AMB1003 - Industrial experience year
SCA Band 2, 0.000 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
APS1010 - Foundations of ambulance paramedic practice
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
APS1020 - Foundations of ambulance paramedic care
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
APS1030 - Clinical practice - 1
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
APS1040 - The professional ambulance paramedic
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- the ability to clearly articulate the precepts of duty of care and their application to Ambulance Paramedic practice;
- a comprehensive understanding of ethnicity and cultural diversity as demonstrated by interaction with patients that recognises and respects ethnic, social and cultural differences;
- a comprehensive knowledge, and be able to debate, contemporary ethical issues and their application to Ambulance Paramedic practice;
- 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;
- 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;
- an understanding and application of basic management theories and practices as they relate to the ambulance profession;
- 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;
- an understanding and promote the benefits of health promotion and illness prevention to the broader community;
- the ability to provide training and develop learning resources for small groups in the community and workplace;
- 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
- 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
APS1050 - Ambulance paramedic care
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- the application of the clinical problem solving process in a complex single and multi-patient situations;
- 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;
- the essential life saving skills of resuscitation as applicable to the entry level qualified Ambulance Paramedic;
- 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;
- 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;
- 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;
- 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;
- the ability to critically evaluate ambulance response times and describe strategies for improvement; and
- 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
APS1060 - Clinical practice - 2
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- comprehensive patient care in accordance with Ambulance Service procedures and the Ambulance Service Victoria Clinical Practice Guidelines;
- 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;
- the ability to respond in a timely manner to all calls;
- the ability to work cooperatively as part of a team with colleagues, health professionals and other emergency services to ensure effective patient care;
- the ability to drive in a safe and expedient manner in accordance with road traffic regulations and service policies and procedures;
- the ability to ensure that all equipment and vehicle preparation is maintained in accordance with service policies and procedures;
- the ability to identify opportunities to achieve improvement in quality care and productivity; and
- 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
APY1910 - Psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
BEH1011 - Clinical concepts of paramedic practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the essential elements of a contemporary model of paramedic practice;
- locate and evaluate the evidence-base that informs the paramedic management of common health emergencies;
- 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;
- 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;
- describe the standards of care and essential components of a patient-centred safety framework;
- 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;
- demonstrate appropriate communication skills with patients, relatives, co-workers and the multidisciplinary health care team;
- identify sources of potential stress within the work environment and develop appropriate strategies to minimise and manage these stressors; and
- 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)
BEH1012 - Human biological concepts applied to paramedic practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Describe the structure and discuss the general functions of the cardiovascular, respiratory, nervous, endocrine, renal, musculoskeletal, gastrointestinal, integumentary and reproductive systems
- Discuss the maintenance of homeostasis in the body including the key roles of the neuroendocrine, cardiovascular, renal and respiratory systems
- Identify common disease states encountered in paramedic practice associated with each body system and relate this to structure and function
- 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
- Identify therapeutic classifications of drugs commonly encountered in paramedic practice including recreational drugs
- Describe the classification and key features of microbiological organisms
- 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.
BEH2011 - Professionalism and community based emergency health systems
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- accurately describe contemporary models of professionalism and their application to the role of the paramedic;
- explain the essentials of ethical standards in clinical practice, and, relate these standards to the role of the paramedic;
- recognise and explain the legal responsibilities of the paramedic;
- explore the application of models for helping culturally and linguistically diverse populations to paramedic practice.
- outline the history and development of emergency health systems locally, nationally, and internationally;
- identify the goals and attributes of an effective CBEH system;
- 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;
- identify factors which would improve integration, co-ordination, teamwork, continuity of care in the role of consumers in improving CBEH systems; and
- 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)
BEH2012 - Paramedic management of cardio-respiratory conditions
9 points, SCA Band 2, 0.1875 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explain the evidence-base of the Paramedic management of cardio-respiratory conditions;
- describe the epidemiology, population health, natural history, and pathology related to acute and emergency cardio-respiratory conditions commonly encountered in paramedic practice;
- describe the clinical highlights and trends in the management of selected cardio-respiratory conditions, commonly encountered in paramedic practice;
- 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;
- interpret common electrocardiographic (ECG) rhythms and waveforms within the scope of paramedic practice;
- outline and explain the rationale of the paramedic clinical practice guidelines in the care of patients with cardio-respiratory conditions;
- 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;
- 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;
- 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
- 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
Co-requisites
Must be enrolled in Bachelor of Emergency Health(Paramedic)or the Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)
BEH2021 - Evidence Based Practice,Research& Population Health within Community Based Emergency Health Services
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the various practice settings of Community Based Emergency Health;
- outline the essential features of the Australian Healthcare System;
- describe the essential features of population health, contemporary public health, and primary health care, and relate them to community-based emergency health care;
- explain the concepts of science, knowledge and truth, scientific method, research, and evaluation;
- demonstrate a knowledge of the core elements of a scholarly approach to investigations;
- develop the ability to use information technology to access resources relating to community-based emergency health care;
- demonstrate critical appraisal of the literature related to aspects of emergency care practice;
- outline the epidemiological approaches to community based emergency health using examples of contemporary emergency health issues;
- 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
- 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)
BEH2022 - Paramedic management of trauma and environmental conditions
9 points, SCA Band 2, 0.1875 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explain the evidence-base of Paramedic management of trauma and environmental conditions;
- describe the epidemiology, population health, natural history, and pathology related to acute and emergency musculoskeletal, trauma and environmental conditions commonly encountered in paramedic practice;
- describe the clinical highlights and trends in the management of selected musculoskeletal conditions commonly encountered in paramedic practice;
- define and describe the criteria for major trauma and the pre-hospital trauma triage guidelines;
- 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;
- outline and explain the rationale of the paramedic clinical practice guidelines in the care of patients with musculoskeletal, trauma and environmental conditions;
- 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;
- 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;
- 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
- 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
Co-requisites
Must be enrolled in the Bachelor of Emergency Health (Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)
BEH2032 - Paramedic clinical practice 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- recognise their role in the emergency clinical setting and display the appropriate professional demeanours and leadership capabilities;
- undertake appropriate basic paramedic clinical tasks and techniques in the paramedic clinical environment;
- identify how to respond to real life problems in the emergency service clinical environment;
- assimilate information and communicate it clearly as appropriate for the emergency ambulance services setting;
- 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;
- be an effective team member and work will other paramedic and health care professionals to provide appropriate patient care;
- 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
- 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
Co-requisites
Must be enrolled in Bachelor of Emergency Health(Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)
BEH2041 - Human development and health across the lifespan
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the physical, personal, psychological and social milestones of human development throughout the lifespan;
- recognise the impact of ethnicity, culture and race on human development;
- use appropriate strategies to communicate effectively with individuals across the lifespan;
- identify and explain the implications to the individual and society of major health and emergency health issues at various stages of the lifespan;
- identify essential activities and information regarding health promotion to meet the needs of individuals across the lifespan;
- discuss changes in attitude about death across the lifespan; and
- 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)
BEH2501 - Community Health, Culture and Society
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Apply the theoretical concepts covered within BEH2011, BEH2021, and BEH2041 within a chosen community based practice setting;
- Investigate community health promotion models within a chosen community based practice setting;
- Discuss the importance of the national patient safety education framework in the provision of community health;
- Engage with community based health professionals within a chosen practice setting;
- Discuss the importance of collaboration of different health professions in the provision of community health care;
- Explore the social and cultural influences associated with community health and the implementation of a community health program;
- Identify alternative applications of paramedic activity within the community;
- Present a comprehensive and critical description of the community engagement project developed within the learning contract;
- 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).
BEH3011 - Paramedic management of medical conditions
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
Co-requisites
Must be enrolled in the Bachelor of Emergency Health (Paramedic)
BEH3012 - Clinical leadership and emergency preparedness
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- 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
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)
BEH3021 - Paramedic management of health conditions at life stages
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
Co-requisites
Must be enrolled in the Bachelor of Emergency Health (Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)
BEH3022 - Research and Contemporary Challenges in Community Based Emergency Health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- utilise foundational knowledge of relevant research methods, to critically analyse selected community-based emergency health issues;
- identify and discuss contemporary challenges in community-based emergency health using local, national and international literature;
- 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;
- outline the principle features of the Australian healthcare system and the impact of politics, funding, and changing demography on CBEH;
- analyse emergency health research priorities and apply these to community-based emergency health needs;
- identify alternative methods of delivering community-based emergency health and discuss emerging opportunities for health professionals; and
- 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
Co-requisites
Must be enrolled in the Bachelor of Emergency Health (Paramedic)
BEH3031 - Paramedic clinical practice 2
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- describe their progress in the development of clinical, professional and leadership capabilities as a beginner paramedic;
- participate under supervision in the management of real life patient clinical problems using the model of Paramedic clinical competence; and
- 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
Co-requisites
Must be enrolled in Bachelor of Emergency Health(Paramedic)
BEH3032 - Paramedic management of critical care specialty situations
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explain the evidence-base of the paramedic management of critical care specialty conditions;
- demonstrate the application of the paramedic model of clinical competence in the simulated setting of patients with critical care specialty conditions;
- describe the epidemiology, natural history, and pathology related to selected critical care specialty conditions;
- describe the clinical highlights of the selected critical care specialty conditions commonly encountered by paramedics'
- 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;
- explain the pharmacology of relevant drugs included in the Paramedic Clinical Practice Guidelines for selected critical care specialty conditions;
- 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;
- explain the range of potential behaviour of patients, their carers and bystanders in situations of critical care specialty events;
- outline the underlying mechanism, pathology and principles of management of the trapped patient;
- 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
- 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)
BEH3042 - Advanced Paramedic Clinical Practice 3
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- demonstrate progress in the development of clinical, professional and leadership capabilities along a continuum from novice to skilled advanced life support paramedic.
- 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;
- 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;
- demonstrate a culturally sensitive approach to the recognition and management of the reactions of patients and family to acute illness or injury; and
- 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
Co-requisites
Must be enrolled in Bachelor of Emergency Health(Paramedic)
BEH3051 - Paramedic Management of Mental Health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the aetiological factors, epidemiology and clinical manifestations of selected mental health disorders;
- describe the epidemiology, population health, natural history, and pathology related to mental illness commonly encountered in paramedic practice;
- discuss ethical issues which relate to mental illness;
- locate and evaluate the evidence-base that informs the paramedic management of acute and chronic mental health conditions across the lifespan;
- communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour;
- demonstrate mental status assessment as applied to paramedic practice;
- interpret and apply legislation and clinical practice guidelines relating to the management of patients with mental health emergencies;
- 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;
- 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;
- 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;
- 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;
- 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)
BEH4100 - Advanced studies in community-based emergency health
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- identify areas of knowledge deficit in community-based emergency health practice and research and plan a study approach to address their learning needs;
- 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;
- accurately locate and critically assess research literature, with an emphasis on community-based emergency health;
- demonstrate suitable oral presentation skills to an audience of peers, superiors and academic staff;
- demonstrate an advanced knowledge of an aspect of community-based emergency health; and
- 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%
BEH4200 - Community Emergency Health research project- part A
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- discuss the different methods of knowledge acquisition and synthesis;
- discuss the ethical, legal and cultural responsibilities of scientific investigation;
- describe the principles of "Good clinical research" as described by the NH&MRC, with an emphasis on research in community-based emergency health;
- describe the phases of the research process;
- discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
- critically review scientific literature in community-based emergency health;
- consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
- write up scientific work in a potentially publishable manner;
- prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
- demonstrate a range of technical skills appropriate to community-based emergency health;
- demonstrate the ability to pursue higher studies in community-based emergency health;
- discuss the breadth and diversity of research in health sciences;
- demonstrate competence in locating, assessing and storing research literature with an emphasis on community-based emergency health;
- prepare a literature review on the selected and approved topic in community based emergency health; and
- 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
BEH4300 - Community Emergency Health research project - part B
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- discuss the different methods of knowledge acquisition and synthesis;
- discuss the ethical, legal, and cultural responsibilities of scientific investigation;
- describe the principles of "Good Clinical Research", as described by the NH&MRC, with an emphasis on research in community-based emergency health;
- describe the phases of the research process;
- discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
- critically review the scientific literature in community-based emergency health;
- consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
- write up scientific work in a potentially publishable manner;
- prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
- demonstrate a range of technical skills appropriate to community-based emergency health research;
- demonstrate the ability to pursue higher studies in community based emergency health;
- discuss the breadth and diversity of research in health sciences; and
- 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
Co-requisites
Must be enrolled in the Honours degree of Bachelor of Emergency Health (Paramedics)
BME1130 - Health and human behaviour
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- Describe the major features of human growth and development; psychological processes, health and illness, society and culture, and professional ethics;
- 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;
- Think critically about psychological, socio-cultural and ethical issues; and
- 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
BME3032 - Introduction to the health system
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- health policy and service delivery systems;
- illness and health in the context of social, cultural and behavioural systems, and
- 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
BMS1011 - Biomedical chemistry
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
BMS1021 - Cells, tissues and organisms
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- understand the structure and function of cells and their diversification into multicellular functional systems and organisms;
- appreciate the tools and techniques used to study the structure and function of single cells, tissues and organisms;
- know the principles behind and practical use of the microscope as a key tool in biomedical sciences;
- be aware of safe laboratory procedures;
- have skills to use the library facilities to critically evaluate a given topic; and
- 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:
- 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
BMS1031 - Medical biophysics
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- The laws of motion and the concepts of work, energy and power as they relate to human movement and biomechanics
- Heat transfer and thermal properties, the behaviour of gases and fluids applied to the cardiovascular and respiratory systems
- Principles of electricity, potential difference, current, resistance and capacitance; the basis of Nerst potential and the biological membrane potential, nerve conduction, ECG
- 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
- 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
BMS1042 - Biomedical sciences and society
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Explain how health and disease are measured in populations (Descriptive Epidemiology)
- Critically analyse the strengths and weaknesses of different epidemiological study designs which are used in population health research (Analytical Epidemiology).
- Critically appraise the biomedical literature on population health.
- Define the concept of the social determinants of health.
- Discuss the impact of epidemics and outbreaks on populations.
- Explain interventions which reduce risk exposure and/or treat diseases in populations are tested.
- Discuss the concepts of diagnostic and screening tests, and how they are applied to populations;
- Identify fundamental ethical considerations that underpin health research;
- 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;
- Apply different types of biomedical data;
- Explain basic statistical methods and when to apply them, and be able to perform basic statistical analyses;
- 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.
BMS1052 - Human neurobiology
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- understand the fundamental concepts of nervous system organisation and communication;
- have gained some insight into how the brain enables us to sense our environment and to move, feel, think and communicate with others;
- understand how the human brain and behaviour evolved;
- understand how behaviour can be influenced by genetic makeup, environmental and social factors and drugs; and
- 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
BMS1062 - Molecular biology
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- have a theoretical and practical understanding of the biological molecules which make up the blueprint of life;
- be able to describe the interactions of biological molecules which constitute essential processes in living cells;
- will have acquired the basic technical skills essential for experimental molecular biology;
- have a sound basis for advanced studies in molecular biology and recombinant DNA technology in later years of the course; and
- 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
Additional information on this unit is available from the faculty at:
BMS2011 - Structure of the human body
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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;
- 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
- understand anatomical and related medical terminology;
- use anatomical and related medical terminology effectively in verbal and written communication;
- demonstrate observational and descriptive skills in relation to histological slides, dissected anatomical specimens and radiographs; and
- 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
BMS2021 - Biochemistry of human function
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- The regulation and integration of metabolic pathways in tissues and cells;
- 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;
- Biochemical mechanisms of cell growth and differentiation; and
- 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:
- assay enzyme activity and metabolic flux;
- Study cell growth, cell differentiation and cell death; and
- 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
Co-requisites
Must be enrolled in course code 2230; 2341; 3356; 3528; 3804; or 3879.
Prohibitions
BMS2031 - Body systems
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- To achieve an understanding of the functions and internal controls of the major body systems
- 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
- 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
- To develop an appreciation of the variability inherent in biological systems through laboratory exercises
- 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
- To promote the abilities of students to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments
- 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
BMS2042 - Human genetics
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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;
- be aware of the value of model organisms in human genetic studies;
- know how human genes and their functions are identified;
- be able to perform gene mapping analyses and understand the interaction of clinical genetics practice with molecular biological techniques;
- understand the relationship between cancer, gene and cell regulation, mutation and development;
- understand the significance of the Human Genome Project and the techniques and strategies involved;
- appreciate the ethical issues raised be modern human genetics practice; and
- 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
Co-requisites
Must be enrolled in course code 2230; 2341; 3356; 3528; 3804; or 3879.
Prohibitions
BMS2052 - Microbes in health and disease
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- the history of infectious disease identification and research;
- basic mechanisms of immunity to infection;
- the immune response to infection;
- the development and use of vaccines;
- host and pathogen factors and how they affect the outcome of infection;
- mechanisms of pathogensis; emerging diseases;
- the spread and control of infection; antimicrobial agents; and
- a detailed knowledge of selected infectious diseases.
On successful completion of this unit, students will have skills in:
- 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
Co-requisites
Must be enrolled in Bachelor of Biomedical Science
Prohibitions
BMS2062 - Introduction to bioinformatics
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
BMS3011 - Biomedical basis of disease 1
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- the study of basic processes relates to human disease states;
- clinical features, epidemiological data and diagnostics are relevant to disease and treatment;
- 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:
- develop insight into identifying current inadequacies in knowledge and future challenges in disease pathogenesis and treatment;
- develop an understanding of the impact disease on the individual and society, including ethical issues; and
- 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
BMS3021 - Molecular medicine and biotechnology
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
BMS3042 - Biomedical basis of disease
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- place understanding of biomedical processes in the context of the current understanding of the pathogenesis and, to a lesser degree, treatment of human disease;
- comprehend relevant examples of human health and disease in the areas of immune/inflammatory injury, malignant disease, cardiovascular disease and human reproduction;
- describe how the study of pathobiological processes relates to disease;
- 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;
- appreciate how clinical features, epidemiological context, diagnosis and treatment (including pharmacological therapies) are relevant to disease;
- discuss the impact that disease may have on the individual and society;
- ) identify current inadequacies in knowledge and future challenges in disease pathogenesis and treatment by examining the biomedical literature;
- develop skills in team work, communication and practical aspects of biomedical research;
- 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
BMS4100 - Biomedical science research project
36 points, SCA Band 3, 0.750 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be able to critically review the scientific literature in their discipline;
- understand the processes involved in the design, development and implementation of a research project;
- be able to execute and analyse an appropriate set of studies;
- be proficient in computer-based data acquisition, analysis, presentation, and word processing;
- be able to write up scientific work in a potentially publishable way;
- show communication skills in both oral and written presentation to a scientific audience;
- have acquired a range of technical skills appropriate to their discipline;
- 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;
- have the ability to pursue higher studies in selected disciplines of biomedical science; and
- 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:
BMS4200 - Advanced studies in biomedical science
12 points, SCA Band 3, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- critically review the scientific literature in their discipline;
- explain the processes involved in the design, development and implementation of a research project;
- recognise the breadth of statistical tests and their applicability to common research methodologies;
- 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:
BND1010 - Human nutrition: an introduction to nutrients
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- To develop an understanding of the role(s) of macro and micronutrients in the human body
- 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
- To be able to recognise the clinical signs and symptoms of particular nutrient deficiencies and excesses, and understand the reason for their development
- To appreciate the strengths and weaknesses of different methods of assessing food intake and to critically assess the information derived from them
- 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%
BND1022 - Food chemistry
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- Identify the essential chemical components of food
- Discuss the chemistry of each of the major components of food
- Relate each chemical component to nutritional needs
- Relate different food types to the amount of energy provided
- Analyse the link between energy needs and balanced diet
- Determine how agricultural methods affect the chemical composition of food
- Understand the chemical changes that occur during the processing of food
- 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.
BND1032 - Social nutrition
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- the sociological perspectives of why Australians eat the way they do;
- the social context in which food is produced and consumed;
- the links between global food policy, public policy in Australia and the social patterning of food consumption;
- 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
- 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%
BND2011 - Nutritional physiology
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- achieve knowledge and understanding of the functions and internal controls of the major body systems;
- 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;
- 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;
- develop an appreciation of the variability inherent in biological systems through laboratory exercises;
- develop skills in locating appropriate resource materials using contemporary technologies and critical appraisal of those materials;
- demonstrate an ability to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments; and
- 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
Co-requisites
Must be enrolled in the Bachelor of Nutrition and Dietetics
Prohibitions
BND2021 - Nutritional biochemistry
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- substrate partitioning and mechanisms of energy expenditure and storage;
- the metabolic role of the liver;
- substrate metabolism in the fasted and fed state;
- metabolism of nitrogenous compounds, digestible and non-digestible carbohydrates and lipids;
- the role of micronutrients and concepts of nutrient balance;
- nutritional influences on cell growth, differentiation, programmed cell death and the development of the cancerous cell;
- nutritional influences on the development of blood cells, blood coagulation and fibrinolysis;
- introductory concepts in the nutrient modulation of gene expression;
- 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
- 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
BND2031 - Health psychology for dieticians
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- feeding in infancy and development of the infant-parent relationship;
- normal child development and presentation of eating problems in children under 5;
- eating problems in prepubescent children;
- adolescent eating problems;
- eating problems in adulthood and the relationship of early eating problems to more serious eating disorders such as anorexia nervosa, bulimia and obesity;
- chronic illness and trauma;
- renal, gastrointestinal disease, diabetes and cardiovascular disease;
- students will learn to apply the knowledge they have gained in direct interactions with patients from differing ages across the life span; and
- 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
BND2042 - Nutrition and immunology
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explain the basic components, structure and function of the immune system;
- 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;
- indicate the rule of cytokines and chemokines in inflammatory processes and disease states;
- explain the varied techniques used in common immunological assays;
- compare the effects of nutrient deficiencies on immune function in infancy, old age and normal adult life;
- Describe the nutritive value of breast milk and indicate the basis fro its protective rule against infectious disease;
- compare food allergy with food intolerance and design, experience and discuss a restrictive diet suitable to the nutritional therapy of one of these conditions;
- 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;
- examine mechanisms for immune defense against micro-organisms and viruses and describe the nutritional care of patients with trauma, sepsis and HIV/AIDS;
- differentiate between different types of organ transplant, understand basic transplant rejection mechanisms and explain the role of nutrition in the care of transplant patients;
- demonstrate reflective and critical thinking and problem solving skills in response to case descriptions of nutritional conditions in which immunological processes are relevant;
- demonstrate effective teamwork and oral presentation skills to a 'competent' rather than 'beginner' level;
- 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)
BND2052 - Applied food science
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the role of the Commonwealth and State governments in Australia in formulating, implementing and enforcing modern food law;
- make comparisons with food legislation in other countries;
- discuss the impact of globalisation, the World Trade Organisation, trade barriers and the role of Codex Alimentarius as a 'benchmark';
- 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;
- 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);
- develop a hypothetical submission to provide a public health nutrition perspective on food standards development and modification; and
- provide an overview of the packaged food supply available in a local supermarket, including;
- categories of foods
- types of foods within categories
- 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
BND2062 - Food microbiology
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- food as an ideal niche for microorganisms;
- microorganisms involved in food spoilage;
- microorganisms as the causative agent of food borne disease due to food contamination;
- ideal food handling practices to prevent microbial contamination and/or growth during processing, handling, storage and distribution;
- methods of preservation of food at home and commercially;
- traditional and industrial fermentation methods;
- the concepts of risk assessment, management and communication for food borne disease;
- the current regulatory system in Australia and other similar countries (US and European Union);
- lactic acid bacteria and other starter cultures including the commercial potential of microorganisms in the food industry;
- probiotic organisms and their applications;
- laboratory skills required in culturing and identifying microorganisms;
- microbiological testing of food and water supplies;
- evaluation of food borne outbreaks reported in the popular press and in scientific publications;
- hazard analysis critical control points; and
- 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
BND2072 - Introduction to health care systems
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the key elements of the Australian Healthcare system including the organization, funding and delivery of health care in all settings;
- critically describe the role and responsibility of the health professional in relation to professional and ethical conduct and the legal framework for practice;
- demonstrate critical reflection about your own professional practice and attitudes to the provision of equitable, high quality health care for all;
- 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;
- evaluate the continuum of health care delivery with emphasis on the role of the dietetic professional within each element of the health care system;
- describe health policy impacting on vulnerable groups (including Aboriginal and Torres Strait Islanders, elderly, disabled and paediatric populations) and their access to health care;
- adopt reflective and critical thinking and problem solving skills to a range of contemporary nutritional issues in the Australian health care system; and
- 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
BND3011 - Food science and skills
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- recognise and name a wide variety of common Australian and ethnic foods and food ingredients;
- explain basic culinary terms, methods of cooking and techniques for food assessment;
- demonstrate practical competency in basic cooking skills, choosing the appropriate equipment, working in a logical, safe and sequential manner and implementing safe work practices;
- describe kitchen organisation, purchasing procedures, inventory and stock control systems;
- report on methods of food storage practice, costing, yield testing and portion control;
- compare nutrient content and nutrient bioavailability in foods processed by different techniques;
- investigate the chemical and physical changes that occur when food is cooked;
- review methods of food preservation;
- exhibit cultural understanding, in dietary analysis, formulation of recipe changes and design of menus for people from a variety of different ethnic backgrounds; and
- 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 - Nutrition assessment skills
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- the use of a wide range of dietetic assessment tools with consideration of the limitations of each tool;
- anthropometry and its use in nutritional assessment. This includes varied techniques for the determination of body composition;
- methods for assessing food intake data;
- the analysis of food intake data in relation to nutritional standards;
- the interpretation of biochemical data relevant to nutritional care;
- medical terminology and the interpretation of medical records;
- the relevance of RDIs;
- food diversity and food composition;
- vitamin and mineral supplementation; and
- 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
BND3031 - Health education and promotion
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- define and describe health education and promotion;
- explain the theories of learning and health behaviour and illustrate how these can be applied in dietetic practice;
- discuss the basic aspects of an effective counselling relationship;
- implement a counselling model to direct the flow of counselling interactions; and
- 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
BND3041 - Nutrition across the lifespan
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
BND3052 - Clinical dietetics I
18 points, SCA Band 2, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- examine the role of diet in the aetiology, primary and secondary prevention, and management of major lifestyle related chronic disease;
- 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;
- 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;
- 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;
- communicate both orally and in written form information arising from medical and nutritional assessment and the dietetic process of case management;
- research and communicate nutritional information arising from medical and nutritional assessment and the dietetic process of case management;
- 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;
- reflect on learning to assist in critical thinking and problem solving skills; and
- 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
BND3082 - Public health nutrition
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the impact of diet on disease at a population level;
- critically appraise the use of epidemiology in the development and prioritisation of public health priorities;
- analyse population nutrition data and apply to the nutritional status of populations and the development of public health nutrition priorities;
- 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;
- outline the goals of public health and the key concepts of public health practice, including, capacity building, prevention and health promotion;
- explain public health advocacy and apply the advocacy framework to a current public health nutrition issue;
- identify determinants of population nutrition issues and employ the program planning cycle to these issues in the development of nutrition interventions; and
- 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
BND4011 - Clinical Dietetics II
18 points, SCA Band 2, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- apply the knowledge of the medical and nutritional principles to the dietetic management of the listed conditions;
- 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;
- synthesise information and apply to the dietetic process;
- research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;
- apply skills of research and evidence based medicine to formulate and deliver care according to best practice guidelines within the institution and the profession;
- reflect on learning to assist with critical thinking and problem solving skills; and
- 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 - Food service management
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the various systems available for provision of food services in healthcare settings;
- outline key factors in purchase of contracted food services;
- describe the relationships between food services and clinical dietetics;
- assess client and customer needs, and plan strategies to meet these;
- assess and develop institutional food and nutrition policy;
- undertake menu planning and assessment for groups, including those with specialised needs;
- describe the key regulatory and accreditation systems relevant to food services management;
- interpret activity and budgetary data and reporting relevant to food services;
- broadly discuss human resources issues, including industrial relations, recruitment and staff management; and
- 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
BND4032 - Clinical Dietetics III
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- apply knowledge previously learned to the nutritional management of patients with any clinical condition;
- demonstrate an organised, professional and ethical approach to casework;
- 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;
- 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;
- demonstrate reflective skills whilst on clinical placement to assist with professional development and life long learning in the area of nutrition and dietetics; and
- 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
BND4042 - Program planning
18 points, SCA Band 2, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- utilise nutrition and health related data and scientific literature in identifying nutrition problems in the community;
- illustrate the integration of public health and health promotion theory and epidemiology into practice in community or public health nutrition settings;
- employ the program planning cycle and determine goals, objectives and plans for dealing with nutrition issues in the community;
- adopt effective project management, team work and communication skills and work effectively within the placement organisation;
- collect and evaluate the literature related to a community or public health nutrition issues and apply research and evaluation findings to practice;
- organise, establish and document data, process and communication on a community or public health nutrition issue into written reports and oral presentations; and
- 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
BND5011 - Research skills for Dieticians
3 points, SCA Band 2, 0.0625 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- know how to systematically search and critically review the scientific literature in their discipline;
- understand the process involved in the design, development and implementation of a research project;
- understand the issues in applying for ethics committee approval of projects;
- be proficient in computer based data manipulation, analysis, presentation and word processing; and
- 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
BND5012 - Issues in human nutrition
3 points, SCA Band 2, 0.0625 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- have insight into different areas of research and practice in human nutrition;
- have experience in participating in scientific discussions; and
- 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
Co-requisites
BND5021 - Honours research project 1
21 points, SCA Band 2, 0.4375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be able to critically review the scientific literature in their discipline;
- understand the processes involved in the design, development and implementation of a research project;
- be able to develop a proposal for a research project into practical data collection;
- be able to execute and analyse a research project, or set of studies;
- be able to write up scientific work in a report suitable to submit for publication; and
- 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
BND5022 - Honours research project 2
21 points, SCA Band 2, 0.4375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be able to execute and analyse a research project, or set of studies;
- be proficient in computer based data manipulation, analysis, presentation and word processing;
- be able to write up scientific work in a report suitable for publication;
- demonstrate communication skills in both oral and written presentation to specialist scientific audience;
- have refined or acquired a range of technical skills appropriate for their project; and
- 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
Co-requisites
BNS1072 - Foundations of behavioural neuroscience
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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.
