader(s): Dr Lisa McKenna

Offered

Not offered in 2009

Synopsis

This unit builds upon previous midwifery knowledge and provides opportunity for students to explore midwifery philosophy at a higher level and to articulate a personal philosophy of midwifery. Additionally, this unit provides an opportunity for students to gain insight into models of care, leadership in and transitions in the midwifery profession. This unit also provides the opportunity for students to explore contemporary midwifery practice matters, the evaluation of learning in practice and the governance of midwifery practice.

Objectives

On completion of this unit students will have had the opportunity to:

1. reflect critically upon women-centred and community-centred midwifery models of care within health care systems;
2. identify a personal philosophy of midwifery;
3. investigate midwifery leadership styles to promote maternity care changes;
4. identify attitudes that are congruent with the philosophy of valuing women, women-centred care and the women-midwife partnership;
5. evaluate strategies to inform and promote lifelong learning;
6. analyse critically contemporary and evidence-based midwifery practice:
7. demonstrate receptivity to new ideas and change in midwifery practice;
8. discuss challenges of autonomous practice and midwifery leadership and,
9. explore current issues affecting midwifery practice in Australia.

Assessment

Written assignment (2000 words): 40%
Reflective journal (1500 words): 20%
Examination (2 hours): 40%

Contact hours

12 hours per week consisting of online reading, guided activities and private study.

Prerequisites

MID2102

Leader(s): Ms Kay McCauley

Offered

Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This practice unit provides students with a comprehensive and clinically meaningful final preparation for transition to practice as a competent first level registered midwife, in an area of their choosing. The unit utilises principles of adult learning to enable students to explore an area of special interest such as midwifery practice in rural and remote locations, neonatal intensive care nursery and care of childbearing women at risk.

Objectives

Having successfully completing this unit, it is expected that the student will:

1. be able to apply principles of adult learning to address an identified learning need;
2. explain factors affecting communication and negotiation in the midwifery context;
3. synthesise a broad range of knowledge from previous subjects to demonstrate an integrated bio-psychosocial insight into a selected area of midwifery practice; and
4. selectively apply current research findings relevant to the nominated field of study.

Clinical Objectives
At the completion of this unit student will be able to:

5. demonstrate safe midwifery practice based on sound theoretical knowledge and reasoning;
6. perform detailed physical health assessment of childbearing women and newborns;
7. resolve midwifery practice problems appropriately;
8. proficiently implement midwifery care as planned;
9. demonstrate sensitivity to the cultural dimensions of care;
10. practice with increasing independence and incorporate current research findings into clinical practice; and
11. demonstrate midwifery competency based on the ANMC National Competency Standards for the Midwife.

Assessment

6 x on-line discussions to expand and explore knowledge (500 words each): 30%
Complex case study of Mother and baby (3000 words): 70%
Clinical Assessment: Pass/Fail. Students must pass the clinical assessment to pass the unit.

Contact hours

156 hours incorporating 152 hours in midwifery practice and 4 hours self directed learning.

Prerequisites

MID1001, MID1002, MID1003, MID2004, MID2006, MID2102 MID3103, MID3104, NUR2201

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)

Synopsis

NEH2002 is the first of two units offered in the Bachelor of Nursing/Bachelor of Emergency Health related to Interprofessional teams. The underpinning framework of this unit and NEH3001 Interprofessional Healthcare Teams 2 are based on the "Interprofessional Capability Framework" developed by the Combined Universities Interprofessional Learning Unit, in Sheffield, UK. The guidelines generated from this framework relate to practice-based learning and fall within four conceptual domains: Knowledge in Practice, Ethical practice, Interprofessional Working and Reflection.

Objectives

At the completion of this unit students will be able to:

Theme I: Knowledge in Practice

• describe the legal frameworks and statutory and regulatory requirements of the profession that make up the health care team;
• outline team structures and variables that effect team functioning and understand group dynamics and the professional roles of all team members;

Theme II: Ethical Practice

• demonstrate an ability to understand and respect patients' cultures, values and belief systems;

Theme III: Interprofessional Working

• produce an example of integrated assessment and plan of care in partnership with the patient and responsive to the needs of health care service requirements;
• demonstrate effective communication skills in the context of patient focused care;

Theme IV: Reflection

• describe reflective processes in order to work in partnership with patients and colleagues.

Assessment

Written Reports on case-based team learning exercises: 40%
Self, peer and tutor assessments of group work and simulated team exercises: 30%
Assignment: 30%

Prerequisites

NUR2002, BEH1011

Leader(s): TBA

Offered

Peninsula First semester 2009 (Day)

Synopsis

NEH3001 is the second of two units offered in the Bachelor of Nursing/Bachelor of Emergency Health related to interprofessional teams. The underpinning framework of this unit and NEH2002 Interprofessional healthcare Teams 1 are based on the 'Interprofessional capability Framework" developed by the combined Universities Interprofessional Learning Unit, in Sheffield, UK. The guidelines generated from this framework relate to practice-based learning and fall within four conceptual domains: Knowledge in Practice, Ethical Practice, Interprofessional Working and Reflection.

Objectives

At the completion of this unit students will be able to:

Theme 1: Knowledge in Practice

1. describe team structures and effective team functioning through knowledge of group dynamics and professional roles of all team members for complex contemporary case scenarios:

Theme II: Ethical Practice

2. demonstrate an ability to understand and respect patients' cultures, values and belief systems;

Theme III: Interprofessional Working

3. produce an example of integrated assessment and plan of care in partnership with the patient and responsive to the needs of health care service requirements;
4. demonstrate effective communication skills in the context of patient focused care;

Theme IV: Reflection

5. describe problem solving approaches and evidence based practice to identify and anticipate change in interprofessional team roles for complex contemporary case scenarios;
6. show evidence of reflective processes associated with the management of complex case scenarios.

Assessment

Written reports on case-based team learning exercises: 40%
Self, peer and tutor assessments of group work and simulated team exercises: 30%
Assignment: 30%

Contact hours

12 hours per week including contact time and private study, averaged over the 13 week semester - a total of 156 hours.

Leader(s): Ms Katrina Recoche (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit covers the essential elements of developmental psychology and oral and written communication skills including effective listening, body language, professional and therapeutic relationships, anger management and conflict resolution. Using role play in tutorial classes students will explore these skills along with giving and receiving feedback and developing their critical thinking processes.

Objectives

On the completion of this unit, it is expected that the student will be able to:

1. Demonstrate knowledge of the basic psychological processes related to human behaviour;
2. Understand and discuss the concept of individual difference in adapting to the demands of maintaining health across the lifespan;
3. Describe coping methods employed by clients and nurses during changes of lifestyle related to health;
4. Explain the modes of communication in the nurse-client relationships;
5. Demonstrate an awareness of the factors that influence their communication in interactions with others;
6. Discuss at a beginning level, critical thinking and reflection in the context of interacting with people, and
7. Demonstrate competency in beginning level tertiary study skills.

Assessment

Workbook activities: 30%
Quiz: 20%
Written assignment: 50%

Contact hours

This unit will be offered as on campus flexible delivery mode consisting of one (1) hour lecture per week supported with two (2) hour of tutorials and one (1) hour of online guided learning activities per week for 13 weeks and 104 hours of private study over the semester

Leader(s): Ms Meredith McIntyre (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Flexible)
Leongatha First semester 2009 (Day)
Leongatha First semester 2009 (Flexible)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Flexible)

Synopsis

This unit introduces the student to the concept of culture from a sociological perspective. Social determinants of health, supported by epidemiological evidence, will be explored taking into account the influence of gender, family, and ethnicity on health outcomes. The concept of values and ethical principles within healthcare communities will be introduced. Using critical thinking processes students will evaluate the influence that the 'socialisation of nursing' phenomena has on the defining characteristics of the Australian nursing workforce culture. The forces of globalisation on healthcare in the future and the nursing profession will be discussed.