- Be familiar with modes of inheritance, gene mutations and abnormalities.
- 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.
- Have had the opportunity to develop their group-work and oral presentation skills.
- 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.
- Understand and be able to build on important concepts underlying neuroimaging procedures (including the principles of electromagnetism, simple nuclear physics, etc).
- 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
BNS2011 - Brain structure and function I
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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.
- 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.
- 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.
- Compare and contrast normal neural function to specific deficits outlined in 3.
- From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result.
- 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
BNS2012 - Brain Structure and Function II
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Identify from pictures and brain specimens structures of the cerebellum, thalamus, hippocampus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems;
- 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;
- 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;
- Compare and contrast normal neural function to specific deficits outlined in 3;
- From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result;
- 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.
BNS2082 - Introductory research in behavioural neuroscience
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Review scientific literature in a neuroscience-related area including the ability to identify key information in this area;
- Access databases for provision of information;
- Presentation of oral reports;
- Construction of written reports;
- Manage workloads to meet deadlines;
- Work with a significant degree of independence;
- Plan a substantial project, including the ability to adjust planning as events and results dictate;
- Conduct appropriate statistical analysis of results;
- Perform routine laboratory measurements and manipulations;
- Maintain efficient and meaningful communication with a project supervisor; and
- 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
BNS3021 - Neurochemistry and Behaviour
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Explain the methods used by the nervous system to exchange information by releasing neurotransmitters and the interaction of these neurochemicals with specific receptors;
- 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;
- 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;
- 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;
- Demonstrate careful observation and documentation in experimental work;
- 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
BNS3052 - Drugs, brain and altered awareness
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- understand the neurobiological modes of action of the major classes of drugs, and their different effects on awareness, cognition and behaviour;
- 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
- 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:
- 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;
- acquired skills and experience in electronic data acquisition and the presentation of reports using modern techniques of information technology; and
- 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
BNS3062 - Imaging and brain disorders
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be familiar with the variety of neuroimaging techniques that are available, and understand the theoretical basis for these technologies and their practical limitations;
- 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;
- understand the neurobiological correlates of some common neurological disorders and how they are diagnosed and treated;
- understand the behavioural and cognitive deficits that accompany some neurological disorders;
- appreciate the impact of disorders and their treatment from the point of view of patients and their carers;
- have developed confidence in communicating effectively with clinicians, patients and their carers; and
- 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.
BNS4100 - Behavioural neuroscience honours: Research project
42 points, SCA Band 0 (NATIONAL PRIORITY), 0.875 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be able to critically review the scientific literature in their domain of behavioural neuroscience research,
- have acquired sound knowledge of the processes involved in research design, development and implementation through the completion of a research project,
- be able to execute and analyse the outcomes of a laboratory-based and/or field-based study,
- be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software,
- be able to prepare a report of a research project in a potentially publishable way,
- 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,
- have acquired a range of technical skills appropriate to their research area,
- 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:
BNS4200 - Behavioural neuroscience honours: Research design and analysis
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- understand the processes involved in the design, development and implementation of research project,
- be proficient in the use of advanced univariate and multivariate statistical procedures relevant to psychology,
- be proficient in the use of the SPSS software package for statistical analysis and data-base storage and manipulation
- 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:
GMA1011 - Medicine 1
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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).
GMA2000 - Year A Graduate entry MBBS
SCA Band 3, 0.000 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
GMA2022 - Medicine 2
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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).
GMB3031 - Medicine and Surgery 1
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- Describe ethical and legal issues pertinent to clinical contexts;
- Articulate professional rights and responsibilities including advocacy for patients and their families;
- Demonstrate ability to work as part of multi-professional teams;
- Identify, develop and use strategies to meet professional and personal challenges and needs.
Theme II: Population, Society, Health and Illness
- Correctly apply principles and key steps in evidence based clinical practice;
- Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
- Elicit an accurate occupational and environmental history;
- Describe how to certify a patient's fitness for work;
- Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
- Recognise human and institutional factors relevant to risk management in health care settings.
Theme III: Foundations of Medicine
- Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
- Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
- Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
- Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
- Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
- Describe pre-operative assessment including anaesthetics;
- Describe and demonstrate relevant operating theatre procedures;
- Describe post-operative care;
- Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
- Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
- Describe request procedures for laboratory and other relevant investigations;
- Describe and use methods for collection of common laboratory specimens;
- Outline the contribution of the pathologist to diagnosis and patient management;
- Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
- 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;
- Describe the pharmacological principles underlying adverse drug reactions.
Theme IV: Clinical Skills
- Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
- Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
- Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
- Conduct relevant and appropriate physical and clinical examinations.
- Describe and use clinical reasoning skills;
- Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
- Correctly perform specified practical techniques, tasks and procedures;
- 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
GMB3042 - Medicine and Surgery 2
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- Describe ethical and legal issues pertinent to clinical contexts;
- Articulate professional rights and responsibilities including advocacy for patients and their families;
- Demonstrate ability to work as part of multi-professional teams;
- Identify, develop and use strategies to meet professional and personal challenges and needs.
Theme II: Population, Society, Health and Illness
- Correctly apply principles and key steps in evidence based clinical practice;
- Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
- Elicit an accurate occupational and environmental history;
- Describe how to certify a patient's fitness for work;
- Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
- Recognise human and institutional factors relevant to risk management in health care settings.
Theme III: Foundations of Medicine
- Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
- Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
- Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
- Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
- Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
- Describe pre-operative assessment including anaesthetics;
- Describe and demonstrate relevant operating theatre procedures;
- Describe post-operative care;
- Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
- Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
- Describe request procedures for laboratory and other relevant investigations;
- Describe and use methods for collection of common laboratory specimens;
- Outline the contribution of the pathologist to diagnosis and patient management;
- Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
- 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;
- Describe the pharmacological principles underlying adverse drug reactions.
Theme IV: Clinical Skills
- Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
- Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
- Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
- Conduct relevant and appropriate physical and clinical examinations.
- Describe and use clinical reasoning skills;
- Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
- Correctly perform specified practical techniques, tasks and procedures;
- 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
HSC1031 - Foundations of health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- reflect on their own values and assumptions regarding health and wellbeing
- discuss health and wellbeing in terms of the diversity of definitions, concepts and meanings
- define, compare and contrast biomedical and ecological models of health
- explain the ICF framework and its applications in health and social care practice
- identify the socio-cultural, environmental, economic and political determinants of health for individuals, families and communities
- 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
- describe and discuss inequalities in health and utilisation of services, and the underlying reasons
- critically reflect on contemporary debates regarding individual and collective responsibility for health and the role for governments and private enterprise
- 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.
HSC1041 - Health sociology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- apply the principles of sociological theory to the lived experience of the individual and the social organization of health;
- demonstrate a sound understanding of the themes associated with the sociological imagination;
- apply an awareness of diversity and difference to the study of a range of population cohorts;
- demonstrate understanding, respect and support for the roles of other professionals involved in health and social care;
- describe the sociology of health care as it relates to people who have experienced a major disruption to their own health; and
- 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
HSC1051 - Working With People
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe models of communication and the theories that underpin them;
- explain the role of individual behaviour, values and attributes in communication between individuals, groups and organisations;
- discuss theories and practical application of group behaviours, individual motivation, team building and group processes;
- demonstrate understanding of basic skills in managing conflict and power relations;
- compare and contrast different models of leadership and examine their implications for practice;
- consult effectively with a range of people in a range of contexts; and
- 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
HSC1052 - Health and social care systems
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- describe the structure and function of the state, national and international health and social care systems.
- outline the interconnectedness of health and social care systems with private enterprise, economics, and regulatory obligation.
- demonstrate a critical perspective towards theories of power such as medical dominance and institutional hegemony.
- describe the relationship between health systems, culture, society, education and economics, and show how this knowledge and power base affects health outcomes.
- 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.
- 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.
HSC1061 - Introduction to research in health science
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Conduct a literature search and demonstrate a basic ability to read and critically analyse the literature;
- Use the Endnote referencing package for the storage and retrieval of references
- Write a literature review and a basic research proposal;
- Outline the importance of research to the foundations and development of the professional health disciplines;
- Summarize research principles, the research process and the major research designs
- Identify ethical issues and key concepts involved with the research process;
- Describe quantitative research techniques (research design, data collection, analysis & reporting);
- Describe qualitative research techniques (research design, data collection, analysis & reporting);
- 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.
HSC1072 - Health promotion 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
HSC1082 - Population health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Define public health and population health and distinguish between feature of population health and individual health,
- Identify sources of data to determine the magnitude of population health issues and groups at risk,
- Identify the social, environment, economical and political influences on health at a population level,
- Describe different approached to prevent or manage population health issues including legislative, environmental and economic approached,
- Demonstrate an understanding of the role in population health in informing public health practice,
- 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.
HSC1092 - Human body in health and illness
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Apply the concept of homeostasis to human physiological processes;
- 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;
- Explain the biological basis for mind-body interactions in health and disease;
- Integrate knowledge of biological factors, genetic factors and lifestyle choices to explain altered health states across the life span;
- 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 - Human structure and function 1
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- apply the concept of homeostasis to physiological processes;
- describe the basic structure and function of tissues, cells, and cellular components of the human body;
- relate the structure of the integumentary system to its function across the lifespan;
- relate the structure of the major bones and muscles to the functions of support and movement;
- relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;
- relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport;
- observe, measure and present clinical data and discuss the validity of the data; and
- 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
HSC1302 - Human structure and function 2
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explain how electrochemical signals are conducted within the nervous system;
- relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
- relate the structure of the endocrine system to the integration of body functions;
- relate the structure of the urinary system to excretory functions and fluid balance;
- relate the structure of the digestive system to digestive, absorptive, and metabolic functions;
- relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
- describe the major changes in embryonic development in early pregnancy;
- observe, measure and present clinical data and discuss the validity of the data; and
- 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
Prohibitions
NUR1302
HSC2031 - Epidemiology and public health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- define the scope, limitations and significance of biostatistics and epidemiology in the theory and practice of population health;
- perform simple statistical exercises to summarise and analyse population data;
- interpret and use epidemiologic data appropriately to portray the health status of populations;
- apply appropriate epidemiologic research designs to the study of public health problems in the community;
- begin critically appraising epidemiologic literature with respect to major sources of bias and errors;
- demonstrate a basic understanding of epidemiological applications to health problems; and
- 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.
HSC2042 - Population health and diversity
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
HSC2051 - Health Promotion 2
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- compare and contrast planning frameworks to identify their strengths and weaknesses;
- develop a needs assessment incorporating elements of community profiling as the basis of an evidence-based project plan;
- identify data sources for needs assessment and community profiles;
- demonstrate skills in project logic for the development of health promotion plans including evaluation planning skills and understanding of different approaches to evaluation;
- identify outcomes and outcome levels relevant to health promotion programs;
- recognise ethical issues and key concepts involved with health promotion program planning; and
- 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
HSC2052 - Management in the health sector
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the evolution of management theory and show how this is reflected in current management practice in the health and social care sector;
- apply self-management principles and extrapolate from these principles to managing others as groups or individuals;
- apply basic principles of resource management (human, financial and infrastructure resources) to a series of problems and scenarios;
- compare management in the public, private and volunteer sectors and in large organisations versus small-to-medium enterprises (SMEs); and
- 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
HSC2061 - Legal and ethical frameworks
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- demonstrate knowledge of the legal framework pertinent to healthcare practice;
- explain why the study of health law is an essential aspect of professional practice;
- discuss issues related to justice in the healthcare system;
- develop an understanding of the nature of professional ethics and different ethical perspectives as related to healthcare; and
- understand the importance of confidentiality and informed consent.
Assessment
Written assignments (2 x 2500 words): 100%
Hurdle requirement: 80% attendance at tutorials
HSC2062 - Communicating health
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- critically analyse the role of the media in construction health issues;
- describe, compare and contrast different approaches to health communication and explain their strengths and limitations;
- critically review a range of local and international health communication campaigns;
- identify key stages in designing a communication campaign and apply them to a selected health issue;
- demonstrate practical skills for working with the medica (obtaining media coverage, writing press releases, conducting interviews, using the internet);
- demonstrate oral and written presentation skills for a range of professional and lay audiences;
- critically review a range of health communication materials (print-based, electronic and web-based); and
- 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
HSC2092 - Community partnerships and capacity building
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- define community development and capacity building and explain the principles which underpin them;
- describe and discuss a range of theories for promoting change in communities and organizations - including their strengths and limitations;
- reflect on the values and assumptions inherent in community development and capacity building - including their own and those of a range of stakeholders;
- critically reflect on concepts of social equity, empowerment, participation and engagement, as well as the role of health professionals in community-based practice.
- describe and discuss frameworks for building the capacity of communities and organizations to improve health, including building partnerships, networks and inter-sectoral coalitions;
- propose strategies for integrating community partnerships and capacity building into a selected area of practice in health and/or social care;
- identify key stages in developing a community response to a health-related issue;
- demonstrate basic skills for working collaboratively with community members and a range of stakeholders, including facilitation of group and community processes;
- describe approaches to monitoring and evaluating outcomes in community capacity building; and
- 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
HSC2301 - Processes of disease
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the major causes of cell damage and responses to such damage;
- explain how cell, organ and whole-body functions are affected by various disease processes;
- demonstrate an understanding of pathological processes in selected genetic diseases, and explain the modes of inheritance of those diseases;
- develop skills in the observation, presentation and critical evaluation of clinical data; and
- 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
HSC2302 - Communicable diseases
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the distinguishing features of the major groups of pathogenic microorganisms;
- recognize that the occurrence of infectious disease is the outcome of interactions between microbial factors, host factors, physical environmental factors and social influences;
- explain how communicable infections are spread in health care settings and in community settings;
- use a basic knowledge of epidemiological methods to understand the investigation of outbreaks of communicable disease in populations;
- recognize the particular challenges in controlling communicable disease in remote areas of Australia and in developing countries;
- assess the efficacy of infection control strategies, antimicrobial therapies, and immunization in the control and management of major communicable diseases; and
- 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
HSC3011 - Contemporary health challenges
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- demonstrate an indepth understanding of global determinants of health;
- 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;
- demonstrate the complex interplay of political, economic, legal and socio-cultural frameworks in shaping contemporary health challenges and how they are responded to;
- identify and discuss the implications of ideology, values and power bases in determining our understanding (and prioritising) of contemporary public health challenges;
- 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
HSC3031 - Research Methods in Health Science
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Demonstrate knowledge of public and population research design and methodologies;
- Develop research questions and conduct a comprehensive literature review;
- Apply knowledge and skills in research methods to real-world problems in communities and/or specific populations;
- Work collaboratively in a research team;
- Discuss the ethical dimensions of research methodologies;
- Reflect on the professional attitudes and skills required of health professionals undertaking public and population health research;
- 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.
HSC3052 - Health Promotion in primary and clinical settings
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- Define settings approaches and distinguish key features of primary and clinical health promotion;
- Identify sources of data to inform evidence-based approaches to health promotion in primary and clinical settings;
- Describe different approaches to prevention and health promotion in primary and clinical settings including behavioral counseling and health education strategies;
- Demonstrate an understanding of prevention and health promotion approaches for chronic and complex conditions;
- Demonstrate skills in planning and implementation for health promotion in clinical and primary care settings;
- Identify systems level changes in clinical and primary care settings that will support the use of health promotion strategies;
- 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
HSC3061 - Health program evaluation
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- distinguish between levels of evaluation in health promotion and recognise how these are linked to program plans;
- select quantitative designs that are appropriate for different evaluation questions;
- identify the range of qualitative study designs that can be employed and the strengths and weaknesses of these for different strategies and contexts;
- identify methods to measure indicators at all levels of evaluation;
- develop survey questions and interview guides that demonstrate an understanding of measurement quality;
- recognise different aspects of measurement reliability and validity and how these can be evaluated;
- 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
HSC3072 - Health policy and politics
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- understand health policy as a dynamic process which impacts on societies and individuals;
- identify the structures, systems and institutions that contribute to the Australian health policy environment with emphasis on health promotion and public health policy;
- critically engage with a range of public policy issues and policy processes;
- discuss types of health policy within the context of jurisdictions which hold responsibility for them;
- explain the role of government and their agencies, NGOs and the community in the development and implementation of health policy;
- distinguish types of power and how they are used by interest groups and individuals in policy development, and
- 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
HSC3082 - Health Promotion Practicum
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Apply knowledge and skills gained in health promotion units, in the practice of community-based health promotion;
- Demonstrate skills and knowledge in learning about career development;
- Demonstrate knowledge of health promotion theories in program design and / or delivery;
- Reflect on the professional attitudes and skills required of health professionals working in community settings;
- Critically assess a workplace environment;
- 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
MED1011 - Medicine 1
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Identify issues which affect their transition from school to university
- Develop strategies for maintaining their mental and physical health status
- Examine the similarities/differences between ethical issues in personal and professional life
- 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:
- Discuss different perspectives on health, illness and medical practice through application of the 'sociological imagination'
- Describe associations between health and illness and social influences like disability, place, social position, gender, ethnicity, ecology and access to health care
- Consider appropriate adaptations of medical practice to suit cultural and social circumstances
- Critically examine the influence their own experiences, background and culture have on their attitudes towards medicine
- 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:
- Normal cell and tissue structure and function
- Genes in health and disease
- The immune system in health and disease
- Interaction between microbial organisms and the human host
- Injury and the host response
- Genetic and environmental factors leading to neoplasia, its progression and spread
Theme IV: On completion of this sub-unit students will be able to:
- Demonstrate clear and appropriate communication skills
- Understand different forms of communication and the need for active listening
- Work cooperatively with health professionals (nurses, GPs) and trainees (nurses) to achieve specified tasks
- Understand the framework for taking a comprehensive medical history
- Be competent in First Aid as shown by the completion of the first aid course
- 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
MED1022 - Medicine 2
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- identify ongoing strategies for their own health enhancement;
- understand difference ethical debates involving: doctor/patient relationships; health and illness; ideas of personhood and body;
- understand concepts of professional responsibility and public accountability with reference to the role of the courts, common law, statutes and professional self-regulation;
- understand the conceptual and practical implications of Community Service Placements in Year 2;
- articulate and debrief their early clinical experiences.
Theme II: On completion of this sub-unit students will be able to:
- demonstrate an understanding of the basic concepts and methods of biostatistics in medical research;
- understand the strengths and weaknesses of different epidemiological study designs;
- appreciate the role of chance, bias and confounding in epidemiological studies;
- 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
MED2000 - Year 2 Final Grade
SCA Band 3, 0.000 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
Co-requisites
Must be enrolled in Bachelor of Medicine/ Bachelor of Surgery (course codes 0040,1074, 3856)
MED2031 - Medicine 3
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED2042 - Medicine 4
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- develop a perspective on issues of social equity and justice;
- develop knowledge of the welfare system and its relevance to medicine;
- appreciate the operational philosophy and service delivery components of key agencies;
- 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 their capacity to 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, 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;
- 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 the evaluation of health promotion intervention strategies;
- identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies;
Theme III
- 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;
- comprehend the role of endocrine systems in normal and pathological function;
- 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;
- understand the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood;
- describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract;
- work within small peer groups in the researching and documentation of case-based information;
Theme IV
- understand the framework for taking a focused medical history and performs an examination of the reproductive, endocrine and gastrointestinal systems;
- demonstrate an understanding of the investigations and imaging techniques used in the examination of the patients' reproductive organs, the endocrine and gastrointestinal systems;
- further develop clinical reasoning skills underlying focussed history taking, examination and the selection of a particular investigation;
- understand the link between clinical presentation and underlying pathophysiology to comprehend available management options;
- further develop 'active listening' empathy, concern and an awareness of key gender, cultural and ethical issues when communicating with patients, their families and carers;
- 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
- demonstrate an understanding of approaches to the study of human development across the lifespan;
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED3051 - Medicine and surgery 1
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- describe ethical and legal issues pertinent to clinical contexts;
- articulate professional rights and responsibilities including advocacy for patients and their families;
- demonstrate ability to work in multi-professional teams;
- identify, develop and use strategies to meet professional and personal challenges and needs;
Theme II: Population, Society, Health and Illness
- correctly apply principles and key steps in evidence based clinical practice;
- demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
- elicit an accurate occupational and environmental history;
- describe how to certify a patient's fitness for work;
- effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
- 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:
- Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
- Formulate a differential diagnosis and problem list relevant to the patient;
Clinical Features, Natural history, Pathogenesis and Pathology of disease
- 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:
- 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:
- Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
- Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;
General Principles of Management
- Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
- Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
- Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);
Surgical Management
- 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;
- Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;
Pharmacotherapeutics
- 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:
- Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;
Theme IV: Clinical skills
- communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
- conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
- describe principles for giving information to patients (eg applied to procedural information, patient education skills);
- conduct relevant and appropriate physical and clinical examinations;
- describe and use clinical reasoning skills;
- frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
- correctly perform specified practical techniques, tasks and procedures; and
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED3062 - Medicine and surgery 2
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- describe ethical and legal issues pertinent to clinical contexts;
- articulate professional rights and responsibilities including advocacy for patients and their families;
- demonstrate ability to work in multi-professional teams;
- identify, develop and use strategies to meet professional and personal challenges and needs;
Theme II: Population, Society, Health and Illness
- correctly apply principles and key steps in evidence based clinical practice;
- demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
- elicit an accurate occupational and environmental history;
- describe how to certify a patient's fitness for work;
- effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
- 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:
- Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
- Formulate a differential diagnosis and problem list relevant to the patient;
Clinical Features, Natural history, Pathogenesis and Pathology of disease
- 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:
- 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:
- Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
- Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;
General Principles of Management
- Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
- Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
- Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);
Surgical Management
- 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;
- Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;
Pharmacotherapeutics
- 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:
- Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;
Theme IV: Clinical skills
- communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
- conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
- describe principles for giving information to patients (eg applied to procedural information, patient education skills);
- conduct relevant and appropriate physical and clinical examinations;
- describe and use clinical reasoning skills;
- frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
- correctly perform specified practical techniques, tasks and procedures; and
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED4000 - Year 4 Final Grade
SCA Band 3, 0.000 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED4071 - General practice and psychological medicine
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;
- recognise legal and ethical issues relevant to the practice of medicine;
- recognise the principles of team-work, and the role of doctors in clinical teams;
Theme 2: Population, Society, Health and Illness
- explain the economic perspective on health issues and health care;
- critique evaluations of a health intervention;
- identify organisational factors which impact on patient care and participate in quality improvement processes;
- identify the impact of public health policy on the delivery of health care to the individual;
- identify the relevant programs and community resources available to patients and their families;
- identify relevant approaches to health education, illness prevention and rehabilitation;
Theme 3: Foundations of Medicine
- apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED4082 - Women's and children's health
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;
- recognise legal and ethical issues relevant to the practice of medicine;
- recognise the principles of team-work, and the role of doctors in clinical teams;
Theme 2: Population, Society, Health and Illness
- explain the economic perspective on health issues and health care;
- critique evaluations of a health intervention;
- identify organisational factors which impact on patient care and participate in quality improvement processes;
- identify the impact of public health policy on the delivery of health care to the individual;
- identify relevant programs and community resources available to patients and their families;
- identify relevant approaches to health education, illness prevention and rehabilitation;
Theme 3: Foundations of Medicine
- apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;
- identify biological, psychological and social factors pertinent to understanding the illness and its management;
- identify common and important illnesses, conditions and disorders;
Theme 4: Clinical Skills
- elicit and record an accurate clinical history appropriate for the patients and the clinical context;
- perform and accurately record an appropriate physical examination;
- develop differential diagnoses and formulate problems;
- competently perform selected clinical practices, techniques and procedures;
- formulate appropriate patient-centred management plans and discuss management issues; and
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED5091 - Advanced clinical practice 1
21 points, SCA Band 3, 0.4375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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)
- appropriate clinical history and physical/mental state examination skills required of an intern;
- the clinical skills necessary to competently assess emergency and non-emergency conditions;
- an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
- an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
- an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
- competence in relevant clinical procedures;
Biosciences (Themes II and III)
- an understanding of the causative factors and pathophysiological basis of health and disease;
Knowledge of health care systems (Theme II)
- an awareness of health care quality improvement activities;
Professional attributes and behaviour (Themes I and IV)
- an ability to work as an effective member of a multidisciplinary health care team;
- effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
- appropriate written and verbal communication skills with members of the health care team;
- appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
- familiarity with the medico-legal responsibilities of being an intern; and
- 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
Co-requisites
Must be enrolled in MBBS or MBBS/LLB
MED5092 - Advanced clinical practice II
21 points, SCA Band 3, 0.4375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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)
- appropriate clinical history and physical/mental state examination skills required of an intern;
- the clinical skills necessary to competently assess emergency and non-emergency conditions;
- an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
- an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
- an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
- competence in relevant clinical procedures;
Biosciences (Themes II and III)
- an understanding of the causative factors and pathophysiological basis of health and disease;
Knowledge of health care systems (Theme II)
- an awareness of health care quality improvement activities;
Professional attributes and behaviour (Themes I and IV)
- an ability to work as an effective member of a multidisciplinary health care team;
- effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
- appropriate written and verbal communication skills with members of the health care team;
- appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
- familiarity with the medico-legal responsibilities of being an intern; and
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED5100 - Final MBBS grade
SCA Band 3, 0.000 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MED5102 - Contemporary developments in clinical practice: Patient safety
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- identify and describe the principles of Patient Safety;
- recognise individual practitioner, patient and institutional methods and strategies used to ensure Patient Safety principles are upheld;
- demonstrate competence in Patient Safety practices in simulated settings;
- contribute actively to the development and implementation of Patient Safety practices; and
- 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
Co-requisites
Must be enrolled in the MBBS or MBBS/LLB
MED7001 - Bachelor of medical science 1
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MED7002 - Bachelor of medical science 2
24 points, SCA Band 3, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MED7011 - Medical Science Research Project A
18 points, SCA Band 3, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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;
- 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
MED7012 - Medical Science Research Project B
18 points, SCA Band 3, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MED7201 - Medical Research Methods 1
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MED7202 - Medical Research Methods 2
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MEH1001 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH1002 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH2001 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH2002 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH2003 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH2004 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH3001 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH3002 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH3003 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MEH3004 - Faculty of medicine exchange unit
6 points, SCA Band 3, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
MID1001 - With childbearing woman
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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: -
- describe the role of the midwife in contemporary midwifery practice and multidisciplinary teams;
- discuss philosophical foundations underpinning the role of the midwife in contemporary midwifery practice;
- explain the principles of basic midwifery care;
- identify important principles of health promotion and primary health counselling;
- discuss factors impacting on the care of indigenous women and those from different cultures;
- identify key support organizations to be found in the community who provide assistance to childbearing women;
- describe legal and ethical foundations of midwifery practice;
- justify the need for reflective practice in the implementation of evidence informed care;
- demonstrate effective professional communication skills;
- 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
MID1002 - Making practice connections
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Apply theoretical knowledge of midwifery to a woman-centred approach to midwifery practice
- Describe working with women in childbearing using the theoretical understandings gained in science units.
- Demonstrate developing clinical and communication skills necessary to provide women-centred midwifery
- Recognise the importance of women's social context in the provision of midwifery services
- Demonstrate beginning skills in physical assessment of women and their babies at various stages of pregnancy
- Assist women to understand breastfeeding including offering support to establish successful breastfeeding.