Objectives

On completion of this unit, it is expected that the student will be able to:

1. discuss the demographics of the Australian population from an epidemiological perspective;
2. appreciate the influence aging, gender and ethnicity exert on social determinants of health;
3. demonstrate the ability to appraise social and ethical wellbeing within the context of equity and cultural safety;
4. describe the role of the nurse as a member of the multidisciplinary team in the health service industry;
5. discuss the influence that globalization will effect on nursing workforce culture;
6. describe the concepts of wellness and illness as they are applied to the community, individuals and the Australian health care system;
7. discuss the role of community, culture and religion in influencing health care practice; and
8. conceptualize values as the foundation of health ethics

Discuss the judgment and application of ethical principles to ethical issues in health care.

Assessment

Written Assignment (2500 words): 40%
Three (3) online, short answer, quizzes: 60% (20% per quiz)

Contact hours

Workload requirement: This unit will be offered as on campus flexible delivery mode consisting of three (3) hours lectures per week supported with one (1) hour of online guided learning activities per week for 13 weeks. 39 lecture hours; 13 online guided learning activities; 104 hours individual study and reading time.

Leader(s): TBA

Offered

Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Flexible)

Synopsis

This elective unit will provide students with an enhanced understanding of the role culture plays in the lives of people from different backgrounds, the role of culture on health beliefs and the implications for health professionals. The unit will explore cultural safely and cultural responsiveness using the NH&MRC National Guidelines for Cultural Competence in Health as a framework. Students will be provided with the opportunity to explore their own values and beliefs and contrast these with the values and beliefs of others in the community. The unit will use various community-based clinical and social issues as a vehicle to enable students to engage with and develop skills in applying the principles of cultural responsiveness in health care delivery in the setting of our increasingly culturally diverse community. This unit will underpin the 'Cultural Responsiveness" theme in the respective courses which will be enhanced throughout subsequent units in the respective degrees.

Objectives

On completion of this unit, it is expected that the student will be able to:

• Define the notion of 'culture' and how it manifests in society;
• Identify own personal values and beliefs related to health beliefs and contrast these with the values and beliefs of others in the community;
• Describe the impact of cultural diversity on health status;
• Describe the evolution of cultural awareness with regard to prevailing theories and models;
• Discuss the principles of cultural responsiveness;
• Outline the main points underpinning the NH&MRC National Guidelines for Cultural Competency in Health and guidelines for Ethical Research in Indigenous Studies;
• Demonstrate the communication skills and attitudes required of health professionals in providing culturally responsive health care
• Apply the principles of cultural responsiveness to achieve optimal outcomes for particular cultural groups.

Assessment

Formative:
Feedback from guided learning exercises weekly.

Summative:
+Assignment 50%, 2,500 words
+Group Learning Contract 15%, 500 words
+Group Presentation 35%, 15 minute

Contact hours

24 Lecture Hours, 12 tutorial hours or online learning activities, 36 hours directed reading activities, 80 hours student directed.

Leader(s): Dr Joy Lyneham (Peninsula)

Offered

Gippsland First semester 2009 (Day)
Leongatha First semester 2009 (Day)
Peninsula First semester 2009 (Day)

Synopsis

This unit introduces students to the fundamentals of nursing care for individuals and communities by introducing concepts, processes and skills required for nursing practice Concepts introduced include body mechanics, pain and comfort, the collection of health and nutritional profiles and issues of growth and development across the individual's lifespan. It aims to introduce students to complementary therapies and the notion of healthy lifestyles for the older and younger person. The unit includes theoretical and practical information about nursing skills, concepts and processes in a clinical practice component.