- Outline the relative merits of different choices in infant nutrition
- 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
- 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
MID1003 - The childbearing journey
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MID2004 - Being with Birthing Women
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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 - With women: Rethinking pain (consortium unit NRSG216 Australian Catholic University)
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explore the philosophical, physiological, psychological, spiritual, cultural and environmental factors influencing the pain experience;
- discuss the theoretical concepts applied to pain assessment relevant to midwifery practice during birthing;
- evaluate critically current research which informs midwifery practice;
- appreciate the woman's need for privacy, dignity and respect, as well as the right to be informed and to make decisions regarding care;
- employ principles of clinical decision-making and evidence based practice when providing women-centred care during the process of birth;
- discuss the pharmacological and non pharmacological methods utilised to assist women to cope with pain;
- explain the concepts of pharmacology and applications across the lifespan, including pharmacological substances;
- discuss the quality use of medicines and describe the pharmacology or relevant drug groups;
- discuss the physiological and pathological aspects of drug abuse and treatment;
- evaluate critically the impact of pharmacological and non pharmacological methods of pain control upon the wellbeing of women and her unborn child;
- discuss the role of the midwife in assisting women to cope with pain associated with childbirth;
- demonstrate understanding of the ethico-legal issues surrounding pain and the birth process; and
- 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 - Practice allegiances
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Apply theoretical concepts when working with birthing women;
- Describe variations from normal that may arise during pregnancy, labour, birth and the postnatal period and the midwife's role in managing these;
- Demonstrate effective communication, counselling and pastoral expertise when caring for women and their families;
- Undertake comprehensive assessment of birthing women and their babies during the childbearing process;
- Employ a woman-centred approach to midwifery care supported by assessment and evidence based practice;
- 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;
- Under supervision, apply a variety of pharmacological and non pharmacological pain management methods for labouring women;
- Work in collaboration with other members of the health care team to provide optimum care of the birthing family;
- 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
MID2007 - Unpacking midwifery knowledge
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Examine dominant paradigms for the generation and validation of knowledge in society
- Review the historical development of midwifery knowledge
- Discuss contemporary philosophies and ways of knowing in midwifery
- Discuss evidence informed practice, including debates as to what constitutes evidence in the context of midwifery knowledge
- Critically appraise various research approaches and their applicability in developing midwifery knowledge
- 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
MID2102 - Towards a midwife self
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Develop a sense of becoming a midwife with emerging confidence and competence;
- Articulate attitudes, beliefs and values towards women and childbearing within a diverse cultural context;
- Perform accurate physical health assessment skills with both pregnant and non-pregnant women;
- 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
- 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;
- Implement evidence-informed care when working with women;
- Demonstrate competency according to the ANMC National Competency Standards for the Midwife;
- 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
MID2107 - Babies needing extra care (consortium unit NRSG335 Australian Catholic University)
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- explore circumstances that may necessitate admission of a baby to a Level Two Nursery;
- evaluate the Level Two Nursery environment and its potential to impact upon the baby and family;
- examine the role of the midwife within the context of the Level Two Nursery multidisciplinary team;
- utilise clinical decision-making strategies to demonstrate knowledge and understanding of the care required for the baby and the family;
- 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;
- develop understanding of evidence-based care for the baby and family and
- 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
Co-requisites
MID2108 - Working with babies
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Identify the criteria which necessitate admission of a baby to a Level Two Nursery;
- evaluate the environment of the nursery and implement strategies to promote the wellbeing of the baby and family;
- work effectively within the multidisciplinary health care team;
- 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;
- 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;
- facilitate family involvement with the care of the baby with special needs;
- employ reflective practice and implement evidence based care for babies and their families;
- facilitate transition of the baby and family from hospital to home;
- 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
- 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
Co-requisites
MID2109 - Feeding Babies
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- critically examine socio-cultural dimensions of baby nutrition and breastfeeding, in Australia and globally;
- describe the anatomy and physiology of the human female breast and process of lactation;
- explore how a baby breastfeeds and situations where the baby and mother have special needs;
- identify strategies which promote and protect breastfeeding;
- identify factors impacting upon breastfeeding and baby nutrition;
- explore how to assist women and infants experiencing breastfeeding difficulties; and,
- 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%
MID3009 - Women's health: Sociopolitical context (consortium unit NRSG219 Australian Catholic Uni)
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
MID3103 - Childbearing obstacles
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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 - Navigating childbearing challenges
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- apply appropriate knowledge in the care of a woman experiencing obstacles in childbearing;
- develop plans of care for women experiencing obstacles in childbearing;
- demonstrate understanding of specific conditions that affect pregnancy, labour and birth, and the first few weeks after birth;
- evaluate the implications of obstetric interventions in maternity care;
- critique the use of technology in maternity care;
- demonstrate beginning skills in the use of technology in midwifery and obstetric practice;
- demonstrate the ability to manage emergencies;
- demonstrate the ability to practice within a multidisciplinary team;
- facilitate woman's access to appropriate community resources;
- 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
- 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
MID3105 - Women's health: Women's business
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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 - Women's health practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the role of the midwife working in partnership as the provider of primary care for women throughout the reproductive health lifespan;
- demonstrate skill in undertaking a women's health assessment in an accurate healthcare setting;
- demonstrate skill in promoting wellness, healthy lifestyle messages and routine screening programs to women in their care;
- apply knowledge of women's physical and psychological health in the care of a woman experiencing reproductive and breast health concerns;
- demonstrate understanding of specific reproductive health concerns for women including cancer and urinary conditions;
- develop and implement a plan of woman-centred care for women experiencing diagnostic and/or therapeutic procedures in an acute care setting;
- apply knowledge of discharge planning in partnership with women experiencing short in-patient and day procedures related to reproductive and breast health concerns;
- apply knowledge of specific reproductive and breast health concerns in evaluating woman-centred care outcomes;
- employ reflective practice and implement evidence-informed care;
- demonstrate the ability to practice within a multidisciplinary team; and
- 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
MID3110 - Professional Midwifery practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- reflect critically upon women-centred and community-centred midwifery models of care within health care systems;
- identify a personal philosophy of midwifery;
- investigate midwifery leadership styles to promote maternity care changes;
- identify attitudes that are congruent with the philosophy of valuing women, women-centred care and the women-midwife partnership;
- evaluate strategies to inform and promote lifelong learning;
- analyse critically contemporary and evidence-based midwifery practice:
- demonstrate receptivity to new ideas and change in midwifery practice;
- discuss challenges of autonomous practice and midwifery leadership and,
- 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
MID3201 - Midwifery practice elective
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- be able to apply principles of adult learning to address an identified learning need;
- explain factors affecting communication and negotiation in the midwifery context;
- synthesise a broad range of knowledge from previous subjects to demonstrate an integrated bio-psychosocial insight into a selected area of midwifery practice; and
- selectively apply current research findings relevant to the nominated field of study.
At the completion of this unit student will be able to:
- demonstrate safe midwifery practice based on sound theoretical knowledge and reasoning;
- perform detailed physical health assessment of childbearing women and newborns;
- resolve midwifery practice problems appropriately;
- proficiently implement midwifery care as planned;
- demonstrate sensitivity to the cultural dimensions of care;
- practice with increasing independence and incorporate current research findings into clinical practice; and
- 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
NEH2002 - Interprofessional healthcare teams 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
NEH3001 - Interprofessional healthcare teams 2
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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
- 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
- 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 problem solving approaches and evidence based practice to identify and anticipate change in interprofessional team roles for complex contemporary case scenarios;
- 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.
NUR1001 - Professional communication
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Demonstrate knowledge of the basic psychological processes related to human behaviour;
- Understand and discuss the concept of individual difference in adapting to the demands of maintaining health across the lifespan;
- Describe coping methods employed by clients and nurses during changes of lifestyle related to health;
- Explain the modes of communication in the nurse-client relationships;
- Demonstrate an awareness of the factors that influence their communication in interactions with others;
- Discuss at a beginning level, critical thinking and reflection in the context of interacting with people, and
- 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
NUR1003 - Nursing, society and culture
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- discuss the demographics of the Australian population from an epidemiological perspective;
- appreciate the influence aging, gender and ethnicity exert on social determinants of health;
- demonstrate the ability to appraise social and ethical wellbeing within the context of equity and cultural safety;
- describe the role of the nurse as a member of the multidisciplinary team in the health service industry;
- discuss the influence that globalization will effect on nursing workforce culture;
- describe the concepts of wellness and illness as they are applied to the community, individuals and the Australian health care system;
- discuss the role of community, culture and religion in influencing health care practice; and
- 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.
NUR1022 - Cultural Responsiveness for Health Care Professionals
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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.
NUR1101 - Perspectives of health and wellness
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- 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;
- perform selected basic care skills in a simulated environment using evidence-based approach;
- demonstrate knowledge and skills for the assessment of health and development of individuals over the lifespan;
- accurately collect and record data for health profiles and/or health histories for either individuals, groups or communities;
- demonstrate a beginning understanding of the theories and the effects of pain; and
- 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.
NUR1102 - Health assessment in clinical practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- describe the role of the nurse/midwife in supporting the activities of daily living for clients;
- demonstrate a beginning understanding of physical, psychological and social changes that affect the person with health problems;
- develop beginning holistic therapeutic caring skills for the clients;
- describe appropriate communication and personal interaction strategies involved in the assessment of clients;
- practice physical assessment skills in a simulated clinical environment;
- plan, implement and evaluate care for selected clients using standard decision making frameworks;
- identify and utilise culturally relevant and age specific strategies that promote the independence, self esteem and dignity of clients; and
- 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:
- 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
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.
NUR1201 - Introduction to professional studies
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- discuss the significance of scholarship to the development of nursing as a professional discipline;
- describe the role of the professional nurse as part of a multidisciplinary team;
- demonstrate competency in beginning level tertiary study skills;
- identify historical and contemporary factors influencing the development of nursing as a profession;
- discuss nursing theory, nursing research, critical thinking and reflection in the context of the development of nursing knowledge;
- identify core Australian Nursing Council Incorporated (ANCI) competencies and standards associated with professional nursing practice; and
- 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
NUR1202 - Legal issues and concepts
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- demonstrate knowledge of common law and statute law pertinent to health professional practice;
- explain why the study of health law is an essential aspect of health professional practice;
- demonstrate an awareness of the legal implications of actions taken in health professional practice;
- analyse the legal implications of the health care professional's relationship with clients, their families and other health care providers;
- identify strategies, which may provide assistance in resolving legal issues that arise in the various areas of health professional; and
- 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%
NUR1441 - Therapeutic dimensions in nursing
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
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:
- Explain the relationship between holism and therapeutic nursing and communication;
- Understand the value of establishing and maintaining a therapeutic relationship in practice;
- Apply effective communication skills in interpersonal and group interactions to facilitate quality client care;
- Appreciate the different approaches to health and illness and coping and healing;
- Appreciate how concepts and strategies of holistic care can be applied to achieve optimal health outcomes;
- Explain how holistic healing modalities can enhance therapeutic nursing practice; and
- 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)
NUR1443 - Professional issues
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mr Glenn Doolan
Offered
Sunway Second semester 2009 (Flexible)
Synopsis
This unit aims to encourage students to critically analyse and reflect upon selected contemporary issues and trends in nursing. On completion of this unit, the students are expected to be able to critically examine changes in international nursing with particular reference to the experience of their own society; appraise and evaluate their own practice in recognition of these changes; to be able to discuss the health issues related to comparative health, primary care, nursing work, and multi-cultural nursing.
Objectives
On completion of this unit, students will be able to:
- Critically examine socio-historical developments in the nursing profession
- Review and identify key goals for individual professional developments
- Identify important debates and issues in relation to the nursing profession
- Discuss the implications of changes in patterns of change within the international nursing environment
- Engage in debates relating to health and wellness issues within a variety of population groups
- Appraise and evaluate his/her own practice in recognition of aforementioned developments and changes.
Assessment
Assignments: 100% (20%, 30% and 50%)
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
None.
NUR2001 - Evidence based health care
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Rosalind Lau (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Mildura First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Synopsis
This unit introduces the student to the concept of evidence based practice and its application to health care. The evidence based practice model will be presented as the framework to encourage students to reflect on the current evidence base of contemporary clinical practices. The unit will introduce the student to the principles underpinning qualitative and quantitative research approaches, the research process and methodology and the ethical issues of undertaking research. Students will explore the different levels of evidence through reviewing research reports on topical issues of practice within healthcare delivery.
Objectives
On completion of this unit, it is expected that the student will be able to:
- Discuss the concept of evidence based practice and its application to clinical practice;
- Discuss the different forms of knowledge acquisition in nursing and midwifery;
- Describe the philosophical underpinnings of qualitative and quantitative research;
- Demonstrate a knowledge of the key aspects within the research process;
- Discuss the ethical principles underpinning research process, and
- Assess the quality of evidence derived from nursing and midwifery research literature.
Assessment
Major assignment: 60%
On-line quizzes: 40%
Contact hours
This unit will be offered on campus consisting of 2 hours lectures per week supported with 2 hours tutorials per week for 10 weeks and 116 hours of private study averaged over the semester.
Prerequisites
NUR2002 - Nursing practice in context 1
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Jill French (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Synopsis
This unit introduces the concepts of medical and surgical nursing across the lifespan along with an introduction to pharmacology. A case based approach is used to facilitate the integration and application of pharmacological principles and associated drug groups underpinned by human pathophysiology related to the body system under review. Systems studied include respiratory, cardiovascular and endocrine. Pain management and wound assessment and integrity, introduced in first year, are explored at an increasing complex level. The clinical practicum component provides opportunities to develop competency to a year 2 level in a range of skills learnt in the simulated laboratory environment.
Objectives
On completion of this unit, it is expected that the student will be able to:
- demonstrate a knowledge of the pathophysiological changes associated with respiratory, cardiovascular and endocrine dysfunction, and their application to the nursing care of clients in medical/surgical settings;
- discuss the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to nursing;
- analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
- describe the legal and professional nursing requirements associated with quality use of medications including safe drug administration, storage and handling;
- identify and apply appropriate evidence based nursing interventions when caring for clients with compromised wound integrity, and pain management;
- begin to develop the ability to plan culturally relevant and age specific nursing interventions for acutely ill clients;
- identify ethical issues relevant to the nursing care of clients with an alteration in health status;
- demonstrate safe clinical practice in an acute care setting based on the integration of theoretical principles and practical skills;
- provide person centred care according to relevant nursing care principles, to clients under the supervision of registered nursing staff and the clinical teacher;
- conduct and document comprehensive assessments of the needs of clients utlising an appropriate assessment tool, and
- begin to evaluate self-performance in terms of the delivery of quality nursing care.
Assessment
Examination: 50%
Cast study: 30%
Quizzes: 20%
Skill assessment: Pass/Fail Clinical placement assessment, 100% mastery Calculation hurdle. Students must achieve a pass in the skill assessment and the clinical placement to pass the unit.
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Contact hours
5 hours lectures per week supported with 2 hours laboratory, 1 hour of tutorial with 2 hours of online guided learning activities per week for 10 weeks plus three (3) weeks of clinical placement at 4 days/week (based on an 8 hour day) and private study over the 13 week semester - a total of 312 hours.
Prerequisites
NUR2003 - Contexts of healthcare
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Meredith McIntyre (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Gippsland First semester 2009 (Flexible)
Mildura First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Flexible)
Synopsis
This unit builds upon the epidemiology of aging populations, pandemics, and sociology introduced in the first year of the course. The context of health services on determining emerging practice for health professionals is explored. Students are introduced to issues of management in healthcare, care planning, discharge planning and global health care considerations. Issues with reference to: patients' rights, ethical theories and principles, and ethical reasoning are explored as applied to clinical situations where, moral obligation, moral responsibility, moral distress and ethical dilemmas are likely to arise. Critical thinking skills will be developed.
Objectives
On completion of this unit the student will be able to:
- discuss the Australian Healthcare context and the influences driving change;
- describe the challenges faced by state and federal government related to large scale emergencies requiring immediate medical care;
- demonstrate an understanding of health management as it applies to risk management in clinical practice;
- apply principles of health management to the clinical practice;
- discuss the application of ethical principles to clinical issues related to privacy, consent and advocacy, veracity, trust, limits of care and moral responsibility;
- describe the ethical issues that arise in relation to commencing and terminating nurse-patient relationships; and
- compare and contrast the various theoretical approaches to ethical reasoning in the context of ethical and clinical decision making.
Assessment
Case study assignment (3500 words): 50%
On-line short answer quizzes: 30%
Reflective exercise: 20%
Contact hours
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 10 weeks.
NUR2004 - Applied Nursing practice in context 2
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Jill French (Peninsula)
Offered
Gippsland Second semester 2009 (Day)
Mildura Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
This unit explores the integration and application of pharmacological principles and associated drug groups underpinned by human pathophysiology related to the body system under review. The interrelationship and symptom specific of the following systems, neurological, musculoskeletal, renal, vascular and haematological and gender issues related to health are studied. Pain management and wound integrity studied in NUR2002 - Nursing practice in Context 1, are explored at an increasing complex level. The clinical practicum component of this unit provides the student the opportunity to develop competency to a year two (2) level in a range of skills learnt in the simulated laboratory environment.
Objectives
On completion of this unit, it is expected that the student will be able to:
- demonstrate a knowledge of the pathophysiological changes associated with gastrointestinal, musculoskeletal, neurological, renal, vascular and hematological dysfunction and gender issues, and their application to the nursing care of patients in medical/surgical settings;
- demonstrate the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to nursing practice;
- analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
- understand the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a person with a body system health breakdown;
- plan culturally relevant and age specific nursing interventions for acutely ill clients across the lifespan;
- identify and apply appropriate evidence based nursing interventions when caring for clients with compromised wound integrity, and pain management;
- critically discuss ethical issues relevant to the nursing care of clients with an alteration in health status;
- demonstrate safe, evidenced based clinical practice in an acute care setting based on the integration of theoretical principles and practical skills;
- provide person centred care according to relevant nursing care principles, to clients under the supervision of registered nursing staff and the clinical teacher;
- conduct and document comprehensive assessments of the needs of clients utlising an appropriate assessment tool, and
- evaluate self-performance in terms of the delivery of quality nursing care.
Assessment
Examination: 50%
Case study: 30%
Quizzes: 20%
Skill assessment: Pass/Fail Students are required to attend 80% of clinical laboratories, unless they are able to provide medical or other certification. Clinical placement assessment, 100% mastery Calculation hurdle. Students must achieve a pass in the skill assessment and the clinical placement to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school guidelines for details.
Prerequisites
NUR1101, NUR1102, NUR2002 AND either HSC1301 or NUR1301 AND either HSC1302 or NUR1302
NUR2104 - Mental Health practice 1
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mrs Sue Henderson (Gippsland) & Mr Charanjit Singh (Peninsula)
Offered
Gippsland Second semester 2009 (Day)
Mildura Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
This unit will provide an opportunity for students to develop fundamental knowledge, skills and attitudes relevant to the restoration and maintenance of optimal mental health and recovery from mental illness. Students are expected to learn to assess mental health problems and to identify the coping abilities of individuals and families, and to care for people with selected mental disorders including anxiety disorders, mood disorders, and schizophrenia. Emphasis is placed upon empowerment of the individual and caregiver using the stress/vulnerability model and family based management.
Objectives
On completion of this unit, students should be able to:
- discuss the concepts of mental health and mental illness with reference to historical and contemporary classification systems;
- demonstrate a knowledge of the Victorian Mental Health Act (1986) as amended;
- conduct a mental status assessment and a risk assessment;
- describe the roles and functions of the members of the multidisciplinary mental health team;
- describe the aetiological factors, epidemiology and clinical manifestations of a range of mental disorders including anxiety disorders, personality disorders, sexual disorders, mood disorders and schizophrenia;
- apply the knowledge of these factors in the care of clients and families of clients with mental health problems;
- demonstrate a knowledge of a range of psychotherapeutic interventions;
- discuss ethical issues which pertain to psychiatric and mental health nursing;
- communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour; and
- demonstrate cultural sensitivity and safety in mental health nursing practice.
Assessment
Written assignment: 25%
Tutorial Worksheets: 15%
Formal examination: 60%
Clinical Assessment: Pass/fail
100% attendance mandatory
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Contact hours
4 hours per week (lectures, tutorials, labs) plus 75 hours clinical
Prerequisites
NUR2201 - Pharmacology and therapeutics
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Lisa McKenna (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Singapore First semester 2009 (Flexible)
Peninsula First semester 2009 (Day)
Synopsis
There is an abundance of medicinal and therapeutic agents used as part of contemporary health care. The aim of this unit is to develop in students an understanding of the basic principles of pharmacology as they relate to nursing. The unit intends to provide a sound knowledge base encompassing pharmacological and practical aspects of handling, administration and storage of drugs as part of the overall plan in care of clients.
Objectives
On completion of this unit, students are expected to be able to:
- discuss the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to nursing;
- demonstrate proficiency in calculation of drug dosages for administration of medications by a variety of routes;
- analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
- describe the legal and professional requirements associated with quality use of medications including safe drug administration, storage and handling;
- explain the principles of drug treatment in common disease and non disease states or conditions, resuscitation and poisoning;
- discuss the philosophy and contribution of pharmacology in relation to other non-drug and complementary therapies in promoting health and well-being;
- explain the nursing implications of caring for patients receiving drug therapy;
- explore and evaluate the educational needs of clients in relation to their pharmacology and health status;
- demonstrate safe clinical practice in relation to drug administration based on sound pharmaceutical knowledge, and
- administer medications and document accurately under supervision of registered staff and/or the clinical teacher to demonstrate safe clinical practice in the acute setting.
.
Assessment
Formal Examination: 50%
Mastery Calculation Test: 10%
Written Assignments-Care Plans: 30%
On-line quiz: 10%
NUR2202 - Ethical issues in nursing
3 points, SCA Band 0 (NATIONAL PRIORITY), 0.0625 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Sonia Allen (Gippsland & Mildura) & Dr Joy Lynham (Peninsula)
Offered
Not offered in 2009
Synopsis
Ethical Issues introduces students to the ethical responsibilities of the nurse in caring for patients within a variety of clinical contexts. Students will be encouraged to identify nursing situations where moral obligation and moral responsibility, moral distress, ethical dilemmas and conscientious objection are likely to arise. Patient's rights, ethical theories and principles, and ethical reasoning will be considered and applied to a variety of ethical issues and dilemmas in clinical practice.
Objectives
On completion of this unit students are expected to be able to:
- discuss the obligations of nurses to adhere to an ethical code of practice;
- identify ethical dilemmas frequently encountered in clinical nursing practice;
- differentiate between a consequentialist and non-consequentialist approach to ethical reasoning;
- apply ethical principles and ethical reasoning when examining ethical issues and dilemmas; and
- utilise an ethical reasoning approach to assist in resolving ethical dilemmas that are frequently encountered by health professionals within a variety of clinical situations, including dilemmas associated with:
- confidentiality;
- choice and potential harm;
- arguments regarding the justification of weak and strong paternalism;
- not for resuscitation orders;
- euthanasia;
- use of complementary therapies in health care;
- research and the role of ethics committees;
- resource allocation;
- multidisciplinary ethical decision making; and
- future trends in ethics.
Assessment
Assignment: 60%
Examination: 40%
Contact hours
3 hours per week
Prerequisites
Co-requisites
Available only to students enrolled in Bachelor of Nursing (Post Registration), Bachelor of Nursing or Bachelor of Nursing and Rural Health Practice
NUR2401 - Research in nursing practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Professor Karen Francis (Gippsland & Mildura) & Dr Liza Heslop (Peninsula)
Offered
Not offered in 2009
Synopsis
The unit draws the student's attention to the importance of research in shaping contemporary nursing practice and helps them to see the links between nursing theory, nursing practice and the development of nursing as a discipline. Students will develop a beginning ability to read and analyse research literature, be introduced to research process, nursing problems suited to research, the strengths and limitations of major research methodologies utilised in nursing, ethical considerations related to research and simple data analysis procedures including descriptive statistics.
Objectives
On completion of this unit student are expected to:
- appreciate the importance of research to the foundations and development of the discipline of nursing;
- demonstrate an introductory knowledge of the research process;
- identify nursing problems that could be investigated by research;
- outline the strengths and limitations of major research methodologies utilised in nursing;
- understand and perform simple descriptive statistics;
- outline the processes associated with qualitative data analysis;
- identify ethical considerations involved with the research process; and
- demonstrate a beginning ability to read and analyse research literature.
Assessment
Assignment: 40%
Examination: 60%
Contact hours
4 hours per week (lecture and tutorial)
Prerequisites
NUR1401, NUR1201, NUR1101, NUR1102
Co-requisites
Must be enrolled in course code 0412, 0413, 0727, 3558 or 3563
NUR2445 - Clinical assessment in nursing
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Jill French (Peninsula)
Offered
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)
Singapore Second semester 2009 (Flexible)
Peninsula Second semester 2009 (Day)
Synopsis
The aim of this unit is to provide registered nurses with a comprehensive foundation for the assessment of clients' health status in order to determine and deliver competent nursing care based upon the goals of health restoration, maintenance and promotion.
Objectives
Upon successful completion of this unit, students will be expected to be able to:
- analyse health assessment data using a problem solving approach in order to develop an appropriate plan for client care;
- relate the concept of holistic health to nursing health assessment and nursing practice;
- identify communication skills that will enhance the nurse/client therapeutic relationship;
- discuss the importance of using a practical framework for delivering appropriate client care;
- completely assess and record a client's health history; and
- perform and document a systematic physical assessment.
Assessment
Assignment: 30%
Assignment: 30%
Exam: 40%
NUR2446 - Leadership and management of nursing care
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Merylin Cross (Gippsland and Singapore);
Offered
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)
Singapore Second semester 2009 (Flexible)
Synopsis
The purpose of this unit is to provide the student with an understanding of the management process, as it applies to the delivery of nursing care to clientele in a variety of settings.
Objectives
Upon successful completion of this unit, students will be expected to be able to:
- appreciate the importance of management in a dynamic changing environment;
- apply the concepts and methods of management to plan and organise coordinated delivery of nursing care;
- demonstrate a knowledge of leadership and its role in promoting quality of health care;
- evaluate an aspect of nursing administration of a health care unit or agency utilising appropriate tools and methods;
- assess the need for and plan change within a health care unit or agency; and
- use a variety of management skills to improve effectiveness of nursing care delivery.
Assessment
Assignments: 100% (30%
30%
40%)
NUR2447 - Clinical concepts
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Leader: Ms Jill French (Peninsula)
Offered
Gippsland First semester 2009 (Flexible)
Sunway First semester 2009 (Flexible)
Singapore First semester 2009 (Flexible)
Peninsula First semester 2009 (Day)
Synopsis
The aim of this unit is to develop in students an understanding of the basic principles of pain and wound care management as they relate to nursing, as responsible and appropriate nursing intervention is frequently a determinant of the overall success of therapy. The need for the nurse to develop a broad knowledge base of wound and pain management and therapeutic regimes is considered an essential element of professional clinical practice.
Objectives
At the completion of these modules of study, and with further practice, the student will be able to:
- explore the physiological aspects that influence wound healing;
- demonstrate the ability to undertake a comprehensive wound assessment, and to discuss wound characteristics and their relationship to type of dressing product selected;
- identify the principles of infection control relating to wound care;
- discuss the impact of appropriate wound assessment and provision of comprehensive wound management in the health care setting;
- examine the physiological and psychological effects of chronic and acute pain;
- analyse and develop a framework for the assessment of pain, disability and physical function, including the use of appropriate tools;
- identify current therapeutic and complementary measures to manage pain in the health care setting; and
- discuss social and cultural influences on pain and disability and he educational needs of clients in relation to the provision of evidence-based pain management.
Assessment
Module One case study 25%
Module Two case study: 25%
Combined examination: 50%.
NUR3002 - Nursing Practice in Context 3
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Sharyn Streitberg (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Mildura First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Synopsis
This clinical practice unit provides an introduction to the management of clients with complex and or life threatening health problems across the lifespan with a particular focus on the acute care needs of the ageing individual. A case based approach will be utilized to facilitate the integration of advance health assessment skills, evidenced based practice and application of ethical principles in the management of complex nursing situations.
Objectives
On completion of this unit, it is expected that the student will be able to:
- demonstrate in-depth knowledge of a range of complex health problems experienced by clients throughout the lifespan;
- understand the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a person with a complex body system health breakdown;
- evaluate the clinical application of evidence based research and the ethical principles in the management of complex nursing situations;
- identify and apply appropriate evidence based nursing interventions when caring for clients with complex wound injuries, and pain management;
- incorporate culturally relevant and age specific nursing interventions for acutely ill clients across the lifespan;
- reflect critically on their own actions and on the nature of nursing practice in relation to the management of complex health situations;
- demonstrate a basic level of competence in caring for clients with a complex health profile drawing upon evidenced based practices, current theoretical and pharmacological knowledge;
- apply pathophysiological principles to the care of clients with serious and life threatening illness, and
- demonstrate the use of appropriate communication skills as a member of the healthcare team.
Assessment
Examination (2 hours): 50%
Case study: 50%
Clinical placement (100% attendance): Pass/Fail.
Students must pass the clinical placement to pass the unit.
+ Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Prerequisites
NUR3003 - Education for Clinical Practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Jill French (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Mildura First semester 2009 (Day)
Singapore First semester 2009 (Flexible)
Peninsula First semester 2009 (Day)
Synopsis
Education is a key part of the work of health care professionals through provision of patient, peer and student teaching. Understanding teaching and learning theories and approaches is fundamental to delivering effective teaching. This unit aims to introduce students to teaching and learning for clinical practice. It will explore theory underpinning teaching and learning as well as provide opportunities for skills development in planning and delivering teaching
Objectives
On completion of this unit, students should be able to:
- discuss contexts where education is provided in clinical practice;
- critique educational theory and its relationship to teaching and learning practices;
- outline factors that impact on effective teaching and learning;
- describe approaches for planning, evaluating and assessing teaching and learning;
- evaluate the role of education in health promotion;
- conduct effective basic teaching sessions; and
- reflect upon their own perspectives on teaching and learning.
Assessment
Essay: 50%
Written teaching plan: 30%
Participation in peer teaching session: 20%
Contact hours
This unit will be offered on campus consisting of 3 hours lectures per week supported with 1 hour guided study per week for 9 weeks, 4 hours of participation in peer group teaching over the semester and 116 hours of private study averaged over the semester.
NUR3004 - Preparing for practice
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Jenny Newton (Peninsula)
Offered
Gippsland Second semester 2009 (Day)
Mildura Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
This clinical unit focuses on the preparation of the student for the transition to practice as a professional nurse. The emphasis of the unit will be grounded in the philosophy of adult learning encouraging the student to be self-directed in the identification of their learning needs. In preparing for practice the unit will examine the management of self and others, organizational structures within healthcare practice, evaluation of leadership, teamwork, risk management and multidisciplinary decision making.
Objectives
On completion of this unit, it is expected that the student will be able to:
- apply the principles of adult learning to identify their specific learning needs;
- evaluate the contribution of leadership, management, teamwork and interdisciplinary collaboration in the provision of quality nursing care;
- analyse a range of problem solving and time management strategies that enhance the organization of clinical workload;
- encorporate, and evaluate culturally and ethically relevant and age specific nursing interventions for clients across the lifespan;
- reflect critically, on their own actions, professional role development and on the nature of nursing practice in relation to the management of clients' health situations;
- demonstrate the ability to apply time management and problem solving skills in the delivery of client care, and
- practice with increasing independence at a beginning registered nurse level in accordance with the Australian Nursing and Midwifery Council (ANMC) competencies.
Assessment
Written assignment: 50%
Reflective activity: 30%
Learning project: 20%
Clinical Assessment (100% attendance): Pass/Fail
Students must achieve a pass the clinical placement to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Prerequisites
NUR3005 - Chronicity in healthcare
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Katrina Recoche (Peninsula)
Offered
Gippsland Second semester 2009 (Day)
Mildura Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
This unit focuses on multi-disciplinary care and models of care delivery with an emphasis on ageing, chronic and life limiting illness. With the evolving role of the nurse as primary care providers it introduces the student to the issues facing older people and will include healthy ageing, the ageing process, polypharmacy, lifestyle issues, advanced health assessment related to people with complex health needs and legal and ethical issues associated with aging, chronic illness and palliative care. The threads of pain management studied in NUR3002 - Nursing Practice in Context 3, will be further explored at an advanced level.
Objectives
On completion of this unit the student will be expected to be able to:
- discuss perspectives, and the physical, psychological and social aspects of ageing in the context of health and illness in older people in our community;
- describe the impact of ageing and chronic illness on clients, families and carers;
- analyse the legal and ethical issues that arise from changes to cognition, chronic and life limiting illness such as challenges to autonomy, protection of patients, quality of life and euthanasia;
- differentiate the roles of nurses working in multidisciplinary teams, who care for people with chronic and/or life limiting illness in different health care environments;
- utilise holistic health assessment skills to assess the complex health needs of older adults, people with chronic and life limiting illness in relation to physical, psychosocial and spiritual needs;
- demonstrate a range of evidenced based interventions that support the person experiencing complex care needs;
- identify the resources for people with issues related to ageing, chronic and life limiting illness in the community, and
- utilise the health promotion, supportive and palliative approaches to care for people with chronic and life limiting illness in a range of health care settings.
Assessment
Examination (3 hour): 50%
Written assignment: 35%
On-line guided activity: 15%
Clinical placement assessment (100% attendance): pass/fail.
Students must achieve a pass in the clinical placement to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Students are required to attend 80% of clinical workshops/tutorials, unless they are able to provide medical or other certification.
Prerequisites
NUR3009 - Transition to rural nursing practice
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Merylin Cross (Gippsland)
Offered
Gippsland Second semester 2009 (Day)
Mildura Second semester 2009 (Day)
Synopsis
This unit addresses issues associated with transition to rural nursing practice and prepares students for the expanded generalist role that characterises rural nursing practice. Concerned with preparing students for a satisfying and sustainable rural nursing career, the unit requires students to explore opportunities for continuing education, professional affiliation and engagement and career advancement.
Objectives
On completion of this unit students are expected to be able to:
- develop a rural career path plan;
- evaluate the contribution of leadership management and teamwork in facilitating case management and optimal health outcomes;
- evaluate a range of effective stress management options that promote the nurses' ability to cope with challenging and critical incidents;
- evaluate the importance of professional affiliation and life-long learning in advancing rural health. Clinical Objectives:
- apply problem solving and time management strategies to effectively organize clinical workloads;
- manage/case manage clinical problems appropriately;
- practise with increasing independence;
- demonstrate safe clinical evidence-based practice.
Assessment
Assignment: 30%
Case study: 25%
Poster: 15%
Clinical report: 30%
Clinical assessment: Pass/Fail. Students must pass clinical to pass the unit.
Prerequisites
Co-requisites
Available only to students enrolled in Bachelor of Nursing and Rural Health Practice
NUR3104 - Mental Health practice 2
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mrs Sue Henderson (Gippsland) & Mr Charanjit Singh (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Mildura First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Synopsis
This unit will further develop the student's knowledge, skills and attitudes relevant to the restoration and maintenance of optimal mental health and recovery from mental illness. Students are expected to care for people with selected mental disorders including psychotic disorders, personality disorders, eating disorders, delirium and dementia, and substance-related disorders. Emphasis is placed upon empowerment of the individual and caregiver using the stress/vulnerability model and carer based management. The unit also encompasses management of aggression, crisis intervention and case management, the importance of self care.
Objectives
On completion of this unit students should be able to:
- Describe a range of therapeutic modalities utilised in mental health treatment and care
- Employ selected cognitive and behavioural techniques in the care and management of people with mental health problems and mental disorders
- Describe the aetiological factors, epidemiology and clinical manifestations of a range of disorders including psychotic disorders, dissociative disorders, somatoform disorders, eating disorders, delirium and dementia, and substance-related disorders
- Apply the knowledge of these factors in the care of clients and families of clients with mental health problems
- Demonstrate a knowledge of a range of psychotherapeutic interventions
- Discuss ethical issues which pertain to psychiatric and mental health nursing
- Communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour
- Demonstrate accountability and a satisfactory knowledge base for safe practice in mental health settings
- Demonstrate cultural sensitivity and safety in mental health nursing practice
Assessment
Written Assessment 25%
Tutorial worksheets: 15%
Examination: 60%
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Contact hours
4 hours per week
Prerequisites
NUR3106 - Nursing practice 6: Introduction to high dependency nursing
9 points, SCA Band 0 (NATIONAL PRIORITY), 0.1875 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Joanne Porter (Gippsland) & Dr Joy Lynham (Peninsula)
Offered
Not offered in 2009
Synopsis
Caring skills for seriously ill clients with complex needs. Concepts include impaired immuno-competence, altered circulation, multi-systems disorders and trauma. The focus will be on high acuity care and include other specialist areas of nursing practice such as perioperative, coronary care, acute medical surgical and emergency nursing in relation to individuals throughout the lifespan.
Objectives
Educational Objectives On completion of this unit students are expected to:
- Demonstrate in-depth knowledge of a range of complex health problems experienced by clients throughout the lifespan;
- Explore and evaluate the clinical application of nursing research and theoretical literature to acute and high acuity care; and
- Incorporate culturally relevant, age specific, nursing therapeutics to address problems experienced by seriously ill clients. Clinical Objectives
- Apply pathophysiological principles to the care of clients with serious and life threatening illness;
- Apply clinical reasoning to selected pathophysiological and psychosocial nursing phenomena; and
- Demonstrate safe clinical practice based on current theoretical and pharmacological knowledge.
Assessment
Written assignment: 30%
Written examination: 50%
Clinical case study: 20%
Clinical assessment: Pass/fail
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details. Students must obtain a pass grade in the examination in order to obtain an overall pass grade for this unit.
Contact hours
6 hours a week (lectures, tutorials, labs) plus 150 hours clinical
Prerequisites
NUR2103, NUR2104, NUR2105, NUR2113, NUR2201, NUR2303, NUR2304
Co-requisites
Available only to students enrolled in Bachelor of Nursing or Bachelor of Nursing and Rural Health Practice or Honours degree of Bachelor of Nursing
NUR3107 - Nursing practice 7: Community nursing
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Maureen Miles (Gippsland) & Dr Susan Lee (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Mildura First semester 2009 (Day)
Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
Health and illness needs of clients and groups in the community. Support services available in the community. The psychosocial impact on, and the life situation of, the individual facing continual physical and/or intellectual challenges. Home base management of a range of conditions, care coordination issues, and models of health promotion and health education.
Objectives
On completion of this unit the student is expected to:
- describe the theoretical frameworks that purport to describe community health nursing;
- demonstrate an understanding of lifestyle challenges faced by individuals and groups in the community with regard to their illness, disabilities and normal lifespan issues;
- describe the services and support that are necessary to promote home based management of selected clients and groups with health/needs problems;
- identify cross-culture issues and the adaptations required in community practice to respect cultural health beliefs and practices;
- expand knowledge and understanding of ethical and legal questions in health care provision specific to nursing in the community; and
- determine the health needs of a specific population group using an action learning group approach.
Clinical Objectives for the unit are to:
- demonstrate the ability to provide effective health education and/or health promotion about a specific body of knowledge or procedure which is relevant to the clients, family or groups situation;
2. develop an awareness of the need for, and management of, interdisciplinary interventions and continuity of care for clients and client groups;
3. demonstrate an ability to work effectively and collaboratively with professionals and lay support workers in the community health care;
4. provide competent general nursing care in home or community based nursing care to directly assist a client and family;
5. satisfactorily perform selected technical nursing procedures in home based nursing which requires complex nursing knowledge of the expected therapeutic effects, side-effects, complications and appropriate actions; and
6. design clinical learning objective/s, in consultation with a clinical supervisor that meets their learning needs and is appropriate to the community setting.
Assessment
Health Promotion Project 50% (Comprising of: a Group presentation 20% (20 minutes), Group Report 10% (1000 words), and an Individual Reflective Assignment 20% (1000 words))
Examination: 50% (Comprising of: one take home exam, 3 case studies 30% and two Online Quizzes (10% each) 20%
Assessment of clinical placements: Pass/Fail
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Contact hours
5 hours per week (lectures, tutorials, labs) plus 75 hours clinical
Co-requisites
Available only to students enrolled in Bachelor of Nursing or Bachelor of Nursing and Rural Health Practice or Honours degree of Bachelor of Nursing
NUR3108 - Nursing practice 8: Advanced clinical practicum
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Joanne Porter (Gippsland) & Dr Jenny Newton (Peninsula)
Offered
Not offered in 2009
Synopsis
Final preparation for transition to practice as a first level registered nurse. Students explore an area of specific nursing interest, such as acute care, community health, mental health, paediatrics, maternal and child health under the auspices of suitably skilled academic and clinical practitioners.
Objectives
Having successfully completed this Clinical Practicum Option unit, it is expected that the student will be able to:
- apply principles of adult learning to address identified learning need;
- explain factors affecting communication and negotiation in the nursing context;
- share nursing knowledge accurately in a logical and coherent manner;
- synthesize a broad range of knowledge from previous subjects to demonstrate an integrated biopsychosocial insight into a selected area of nursing practice;
- selectively apply current research findings relevant to the nominated field of study;
Clinical Objectives
- demonstrate safe clinical practice based on sound theoretical knowledge and reasoning;
- perform detailed nursing clinical assessment of clients;
- resolve clinical problems appropriately;
- proficiently implement nursing care as planned;
- demonstrate sensitivity to the cultural dimensions of care;
- practice with increasing independence; and
- incorporate current research findings into clinical placement.
Assessment
Learning contract-learning theory: 10%
Assignments: 80%
Clinical care plan: 10%
Clinical skills assessment: Pass/fail
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.
Contact hours
4 hours per week (lectures, tutorials, labs) plus 150 hours clinical.
The clinical placement runs for 6 weeks.
Prerequisites
NUR2103, NUR2113, NUR2104, NUR2105, NUR3106, NUR2303, NUR2304, NUR3305, NUR2201
Co-requisites
Available to students enrolled in Bachelor of Nursing only.
NUR3202 - Transition to professional roles
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Melanie Birks (Singapore)
Offered
Singapore Second semester 2009 (Flexible)
Synopsis
This unit prepares students to enter the workforce with a practical insight into the socio-political, economic and administrative realities of health care system. Through their studies in this unit, students develop a clear understanding of the role and employer expectations of a professional registered nurse and are prepared to seek employment and develop a career plan. This unit bridges the gap between educational preparation and transition to practice by refining clinical problem solving, decision making, leadership, management and communication skills appropriate to professional nursing practice.
Objectives
On completion of this unit, it is expected that the student will be able to:
- Apply sociological insights to discuss the contemporary socio-political, economic and administrative realities of nursing work within the health care system;
- Discuss the role of organisational structures in the workplace and their relationship to nursing career structure and career planning;
- Reflect critically on personal and professional development in preparation for practice as a registered nurse;
- Demonstrate a variety of effective communication techniques that enhance relationships with patients, clients and other members of the health care team;
- Critically apply a range of problem solving and time management strategies to enhance professional nursing practice;
- Develop and implement patient centered care interventions specific to the social, cultural, and developmental needs of individuals and groups;
- Employ clinical and critical decision making skills to identify, analyse and resolve challenging professional and ethical dilemmas in the practice environment;
- Demonstrate evidence of competency through the development of a professional portfolio.
Assessment
Essay: 40%
Professional portfolio: 60%
Contact hours
4 hours per week
NUR3203 - Gender and family health
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Trish David (Gippsland) & Ms Meredith McIntyre (Peninsula)
Offered
Gippsland First semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
This unit will introduce feminist and other theories of gender in order for students to develop an analytical capability in consideration of the different experiences of men and women in relation to health and illness.
The unit will draw together aspects of sociology and psychology that have been introduced in the first and third years of the Bachelor of Nursing. In particular there will be a focus on how men and women experiences health and illness differently in urban and rural areas. Resources for men's and women's health will be reviewed in an analysis of equity and equality in access to services.
Objectives
Students will be expected to:
- Demonstrate an understanding of the difference between biological sex and gender
- Discuss contemporary issues in sexual and reproductive health in their cultural context
- Discuss the role of the family and society in the socialization of sex roles and behaviours
- Describe the role of gender in the formation of attitudes and practices in relation to health and illness
- Analyse their own background to determine prejudices and mores about sexuality and family structure and function
- Assist in the development of self and peers through discussion about gender and health
- Demonstrate the ability to critique social attitudes to sex, gender and the family
- Apply theoretical frameworks to an investigation of men's and women's health services in their area
- Demonstrate an understanding of the difference issues confronting men's and women's health in rural and urban areas
Assessment
Exam: 45%
essay (3000 words): 55%
Co-requisites
Available to students enrolled in Bachelor of Nursing or Honours degree of Bachelor of Nursing only.
NUR3305 - Concepts of pathophysiology
3 points, SCA Band 0 (NATIONAL PRIORITY), 0.0625 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mr Peter Freeman(Gippsland & Mildura); Mr Tom Jeavons (Peninsula)
Offered
Not offered in 2009
Synopsis
The unit will review the functions of the cardiovascular system, and examine the pathophysiological processes in hypertension and myocardial infarction; survey the normal functions of the brain and special senses, and examine the pathophysiology of cerebrovascular accident, motor impairment and sensory impairment; survey the cellular origins of malignant disease and the pathophysiology of its progress; review normal respiratory function and examine the effects of infectious disease on the respiratory system; and examine the microbiology and pathophysiology of sepsis, septic shock and coagulation disorders.
Objectives
On completion of this unit, students should be able to:
- demonstrate an understanding of the structure and function of the brain and special sense organs;
- show a familiarity with major disorders of the nervous system, and the effects of injuries to it;
- demonstrate an advanced knowledge of the structure and function of the cardiovascular system;
- show a familiarity with the pathophysiological processes in hypertension and in myocardial infarction;
- demonstrate an understanding of the genetic and cellular origins of cancer;
- describe the progress of common cancers at the tissue and whole body levels;
- demonstrate an understanding of the pathophysiology of infections of the respiratory system;
- demonstrate an understanding of the pathophysiological processes which lead to septic shock;
- identify the signs and symptoms of septic shock, and demonstrate an understanding of its management;
- develop skills in the observation, presentation and critical evaluation of clinical data; and
- apply theoretical concepts to clinical situations to develop a framework for scientific understanding of nursing practice.
Assessment
Tutorial work (1 oral seminar presentation and 300-word paper): 30%
1 written common group task: 20%
Written examination (1 hour): 50%
Contact hours
36 contact hours and 42 hours of private study
Prerequisites
NUR1301, NUR1302, NUR2303, NUR2304
Co-requisites
Must be enrolled in course code 0412, 0413, 0727, 1249 or 3558
NUR3541 - Health teaching and promotion
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Professor Karen Francis
Offered
Sunway Second semester 2009 (Flexible)
Synopsis
Health education and promotion are essential aspects of the role of the professional nurse. This unit explores the principles underpinning health promotion as a strategy to improve health status of nations through a process that empowers individuals, groups and populations. In addition, educative and motivational processes are explored to assist you develop skills that will allow you to be an effective promoter of health. As you work through this unit, you will gain an understanding of these processes and their application in practice.
Objectives
The aim of this unit is to equip professional nurses with the knowledge, skills and attitudes that will enable them to develop their role as a promoter of health, in the context of their future and current work environments. On completion of this unit and further reading, the student is expected to be able to:
- describe health promotion;
- discuss the role of the nurse in the promotion of health;
- identify factors which influence the health teaching and promotion process;
- discuss factors to be considered when developing health education and promotion programs for individuals, groups and vulnerable populations;
- develop health promotion programs;
- develop tools for evaluating the effectiveness of health promotion programs; and
- identify strategies for advocating on behalf of individuals, groups and populations.
Assessment
Assignments: 100% (40%
60%)
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
None.
NUR3543 - Legal and ethical issues in contemporary nursing
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Melanie Birks
Offered
Sunway First semester 2009 (Flexible)
Synopsis
The aim of this unit is to provide students with an understanding of the major legal parameters related to nursing practice and to provide a framework for exploring ethical issues in health care.
Objectives
On completion of this unit, students will be expected to:
- develop an understanding of the contemporary Australian legal system;
- demonstrate an understanding of legal principles relevant to the health care system;
- explore various legal issues relating to nursing care;
- gain an understanding of selected ethical issues in contemporary health care; and
- develop resolutions to ethical dilemmas in nursing practice which are consistent with personal and professional standards.
Assessment
Assignments: 100% (50%
50%)
Reflective clinical log: Pass/Fail
Students must achieve a pass grade for the reflective clinical log in order to successfully complete this unit.
NUR4009 - Collaborative health care
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Tony Barnett and Ms Merylin Cross
Offered
Gippsland First semester 2009 (Day)
Synopsis
This unit introduces students to the expanded practice role associated with rural/remote nursing and provides an opportunity for students to experience a range of rural health settings including multipurpose services, integrated community health services, bush nursing services and isolated health centres, and work with clinicians from other disciplines. Students will develop clinical skills under the instruction and guidance of clinicians co-opted for unit development and sessional teaching into lectures, tutorials and clinical laboratories.
Objectives
Educational objectives:
- Discuss the diverse roles and functions of the rural nurse;
- Identify the range of players providing multidisciplinary health care services in a rural community;
- Differentiate the roles of other health professionals and their interface with nursing in the rural context;
- discuss the priorities and needs of other health team members to facilitate appropriate referral and health outcomes;
- critically analyse the role of multidisciplinary collaboration in rural health care;
- Assess, triage and where appropriate provide care as instructed by various health disciplines;
Clinical Objectives: 7. Work effectively with members of an interdisciplinary team; 8. Access interdisciplinary resource networks to facilitate appropriate referral and optimal utilisation of limited health care resources; 9. Demonstrate sensitivity and commitment to enhancing independent practice and teamwork, and 10. Practice with increasing independence.
Assessment
Assignment: 40%
Poster presentation: 30%
Case study: 30%
Prerequisites
Co-requisites
Available only to students undertaking Bachelor of Nursing and Rural Health Practice
NUR4010 - Rural health emergencies
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Lorraine Walker
Offered
Gippsland Second semester 2009 (Day)
Synopsis
This unit addresses the need for rural nurses to be formally prepared for an expanded practice role. Unit content has been selected on the basis of health situations commonly encountered in rural nursing practice and identified in the literature by Australian rural nurses as learning priorities. This unit will develop the students' ability to respond appropriately to medical, obstetric, traumatic, farming and industrial, environmental or psychosocial health crises in the context of rural and remote practice. Students will refine knowledge and skills pertinent to effectively triage, manage, refer, transfer, and where appropriate, resuscitate and stabilise clients.
Objectives
On completion of this unit students are expected to be able to:
Educational Objectives
1. discuss the implications of rural practice, law and ethics as it relates to nurses' initiation of emergency care in rural health crises; 2. solve problems pertinent to rural medical, traumatic, obstetric, environmental and psycho-social emergencies; 3. apply sound clinical reasoning to managing clients in emergency situations; 4. identify the pharmacological interventions, reactions and interactions a rural nurse may be required to address in rural practice.
Clinical Objectives
5. undertake advanced clinical assessment and first-line treatment of clients of all ages who experience health crises in a rural setting; 6. demonstrate competent resuscitative skills across the lifespan; 7. appropriately triage, manage, refer and transfer clients experiencing a health crisis; and 8. practice safely with increasing independence.
Assessment
Assignment: 30%
Case study: 30%
Examination: 40%
Clinical OSCA's: 20%
Clinical evaluation: Pass/Fail
Prerequisites
Co-requisites
Available only to students undertaking Bachelor of Nursing and Rural Health Practice
NUR4401 - Clinical honours thesis 1: Applied research methods and skills
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ysanne Chapman
Offered
Not offered in 2009
Synopsis
This unit provides students with the opportunity to encounter a challenging research environment through the interaction of philosophical paradigms and extension of theoretical knowledge and acquisitions of skills to facilitate the undertaking of a research project. The unit will build upon knowledge gained in the second year unit Research in Nursing Practice.
Objectives
At the completion of the unit the students will be expected to:
- evaluate and utilise appropriate philosophical foundations of research;
- distinguish and critique quantitative and qualitative methodologies; and
- develop and utilise research skills in the following areas:-
- advanced online searching
- documentation management
- data collection methods and analysis.
Assessment
Oral seminar paper on a research philosopher/philosophy: 30%
Data analysis exercise: 30%
essay/critique on research methodologies (2500 words): 40%
Prerequisites
Co-requisites
Available to students undertaking Honours degree of Bachelor of Nursing or Honours degree of Bachelor of Midwifery only
NUR4402 - Clinical honours thesis II: Framing a research proposal
12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ysanne Chapman (Peninsula), Professor Karen Francis (Gippsland) & Dr Lisa McKenna (Midwifery)
Offered
Not offered in 2009
Synopsis
The unit provides students with the opportunity to develop an appropriate hypothesis or research question and derive an appropriate research design showing regard to the practical problems of conducting research in clinical settings. Ethical issues are also considered. The clinical aspect of the unit provides the student with the opportunity to explore areas of nursing interest related to their clinical research topic. The unit aims to promote the students' responsibility for their own learning by exercising choice, developing objectives and negotiating to fulfil these objectives in consultation with both academic staff and clinicians.
Objectives
At the completion of the unit the student will be expected to:
- identify a research topic that addresses a significant clinical issue. This may be a part of an existing project, or alternatively a new initiative;
- develop a research problem, question or hypothesis;
- formulate and present a research plan;
- develop and present a research proposal, including a literature review;
- participate in research seminars and workshops;
- apply to ethics committees for research approval as necessary;
- develop a learning contract addressing the clinical learning needs of the student;
- demonstrate safe clinical practice based on sound theoretical knowledge and reasoning;
- perform detailed nursing/midwifery clinical assessment of clients;
- resolve clinical problems appropriately;
- proficiently implement nursing/midwifery care as planned;
- demonstrate sensitivity to the cultural dimensions of care;
- practice with increasing independence; and
- incorporate evidence based practice findings into clinical/midwifery practice.
Assessment
Oral seminar presentation of research plan (15 minutes): 20%
Written submission of research plan (500 - 1000 words): 10%
Written submission of research proposal (5000 words including literature review): 50%
Ethics application(s): 20%
Students must pass clinical (including Learning contract) to pass unit.
Prerequisites
NUR2103, NUR2113, NUR2104, NUR3106, NUR2201, NUR2303, NUR2304, NUR3305, NUR2401 and NUR4401
Co-requisites
Available to students undertaking Honours degree of Bachelor of Nursing or Honours degree of Bachelor of Midwifery only
NUR4403 - Clinical honours thesis III: Conducting a research project
18 points, SCA Band 0 (NATIONAL PRIORITY), 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ysanne Chapman (Peninsula), Professor Karen Francis (Gippsland) & Supervisors & Dr Lisa McKenna (Midwifery)
Offered
Not offered in 2009
Synopsis
The unit provides students with the opportunity to implement the research proposal developed in NUR4402. Students will further develop a literature review, finalise ethical approval for their research, and collect, organise and manage the data for the study. The clinical aspect of the unit provides students with the opportunity to integrate clinical practice skills obtained in the Bachelor of Nursing/Midwifery programs with practice in the clinical/midwifery environment in which their research is being conducted. The increased clinical/midwifery practice will enhance practical experiences, establish confidence and allow the student to become an integrated member of the health care team.
Objectives
At the completion of the unit the students will be expected to:
- generate a critical review of the literature and theoretical frameworks relevant to their field of study;
- accurately collect, manage and secure data for health profiles and/or health histories for individuals, groups or communities;
- finalise the ethics approval process for the project;
- conduct a pilot study (if appropriate) to anticipate and address practical problems that may arise in the course of data collection;
- apply clinical reasoning to selected pathophysiological and psychosocial nursing/midwifery phenomena; and
- demonstrate safe clinical/midwifery practice based on current theoretical and pharmacological knowledge.
Assessment
Oral seminar presentation: 30%
Written clinical research issues report: 40%
Submission of a research progress report: 30%
Clinical component: Pass/Fail. Students must pass the clinical to pass the unit
Prerequisites
NUR4404 - Clinical honours thesis IV: Analysing and reporting research
24 points, SCA Band 0 (NATIONAL PRIORITY), 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Dr Ysanne Chapman (Peninsula), Professor Karen Francis (Gippsland) & Supervisors & Dr Lisa McKenna (Midwifery)
Offered
Not offered in 2009
Synopsis
The unit provides students with the opportunity to develop appropriate research knowledge and skills as they, with the assistance of a supervisor, analyse and interpret the data collected in Clinical Honours Thesis III. Following this, the research will be written in the form of a literature review and article suitable for publication, and be presented at a research seminar. The clinical/midwifery practice in this unit will allow the student to exit the program at the level of an advanced novice practitioner.
Objectives
At the completion of the unit the student will be expected to:
- conduct appropriate data analysis and interpretation;
- generate a report on the project, demonstrating critical analysis and discussion of findings in the context of prior research showing due regard to relevant stylistic conventions;
- disseminate research findings;
- apply clinical reasoning to selected pathophysiological and psychosocial nursing/midwifery phenomena; and
- demonstrate safe clinical/midwifery practice based on current theoretical and pharmacological knowledge.
Assessment
Portfolio which consists of Research Paper(s) prepared for publication: 50%
Literature Review: 30%
Oral seminar presentation: 20%
Clinical competent: Pass/Fail. Students must pass the clinical to pass the unit
Prerequisites
NUR4501 - Acute care clinical skills
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Jill French (Peninsula), TBA (Gippsland)
Offered
Gippsland Second semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
The development of clinical practice in nursing care commonly delivered in acute care settings at a generalist nurse level. The unit will enable students to safely practise clinical skills, from pre-admission to post-discharge of patients in a simulated laboratory environment and in a supervised health-care environment. Students will be provided with opportunities to develop confidence and proficiency with clinical nursing skills through a clinical placement at an appropriate healthcare venue.
Objectives
On completion of this unit, students are expected to be able to:
- identify appropriate nursing interventions based on nursing principles informed from literature reviews of valid scientific research (including mental health);
- demonstrate competent utilisation of technology and therapeutics employed in patient care delivery;
- plan, implement and evaluate nursing actions and outcomes for selected patients from pre-admission to post-discharge;
- maintain a physical and psychosocial environment which promotes safety, security and optimal health in a simulated practice environment; and
- demonstrate documentation skills which effectively communicate with other members of the health-care team.