Objectives

On completion of this unit, students should be able to:

1. describe the concept of health from biomedical and psychological perspective; 2. begin to evaluate the concept of health needs or challenges for the normal individual or group over the lifespan;
2. perform selected basic care skills in a simulated environment using evidence-based approach;
3. demonstrate knowledge and skills for the assessment of health and development of individuals over the lifespan;
4. accurately collect and record data for health profiles and/or health histories for either individuals, groups or communities;
5. demonstrate a beginning understanding of the theories and the effects of pain; and
6. demonstrate an ability to maintain safe body mechanics and comfort for clients/patients.

Assessment

Written examination: 50%
Clinical fieldwork: 50%
Practical skills examination: pass/fail - students must pass this examination to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school guidelines for details

Contact hours

13 weeks x 2 hours lectures, 13 weeks x 2 hours tutorials, 8 hours student directed learning activities, 96 hours of clinical placement.

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing and Rural Health Practice or Bachelor of Midwifery.

Leader(s): Dr Joy Lyneham (Peninsula)

Offered

Gippsland Second semester 2009 (Day)
Leongatha Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)

Synopsis

This unit incorporates a lifespan and holistic perspective for care. The unit examines fundamental knowledge and skills in preparation for the care of individuals who have developed health problems. Emphasis is placed on systematic methods for health assessment of clients and the development of appropriate plans for care intervention and the evaluation of that care. Knowledge and skills are developed in recognition of the legal and ethical dimensions of care. Clinical practice experience is an integral component of this unit and concentrates on the attainment of fundamental client care skills. Students are expected to develop a sound knowledge to the nursing needs of clients.

Objectives

On completion of this unit, students are expected to be able to:

1. describe the role of the nurse/midwife in supporting the activities of daily living for clients;
2. demonstrate a beginning understanding of physical, psychological and social changes that affect the person with health problems;
3. develop beginning holistic therapeutic caring skills for the clients;
4. describe appropriate communication and personal interaction strategies involved in the assessment of clients;
5. practice physical assessment skills in a simulated clinical environment;
6. plan, implement and evaluate care for selected clients using standard decision making frameworks;
7. identify and utilise culturally relevant and age specific strategies that promote the independence, self esteem and dignity of clients; and
8. develop an ability to integrate science knowledge with nursing practice.

Clinical Objectives

On completion of clinical practical experience, students are expected to be able to:

1. Demonstrate a satisfactory knowledge base for safe practice as a novice practitioner; 2. begin to use a systematic process plan, deliver and evaluate care that is based upon the physical and developmental needs of the client; 3. demonstrate professional and personal accountability as a novice practitioner when providing nursing care; 4. identify the legal and ethical implications of delivering care to the individual client; 5. communicate effectively communication with clients and other members of the health care team; 6. begin to reflect on their learning when documenting client care; 7. consistently demonstrate a satisfactory level of psychomotor skills appropriate to the safe delivery of care; and 8. discuss the role of all health team members in the care of the individual client.

Assessment

Clinical assignment: 30%
Written examination: 50%
Class/tutorial assignment: 20%
Students must pass the skill assessment, clinical assessment and written examination to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school guidelines for details

Contact hours

20 hours of lectures, 20 hours of laboratories, 10 hours of guided learning, 80 hours of clinical placement, 26 hours of individual study (Total of 156 hours)

Prerequisites

NUR1101

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing and Rural Health Practice, Bachelor of Midwifery, or Diploma of Foundation Studies.

Leader(s): Ms Ailas Rickards (Gippsland), Ms Jenny Oates (Peninsula) & Ms Lyn Faulks (Mildura)

Offered

Not offered in 2009

Synopsis

The aim of this unit is to enable the student to develop tertiary study skills and knowledge that will assist them to become a beginning scholar of nursing. For this they will require sound written skills, information literacy, library skills and knowledge of the theoretical foundations of nursing. Particular attention will be given to the development of literacy, electronic communication skills and critical thinking for clinical decision making. This unit aims to give students an introduction to, and an understanding of the literature, theories and professional values associated with the discipline of nursing.