Assessment
Classroom presentation: 25%
Assignment: 25%
Practical examination (OSCE): 50%
Clinical practicum: PASS/FAIL
Contact hours
3 hours per week tutorial/laboratories;Mandatory clinical practicum - 4 weeks acute care
NUR4546 - Nursing research and practice
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): TBA
Offered
Sunway First semester 2009 (Flexible)
Synopsis
The purpose of this unit is to demonstrate that nursing is and can be shaped by research. Emphasis is placed on the belief that investigative skills of all nurses are an integral part of their professional repertoire. Nursing research is about making a difference that matters to patient care. Reflecting upon one's practice and the systematic search for solutions to problems so that care may be improved are important elements of the research process. In undertaking this unit, students will be able to add to their own repertoire of skills to make their own practice more evidence-based, effective and rewarding.
Objectives
Upon successful completion of this unit the student will be able to:
- Appreciate the importance of research to the foundation and development of the discipline of nursing
- Demonstrate an introductory knowledge of the research process
- Identify nursing problems that could be investigated by research
- Outline the strengths and limitations of the major research methodologies utilised in nursing
- Understand and perform simple descriptive statistical procedures
- Outline the processes associated with qualitative data analysis and perform a simple analysis of narrative data
- Identify ethical considerations involved with the research process
- Demonstrate an ability to read and critically analyse nursing research literature
Assessment
5 x short quizzes: 20%
Assignment (analysis and understanding of quantitative and qualitative data): 40%
Exam (2 hour): 40%
Reflective clinical log: Pass/Fail. Students must achieve a pass grade for the reflective clinical log in order to successfully complete this unit.
OCC1011 - Professional issues
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Rebecca Allen
Offered
Peninsula First semester 2009 (Day)
Synopsis
In this unit, students begin to describe the role of an occupational therapist as distinct from other health professionals. Students demonstrate appropriate professional behaviours and apply these to practice through a fieldwork component. Students develop an awareness of the legal, cultural and ethical issues of practice and begin to understand and articulate some of the challenges faced by client/consumers of health services. Students demonstrate a beginning competence with some early clinical skills applicable to fieldwork.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 1 Personal and Professional Development
- explain the role of an occupational therapist;
- explain the role of other health professionals within a team and how interdisciplinary teams function to provide optimal client care;
- identify the characteristic that distinguish ideal professional behaviour;
- describe ethical and legal issues pertinent to a practicing occupational therapist;
- demonstrate effective communication and interview skills for practice;
- articulate strategies to apply when communication requires cross cultural sensitivity and understanding;
Theme 2 Population Society and Health
- consider concepts of disability and appreciate the impace of disability upon the individual;
- describe challenges and barriers likely to confront a person with a disability and how these affect participation in the community;
Theme 4 Applied Practice
- develop a beginning competency in pre-clinical skills of client handling skills, basic skills in equipment use and prescription and correct use of mobility techniques;
- examine safety issues in the workplace and outline standard emergency and infection control procedures;
- describe different methods of recording and reporting medical information and the role of professional records for communication; and
- explain appropriate interaction with an interpreter and identify criteria that indicate when an interpreter should be used.
Assessment
Reflective journal on clinical placement (1000 words): 10%
Written examination (1 hour): 50%
Clinical workbook (2000 words): 40%
Hurdle requirements: attendance at 80% of all tutorials, practicums and fieldwork placements, completion of disability experience and reflective journal summary and successful completion of a 4 day fieldwork placement.
Co-requisites
Must be enrolled in the Bachelor of Occupational Therapy.
Prohibitions
HSC1011
OCC1012 - Occupational science
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Louise Farnworth
Offered
Peninsula Second semester 2009 (Day)
Synopsis
Students will learn about the principles and mechanisms underlying the relationship between the person, their environment and occupations, and how this relates to human health and wellbeing. The concept of occupation will be described, how occupation changes across the lifespan, and how people shape and are shaped by their engagement in occupation and their environmental context. Students will engage in experiential exercises to support their learning of concepts, including participation in fieldwork experience - either a weekend camp with children with disabilities or rural placement experience.
Objectives
Upon successful completion of this unit students will be able to:
- participate in on line learning activities;
- analyse professional literature to identify key issues and concepts and comment on the validity of this information for practice;
- Examine rural issues relevant to a health professional as well as reflect upon work completed as an inter-professional group after participation in a Rural Inter-professional Community-Based experience;
- explain how activity participation and occupational engagement and health change across the lifespan;
- describe how the interaction of person-environment-occupation relates to health and wellbeing;
- undertake an analysis of childhood occupations;
- describe and explain classifications of human occupations;
- demonstrate effective verbal, non-verbal and written communication skills;
- identify data collection methods and collect and analyse data on the occupational performance of self and others; and
- identify relevant sources of data concerning occupational issues related to the physical. social, cultural, economic and political and institutional environments of individuals.
Assessment
Lifespan assignment (1500 words): 30%
Report (1000 words): 20%
Group presentation based on findings from IPE rural experience (10 minutes): 10%
Submission on findings from IPE rural experience (600-800 words): 10%
Assignment (2000 words): 30%
Hurdle requirements: attendance at 80% of all tutorials, skills classes and fieldwork placements, written report of observation and participation in a 30 hour camp (or equivalent) and completion of reflective diary.
Prerequisites
OCC1022 - Foundations of occupational therapy practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Louise Farnworth and Ms Rebecca Allen
Offered
Peninsula Second semester 2009 (Day)
Synopsis
The unit introduces student to the historical origins of the use of occupation as theory and the theory of core elements of occupational therapy intervention. Current theoretical concepts and models underpinning occupational therapy practice will be explored along with the occupational therapy problem solving and clinical reasoning process. Case scenarios will be used throughout and students will learn the problem solving strategies that will support their learning in occupational therapy intervention units elsewhere in the course.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 1 Personal and Professional Development
- describe the principles of client-centred occupational therapy practice;
- explain the key skills that contribute to critical appraisal, critical reasoning and critical thinking skills in scenario/case-based learning;
- apply skills of self critique and self reflection to group learning tasks;
Theme 2 Population, Society and Health
- demonstrate understanding of the rights of consumers and carers and strategies to integrate their lived experience of health issues into service planning and delivery;
Theme 3 Fundamental knowledge for the Health Sciences
- describe the historical origins of occupation as therapy;
- demonstrate an understanding of the clinical reasoning processes in occupational therapy;
- describe how different health models and occupational therapy intervention methods may be applied to occupational therapy practice;
- identify how key theoretical models of human occupation relate to client-centred occupational therapy;
- describe and apply the principles of occupational analysis and grading and adaptation of occupations to a therapy situation;
Theme 4 Applied Practice
- describe and apply the clinical reasoning process to the occupational therapy process in a simulated practice situation; and
Theme 5 Research
- locate, retrieve and use resources that inform understanding about health and occupational issues.
Assessment
Presentation (5 minutes): 10%
Presentation (10 minutes): 20%
Examination (1.5 hour): 50%
Critique of an assessment tool (1000 words): 20%
Hurdle requirement: attendance at 80% of tutorials and completion of in class tests.
Prerequisites
Co-requisites
Available only to students enrolled in the Bachelor of Occupational Therapy
OCC2011 - Occupational performance, capabilities and components
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Louise Farnworth and Ms Rebecca Allen
Offered
Peninsula First semester 2009 (Day)
Synopsis
The unit uses an integrated scenario/case-based learning approach. Students are introduced to mechanisms and consequences of problems related to mental, sensory, cardiovascular, respiratory, neurological and biomechanical capacities that underpin occupational engagement and occupational performance. Students integrate this knowledge into OT and related theories/models of practice. They develop clinical questions, and acquire knowledge and skills from the process of describing and evaluating occupational performance, and critiquing assessment tools for evaluating occupational engagement/performance. Students will explore different contexts in which participation in occupation takes place.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 1 Personal and Professional Development
- describe and apply the principles of client-centred practice; 2. apply critical appraisal, critical reasoning and critical thinking skills to scenario/case-based learning; 3. explain the role and contribution of different members of the health care team; 4. clearly articulate to clients the specialist contribution of occupational therapy to health service intervention; 5. demonstrate skills in self critique and self reflection;
Theme 2 Population, Society and Health
6. describe occupational justice issues in the allocation and distribution of resources within services; 7. recognise the rights of consumers and carers and integrate their lived experience of health issues into service planning and delivery; 8. describe the importance of multicultural diversity and cultural relationships to professional practice;
Theme 3 Fundamental knowledge for health sciences
- 1. describe theories and models of practice that contribute to an understanding and application of occupational engagement and performance;
12. apply key theoretical models of human occupation to client-centred occupational therapy assessment, goal setting, intervention and follow-up evaluation; 13. appraise occupational therapy assessment tools and apply them in clinical contexts to evaluate occupational performance and occupational engagement; 14. apply and evaluate the principles of occupational analysis and grading and adaptation of occupations in a theory situation;
Theme 4 Applied practice
15. select, administer and critique assessment methods used in occupational therapy practice including initial assessment interview; 16. accurately record and document professional information; 17. describe and apply the clinical reasoning process to the occupational therapy process; 18. formulate appropriate occupational therapy goals and objectives for specific clients; 19. acknowledge expertise and interact respectfully with different members of the health care team, consumers and carers; 20. behave in a manner appropriate for professional practice in both the academic and clinical environment; and
Theme 5 Research
21. locate, retrieve and use resources to inform decision making about health and occupational issues.
Assessment
Examination (2 hours): 20%
Examination (2 hours): 15%
Review of two clinical assessment tools (1500 words): 10%
Clinical workbook (3000 words): 20%
Case-based occupational analysis (1000 words): 10%
Written/Oral examination (1.5 hours): 15%
Practice skill test (10 minutes): 5%
Presentation of two case scenarios for peer and tutor feedback: 5%
Hurdle requirements: Successful completion of a 12 day fieldwork placement
Reflective journal (1000 words)
two self evaluations of group participations
Attendance at 80% of scenario based tutorials
Prerequisites
Co-requisites
Available only to students enrolled in the Bachelor of Occupational Therapy
OCC2020 - Enabling occupation: Performance challenges 1A
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Pamela Kirke
Offered
Peninsula Second semester 2009 (Day)
Synopsis
This is the first unit of the occupational therapy intervention units. It comprises 10 weeks of integrated case based learning followed by a 5-week clinical block in facilities with adults and older adults to consolidate application of knowledge into practice. Students will begin to describe, apply and critique the principles of assessment and intervention for clients with problems related to capacities to engage in activities, occupations, and participation in community life. Cases will relate to adults and older adults. Intervention principles will also incorporate environmental supports and barriers (advocacy, organisational change, environmental adaptation), and evidence-based practice.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 1 Personal and Professional Development
- demonstrate skills in self-assessment and the provision of constructive feedback to others;
- function effectively as a member of a small learning group;
- demonstrate effective verbal and written communication skills;
Theme 2 Population, Society and Health
- understand the relationship between the person, the environment (physical, social, institutional and cultural) and occupation as the basis for occupational therapy practice;
Theme 3 Fundamental Knowledge for the Health Sciences
- describe and apply the Occupational Process Model to typical occupational therapy practice scenarios and to a clinical practice;
- describe typical occupational therapy intervention strategies, methods and modalities used with clients of occupational therapy presenting with physical, mental/psychosocial, cognitive, social and other related occupational performance challenges;
- apply principles of activity and occupational analysis, grading and adapting equipment, tasks and activities, and environments and principles of energy conservation to occupations in relation to clients of occupational therapy;
- describe common musculoskeletal, medical, surgical, neurological, psychosocial and disease processes relevant to clients of occupational therapy and their occupational sequela;
- evaluate a home for home modifications, use technical drawing techniques and write recommendations for home modification professionals;
- describe the role of external agencies (eg Archicentre, TADVIC and the A&EP) and use of Australian Standards in home modification;
- demonstrate the use and principles of splint manufacture using low temperature thermoplastic materials and justify design, manufacture and application of a specific orthosis;
- select, measure, prescribe and use appropriate assistive equipment to enable client occupation and performance such as mobility equipment, lifting devices/hoists, communication devices, pressure care equipment and communication devices.
Theme 4 Applied Practice
- apply to practice the Occupational Performance Process Model including
- naming, validating and prioritising occupational performance issues;
- identifying occupational performance components and the environmental conditions;
- identifying clients' strengths and resources;
- negotiating targeted outcomes and developing action plans;
- implementing plans through occupation;
- evaluating occupational performance outcomes C;
- demonstrate clinical reasoning and a client-centred approach to the development and implementation of occupationally relevant intervention strategies relevant to clients of occupational therapy;
- write relevant, concise and comprehensive reports and substantiate both written and oral reports with information from assessments, observations and interviews';
- effectively communicate with other members of the team and refer appropriately; and
- maintain the professional standards and emergency procedures set by the clinical facility, Monash University and by OT AUSTRALIA code of ethics.
Assessment
Manual muscle testing and goniometry practical exam (10 minutes): 5%
Critically evaluate splint: 5%
Technical drawing of home environment: 5%
Assignment (1500 words): 20%
Short answer examination (2 hours): 20%
Written exam (1 hour) and oral exam (30minutes): 35%
Discussion of two peers in oral examination: 10%
Hurdle requirements: Attendance at 80% of tutorials, skills classes (including attendance at two group reflection sessions) and fieldwork placement hours, manufacture a range of splints as directed, two self evaluations of group participation, group evaluation of completion of each case and satisfactory completion of clinical placement as assessed through the Student Placement Evaluation Form (SPEF).
Prerequisites
Co-requisites
Must be enrolled in Bachelor of Occupational Therapy.
OCC2022 - Skills for evidence-based practice 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ted Brown
Offered
Peninsula Second semester 2009 (Day)
Synopsis
Includes an overview of the skills necessary to critique and evaluate the usefulness and quality of research evidence. Students will be guided through the research evidence on different research methodologies and analyses to further understand research paradigms and critique research literature supporting evidence for their practice. Students will be introduced to sampling, hypothesis testing, measurement concepts and statistics. Components of evidence-based practice will be introduced related to OT. The McMaster Guidelines for Critical Review Form for quantitative and qualitative studies will be used to evaluate the relevant evidence. Students will complete a critically appraised paper.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 5: Research
- describe the assumptions underpinning various research paradigms;
- describe and demonstrate quantitative research methods relevant to occupational therapy practice: scientific method, research questions, hypothesis testing, sampling methods, research designs (eg non-experimental, experimental, quasi-experimental designs, single-case design, surveys, and randomised control trials);
- describe and demonstrate qualitative research methods relevant to occupational therapy practice: basic premises, research questions, sampling methods, research designs (eg in-depth interviews, focus group interviews, ethnography, action research, and discourse analysis);
- describe components sampling theory and hypothesis testing (eg standardisation, normal distribution, null and alternate hypothesis, type I & II errors, statistical power);
- describe general measurement concepts: levels of measurement, reliability, validity, clinical utility, sensitivity to change;
- calculate basic statistics for data sets (eg measures of central tendency, measures of dispersion, degrees of freedom, statistical significance, inferential statistics, parametric statistics, nonparametric statistics);
- critique research evidence using the McMaster Guidelines for Critical Review Form - Quantitative Studies; and
- critique research evidence using McMaster Guidelines for Critical Review Form - Qualitative Studies.
Assessment
Critically appraised paper: quantitative research (1200 words): 20%
Critically appraised paper: qualitative research (1200 words): 20%
two one hour wriiten exams made up of multiple choice, short answer and essay questions :30%(each)
Hurdle requirement: attendance at 80% of tutorials.
Prerequisites
Co-requisites
Available to students enrolled in Bachelor of Occupational Therapy only
OCC3030 - Enabling occupation: Performance challenges 1B
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ted Brown
Offered
Peninsula First semester 2009 (Day)
Synopsis
This is the second unit of the occupational therapy intervention units. It comprises 10 weeks of integrated scenario-based learning followed by a 5-week clinical fieldwork placement to consolidate application of knowledge into practice. In this unit, students further describe, apply and critique the principles of assessment and intervention for individual and groups of clients who are restricted in their ability to engage activities, occupations, and participation in community life. Intervention principles will also incorporate environmental supports and barriers (advocacy, organisational change, environmental adaptation) and evidence-based practice.
Objectives
Upon successful completion of this unit, students will be able to:
- take responsibility for own attitudes and behaviour, as demonstrated by acknowledging prejudices, limitations, and lack of knowledge, and commitment to change and growth as a result of professional development, and reflective learning;
- further develop skills in self-assessment and the provision of constructive feedback to others;
- function effectively as a member of a small learning group;
- understand further the relationship between the person, the environment (physical social, institutional and cultural) and occupation as the basis for occupational therapy practice;
- further appreciate the complex and interacting factors that contribute to notions of culture and cultural relationships, health and illness and multicultural diversity to professional practice and citizenship;
- describe and apply the Occupational Performance Process Model to typical occupational therapy practice scenarios and clinical practice;
- describe and critique typical occupational therapy presenting with physical, mental/psychosocial, cognitive, social, and other related occupational performance challenges;
- describe and apply to practice strategies using the principles of remediation versus compensation and critique outcomes of such strategies;
- describe types and processes of traumatic stress reaction and application of strategies for processing of traumatic stress responses and models of critical stress debriefing;
- demonstrate clinical reasoning and client-centred/family-centred approach to the development and implementation of occupationally relevant intervention strategies;
- describe further common medical, surgical, neurological, musculoskeletal, psychosocial and developmental conditions that can present in clients of occupational therapy and their occupational sequela;
- apply to practice the Occupational Performance Process Model including:
- naming, validating and prioritising occupational performance issues;
- identifying occupational performance components and the environmental conditions;
- identifying clients' strengths and resources;
- negotiating targeted outcomes and developing action plans;
- implementing plans through occupation;
- demonstrate clinical reasoning and a client-centred approach to the development and implementation of occupationally relevant intervention strategies relevant to clients of occupational therapy;
- write relevant, concise and comprehensive reports and substantiate both written and oral reports with information form assessments, observations and interviews';
- effectively communicate with other members of the team and refer appropriately;
- maintain the legal, ethical and professional standards and emergency procedures set by the clinical facility, Monash University, and OT AUSTRALIA code of ethics; and
- seek out and apply the principles of evidence-based practice and using best evidence available for practice related to clients of occupational therapy.
Assessment
Oral presentation (20 minutes): 10%
Report (1500 words): 10%
Written examination (2 hours): 30%
Written (1 hour) and oral examination (30 minutes):40%
Discussant of two peers in oral examination: 10%
Hurdle requirements: attendance at 80% of tutorials, skills classes and fieldwork placement honours, two self evaluations of group presentation, attendance at two group reflection sessions, group evaluation of completion of each case and satisfactory completion of clinical placement as assessed through the Student Placement Evaluation Form (SPEF).
Prerequisites
OCC3041 - Skills for evidence-based practice 2
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Ted Brown
Offered
Peninsula First semester 2009 (Day)
Synopsis
This unit gives students an advanced overview of the skills necessary to critique and evaluate research evidence. Students will be introduced to completing a critically appraised topic. This will provide the foundation to integrate clinically relevant evidence into daily professional practice. Components of evidence-based practice in OT will be introduced and practiced. Students will also be introduced to case reports, case control studies, cohort studies, randomised controlled trials, systematic reviews and meta-analyses, methods of presenting evidence, question design, data analysis and interpretation of data results.This knowledge will enable students to be evidence-based practitioners.
Objectives
upon successful completion of this unit, students will be able to:
- demonstrate an advanced understanding of the levels of evidence for evidence-based practice;
- demonstrate ability to critique ways all levels of evidence are obtained: For example, surveys, focus groups, semi-structured interviews, randomised controlled trials, single-subject studies, diagnostic tests, systematic reviews, meta-analyses, clinical practice guidelines, expert evidence, and case-control studies;
- identify gaps in intervention practice knowledge, develop a researchable clinical intervention research question and search databases for best evidence to support practice;
- demonstrate ability to find relevant evidence using a variety of formal and informal methods (eg health science databases, internet);
- demonstrate ability to select, appraise and/or design questionnaires/scales used to gather data;
- demonstrate ability to conduct qualitative data gathering methods such as conducting a focus group or semi-structured interview;
- demonstrate knowledge of quantitative and qualitative data analysis methods; and
- demonstrate knowledge of ethical issues related to conducting research in professional practice.
Assessment
Survey development report (2000 words): 30%; Focus group interview report (2000 words): 30%; One hour MCQ & short answer exam one hour: 40%; Hurdle requirement: attendance at 80% of tutorials, develop survey questionnaire, develop semi-structured interview question schedule and gather data using focus group or semi-structured interview.
Prerequisites
OCC3052 - Enabling Occupation II: Performance challenges In population health
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Rebecca Allen
Offered
Peninsula Second semester 2009 (Day)
Synopsis
In this unit, students begin to shift their view beyond the occupational challenges facing individuals, to consider the ways in which the occupations, health and wellbeing of communities/populations may be impacted by social, political and organisational factors. Students apply the principles of individual occupational challenges to case based scenarios in which advanced clinical reasoning and intervention skills are required for people experiencing complex health and social problems. The cases chosen highlight the multiple approaches to occupational intervention, both individual/clinical and community/prevention.
Objectives
On completion of this unit the student will be expected to be able to:
- demonstrate skills that contribute to critical appraisal, critical reasoning and critical thinking skills in scenario/case-based learning;
- apply the principles of developing goals and objectives for promoting change among individuals to whole communities;
- describe the influence of government policy on the development of services and associated funding systems available to prevent ill health and promote health and wellbeing in whole communities;
- describe the role of community, national and international agencies, and their functions in the prevention of ill health, the promotion of health and wellbeing, and rehabilitation and how this relates to occupational therapy practice;
- describe and critique the role of occupational therapists as leaders and managers in service delivery;
- demonstrate understanding of the rights of consumers and carers and strategies to involve consumers and carers in service planning, delivery and evaluation;
- describe principles of resource management;
- describe principles and approaches to advocacy and lobbying;
- demonstrate how to write a submission;
- describe the principles of, and skills associated with program development, management, and evaluation; and
- locate, retrieve and use resources that inform understanding about health and occupation.
Assessment
Oral and written exam (2 hours): 45%
Population health assignment (3000 words): 30%
Contemporary practice presentation (15 minutes): 10%
Presentation (20 minutes): 15% +
80% attendance at all tutorials
Prerequisites
OCC3062 - Participation community practice I: Development
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Rebecca Allen
Offered
Peninsula Second semester 2009 (Day)
Synopsis
Drawing from theoretical material in HSC2072 Health Promotion and OCC3052 Enabling Occupation II, students will work in collaboration with an agency to address a specific need while completing this participatory practice placement. Students will choose a project. They will then commence contact with their agency, and begin the first phase of project management, which involves collaborating with agency members to "scope" an organisationally useful, and occupationally relevant project or program. Students will function as project managers and will be required to liaise with a variety of stakeholders and to develop a project proposal that meets the needs and aims of the agency.
Objectives
On completion of this unit the student will be expected to be able to:
- take responsibility for own attitudes and behaviour, as demonstrated by acknowledging prejudices, limitations, and lack of knowledge, and commitment to change and growth as a result of professional development, and reflective learning;
- adopt an ethical and socially responsible approach to practice and practice based enquiry;
- demonstrate understanding of the rights of consumers and carers and strategies to integrate their lived experience of health issues into service planning and delivery;
- apply theoretical understanding of health promotion and population health to a practice setting;
- describe the stages of program management;
- undertake a needs analysis by scoping an organizationally useful and occupationally relevant project or program;
- apply program management skills and function as a project manager and liaise with an organization to define a project;
- share power in relationships with service providers, community leaders, consumers and carers, as demonstrated by the development of a partnership approach to service development and provision;
- consult with service providers, community leaders, consumers and carers about their rights, service choices, and options;
- share resources in a mutual educational process to facilitate decision making and advocacy about service choices, and options;
- demonstrate strategies to empower service providers, community leaders, consumers and carers to determine and set priorities for change; and
- use findings of assessments/needs analyses to develop programs using best available evidence.
Assessment
Preliminary project proposal (1000 words): 20%
Project proposal (25000 words): 60%
Project presentation (30 minutes): 20%
80% attendance at the placement including meetings with supervisor.
Prerequisites
Co-requisites
HSC1072 and OCC3052. Must be enrolled in Bachelor of Occupational Therapy.
OCC3072 - Occupational therapy honours project 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): TBA
Offered
Peninsula Second semester 2009 (Day)
Synopsis
The honours project will be related to community development. Honours students initially will spend two weeks scoping a community-based program. They will continue to be involved with the facility for up to two days per week for the remainder of the semester. Students will identify a researchable question based on the scoping exercise. Then students will write up a study proposal and ethics application related to a community development research question. This unit will provide the students with the opportunity to consolidate their research knowledge and skills.
Objectives
On completion of this unit the student will be expected to be able to:
- demonstrate the relevance of quantitative and qualitative research to occupational therapy practice;
- describe & demonstrate qualitative and quantitative research designs and methods relevant to health professional practices and community development;
- describe general measurement concepts: levels of measurement, reliability, validity;
- demonstrate an understanding of basic statistics: interpretation, normative data;
- demonstrate ability to critique and integrate relevant research literature and theoretical material related to research topic;
- demonstrate ability to complete a research proposal which includes a literature review, research questions and appropriate qualitative and/or quantitative methodology;
- demonstrate ability to complete an ethics proposal suitable for submission to an ethics committee; and
- demonstrate ability to present and critique research issues in a public forum.
Assessment
Completion of research proposal (3000 words) and Research ethics application (2000 words): 100%
Prerequisites
Successful completion of first and second year Bachelor of Occupational Therapy course units (Semesters 1, 2, 3 and 4); 75% grade point average minimum; and placement in top 10% of current year's BOT class in terms of academic performance.
OCC4071 - Participatory community practice 2: Implementation
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Lisa Knightbridge
Offered
Peninsula First semester 2009 (Day)
Synopsis
Students will develop skills in project implementation and work within a community partnership model to address a community/population health based issue for the collaborating agency. The student will apply and further develop the knowledge, skills and expertise necessary for them to implement, evaluate and report on a community orientated project. It is expected that the student will act as the project manager whilst also communicating, negotiating and collaborating with agency staff and other relevant stakeholders.
Objectives
On successful completion of this unit students will be able to:
- Articulate ethical and legal issues pertinent to project work;
- Apply health promotional, capacity building and community development strategies;
- Demonstrate an understanding of Government policy and the function of local, state and national agencies funding health delivery and how these bodies direct resources to effect planning and service delivery;
- Articulate funding systems and submission processes in health care;
- Demonstrate an understanding of change management processes;
- Demonstrate an understanding of systems theory and thinking ;
- Develop, implement, evaluate and disseminate information concerning a project that has occupational relevance to a community or population;
- Implement, undertake, deliver or operationalise a project according to stated goals and objectives detailed in a project proposal;
- Employ skills in facilitating stakeholder involvement;
- Identify and apply approaches that may be adopted to address population based health issues and apply the principles of enabling occupation to a population/community;
- Maintain the professional standards and emergency procedures set by the clinical facility, Monash University and by OT AUSTRALIA code of ethics ;
- Apply the principles of evidence based practice to a population based approach to health
- Use effective and efficient written and verbal communication for report development and information dissemination;
- Manage project information and timelines.
Assessment
One midway project progress report to agency stakeholders (1500 words): 20%
Oral presentation of midway project report: 20% +One project report detailing process, findings and recommendations (5000 words):60%
Hurdle requirements: Attendance at 80% of tutorials, supervisory meetings and fieldwork placement hours; satisfactory completion of placement as assessed through the Student Placement Evaluation Form (SPEF); completion of reflective journal; presentation of amended project report to agency.All hurdle requirements must be completed to pass this subject. Students who fail to meet a hurdle requirement will be offered supplementary learning activity. Students who fail the fieldwork component of the unit will be required to repeat the unit. A maximum of one repeat placement will be provided.
Contact hours
Fieldwork project placement in external agencies for 11 weeks, equivalent to 15 hours/week; 6-8 hours/week of private study plus a total of 15 hours of on-campus workshops and 6 hours of on-campus supervisory meetings
Prerequisites
OCC3052, OCC3062 or OCC3072, HSC3032
Co-requisites
Available to students enrolled in the Bachelor of Occupational Therapy
Prohibitions
OCC4081 - Transition to practice 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Rebecca Allen
Offered
Peninsula First semester 2009 (Day)
Synopsis
Students will refine knowledge and skills in professional self management appropriate for practice as entry level occupational therapists. They will identify and document their learning needs for their final fieldwork placement and develop the ability to set objectives for personal practice development. Strategies for identifying and meeting individual professional development needs, the legal and ethical requirements for professional competency at graduate level, the role of the Accredited Occupational Therapist program and other systems of credentialing will be critiqued. The unit also includes content on recruitment and selection processes.
Objectives
On completion of this unit students will be able to:
- Identify a range professional support strategies that can be used to enhance professional practice;
- Devise a learning contract to guide learning activities;
- Explain the key elements of effective supervision and mentoring within occupational therapy professional practice;
- Demonstrate skill in giving effective professional feedback;
- Identify strategies and resources to support continuing professional education;
- Evaluate the knowledge and skills required for effective and ethical self promotion;
- Critique current professional issues that influence occupational therapy practice;
- Appraise the key requirements of the recruitment and selection process from both an employer and employee perspective;
- Compose an effective curriculum vitae and letter of application for a professional position ;
- Demonstrate skill in critical reflection;
- Appraise the role of professional standards guidelines and credentialing processes in professional practice.
Assessment
Learning contract (200 words): 40%
Critical analysis (2500 words): 45%+ Peer evaluation of critical analysis (750 words): 15%
Attendance at 80% of seminars, participation in mock interview, interview with placement supervisor, peer evaluation of written task.
Contact hours
12 hours of study per week consisting of 2 hours of lectures and 4 hours of seminar sessions on campus. An additional 6 hours of private study will be required to complete learning tasks, undertake research and to complete assessment tasks.
Co-requisites
Available to students enrolled in the Bachelor of Occupational Therapy
OCC4082 - Advanced professional practice
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Pamela Kirke
Offered
Peninsula Second semester 2009 (Day)
Synopsis
The unit comprises 10 weeks of fieldwork placement followed by on campus debriefing tutorials. The unit provides students with the opportunity to develop, integrate and enhance their practice skills to reach an entry level of competence in occupational therapy prior to graduation. By the end of the fieldwork placement students will be managing a caseload of clients independently. A learning contract developed in OCC4081 will be used to guide fieldwork learning. A portfolio assessment will be used to encourage reflection, a self-directed approach to learning and to provide a record of professional competencies as these are developing.
Objectives
Upon successful completion of this unit students will be able to:
- Demonstrate professional attitudes and behaviours at the level expected of a new graduate
- Demonstrate effective time and workload management strategies
- Document personal and professional learning using a portfolio in preparation for professional accreditation
- Implement strategies to effectively meet own learning needs using a learning contract.
- Demonstrate autonomous and competent application of all stages of the occupational therapy process to the level expected of a new graduate in occupational therapy
- Design and implement strategies for critical self reflection, evaluation and improvement of own professional practice
- Develop strategies to provide effective occupational therapy service considering the broad political, legal and industrial issues in the workplace, profession and client group
- Plan, implement and evaluate an occupational therapy service
- Critique an organization's key performance indicators and service delivery directions
- Devise strategies to overcome service delivery constraints to provide effective occupational therapy intervention for clients in a fieldwork agency
- Demonstrate effective collaboration with other health professionals and health service providers.
- Select and critique occupational therapy interventions on the basis of best available evidence.
Assessment
Satisfactory completion of fieldwork placement as assessed through the Student Placement Evaluation Form (SPEF) (ungraded)
45 minute Oral Portfolio assessment: 50% +Written portfolio assessment: 50%
80% attendance at tutorials. All hurdle requirements must be completed to pass this subject. Students who fail to meet a hurdle requirement will be offered alternative learning activity. Students who fail the fieldwork component of the unit will be required to repeat the unit. A maximum of one repeat placement will be provided.
Prerequisites
OCC4071 or OCC4091 and OCC4081
Co-requisites
Prohibitions
Available only to students enrolled in the Bachelor of Occupational Therapy.
OCC4091 - Occupational therapy honours project 2
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): TBA
Offered
Peninsula First semester 2009 (Day)
Synopsis
For OCC4091, students will spend up to two days per week in a community-based organisation where the research proposal developed in OCC3072 will be implemented. This will involve students undertaking a research project, collecting data, analysing data, writing up results and contextualising the results in relation to pertinent literature and professional practice context. This will provide the context for students to apply and consolidate advanced research methodology.
Objectives
On completion of this unit, students will be expected to be able to:
- demonstrate the relevance of research in occupational therapy practice;
- describe, demonstrate and apply quantitative research strategies and/or qualitative research methodologies relevant to health professional practices;
- describe and demonstrate quantitative and/or qualitative research designs related to completion of honours thesis;
- demonstrate ability to implement a research proposal, collect data, analyse data, write up results and discuss results in the context of published literature, theory and professional practice;
- demonstrate understanding of the structure needed to write a research report;
- demonstrate ability to integrate, compare and contrast research findings with current literature in the form of a discussion; and
- demonstrate ability to present research findings in a public forum.
Assessment
Research thesis (10000 to 12000 words): 100%
Prerequisites
OCC4092 - Transition to practice 2
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Pamela Kirke
Offered
Peninsula Second semester 2009 (Day)
Synopsis
Students consider their own role within human service organizations and apply and critique contemporary practice knowledge in leadership and management, supervision and mentoring, organizational behaviour, change management, organizational governance and service quality, professional development, and complex, program based multidisciplinary teams. The Unit will conclude with a conference that includes presentations of research and project work from students in Health Science Peninsula programs. Students will complete a range of on-line and workbook tasks while completing their fieldwork placement in the Unit OCC4082 Advanced Professional Practice.
Objectives
Upon successful completion of this unit students will be able to:
- Identify personal strategies to effectively manage competing demands, work stress and avoid professional burnout.
- Plan and participate in a professional development forum and present research/project findings at a professional conference.
- Demonstrate advanced ability to relate occupational therapy theory with practice
- Develop a plan for continual professional development that reflects a self-directed and life-long approach to learning
- Identify opportunities for supervision and mentoring that will enhance practice.
- Demonstrate effective presentation skills in written, visual and verbal mode.
- Critically analyse the impact of health economics on current health care delivery in one service
- Identify the processes of clinical governance in a healthcare organisation
- Explain the different processes available in the broad human service system for managing consumer complaints and concerns about malpractice
- Differentiate between the knowledge and skill required by effective leaders and effective managers.
- Evaluate the function of different layers of management within a human service organisation
- Critique the change management processes, human resource management and service planning and delivery structures within an organization
- Devise strategies to effectively work in inter-professional teams.
Assessment
Completion of a 3000 word workbook: 30%+ 3000 word critical review: 30%
2000 word case study: 20%+ 250 word conference abstract : 5%
20 minute conference presentation: 15%
Contact hours
Weeks 1-10: 8 hours/week workbook and on-line tasks related to fieldwork placement in OCC4082 (weeks 1-10); plus 3 hours of lectures, 3 hours of tutorials, 4 hours of practical classes/week in weeks 11 and 12. In week 13 students will present and participate in a 3 day Health Sciences Peninsula interdisciplinary conference.
Prerequisites
OCC3062 or OCC3072, OCC4071 or OCC4091, OCC4081
Co-requisites
Prohibitions
Available only to Bachelor of Occupational Therapy students
OCC4111 - Introduction to Hand Therapy theory, principles, and practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Lisa O'Brien
Offered
Peninsula First semester 2009 (Day)
Synopsis
This unit will take a problem solving/ clinical reasoning approach to the management of upper limb injuries encompassing the acute and recovery phases as well as chronic conditions. It will build on existing knowledge of human structure and function and introduce concepts of tissue injury and repair to enable students to identify appropriate therapeutic strategies, depending on the person's stage in recovery from injury. Students should be able to identify the anatomical structures of the upper limb, and describe their specific functions. These will include bones, articular surfaces, joints, muscles, and nerves. Students will have the opportunity to develop skills in the fabrication of thermoplastic splints appropriate to complex clinical scenarios including tendon repair, arthritis, peripheral nerve trauma/repair, tenosynovitis, and fractures. Students will also attend an acute hand therapy clinic on 2 occasions to observe a client's recovery post surgery.
Objectives
At the completion of this unit, students will:
- Demonstrate knowledge of human hand structure and function, and describe the pathology and healing process in common upper limb injuries/conditions.
- Develop and describe intervention strategies (which may include an orthotic device/splint) for clients with specific upper limb injuries, supported with sound clinical reasoning.
- Demonstrate skill at the standard required for a beginning practitioner in the manufacture, fit and evaluation of specific splints for a variety of conditions which affect the occupational performance of specific clients.
- Demonstrate competence in searching, describing and summarising (verbally and in writing) the evidence from scientific literature on a specific topic related to hand therapy.
Assessment
Assessment includes 80% attendance requirements, attendance at an acute hand therapy clinic, a 20 minute presentation at a seminar, submission and critique of all splints made, as well as one 1000 word and one 2000 word essay.
Contact hours
40 hrs attendance in lectures/practicums (block mode), 4 hrs clinic attendance (over 2 separate occasions), 16 hrs seminar attendance (including a 20 minute presentation), 2 written assignments (1000 and 2000 words), 60 hours of private study
Prerequisites
Completion of a first year of an undergraduate programme
OCC4121 - Adaptive and Assistive Technology
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Rachael McDonald
Offered
Peninsula First semester 2009 (Day)
Synopsis
Assistive technology promotes greater independence for people with disabilities by enabling them to perform tasks that they otherwise would have great difficulty or not be able to accomplish. This unit will involve problem solving and clinical reasoning to help the students to develop into competent assistive technology professionals and providers. The course will consist of information relating to social and political aspects of people with disability and technology. The areas of Seating and Positioning, Mobility, Augmentative and Alternative Communication (AAC), Daily Living Technologies and Assistive Technology Access will be studied in detail. Students will choose one area for their first assignment, and will attend 2 separate clinics each of 4 hours duration to observe clinical practice.
Objectives
At the completion of this course, students will:
- Describe a range of clinical conditions for which various assistive technologies are applicable;
- Evaluate barriers and enhancers created by using assistive and adaptive technologies for disabled people;
- Integrate the social and political aspects of disability with reference to assistive and adaptive technologies;
- Develop and describe appropriate assistive technology provision for clients with specific conditions, supported with sound clinical reasoning;
- Demonstrate skill at assessing, applying for funding and prescribing a range of Assistive Technology Devices for clients in everyday practice;
- Critically discuss the implementation of the principles of adaptive and assistive technology in the areas of: Seating and Positioning, Mobility, Augmentative and Alternative Communication, Daily Living Technologies and Assistive Technology Access;
- Display specialist information in one of the areas of Seating and Positioning, Mobility, Augmentative and Alternative Communication, Daily Living Technologies and Assistive Technology Access;
- Demonstrate professional competence in searching and summarising (verbally and in writing) the scientific literature on a specific topic related to assistive technology.
Assessment
Assessment includes 80% attendance requirements, a 20 minute presentation at a seminar, one 1000 word and one 3000 word essay as well as a one hour written content examination.
Contact hours
40 hours attendance in lectures/practica (block mode), 4 hrs clinic attendance (over 2 separate occasions), 16 hrs seminar attendance.
Prerequisites
Completion of first year of an undergraduate programme.
PAR3010 - Professional issues in paramedic practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Ingrid Bielajs
Offered
Not offered in 2009
Synopsis
This unit will introduce the student to the concepts of professionalism and explore the notion of ambulance paramedics as professionals through the identification of models of professionalism and discussion of the related concepts of clinical competency and clinical problem solving. Both individual and organisation measures of performance will be explored and the role of data to support research introduced.
Through the assessment requirements, this unit will provide students with the opportunity to begin to develop graduate level competencies in communication skills, computer skills, accessing information resources and report writing.
Objectives
By the completion of this unit, the student will be able to:
- identify traditional and contemporary models of professionalism and discuss their application to the role of the ambulance paramedic;
- describe models of clinical problem solving, clinical decision making and critical appraisal in patient care and their relationship to models of professionalism;
- understand the principles of continuous quality improvement and clinical audit and their application to ambulance services and professional practice;
- identify common clinical and performance indicators and their application to clinical practice and service provision;
- discuss the role of clinical information systems and clinical data bases with respect to clinical and operational perspectives;
- use computers to access information resources and use appropriate style guides to develop written assignments at the standard normally expected of a Monash University graduate; and
- critically appraise a contemporary topic related to ambulance paramedic practice and professionalism.
Assessment
3 x Worksheets: 30%
2 x minor assignments: 40%
1500 word written assignment: 30%
Contact hours
Students will be required to spend 12 hours per week in study and assessment preparation, including contact time in the on campus mode. This equates to a minimum of 156 hours of student work required over the 13 week semester.
Prerequisites
Students are required to hold a Diploma of Ambulance Paramedic Studies or equivalent and be practising paramedics and/or Australian armed forces personnel.
Co-requisites
PAR3020 - Trends in pre hospital care services
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mr Mark Chilton
Offered
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)
Synopsis
This unit considers the historical foundations in the development of pre-hospital care internationally and within Australia, and explores its evolution to current day practice within the context of the changing nature of health care delivery. Trends in and impacts upon the provision of pre-hospital care will be explored at a local level by considering the background to recent and current reviews, reports and inquiries by the Department of Human Services, parliamentary committees, the auditor general, the coroner and others, into areas and issues that may impact upon the future provision of ambulance services. The future role of ambulance services overseas will be contrasted.
Objectives
By the completion of this unit, the student will be able to:
- accurately outline the history of the development of pre-hospital care internationally and in Australia;
- identify the drivers of change in pre-hospital care and relate these to possible future trends in the delivery of pre-hospital services;
- describe the contemporary national and international models of pre-hospital care and be able to critically evaluate elements of service and international trends as they may apply to the student's current practice context; and
- recognise the implications that contemporary professional issues such as improving service delivery and cost effectiveness and professional regulation have for the development of the paramedic profession.
Assessment
2 x minor assignments: 30%
written assignment (2500 words): 60%
Discussion participation: 10%
Contact hours
Students will be required to spend 12 hours per week in study and assessment preparation, including contact time in the on campus mode. This equates to a minimum of 156 hours of student work required over the 13 week semester.
Prerequisites
Students are required to hold a Diploma of Ambulance Paramedic Studies or equivalent and be practising paramedics and/or Australian armed forces personnel.
Co-requisites
PAR3030 - Ethical, legal and cultural issues
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Caroline Spencer
Offered
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)
Synopsis
This unit will draw on the experience of students to identify ethical, legal and cultural issues in paramedic practice. The unit will explore elements of ambulance professional practice that include a legal framework and responsibilities and ethical and moral behaviour expected of a health professional, with a particular emphasis on emergency situations.
The student will develop an understanding of the community they serve through consideration of the cultural factors that affect health and well-being, response to illness and interaction with care-givers. This unit will draw on cases from paramedic practice to provide context for discussions.
Objectives
By the completion of this unit, the student will be able to:
- Determine appropriate ethical and moral professional behaviour through the recognition and analysis of ethical issues that can affect paramedic practice
- Describe the legal issues surrounding the provision of ambulance services and paramedic care and identify the implications of these to their own professional practice
- Describe the key cultural issues applied to the health care system in general and the professional environment of the paramedic in particular.
Assessment
3 x minor assignments - 90%
Discussion participation - 10%
Contact hours
Students will be required to spend 12 hours per week in study and assessment preparation, including contact time in the on campus mode. This equates to a minimum of 156 hours of student work required over the 13 week semester.
Prerequisites
Students are required to hold a Diploma of Ambulance Paramedic Studies or equivalent and be practising paramedics and/or Australian armed forces personnel.
Co-requisites
PAR3040 - Evidence based practice
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mr Malcolm Boyle
Offered
Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)
Synopsis
This unit will introduce the concept and the benefits of research to the ambulance profession. The evidence based practice model will be presented as the framework from which to critically appraise research reports. Students will explore the levels of evidence and be encouraged to reflect on the current evidence base of contemporary ambulance clinical practice.
This unit will introduce the student to research processes and explore the ethical issues of undertaking research. Statistics, biostatistics and epidemiology will be introduced at a level that will allow for basic understanding of data analysis that will contribute to the critical evaluation of research reports.
Objectives
By the completion of this unit, the student will be able to:
- Understand the relationships between theory, practice and research and how this can contribute to the body of knowledge of ambulance practice
- Identify possible research questions and explore the application of research findings to ambulance paramedic practice
- Identify the potential scope for paramedics as researchers
- Identify barriers to effective research in the pre-hospital care setting and suggest potential solutions to improve the scope and quality of pre-hospital research
- Understand the concepts of evidence based practice and identify the application of these principles to ambulance practice
- Evaluate selected findings of clinical research with respect to their application to ambulance clinical practice
- Understand and interpret statistical tests at an introductory level
Assessment
4 x Worksheets - 40%
2000 word written assignment - 60%
Contact hours
Students will be required to spend 12 hours per week in study and assessment preparation, including contact time in the on campus mode. This equates to a minimum of 156 hours of student work required over the 13 week semester.
Prerequisites
Students are required to hold a Diploma of Ambulance Paramedic Studies or equivalent and be practising paramedics and/or Australian armed forces personnel.
Co-requisites
PSL3072 - Psychological foundations of law
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Stuart Thomas
Offered
Clayton Second semester 2009 (Day)
Synopsis
This unit focuses on ways in which the fields of psychology and law interact, in particular the application of scientific and professional aspects of psychology to issues concerning the law and legal systems. Topics to be covered include theories of criminal behaviour, assessment of fitness for trial, criminal responsibility, treatment of mentally ill offenders and forensic patients, violence and risk assessment, confidentiality, eyewitness testimony, jury decision making, psychological assessment of injured persons, involuntary commitment and expert witness testimony. Students will also undertake in-depth research of a specific subject matter relevant to the field of psychology and law.
Objectives
- Upon successful completion of this unit, students will have acquired an understanding of:
- the application of psychological principles and research methods to the legal system, legal process and policy;
- ways in which psychologists may be involved in the legal system; and
- principles of law which are relevant to the field of psychology, in particular the notions of mental impairment and criminal responsibility.
- Students will develop skills in the critical evaluation of forensic psychology research and theories.
- Students will have acquired competence and generic skills such as written and oral communications of psychological research and theory in the legal context, group and team management in carrying out group research, and critical thinking and analysis in the preparation of an individual research paper.
Assessment
Individual report based on group research (3000 words): 30%
Research presentation: 10%
Examination: 60%
Contact hours
Two 1 hour lectures and one 2 hour tutorial each week
Prerequisites
LAW1101: Introduction to Legal Reasoning;
LAW1102: Law in Society;
PSY2051: Research Design and Analysis
Co-requisites
LAW3301 Criminal Law and Procedure A;
PSY2042: Cognitive and Social Psychology
Prohibitions
PSY3142: Psychology and the Law;
PSY3230 Psychological Foundations of Law
PSY1011 - Psychology 1A
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Samia Toukhsati
Offered
Caulfield First semester 2009 (Evening)
Caulfield Summer semester A 2009 (Off-campus)
Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Sunway First semester 2009 (Day)
Sunway Summer semester A 2009 (Day)
Singapore First semester 2009 (Off-campus)
Peninsula First semester 2009 (Day)
South Africa First semester 2009 (Day)
Synopsis
Introduction to the discipline of psychology as a behavioural science. Topics include personality, the biological bases of behaviour, sensation and perception, an introduction to theories of learning and development, plus an introduction to the historical origins of the discipline. Laboratory classes enhance students' understanding of the lecture material and provide training in research techniques. Compulsory attendance at weekend schools is required for all off campus students.
Objectives
- Identify key historical and philosophical developments which have results into the modern discipline of psychology;
- Identify key concepts in the following topics: biological psychology, sensation and perception, developmental psychology, personality, learning;
- Demonstrate an understanding of points one and two in various assessments;
- Appreciate the need for an objective understanding of human behaviour;
- Develop skills in technical writing; and
- Develop skills in critical thinking and experimentation.
Assessment
Laboratory work: 20%
Essay: 30%
Examination (2 hours): 50%
Hurdle requirement: 75% lab attendance
Contact hours
Three 1-hour lectures and a 2-hour laboratory class per fortnight
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prohibitions
WEL1320, WEL1340, BHS1320, BHS1340, GSC1306, GSC1307, APY1910, PSS1711, PSS1712 and any first-level psychology units taught at Monash prior to 1998
Additional information on this unit is available from the faculty at:
http://www.med.monash.edu.au/psych/student/ugrad/subject/psy1011
PSY1022 - Psychology 1B
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Samia Toukhsati
Offered
Caulfield Second semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Singapore Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
South Africa Second semester 2009 (Day)
Synopsis
Introduction to the discipline of psychology as a behavioural science. Topics include descriptive statistics and an introduction to inferential statistics, basic processes and principles of cognition, abnormal and social psychology. Laboratory classes enhance students' understanding of the lecture material and provide training in research techniques. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On the completion of this unit students will have acquired an understanding of basic cognitive processes; achieved an appreciation of the social basis of behaviour, and selected aspects of abnormal psychology; developed their understanding of research methodology and statistical analysis; and further developed the ability to write a psychological report.
Assessment
Laboratory work: 20%
Laboratory report: 30%
Examination (2 hours): 50%
Hurdle requirement: 75% lab attendance
Contact hours
Three 1-hour lectures and a 2-hour laboratory class per fortnight
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prohibitions
WEL1320, WEL1340, BHS1320, BHS1340, GSC1306, GSC1307, APY1910, BHS1711, BHS1712, PSS1711, PSS1712 and any first-level psychology units taught at Monash prior to 1998
Additional information on this unit is available from the faculty at:
PSY2031 - Developmental and biological psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Jillian Broadbear
Offered
Caulfield First semester 2009 (Evening)
Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Sunway First semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Peninsula First semester 2009 (Flexible)
South Africa First semester 2009 (Day)
Synopsis
Continuation of first-year psychology topics: developmental psychology and biological psychology. Developmental psychology encompasses physical, cognitive, and social-emotional changes across the life span and how these are shaped by macrosystems such as culture, and microsystems such as peers and the family. Biological psychology includes states of consciousness, mental disorders and addiction, mechanisms and disorders of learning and memory, and the regulation of emotional and motivated states. The laboratory program complements the lectures, and provides further training in research techniques, report writing, oral presentations and teamwork. Compulsory weekend school for OCL students.
Objectives
On completion of this unit, students will have:
- learned how human behaviour, both simple and complex, is underpinned by physiological and neural processes;
- acquired an understanding of the interplay between local and distal, and familial and cultural, factors in determining the course of development from birth through to old age; and
- developed more advanced skills in report writing.
Assessment
Examination (2 hours, multiple-choice): 50%
Two assignments : 15% (Developmental research proposal) and 25% (Biological lab report)+ 10% On-line lab content learning activities
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and the equivalent of one 2-hour laboratory per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
Co-requisites
PSY2042 - Cognitive and social psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Jim Phillips
Offered
Caulfield Second semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore Second semester 2009 (Off-campus)
Singapore Summer semester A 2009 (Off-campus)
Peninsula Second semester 2009 (Flexible)
South Africa Second semester 2009 (Day)
Synopsis
Continuation of first year psychology topics: cognitive psychology, and social psychology. Cognitive psychology includes contemporary research techniques, cognitive architecture, attentional processes, pattern recognition, mental imagery, language and higher-order thinking. Social psychology focuses on social schemas, social attribution, theories of attitude change, group psychology, aggression, interpersonal attraction and affiliation, and sex roles. The laboratory program complements the lecture series, and provides further training in research techniques, report writing, oral presentations and teamwork. Compulsory attendance at weekend schools is required for all off-campus students.
Assessment
Examination (2 hours, multiple-choice): 50%
Two assignments: 10% and 30%
Laboratory quizzes: 10%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and the equivalent of one 2-hour laboratory per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
Co-requisites
Prohibitions
PSY2051 - Research design and analysis
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Felicity Allen
Offered
Caulfield First semester 2009 (Evening)
Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Gippsland First semester 2009 (Day)
Sunway First semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Singapore Second semester 2009 (Off-campus)
Peninsula First semester 2009 (Flexible)
South Africa First semester 2009 (Day)
Synopsis
This unit covers at a more advanced level topics in research design and analysis presented in first-year psychology. The topics comprise experimental design and applied methodology. Experimental design and analysis includes hypothesis testing, t-tests, analysis of variance, and post-hoc tests. Applied methodology includes correlation, chi-square, non-parametric tests and observational, archival and single subject designs. The laboratory program complements the lecture series, and provides further training in research techniques, analysis, oral presentations and teamwork. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On completion of this unit, students will have:
- acquired conceptual and practical skills in designing and analysing psychological research;
- acquired an understanding of the appropriate application of a variety of statistical tests; and
- developed skills in the use of statistical software.
Assessment
Examination (3 hours, multiple-choice): 70% (60% lecture content
10% lab content)
Two research design and analysis assignments (500 words each): 30%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and the equivalent of one 2-hour laboratory per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
Prohibitions
STA11, GSC1601, COG1112 and SCY2185
PSY2112 - Organisational psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Graeme Hyman
Offered
Caulfield Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Gippsland Second semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Flexible)
South Africa Second semester 2009 (Day)
Synopsis
The central theme of this unit is applied psychology focused at the individual, group and organisational levels. At the individual level the use of vocational assessment inventories to determine career choice and selection will be examined. Theories of leadership, power, motivation, job satisfaction, morale and the processes involved in training personnel will be examined at the group level. At the organisational level topics include systems theory, organisational culture, conflict and change. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On completion of this unit students should be able to:
- understand the key concepts and terms adopted and investigated by organisational psychologists; and
- appreciate the practical application of organisation psychology principles in the workplace.
Assessment
Administration and interpretation of a vocational assessment inventory: 20%
Exam (2 hours): 50%
Preparation and administration of a skills training session: 30%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and one 2-hour practical workshop per week.
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
Completion of 48 points of any degree
PSY3032 - Abnormal psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Vickii Jenvey
Offered
Caulfield Second semester 2009 (Off-campus)
Caulfield Second semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Flexible)
South Africa Second semester 2009 (Day)
Synopsis
This unit covers all important aspects of abnormal behaviour: historical influences, theory, assessment, specific psychopathologies, treatment methods, and legal issues. Both the scientific and professional aspects of abnormal psychology are presented. Efforts will be made to give students the broadest possible view of abnormal behaviour by studying different theoretical perspectives. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On the completion of this unit, students will be able to:
- relate their knowledge of personality, biological processes and human development to abnormal behaviour;
- contrast historical and current major theoretical perspectives of abnormal behaviour;
- attain insight into the way the theoretical perspective adopted by a clinician can influence the manner of explaining how a psychological disorder develops and how it is treated;
- demonstrate familiarity with methods of assessing psychological disorders and the main systems of classifying disorders;
- discuss the advantages and disadvantages of classifying abnormal behaviour;
- describe the major types of psychological disorders and the major therapeutic approaches to abnormal behaviour; and
- attain an advanced level of skill in critical evaluation of previous research and psychological report writing.
Assessment
Examination (2 hours): 55%
Laboratory research report: 30%
Laboratory content test: 15%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and one 2-hour laboratory class per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
PSY2011 or PSY2031
PSY3041 - Psychological testing, theories of ability and ethics
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Graeme Hyman
Offered
Caulfield First semester 2009 (Off-campus)
Caulfield First semester 2009 (Evening)
Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Day)
Sunway First semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Peninsula First semester 2009 (Flexible)
South Africa First semester 2009 (Day)
Synopsis
This unit introduces the principles and processes of test development and concepts of test reliability and validity. Some widely used standardised psychology tests will be described. The unit also covers theories of ability and how our thinking about human abilities is influenced by our cultural framework. Other major themes include methods for establishing the relative influence of heredity and environment on human intelligence, causes of intellectual disability, and intervention programs for disadvantaged and disabled children. A basic knowledge of the ethical, legal and professional responsibilities of psychologists will be provided. Compulsory weekend school for off-campus students.
Objectives
On completion of this unit students will
- have some insight into the origins and social context in which psychometric testing developed;
- understand the principles of reliability, validity and item analysis;
- have practical experiences in test construction and administration;
- be able to critically evaluate the psychometric properties of psychological tests;
- gain knowledge in the interpretation of test scores;
- identify diverse applications of psychological testing;
- understand the relevant theories of intelligence;
- be familiar with genetic and environmental factors which influence human intelligence;
- be able to list some causes of intellectual disability;
- appreciate group differences in the testing process;
- identify the social implications of psychological testing; and
- understand the key ethical principles and identify potential ethical dilemmas and their possible solutions.
Assessment
Multiple choice examination (3 hours): 50%
Laboratory report (2000 words): 35%
Ethics report (1500 word): 15%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and one 2-hour laboratory class per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
PSY2011 and PSY2022 or PSY2051
PSY3051 - Perception and personality
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Max Jory
Offered
Caulfield First semester 2009 (Off-campus)
Caulfield First semester 2009 (Evening)
Clayton First semester 2009 (Day)
Gippsland First semester 2009 (Day)
Sunway First semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Singapore Summer semester A 2009 (Off-campus)
Peninsula First semester 2009 (Flexible)
South Africa First semester 2009 (Day)
Synopsis
The first half of this unit covers sensory processes involved in vision, audition and speech perception. Coding mechanisms common to different modalities are emphasised to help students understand general mechanisms of sensory coding and perceptual processing. The second half covers the following personality theories: psychoanalytic theories of Freud and Jung, phenomenological theories of Kelly and Rogers, three factor theory of Eysenck, five factor model of Costa and McCrae and social cognitive theories of Bandura and Mischel. The development, comparison, application and critical evaluation of these theories are emphasised. Compulsory weekend school for off-campus students.