Objectives

On completion of this unit students are expected to be able to:

1. discuss the significance of scholarship to the development of nursing as a professional discipline;

2. describe the role of the professional nurse as part of a multidisciplinary team;

3. demonstrate competency in beginning level tertiary study skills;

4. identify historical and contemporary factors influencing the development of nursing as a profession;

5. discuss nursing theory, nursing research, critical thinking and reflection in the context of the development of nursing knowledge;

6. identify core Australian Nursing Council Incorporated (ANCI) competencies and standards associated with professional nursing practice; and

7. utilise information technologies to collect and manage health information.

Assessment

Tutorial presentation: 20%
Written Assignment: 30%
Exam: 50%

Contact hours

4 hours per week (lecture and tutorial)

Co-requisites

Available to Bachelor of Nursing or Bachelor of Nursing and Rural Health Practice students only

Leader(s): Dr Melanie Birks (Gippsland, Leongatha and Singapore)

Offered

Gippsland Second semester 2009 (Day)
Leongatha Second semester 2009 (Day)
Singapore Second semester 2009 (Flexible)
Peninsula Second semester 2009 (Day)

Synopsis

The aim of this unit is to introduce students to the legal system including the processes and institutions that impact on professional practice in their jurisdiction. Students will identify the law as it relates to the delivery of health services including professional standards and regulation, complaint mechanisms and relevant legal forums including the coroner's court. Students will be encouraged to explore the health professional's relationship and obligations owed to patients, patient families and professional colleagues in the various health care environments.

Objectives

On completion of this unit students are expected to be able to:

1. demonstrate knowledge of common law and statute law pertinent to health professional practice;
2. explain why the study of health law is an essential aspect of health professional practice;
3. demonstrate an awareness of the legal implications of actions taken in health professional practice;
4. analyse the legal implications of the health care professional's relationship with clients, their families and other health care providers;
5. identify strategies, which may provide assistance in resolving legal issues that arise in the various areas of health professional; and
6. discuss the significance of registration of professionals in the health care environment.

Assessment

Written assignment (Legal scenario 2000 - 2500 words): 40%
On-line (WebCT) Quizzes (2 x 10-15 minutes each) 10%
Exam: 40%

Leader(s): TBA

Offered

Sunway First semester 2009 (Flexible)

Synopsis

This unit adopts a holistic approach and is designed to expand upon students' existing knowledge of therapeutic nursing care. It aims to enable students to critically reflect upon holism and therapeutic nursing and communication in their practice. Students will be expected to explore influences on health and illness, and healing and to engage in discourse on the value of specific complementary and alternative therapies, within the modern practice domain. It is intended that the students will gain a deeper appreciation of the conceptual basis of communication, and will develop their skills in establishing and maintaining a therapeutic relationship and in facilitating optimal client outcomes.

Objectives

Having completed this unit it is expected that students should be able to:

1. Explain the relationship between holism and therapeutic nursing and communication;

2. Understand the value of establishing and maintaining a therapeutic relationship in practice;

3. Apply effective communication skills in interpersonal and group interactions to facilitate quality client care;

4. Appreciate the different approaches to health and illness and coping and healing;

5. Appreciate how concepts and strategies of holistic care can be applied to achieve optimal health outcomes;

6. Explain how holistic healing modalities can enhance therapeutic nursing practice; and

7. Critically reflect upon aspects of holistic health and healing, therapeutic nursing and communication experienced in practice.

Assessment

Essay: 30%
Essay: 40%
Examination: 30%
Reflective clinical log: Pass/Fail. Students must achieve a pass grade for the reflective clinical log in order to successfully complete this unit.

Co-requisites

Must be enrolled in Bachelor of Nursing (Post Registration)