Assessment
Examination (3 hours): 60%
Two 2000-word research reports: 20% each
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and one 2-hour laboratory per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
PSY2011 or PSY2031
PSY3062 - Research methods and theory
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Nikki Rickard
Offered
Caulfield Second semester 2009 (Off-campus)
Caulfield Second semester 2009 (Evening)
Clayton Second semester 2009 (Day)
Gippsland Second semester 2009 (Day)
Sunway Second semester 2009 (Day)
Singapore Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Flexible)
South Africa Second semester 2009 (Day)
Synopsis
In this unit, students will continue their training in research via 3 components. First, this unit will address issues of broad conceptual interest that are important to the development of critical and reflective views of psychology. Second, research design and analysis topics presented in first and second year will be explored at a more advanced level. The major focus of this component will be analysis of variance and multiple regression. Finally, students will continue their training in research design and analysis by undertaking a group-based research project under the supervision of a member of staff.
Objectives
On completion of this unit students will have:
- extended their understanding of the role of conceptual and theoretical investigation in the creation and evaluation of psychological research;
- developed a greater appreciation of the impact of cultural and personal values on the development of psychological theories;
- acquired the ability to examine and reflect upon sources of diversity in contemporary psychological knowledge;
- extend their understanding of how to perform and interpret analysis of variance and multiple regression, and the conditions under which these statistical analyses are used;
- attained knowledge of the research process from the original idea to hypothesis testing, data collection and analysis/interpretation; and
- acquired in-depth knowledge on a specific research area of psychology.
Assessment
Research project report (Progress report 15%, final report 35%)
Research Design and Analysis Exam 35%
Research Design and Analysis assignment 15%
Hurdle requirement: 75% lab attendance
Contact hours
Research Project: 1 x 2 hour laboratory per week, Research Design and Analysis: 1 x 1 hour lecture every week plus 1 x 1 hour tutorial every week.
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
(PSY2011 and PSY2022) or alternatively (PSY2051, and at least two of PSY2031, PSY2042 OR PSY3041)
PSY3120 - Introduction to counselling
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Tom Whelan
Offered
Caulfield First semester 2009 (Day)
Caulfield First semester 2009 (Off-campus)
Singapore First semester 2009 (Off-campus)
Synopsis
Central theme: introduction to counselling theory, interventions and research. Themes to be covered include theories of counselling, evaluation of counselling, research designs and interventions, ethical decision making in counselling psychology. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On successful completion of this unit, students will be able to:
- identify a variety of theoretical approaches to counselling including individual, group and systems approaches;
- describe techniques used by various theoretical approaches to counselling;
- recognise the influence of personal values and belief systems to the counselling process;
- identify ethical issues and ethical decision making in counselling; and
- conduct research in counselling psychology.
Assessment
Examination (2 hours): 50%
Laboratory report (2000 words): 25%
Essay (2000 words): 25%
Hurdle requirement: 75% lab attendance
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
12 credit points of Level 2 Psychology
Prohibitions
APY3070
PSY3130 - Health psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Graeme Hyman & Dr Sue Burney
Offered
Caulfield Second semester 2009 (Off-campus)
Synopsis
This unit will examine the range of psychological factors influencing people's health behaviour, their susceptibility and reactions to illness states and responses to medical treatment. Health psychology encompasses the application of psychological theories to the study of the maintenance and promotion of health, the prevention of illness and the dysfunction and the rehabilitation of those already disabled. This unit is designed to equip students with the knowledge and skills needed to evaluate the effects of psychological variables on health and illness behaviour, the prevention of illness and adjustment to illness and dysfunction. Compulsory weekend school for off-campus students.
Objectives
On completion of this unit students should be able to:
- explain the role of psychosocial variables in health and illness states, and deficiencies in the biomedical model;
- explain the importance of psychosocial factors in patient adjustments to illness and dysfunction, treatment and rehabilitation;
- indicate how they, as health psychologists, can function as an important member of the health care team; and
- design educative programs in health psychology.
Assessment
Examination (2 hours): 50%
Report (2000 words): 30%
Literature review (1,500 words): 20%
Hurdle requirement: 75% lab attendance
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students
Co-requisites
PSY2011 & PSY2022 or PSY2031
Prohibitions
APY3080
PSY3160 - Psychology of language
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Greg Yelland
Offered
Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Synopsis
This unit begins with an overview of the general principles of psycholinguistics, the richness and complexity of language phenomena and a consideration of the high levels of skill that support our routine use of language. Lectures explore selected topics from psycholinguistic research: the structure of the language processor, the nature of its development, and disorders of language. Compulsory attendance at weekend schools is required for all off-campus students.
Objectives
On completion of this unit, students will have:
- acquired knowledge of fundamental issues underpinning modern psycholinguistics, including areas such as the structure of the processing system supporting our use of language, the child's acquisition of spoken and written language forms, and the nature of the deficits underlying a variety of language disorders;
- gained an understanding of the contemporary research, theoretical and applied issues in psycholinguistics and have developed the skills necessary to critically appraise the current literature;
- been exposed to a range of research paradigms used to examine language processing in participants ranging from the youngest and least experienced language users through to experienced and highly skilled, and have acquired the necessary skills to apply these techniques to a research problem; and
- further developed skills in research design and statistical analysis, written and oral communication, and the use of modern information technologies, that are fostered in the core undergraduate psychology program, with particular emphasis on the relevance of these skills to the field of psycholinguistics.
Assessment
Examination: 50%
Laboratory report(2000 words): 30%
Laboratory short reports: 10%
Online tasks: 10%
Hurdle requirement: 75% lab attendance
Contact hours
Two 1-hour lectures and 2 hours of laboratory related activity per week
Off-campus attendance requirements
Compulsory attendance at weekend schools is required for all off-campus students.
Prerequisites
PSY2011 and PSY2022 or PSY2051
Prohibitions
PSY3162
PSY3180 - Human neuropsychology: Developmental and neurodegenerative disorders
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Nellie Georgiou-Karistianis & Dr Dianne Sheppard
Offered
Clayton First semester 2009 (Day)
Synopsis
This unit aims to familiarize students with the assumptions and principles upon which the hypotheses about brain-behaviour relationships are based in the discipline of neuropsychology. A considerable emphasis is also placed on providing a thorough understanding of underlying brain pathology in a range of neurodevelopmental (eg autism and Tourette's syndrome) and neurodegenerative disorders (eg Parkinson's and Alzheimer's diseases), as well as their neuropsychological consequences. Both developmental and neurodegenerative disorders will be covered in terms of their prevalence, neuropsychological manifestations, neuropathology, as well as assessment techniques and potential interventions
Objectives
Upon successful completion of this unit, students will have:
- Acquired an advanced understanding of the clinical and experimental approaches to the study of neuropsychology
- A knowledge of the brain-behaviour relationship in neurologically normal and abnormal circumstances
- A knowledge of the consequences of brain dysfunction (neurotransmitter, structural and/or functional anomalies) resulting from neurodegenerative disease and neurodevelopmental disorders
- A knowledge of perceptual, attentional, motor, cognitive and emotional dysfunction that may arise as a consequence of the neuropathology underlying neurodevelopmental and neurodegenerative disorders
- Knowledge of the underlying neuropathological consequences of neurodevelopment disorders, such as Asperger's syndrome, autism, dyslexia, Tourette's syndrome and attention deficit hyperactivity disorder, obsessive compulsive disorder
- Knowledge of the normal aging process as well as the underlying neuropathological consequences of degenerative disorders, such as occurs with Parkinson's disease, Huntington's disease and Alzheimer's disease
- Acquired skills necessary to undertake extensive literature searches to research particular topics, as well as to participate in short presentations, in seminars, to peers and academics of more than one aspect of human neuropsychology
Assessment
End-of-semester examination: 50%
Group 'case study' presentation: 15%
Weekly quizzes (associated with the presentations): 10%
2,500 word written essay: 25%
Hurdle requirement: 75% lab attendance
Prerequisites
Co-requisites
Prohibitions
PSY3182
PSY3190 - Addiction studies
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Penelope Hasking
Offered
Clayton Second semester 2009 (Day)
Peninsula Second semester 2009 (Flexible)
Synopsis
The unit gives students an overview of issues related to addictive behaviours. While the primary emphasis is on substance use, behavioural addictions such as gambling are also addressed. Students are introduced to problems in defining addiction and will be introduced to a range of theories which attempt to explain addictive behaviours. Consideration to the research methodologies used to study addiction in humans will be given. Issues relating to treatment of addictive behaviours will be introduced including prevention of addictive behaviours, assessment and various treatment options available. Students will be introduced to drug policy options in Australia and around the world.
Objectives
On completion of this unit, students will have the ability to:
- discuss the complexities in defining addiction, and the many behaviours which may come under this heading;
- critique competing theories of addictive behaviour;
- critique completing policy options;
- discuss specific issues facing particular groups of substance users and situate these issues in a broader social context; and
- evaluate the evidence for various models for preventing and treating addictive behaviours.
Assessment
Group presentation: 20%
Essay (2500 words): 30%
Examination: 50%
Prerequisites
PSY3210 - Advances in leadership
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): TBA
Offered
Not offered in 2009
Synopsis
The subject aims to give students an overview of the theory and practice of leadership.
Objectives
On completion of this unit students will have the ability to:
- understand the complexities of leadership research, and the many different approaches used to study this topic;
- critique competing theories of leadership behavior;
- understand new trends such as globalization, cross-cultural research, affirmative action to reduce gender inequalities;
- evaluate the evidence for various models used to study leadership behaviors.
Assessment
Oral group presentation: 25%
Individual essay: 35%
Examination: 40%
Prerequisites
PSY3220 - Philosophical and theoretical psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr. Gavin Sullivan
Offered
Caulfield Second semester 2009 (Day)
Synopsis
This unit aims to examine theoretical and philosophical issues in psychology.
Objectives
On successful completion of this unit students will be able to:
- Demonstrate understanding of central philosophical and theoretical issues in psychology and its history in discussion and written analyses
- Critically evaluate philosophical positions and assumptions in psychological theories and methods
- Conceptualize the impact of theoretical debates on areas of psychological practice
- Use presentation, discussion, and essay writing skills as well as independent research to communicate complex topics
Assessment
Individual presentation: 20%
Essay (2000 words) : 30%+ Final examination (2 hours): 50%
Contact hours
1 x 1hr lecture and 1 x 2hr tutorial each week
Off-campus attendance requirements
Off-Campus students are required to listen to the recorded lecture or read a lecture summary, attend a One-Day On-Campus school and complete tasks similar to those of On-Campus students
Prerequisites
PSY1011, PSY1022, and 12 points of second year units chosen from PSY2042, PSY2051 and PSY2031
PSY3230 - Psychological foundations of law
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Stuart Thomas
Offered
Clayton Second semester 2009 (Day)
Peninsula Second semester 2009 (Flexible)
Synopsis
This unit focuses on ways in which the fields of psychology and law interact, in particular the application of scientific and professional aspects of psychology to issues concerning the law and legal systems. Topics to be covered include theories of criminal behaviour, assessment of fitness for trial, criminal responsibility, treatment of mentally ill offenders and forensic patients, violence and risk assessment, confidentiality, eyewitness testimony, jury decision making, psychological assessment of injured persons, involuntary commitment and expert witness testimony. Students will also undertake in-depth research of a specific subject matter relevant to the field of psychology and law
Objectives
- Upon successful completion of this subject, students will have acquired an understanding of:
b. ways in which psychologists may be involved in the legal system; and
c. principles of law which are relevant to the field of psychology, in particular the notions of mental impairment and criminal responsibility.
- Students will develop skills in the critical evaluation of forensic psychology research and theories.
- Students will have acquired competence and generic skills such as written and oral communication of psychological research and theory in the legal context, group and team management in carrying out group research, and critical thinking and analysis in the preparation of an individual research paper.
Assessment
3,000 word individual report based on group research: 30%
Research presentation:10%
Examination: 60%
Contact hours
Two x 1 hour lectures and one two hour tutorial each week. For each week during the semester, students will be expected to complete the equivalent of 2 hours preparation for each lecture, 2 hours preparation for each tutorial and 2 hours of research work/independent study (total = 12 hours study).
Prerequisites
Co-requisites
Prohibitions
PSL3072, PSY3142
PSY3240 - Psychology of Music
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Nikki Rickard
Offered
Caulfield First semester 2009 (Day)
Synopsis
Music psychology is the empirical study of how humans perceive and experience music, and the resulting impact on individual, group and cultural behaviour. This unit will encompass an introductory exploration of music psychology across the lifespan. Selected researchers within the field, including music therapists, behavioural neuroscientists, neuropsychologists, and experimental psychologists will outline contemporary research findings relating to the influence and processing of music from the womb and childhood, through adulthood and senescence. Each seminar will present work within a particular theoretical framework, and will involve seminar discussion associated with the assessed web-based discussion and subsequent quizzes'. Assessment will also include an end-of-semester essay.
Objectives
On completion of this subject, students should be able to:
- critically analyse contemporary research conducted on the relationship of music and behaviour across the lifespan;
- recognise varying theories and research paradigms pertinent to Music Psychology;
- identify relevant theoretical and empirical research approaches for investigating the influence of music;
- discuss and debate current issues in music psychology;
- demonstrate skills in written communication, and the use of modern information technologies, that are fostered in the core undergraduate psychology program, with particular emphasis on the relevance of these skills to the field of music psychology.
Assessment
Weekly Participation in web-based discussions (10%) and quizzes (30%); 2000 word Written Assignment (30%); One Examination (30%).
Contact hours
One 2-hour seminar, 2 hours of tutorial related activity per week (web quizzes and discussion) and up to 8 hours private study (e.g., prescribed reading, preparation for assessments). Two compulsory workshops relating to preparation for assessments will also be held during semester.
Prerequisites
Completion of the first year of any discipline at Monash University.
PSY3250 - Positive Psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Dianne Vella-Brodrick
Offered
Caulfield First semester 2009 (Day)
Synopsis
Positive psychology focuses on promoting optimal human functioning. Theoretical perspectives will be examined to demonstrate the impact of positive conditions in achieving desirable outcomes. Information concerning the latest evidence-based interventions about what makes people happy and how happiness is defined and measured will be presented. The relevance of positive psychology in a range of contexts and across the life span will be explored. Numerous and varied learning approaches such as debates, case studies, role plays, watching videos, keeping journals and research activities will be undertaken. This unit will be based on evidence-based knowledge and practice and will also involve an experiential component to facilitate learning.
Objectives
On completion of this unit, students should be able to:
- describe various theory underpinning positive psychology;
- demonstrate familiarity with positive psychology measures;
- critically analyse current research in positive psychology;
- practice various positive psychology interventions through assigned exercises;
- discuss current issues in positive psychology.
Assessment
Journal summary and essay totalling 3,000 - 3,500 words (40%) due around week 10 of semester, a 1,500-2,000 word report due around week 5 of semester (30%) and an exam (30%). Hurdle requirement: 75% workshop attendance.
Contact hours
One 1-hour lecture and 2 hours of tutorials per week, plus 4-5 hours prescribed reading per week and 4 hours of private study (e.g. completion of journal, experiential exercises, preparation of essay and exam).
Prerequisites
Co-requisites
PSY4100 - Psychology honours: Research project
24 points, SCA Band 1, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Greg Yelland
Offered
Clayton Full year 2009 (Day)
Singapore Full year 2009 (Off-campus)
South Africa Full year 2009 (Day)
Synopsis
The Honours year in psychology 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 science and practice of psychology. The Honours program also meets the requirements of the Australian Psychological Society for Associate Membership. In this unit, students undertake a supervised research project that aims to provide training in both discipline specific and generic research skills and form the basis of a literature review and research paper presented at the end of the year.
Objectives
On completion of PSY4100 Psychology Honours Research Project students will:
- be able to critically review the scientific literature in their domain of research in psychology;
- understand the processes involved in the design, development and implementation of a research project;
- be able to execute and analyse the outcomes of a laboratory-based and/or field-based study;
- be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software;
- be able to write up scientific work in a potentially publishable way;
- show communication skills in both oral and written presentations to both a specialist and non-specialist scientific audience;
- have acquired a range of technical skills appropriate to their research area;
- 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; and
- have the capability to pursue higher studies and learning in psychology.
Assessment
Oral presentation of research: hurdle
Literature review (4000 - 5000 words): 30%
Research paper (5000 - 7000 words): 70%
Contact hours
Students are expected to commit 24 hours per week to activities relater to their research project. These will vary across the course of the unit in accordance with the progress of the research. Formal contact hours consist of regular meetings with the research supervior(s) and series of six 2-3 hours seminars/workshops on generic skills required for conduction a research project. The majority of the student's time will be spent in the design and implementation of the research, data collection and analyses. The remainder of the time would be spent in library searches, reading and preparation of the literature review, research paper and presentation material.
Prerequisites
Completed Bachelors Degree with an APS accredited 3-year major sequence in psychology
Co-requisites
PSY4200
Prohibitions
PSY4001, PSY4002, PSY4011, PSY4012, PSY4021, PSY4022,
PSY4210 - Statistics and research design for professional psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Felicity Allen
Offered
Clayton First semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
South Africa First semester 2009 (Day)
Synopsis
The aim of this unit is to provide students with a thorough understanding in statistical concepts that will enable them to remain up-to-date in their chosen field. The unit begins with a review of univariate statistics before addressing multivariate statistical techniques, focusing on the understanding of the issues underlying the choice of appropriate statistical technique, and the interpretation of findings. The content will be set in a context of methodological issues with special reference to the needs of professional psychologists, whose interests present unusual methodological demands which in turn influence choice of research approach and statistical technique.
Objectives
After completing this unit, it is expected that students will be able to:
- evaluate the impact of scientific research upon professional practice in psychology;
- evaluate the validity of research conclusions, particularly within field settings;
- describe the strategies and processes involved in program evaluation;
- correctly apply the appropriate statistical methods for designs commonly encountered in research within psychology;
- identify the ethical issues that can arise in research in professional psychology and deal with them appropriately; and
- use an appropriate statistical package for analysing research data, such as the Statistical Package for the Social Sciences (SPSSx).
Assessment
A two-hour short answer and multiple choice exam: 80%
2 short-answer assignments: 20%
Participation in SPSSx tutorials (hurdle requirement)
Contact hours
2 hours per week of lectures (26 hours) and 1 hour per week of tutorials and SPSSx training.
Off-campus attendance requirements
A three day residential school at the Clayton or Caulfield campus or one of TMC's facilities. Curriculum will include lectures, SPSS workshops and tutorials (24 hours).
Prerequisites
Completed Bachelors Degree and a major sequence in psychology approved by the Australian Psychological Society or qualification assessed as equivalent by the Australian Psychological Society, with a distinction average for third year psychology units.
Prohibitions
PSY4200 and PSY4502
PSY4220 - Ethical and professional issues in psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Dianne Vella-Brodrick
Offered
Clayton Second semester 2009 (Day)
Singapore First semester 2009 (Off-campus)
Singapore Second semester 2009 (Off-campus)
South Africa Second semester 2009 (Day)
Synopsis
This unit will focus on ethical, legal and professional issues related to psychological practice. Conceptual (eg theories and definitions) and practical issues (eg common ethical dilemmas and case study appraisals) will be addressed. Some of the issues to be addressed include: legislation governing psychologists, professional organisations, codes of professional conduct, and ethical issues raised by: conflicts of interest, children as clients, using psychological tests, and the provision of psychological services to a multi-cultural population, managing the suicidal client, the reporting of child abuse, and service delivery over the internet.
Objectives
By completing this unit, students should be able:
- to understand the purpose of legislation relating to the practice of psychology and how to comply with such legislation, appreciate the role of ethics in maintaining the integrity and cohesiveness of the profession;
- become familiar with the ethical principles to be adhered to in psychological practice;
- understand the psychologist's responsibilities in relation to clients;
- develop an appreciation of appropriate professional behaviour in a number of potentially complex situations; and
- develop decision making strategies to assist in the maintenance of ethical conduct.
Assessment
Essay: 40%
Class group presentation on ethical issues (on-campus) or a written exercise examining ethical issues (off-campus): 20%
Examination: 40%
Prohibitions
PSY4200 and PSY4504
PSY4230 - Contemporary issues in psychobiology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr. Samia Toukhsati
Offered
Clayton Second semester 2009 (Evening)
Singapore First semester 2009 (Off-campus)
Synopsis
This elective will examine some selected, topical issues in biological psychology, building on the background in this area of psychology developed in the undergraduate curriculum. The unit will focus on the biological aspects of psychological issues that are controversial and/or for which there are currently competing explanatory hypothesis. The broad scope of biological psychology will be reflected in the choice of topics. The general area from which the specific topics will be chosen are human sexual behaviour, aspects of drug addiction, mood and psychotic disorders, learning and memory mechanisms, and regulation of hunger and thirst.
Objectives
On completing this unit, students will have;
- become familiar with several topical and controversial issues in psychobiology;
- acquired skills in reviewing evidence and evaluating contentious theories;
- gained an appreciation of the value of informed group discussion in evaluating important ideas in psychology; and
- had practice in the clear and concise summarising and presentations of ideas both spoken and written form.
Assessment
Seminar presentation: 35%
Participation in class discussion: 25%
Essay (1500 words): 40%
Contact hours
2 hour workshop per week
Off-campus attendance requirements
16 hour residential school program
Prohibitions
PSY4200, PSY4240, PSY4250, PSY4260, PSY4280, PSY4507, PSY4508, PSY4509 and PSY4512
PSY4240 - Contemporary issues in cross-cultural and indigenous psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Eleonora Gullone
Offered
Clayton Second semester 2009 (Evening)
Singapore First semester 2009 (Off-campus)
Synopsis
This unit is intended to familiarise students to current issues in psychology relating to culture and universality. In particular several core areas will be covered, namely developmental, emotions, values, subjective well-being, self-identity, and psychopathology. Key empirical works and major reviews in this area will be presented and students will be required to discuss the works with a view to identifying the implications of these works for psychological understanding and application.
Objectives
To promote:
- an understanding of key psychological issues relating to culture and universality;
- knowledge regarding cross-cultural conceptualisations of several key psychological areas;
- an understanding of factors associated with health and well-being across cultures;
- gained an appreciation of the value of informed group discussion in evaluating important ideas in psychology; and
- further developed skills in written and oral communication, and the use of current information technologies.
Assessment
Seminar presentation: 35%
Participation in class discussion: 25%
Essay (1500 words): 40%
Contact hours
2 hour workshop per week
Off-campus attendance requirements
16 hour residential school program
Prohibitions
PSY4200, PSY4230, PSY4250, PSY4260, PSY4280, PSY4507, PSY4508, PSY4509 and PSY4512
PSY4250 - Contemporary issues in psycholinguistics
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Greg Yelland
Offered
Clayton Second semester 2009 (Evening)
South Africa First semester 2009 (Day)
Synopsis
This unit will explore a variety of current and controversial issues within the domain of psycholinguistics through student presentations and class discussion. The fundamental issues for the psycholinguist is what it is that we as language users do that enables us to comprehend produce meaningful language in its various forms, and increasingly, what goes wrong when language fails. Each seminar covers a different topic selected from: the acquisition language, the mysteries of reading and spelling; language and the deaf; bilingualism and a range of developmental, acquired and progressive disorders of language (including dyslexia, SLI, stuttering, autism, aphasia and dementia).
Objectives
On completion of the unit, students will have:
- acquired knowledge of fundamental issues underpinning modern psychlinguists, including areas such as the structure of the processing system supporting out use of language, the child's acquisition of spoken and written language forms, and the nature of the deficits underlying a variety of language disorders;
- gained an understanding of the contemporary research, theoretical and applied issues in psycholinguistics and have developed the skills necessary to critically appraise the current literature;
- gained an appreciation of the value of informed group discussion in evaluating important ideas in psychology; and
4, further developed skills in written and oral communication and the use of current information technologies.
Assessment
Seminar presentation: 35%
Participation in class discussion: 25%
Essay (1500 words): 40%
Contact hours
2 hour seminar per week
Off-campus attendance requirements
16 hour residential school
Prohibitions
PSY4200, PSY4230, PSY4240, PSY4260, PSY4280, PSY4507, PSY4508, PSY4509 and PSY4512
PSY4260 - Contemporary issues in development psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Jocelyn Gordon
Offered
Caulfield First semester 2009 (Off-campus)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Evening)
Singapore First semester 2009 (Off-campus)
South Africa First semester 2009 (Day)
Synopsis
This unit will cover key issues in psychological development across the human lifespan. It aims to increase students' knowledge and understanding of human development and its content will reflect the view that human behaviour, throughout life, is multiply determined by the interaction of both environmental and constitutional influences. For instance, family atmosphere, socioeconomic status, schooling, temperament and cognitive and physical attributes. Deviations from so-called normal development in cognitive, social, emotional and interpersonal domains will be examined with the aim of identifying learning or intervention strategies for maximising human potential and well-being.
Objectives
On completion of this unit on human development across the lifespan students will be able to:
- evaluate arguments pertaining to the nature-nurture issue;
- compare contrasted theories of physical, cognitive, emotional and personality development;
- critically examine influences contributing to reported sex differences in development;
- identify some psychological components affecting interpersonal communication;
- gained an appreciation of the value of informed group discussion in evaluating important ideas in psychology; and
- further developed skills in written and oral communication, and the use of current information technologies.
Assessment
Seminar presentation: 35%
Participation in class discussion: 25%
Essay (1500 words): 40%
Prerequisites
Completed Bachelors Degree and a major sequence in psychology approved by the Australian Psychological Society or qualification assessed as equivalent by the Australian Psychological Society, with a distinction average for third year psychology units.
Prohibitions
PSY4200, PSY4230, PSY4240, PSY4507, PSY4508, PSY4509, PSY4512,PSY4250
PSY4270 - Psychological assessment
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Gordon Walker
Offered
Clayton First semester 2009 (Day)
Singapore Second semester 2009 (Off-campus)
South Africa Second semester 2009 (Day)
Synopsis
The unit will provide students with a theoretical overview of individual differences and how these may be assessed. The course of study will include the theoretical background to the development of classes of tests, detailed examination of a range of models of human ability, and other individual difference issues. The different approaches to the design and construction of personality assessment tools will also be addressed. Test evaluation methods and a review of recent trends in test development theory will also be covered. The unit will also cover the administration, scoring, and interpretation of a range of psychological tests and classification tools.
Objectives
At the end of the Unit, students will:
- possess a sound knowledge of the theoretical and historical bases of test development, particularly measures of ability and personality;
- be able to decide on the appropriate assessment procedures necessary to undertake specific psychological classification;
- possess the basic skills necessary to summarise the findings of psychological assessments in the form of a professional report;
- appreciate the limitations of psychological assessment tools and how they can be misused;
- appreciate the ethical issues related to the administration, interpretation, and reporting of psychological test results;
- understand the place of psychological assessment in psychological practice;
- integrate data obtained from a number of sources to produce a psychological report;
- be thoroughly conversant with the principles of psychological assessment; and
- have developed beginning level skills in administration, scoring and interpretation of psychological tests.
Assessment
Essay (2000 words): 30%
Report on psychological assessment: 40%
Multiple-choice and short answer exam: 30%
Prerequisites
Completed Bachelors Degree and a major sequence in psychology approved by the Australian Psychological Society or qualification assessed as equivalent by the Australian Psychological Society, with a distinction average for third year psychology units.
Prohibitions
PSY4280 - Contemporary issues in theoretical psychology
6 points, SCA Band 1, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Gavin Sullivan
Offered
Clayton First semester 2009 (Day)
Synopsis
This unit examines the theoretical, conceptual and philosophical foundations and historical underpinnings of psychology. Under the supervision of a member of staff students will complete a major essay that addresses an issue of conceptual and theoretical importance to contemporary psychology. The essay may take a number of forms including: an evaluation of the value of a particular theory or set of theories, the analysis of a problem associated with the criteria used to evaluate theories, the evaluation the adequacy of a particular concept in psychology, or an examination of philosophical issues such as the mind-body problem and theories of explanation.
Objectives
On completion of unit this students will:
- have further understanding of the theoretical foundations of modern psychology;
- have gained an appreciation of the basics of theory formation in psychology;
- be able to critically review and analyse the scientific literature in, and theoretical basis to, current issues in psychology;
- be able to formulate well-formed arguments based theoretical and conceptual issues;
- be proficient in the use of a variety of internet and library search procedures; and
- be able to write up scientific work in a potentially publishable format.
Assessment
Essay (5000-6000 words): 100%
Prerequisites
Completed Bachelors Degree and a major sequence in psychology approved by the Australian Psychological Society or qualification assessed as equivalent by the Australian Psychological Society, with a distinction average for third year psychology units
Prohibitions
PSY4230, PSY4240, PSY4250, PSY4260, PSY4507, PSY4508, PSY4509, PSY4512
PTY1011 - Physiotherapy 1
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Sophie Paynter
Offered
Peninsula First semester 2009 (Day)
Synopsis
PTY1011 is an integrated unit based on the five themes of the physiotherapy curriculum. Theme 1- Personal and professional development focuses on development of personal and professional attributes which assist transition from student to physiotherapist. Theme 2- Population, Society and Health addresses broader society and population health issues. Theme 3- Fundamental Knowledge of Health Sciences provides the knowledge which underpins physiotherapy practice. Theme 4- Applied practice develops clinical competencies integral to physiotherapy practice. Theme 5- Research focuses on the ability to locate, interpret and evaluate research as a foundation for evidence based practice.
Objectives
On completion of this unit, students will be able to:
Theme 1:
- identify issues that affect transition from school to university and develop strategies for maintaining mental and physical health;
- demonstrate a range of effective tertiary level study skills (eg. effective use of library and information technology and use of writing style guide);
- list the attributes that define a profession and societies expectations of a professional;
- identify the professionals who make up the health care team and describe their roles and responsibilities;
- work collaboratively in interdisciplinary learning groups and recognise the factors which determine effective teamwork;
- identify the key ethical and legal principles and theories that underpin health care policy and practice;
- demonstrate recommended work practices with respect to manual handling and standard precautions;
- develop basic skills professional communication including report and record writing;
- reflect on own values and assumptions regarding health and wellbeing;
- discuss health, wellbeing and disability in terms of the diversity of definitions and concepts;
- define, compare and contrast biological and ecological models of health;
- explain the World Health Organisation International Classification of Functioning, Disability and Health framework and its applications to health and social care practice;
- identify the socio-cultural, economic and physical determinants of health;
- identify inequalities in health and utilisation of service and the underlying reasons;
- critically reflect on contemporary debates regarding responsibility for health and the role for governments and private enterprise;
- reflect on the philosophical and ideological underpinnings of various perspectives on health and examine their implications for health and social care practice;
- describe the current legislative environmental and implications for Occupational Health and Safety in the clinical environment;
- describe the development and structure of the lower limb;
- describe the biomechanics and kinesiology of the lower limb;
- describe the physiology of the musculoskeletal system, the effects of damage to structures and mechanisms of repair;
- describe the pathophysiology of inflammation;
- describe the principles of pharmacological management of pain and inflammation;
- detail the theory supporting the use of electrophysical agents: external cooling and superficial heating for conditions of the lower limb;
- use the principles of record keeping to record the outcome of the patient history;
- take a patient history and perform a physical examination of the lower limb;
- apply physiotherapy techniques to the lower limb in a safe and effective manner;
- assess the effectiveness of a physiotherapy technique and modify progress according to re-assessment findings;
- apply the principles of manual handling and risk minimisation to oneself and to the simulated client;
- apply the principles of biomechanics to the management of lower limb;
- demonstrate ethical principles, respect and understanding of patient needs in communication with patients, care givers and the multidisciplinary team appropriate to a simulated situation;
- distinguish between beliefs about effective health care and evidence of intervention effectiveness;
- recognise uncertainty in health care and the role of research in resolving uncertainty and evaluating health care practices;
- frame answerable clinical questions;
- recognise sources of bias that confound interpretation of study outcomes;
- state the strengths and weaknesses of different epidemiological study designs;
- appreciate the role of outcomes measures in the assessment and monitoring of health status; and
- define and compare qualitative and quantitative research
Assessment
Assessment in PTY1011 will be both formative and summative.
Formative assessment tasks include an OSCE and on-line learning tasks. Hurdle requirements include attendance at 80% of tutorials and practical sessions and submission of a reflective portfolio. Hurdle requirement professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Summative assessment tasks: Written Assignments: 30%, Practical assignments: 20%
End of semester examination: 50%. All summative assessment tasks must be completed to a pass grade standard to complete this unit.
All assessment tasks must be completed to a pass grade standard to complete this unit.
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy
PTY1022 - Physiotherapy 2
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Sophie Paynter
Offered
Peninsula Second semester 2009 (Day)
Synopsis
PTY1022 is an integrated unit based on the 5 themes of the physiotherapy curriculum. Theme 1- Personal and Professional Development focuses on development of personal and professional attributes which assist transition from student to physiotherapist. Theme 2- Population, Society and Health relates primarily to healthcare service delivery in the rural sector and behaviour change. Theme 3- Fundamental Knowledge of Health Science provides the knowledge which underpins physiotherapy practice. Theme 4- Applied practice develops clinical competencies integral to physiotherapy practice. Theme 5- Research focuses on the ability to locate and evaluate research as a foundation for evidence based practice.
Objectives
On completion of this unit, students will be able to:
Theme 1:
- apply legal and ethical concepts to healthcare practice, clinical research and personal experiences in teaching and learning activities in university and clinical settings;
- reflect on developing professional skills and strategies for improving effectiveness;
- demonstrate effective communication with clients and students from other health and social care disciplines;
- analyse the relationships and professional boundaries of all members of the health care team;
- describe potential risks to health and well-being as an undergraduate student and as a future healthcare provider;
- explain human reactions to death and skills required to provide equitable care to those facing a life threatening illness;
- identify social, economic and environmental determinants that affect health;
- describe and discuss the health care services and facilities available;
- identify potential issues that relate to service delivery in the rural sector;
- explore health promotion strategies that address the National Health priority areas of musculoskeletal conditions;
- incorporate health promotion principles into the clinical reasoning process;
- analyse personal determinants of health and develop, implement and evaluate a self-management program;
- outline the phases of the human lifespan;
- demonstrate knowledge of anatomy of the spine and upper limb;
- describe the biomechanics and kinesiology of the spine and upper limb;
- describe the physiology of the peripheral nerves, effects of damage to these structures and mechanisms of repair;
- summarise the phenomenon and mechanism of referred pain;
- explain the theory of electrical stimulation and ultrasound including therapeutic effects and safety considerations;
- detail normal childhood development;
- apply the principles of biomechanics and kinesiology to the management of the cervical and lumbar spine and the upper limb;
- perform physical examination of the spine and upper limb;
- perform physiotherapy management skills for the upper limb;
- distinguish between local and referred pain;
- describe the signs and symptoms of joint disease and distinguish between infection and inflammation;
- interpret basic normal and pathological radiographs of the spine and upper limb across the lifespan;
- apply the principles of splinting and cast making to construct an upper limb splint;
- simulate selected dysfunctions and disabilities to aid in the learning of empathy and the understanding of physical problems;
- demonstrate correct body positioning during manual handling in accordance with Workcover legislation;
- adhere to the Occupational Health and Safety Act;
- assess the environment for any risks to personal and client safety;
- compare the roles of urban and rural practitioners;
- apply electrophysical agents in a safe and effective manner;
- demonstrate appropriate use of basic statistical notation and concepts;
- create simple graphs in excel;
- describe the features of normally distributed data ;
- demonstrate the ability to calculate errors in point estimates;
- define hypothesis testing; + demonstrate competence in utilising and interpreting the t and z statistics and;
- calculate and interpret the effect size index.
Upon completion of the one week Rural Health Inter-professional Attachment students will be able to:
- Recognise the importance of location to health and health service delivery;
- Describe and discuss the health and community services and facilities available in a rural location;
- Begin to recognise how rural health differs across gender, age, race and sexual orientation; and
- Compare and contrast rural and metropolitan physiotherapy experiences.
Assessment
Assessment in PTY1022 will be both formative and summative.
Formative assessment tasks include on-line learning tasks. Hurdle requirements include attendance at 80% of tutorials and practical sessions, attendance and participation in the Rural Health inter-professional attachment, completion of 'Apply First Aid' and professional conduct. Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Summative assessment tasks: written assignments: 32.5%, practical assignments: 37.5%, end of semester written examinations: 30%. All assessment tasks must be completed to a pass grade standard to complete this unit.
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy
PTY2000 - Honours systematic review
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Professor Jenny Keating
Offered
Peninsula Full year 2009 (Day)
Synopsis
The Honours Systematic Review unit provides students with opportunities to advance their understanding of quality research methods, to learn systematic methods for developing a focused research question, seeking relevant information, critically appraising relevant research and preparing a summary of the review findings using contemporary methods. It provides direction and guidance to honours students in developing meaningful arguments to support proposed research activities. The review will contribute 15% to the final honours grade.
Objectives
At completion of the Honours Systematic Review students will have demonstrated that they can:
- collaborate with an academic supervisor;
- develop a focused research question;
- complete a sophisticated and comprehensive search for information relevant to their research question;
- critically appraise research reports relevant to their planned research;
- extract relevant data from studies included in their review using systematic methods;
- construct a systematic review using the principles argued by the Cochrane Collaboration;
- present their review to staff and students and utilize feedback to refine the review; and
- complete a systematic review.
Assessment
Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Oral presentation of the review (hurdle requirement, formative assessment) and completion of the systematic review (summative assessment, 4,500 words): 100%
Prerequisites
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy.
PTY2031 - Physiotherapy 3
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Rebecca Scholes
Offered
Peninsula First semester 2009 (Day)
Synopsis
PTY2031 develops the 5 themes on which the 4 year curriculum is based. Theme 1 Personal & Professional Development: explores effective communication with clients with cardiorespiratory conditions. Theme 2 Population, Society & Health: explores issues relating to healthcare policy development and delivery. Theme 3 Fundamental Knowledge of Health Science: provides the biomedical and physiotherapy knowledge that underpins physiotherapy clinical practice. Theme 4 Applied Practice: develops clinical skills integral to physiotherapy practice in the management of cardiorespiratory clients. Theme 5 Research: explores knowledge and skills that relate to the ability to critically evaluate research.
Objectives
Objectives for this unit that will address the five themes are outlined in the unit synopsis.
Assessment
Written assignment: 15%
Written examination: 30%
OSCE: 25%
Research Activities folder: 15%
Anatomy assessment: 5%
Physiology assessment: 5%
CBL learning & performance: 5%.
+ Hurdle requirement - professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Prerequisites
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy.
PTY2042 - Physiotherapy 4
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Prue Morgan
Offered
Peninsula Second semester 2009 (Day)
Synopsis
PTY2042 is an integrated unit based on the 5 themes of the physiotherapy curriculum. Theme 1: Personal and Professional Development focuses on development of personal and professional attributes which assist transition from student to physiotherapist.
Theme 2: Population, Society and Health investigates the evolution of health promotion, its inherent values and assumptions.
Theme 3: Fundamental Knowledge of Health Science provides the knowledge which underpins physiotherapy practice.
Theme 4: Applied Practice develops clinical competencies integral to physiotherapy practice.
Theme 5: Research focuses on the ability to locate and evaluate research as a foundation for evidence based practice.
Objectives
Upon successful completion of this unit, students will be able to:
Theme 1:
- review and reflect ongoing learning in the development of professional attitudes and skills;
- recognise the need to modify clinical reasoning to account for personal and professional constraints;
- recognise the life-time burden imposed on people with permanent disability;
- demonstrate professional behaviour, respect and compassion when dealing with people with neurological conditions;
- demonstrate knowledge, respect and support for the roles of other health care professionals involved in health and social care;
- demonstrate effective communication with clients their care givers and others in the health and social care team;
- recognise the boundaries of professional competence and refer or consult with other members of the health care team;
- discuss and critically reflect on a range of health promotion theories of change;
- define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
- explain the strengths and limitations of each approach and the strategies used within them;
- propose strategies for integrating health promotion into physiotherapy practice;
- identify the key developmental stages in a health promotion program;
- apply a program planning model to a selected issues and document each stage of the plan;
- locate key policies and sources of funding for health promotion;
- identify the steps involved in writing a basic project proposal and funding application;
- identify and utilise health services and other resources of benefit to people with neurological disorders;
- promote lifestyle practices that minimise the risk of neurological conditions across the wider community;
- describe the structure and function of the head, neck and spinal cord;
- describe the physiological processes of the brain, cranial nerves and spinal cord; + describe the process of motor skill acquisition and be able to identify how it is affected in neurological conditions;
- describe the structure and mechanism for sensory motor control;
- describe the pathology of common neurological conditions and the impact on function;
- describe how physical rehabilitation strategies enhance sensory-motor skill acquisition;
- state the pharmacological management of common neurological conditions, the interaction between the effects of medication and the goals of physiotherapy;
- select and locate equipment sources for independent and safe living;
- describe the physiological hypotheses of chronic pain and the principles of management;
- describe the use of electrophysical agents in the management of neuromuscular conditions;
- prepare holistic multidisciplinary care plans for clients with neurological conditions;
- perform assessment of neurological disorders;
- apply safe manual handling skills to management of neurological conditions;
- plan appropriate treatment strategies for management of neurological conditions;
- use information technology to access current information about best health care practices;
- select and apply appropriate treatment strategies for management of neurological conditions with consideration of pharmacological management and clinical findings;
- appropriately prescribe and instruct in the use of equipment for the disabled client;
- appropriately document assessment, treatment and outcome measures in the management of neurological conditions;
- effectively and safely use electrophysical agents for neurological conditions;
- demonstrate meta-analysis;
- interpret correlation, reliability and measures of association;
- recognise valid outcome measures;
- articulate the differences between validity and reliability;
- apply a range of parametric and non-parametric tests;
- create a 2 x 2 contingency table for summarising outcomes of diagnostic tests;
- calculate and interpret sensitivity, specificity and likelihood ratios;
- find and interpret clinical practice guidelines;
- utilise the AGREE instrument to assess clinical practice guidelines.
Assessment
Assessment in PTY2042 will be both formative and summative. Formative assessment tasks include on-line learning tasks. Hurdle requirements include attendance at 80% of tutorials and practical sessions and submission of a Year 2 Portfolio. Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Summative: Health Promotion group report: 15%
written examination: 35%
Objective Structured Clinical Examination (OSCE) :30%
Research assignment: 15%
Anatomy flag race :2.5%
Anatomy image exam :2.5%.
Prerequisites
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy.
PTY3000 - Honours research proposal
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Professor Jenny Keating
Offered
Peninsula Full year 2009 (Day)
Synopsis
The 6 credit point Honours Research Proposal subject extends research opportunities provided to students in the BPT(Hons) program by providing individualised and group supervision in developing a focused research proposal (4,500 words), applying for and obtaining ethics approval and commencing data collection. Students will have opportunities to advance their understanding of data analysis methods required to interpret data collected during the course of the proposed research, prepare and submit an application for approval to the relevant ethics committees and present their research proposal to staff and students. The research proposal will contribute 15% to the final honours grade.
Objectives
At completion of the subject Honours Research Proposal students will have demonstrated that they can:
- Collaborate with an academic supervisor;
- Develop a focused research proposal;
- Propose data analysis methods that are appropriate for analysis and interpretation of data collected during the course of their proposed research;
- Present a research proposal to staff and students and modify the proposal with consideration of feedback;
- Prepare and submit an application for approval to conduct the project to the relevant ethics committees;
- Adhere to project timelines.
Assessment
Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Hurdle requirement minimum of 80% attendance at seminars, presentation of the research proposal (hurdle requirement, formative assessment), submission of the written research proposal (4,500 words): summative assessment 100%.
Contact hours
Students are required to attend fortnightly research seminars during Year 3 of the BPT when not on clinical placement. Students are expected to undertake approximately 6 hours per week of study to construct the research proposal, and prepare the presentation of the research proposal, apply for and obtain ethics approval, submit the research proposal for assessment (4,500 words) and commence data collection.
Prerequisites
Prohibitions
Available to students enrolled in the Honours Degree of Bachelor of Physiotherapy.
PTY3051 - Physiotherapy 5
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Stephen Maloney
Offered
Peninsula First semester 2009 (Day)
Synopsis
PTY3051 continues to develop students' knowledge and skills in the five theme areas upon which the four year curriculum is based. These are Theme 1 Personal and Professional Development; Theme 2 Population, Society and Health; Theme 3 Fundamental Knowledge of Health Science; Theme 4 Applied Practice; and Theme 5 Research. Case based learning remains the cornerstone for integration of the different themes within the course.
Objectives
THEME 1: Personal and Professional Development -
- modify communication in response to individual people, clients and families;
- integrate counselling to achieve person centred physiotherapy practice;
- identify personal biases that impact on care delivery, develop strategies for ethical practice;
- explain aims of palliative care;
- detail the role of the physiotherapist in women's health; ergonomics, aquatic physiotherapy, and cancer management, continence management and sports physiotherapy; + identify factors that impact on end of life issues;
- recognise the role of other members of the health care team working in palliative care, mental health, oncology, continence and amputee management;
- explain the importance of good written and verbal communication in achieving continuity of care.
- identify how ethnicity and culture influence health, healthcare and illness;
- recognise symptoms of torture and abuse in people from places of political unrest; + apply ergonomic principles to prevent injury and maintain health;
- review key components of the Australian health care system;
- describe frameworks of treatment developed by third party insurers;
- describe processes for payment and entitlements for people injured in a car or work accident.
- describe the structure and function of the pelvis and its contents;
- discuss the kinesiology of the pelvic girdle;
- describe the physiology of the endocrine, renal and reproductive systems;
- describe the physiological changes that occur during pregnancy, post partum and the menopause;
- review the pharmacological management of pain, cancer, gastrointestinal, endocrine, renal and mental health conditions and the pharmacology of substance abuse and poisoning;
- outline the use of complementary therapies and their research support;
- review psychological frameworks of cognitive, personality and emotional disturbances, suicide and depression;
- explain ergonomics and aquatic physiotherapy and develop skills in these areas;
- discuss the management of bladder and bowel health difficulties for people across the life span;
- describe mental health conditions and their impact upon patient management;
- explore the management of cancer for people of all ages and relevant therapeutic, surgical treatment options and physiotherapy management;
- analyse relevant management of people following upper and lower limb amputation, the biomechanics of gait and selection and use of prostheses;
- outline issues related to progressive illness and relevant management;
- review pain related to childbirth, amputation and chronic pain;
- describe risk minimization and its influence on physiotherapy practice
- modify clinical reasoning to account for personal bias, research findings, cultural, cognitive and emotional factors, ethical principles and available workplace resources;
- apply physiotherapy management in specialized areas of practice;
- extend skills in assessment and management of musculoskeletal conditions to sports injuries pelvic ring dysfunction and headache;
- devise teaching plans for individual and group education;
- prepare a sound project proposal;
- describe circumstances when ethics approval for a project would be required and the steps in gaining ethics approval;
- describe quality in-depth interviews: applications and key features;
- describe a framework for designing and conducting qualitative research;
- identify methods of data analysis in qualitative research;
- define audit and differentiate audit from research;
- identify steps in the audit process;
- describe the role of the Australian Council on Healthcare Standards;
- apply key features of an effective power point presentation;
- discuss attributes of good public speakers;
- prepare for the clinical practice guideline (CPG) assignment to be completed in PTY3062;
- use the AGREE instrument to analyse a CPG;
- describe ways in which research skills can be utilised to enhance practice and the practice environment.
Assessment
Hurdle requirements: Reflective Portfolio
Attendance and participation in CBL, practical and tutorial sessions
Skills mastery checklist. Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Formative Assessments: On line quizzes
Tutorial participation
Reflective Portfolio
Summative Assessments:
Written Examination (hurdle): 25%
OSCE (hurdle): 30%
CBL Assignment: 20%
Anatomy flag race: 5%
Research folio: 5%
Group exercise presentation: 5%
Interview assignment: 10%.
Prerequisites
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy.
PTY3062 - Physiotherapy 6
24 points, SCA Band 2, 0.500 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Mr Stephen Maloney
Offered
Peninsula Second semester 2009 (Day)
Synopsis
PTY3062 continues to develop the five themes upon which the four year curriculum is based. These are Theme 1 Personal and Professional Development; Theme 2 Population, Society and Health; Theme 3 Fundamental Knowledge of Health Science; Theme 4 Applied Practice; and Theme 5 Research. Problem based learning (PBL) is the cornerstone for integration of the different themes within the course. Students undertake an extended clinical attachment (15 weeks) during this unit, providing them the opportunity to apply integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to patient care in subacute and community settings.
Objectives
On completion of this unit it is expected students will be able to:
THEME 1: Personal & Professional Development:
- communicate effectively and appropriately with clients, caregivers, supervisors and professional colleagues;
- document physiotherapy interventions accurately and succinctly;
- identify student rights and responsibilities, clinician rights and responsibilities and rights and responsibilities of people who seek health care;
- review supervision issues and personal learning strategies for effective participation in the clinical affiliation;
- demonstrate commitment to learning;
- list organizational factors that impact on clinical practice;
- demonstrate teamwork;
- demonstrate practice that is ethical and in accordance with relevant legal and regulatory requirements;
- identify adverse events and near misses and minimises risk associated with assessment and interventions;
- discuss quality assurance practices to maintain high standards of health service delivery;
- develop a discharge plan appropriate to client needs and workplace resources;
- Identify the need for prevention and education programs appropriate to a clinical attachment;
- where relevant, assist in the development of appropriate physiotherapy strategies to promote health within the community;
- plan, implement and evaluate an individualised education program;
- list the principles involved in the development of health promotion material appropriate to a specific client population;
- review principles of healing related to the management of burns in paediatric and adult populations, hand therapy and plastic surgery;
- describe the role of physiotherapy in the management of people following burns, plastic surgery and reconstructive surgery of the hand;
- explore management options for people following burns, plastic surgery. hand surgery and organ transplants;
- review the management of organ transplants for people with complex medical conditions;
- conduct appropriate patient interviews (subjective assessment);
- select appropriate methods for measurement of relevant health indicators;
- perform appropriate assessment procedures (objective assessment);
- interpret assessment findings according to accepted clinical guidelines;
- collaborate with patient/carer to select appropriate intervention;
- progress intervention appropriately;
- perform treatments appropriately;
- monitor the effect of intervention;
- undertake discharge planning;
- describe strategies for educating individuals and groups;
- present a summary of the appraisal of a clinical practice guideline to clinicians or students during clinical placement;
- submit the appraisal of the guideline based on the recommendations of AGREE statement.
Assessment
Formative assessments: Formative assessments of clinical performance in each major study area of physiotherapy clinical education will be scheduled at the half way point of each study area of the clinical affiliation and at other subsequent times. The student must submit a self assessment form midway and at the end of each major study area while on clinical placement. All clinical assessment processes will use the same assessment tool. Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Summative assessments: Clinical assessment (based on assessment and changes in performance over the 15 week clinical education period) 60%;Verbal Case presentation (within clinical attachment) 10 %;Reflective Essay 15%; Online Case Based Learning Task 5%, Written Examination 10%.
Students must obtain a minimum of 50% in the clinical assessment, and a pass in each major study area, to progress into fourth year. Decisions about appropriate procedures for students who do not meet this requirement will be made by the Year 3/4 Level Committee which includes representation of the clinical partners.
Hurdle requirements: Attendance and participation in PBL sessions; completion of Learning Needs Form at the beginning and completion of each major area of study; completion of clinical log; pass in each clinical major study area; minimum of 50% clinical assessment.
To reflect everyday workplace practices, and in recognition of the importance of optimizing education in limited clinical placement hours, students are required to achieve 100% clinical attendance. Exceptions will be considered in cases of explained absence through illness, compassionate leave or a pre-arranged agreement with the University and health service facility.
Contact hours
PTY3062 comprises three campus based weeks, and fifteen off campus (clinical attachments). On campus (Weeks 1, 17 & 18) there will be approximately 17 hours per week contact teaching. A campus based learning week will consist of approximately 5-8 hours of lectures; 4 hours of CBL tutorials; and 4-6 hours of physiotherapy practical sessions, master classes and tutorials. For every formal teaching contact hour, students are expected to complete a minimum 2.5 additional hours self directed learning related to content, tasks and further reading as described in the PTY3062 Unit Guide and Practical Manual. Students will spend 34 hours per week in their clinical attachments (Weeks 2-16).
Prerequisites
Co-requisites
Only available to students enrolled in the Bachelor of Physiotherapy.
PTY4000 - Honours Thesis
12 points, SCA Band 2, 0.250 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Offered
Peninsula Full year 2009 (Day)
Synopsis
The 12 credit point Honours Thesis subject extends research opportunities provided to students in the BPT(Hons) program by providing individualised and group supervision in developing a comprehensive research report (10,000-12,000 words). Students will have opportunities to advance their understanding of data analysis methods required to interpret data collected during the course of the research, prepare and present their findings to staff and students and refine a report for assessment. The thesis will contribute 70% to the final honours grade.
Objectives
At completion of the subject Honours Thesis students will have demonstrated that they can:
- Sustain collaboration with an academic supervisor;
- Develop, implement and document a focused research project;
- Apply appropriate analysis methods to data collected during the course of the research;
- Logically interpret results of data analysis;
- Present the research findings to staff and students and modify the report with consideration of feedback;
- Prepare and submit the report of the research outcomes in a 10,000-12,000 word thesis;
- Adhere to project timelines;
- Archive all relevant documents arising from the conduct of research;
- Write a final report to the approving ethics committee describing completion of the project.
Assessment
Hurdle requirement - Professioanl conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
Presentation of the research findings to staff and students (hurdle requirement) and the completion of a thesis (10,000-12,000 words): 100% summative assessment)
Contact hours
Students are required to attend fortnightly research seminars during Semesters One and Two when they are not on clinical placements. This subject runs for 13 weeks in each Semester (total 26 weeks).
Prerequisites
Co-requisites
Available to students enrolled in the Honours Degree of Bachelor of Physiotherapy.
PTY4070 - Physiotherapy 7 - clinical
18 points, SCA Band 2, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Kristin Lo and Alison Francis-Cracknell
Offered
Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
PTY4070 continues to develop the five themes upon which the four year curriculum is based. These are:
- Theme 1: Personal and Professional Development;
- Theme 2: Population, Society and Health;
- Theme 3: Fundamental Knowledge of Health Science;
- Theme 4: Applied Practice; and
- Theme 5: Research.
Objectives
There are 42 specific objectives for this unit that address the five themes outlined in the unit synopsis.
Assessment
+ Summative assessment: Clinical (APP) assessment: 75%
+ Research Proposal (1000 words): 5%
+ Research Submission (2,500 words): 10%
+ Research presentation: 5%
+ On-line case study task: 5%
+ Students must obtain a minimum of 50% in each of the five summative clinical assessments.
+ Hurdle requirements: Achieve a pass grade in each of five clinical assessments, complete a reflective portfolio and clinical log, complete a Learning Needs Form at the commencement and completion of each clinical major study area, complete self assessments using the Australian Physiotherapy Practice (APP) assessment tool and achieve an overall score of 50% on each of the sum of Items 1-6 (inclusive) and Items 7-20 (inclusive) by Clinician Evaluation using the APP tool for each clinical major study area.
To reflect everyday workplace practices, and in recognition of the importance of optimizing education in limited clinical placement hours, students are required to achieve 100% clinical attendance. Exceptions will be considered in cases of explained absence through illness, compassionate leave or a pre-arranged agreement with the University and health service facility.
Contact hours
12 weeks of acute physiotherapy clinical practice. Students will spend approximately 34 hours per week in their clinical placements. For every 2 clinical contact hours, students are expected to complete a minimum 1 additional hour of self directed learning and reflection related to their experiences in delivery of physiotherapy services, unit content, self-directed learning tasks, project design and execution and further reading as described in the PTY4070 Unit Guide and Clinical Manual.
Prerequisites
PTY4071 - Physiotherapy 7 - campus
3 points, SCA Band 2, 0.0625 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Rebecca Scholes
Offered
Peninsula First semester 2009 (Day)
Synopsis
PTY4071 continues to develop the five themes upon which the four year curriculum is based. These are:
- Theme 1: Personal and Professional Development;
- Theme 2: Population, Society and Health;
- Theme 3: Fundamental Knowledge of Health Science;
- Theme 4: Applied Practice; and
- Theme 5: Research.
Objectives
There are 25 specific objectives for this unit which address the five themes outlined in the unit synopsis.
Assessment
Hurdle requirements: Attendance, Skills Mastery checklist, Achieve a pass grade in all summative tasks; Hurdle requirement - Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit. Formative assessment: Formative feedback on practical skills in order to achieve a satisfactory standard in the physiotherapy practical skills identified in the skills mastery checklist; Summative assessment: Skills mastery checklist: 40%
Written examination: 60%
Contact hours
PTY4071 comprises three campus based weeks. On campus, the ratio of contact teaching and self directed learning activities will vary. In week one, student workload will include 30 hours of direct contact and at least 1 hour of related self directed learning activities related to content, tasks and further reading as described in the PTY4071 Unit Guide and Practical Manuals for each contact hour. In weeks two and three the direct contact will be reduced to approximately 20 hours per week and self directed learning requirements of 1 hour per contact hour.
Prerequisites
PTY4080 - Physiotherapy 8 - clinical
18 points, SCA Band 2, 0.375 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Kristin Lo
Offered
Peninsula First semester 2009 (Day)
Peninsula Second semester 2009 (Day)
Synopsis
PTY4080 continues to develop the five themes upon which the four year curriculum is based. These are Theme 1 Personal and Professional Development; Theme 2 Population, Society and Health; Theme 3 Fundamental Knowledge of Health Science; Theme 4 Applied Practice; and Theme 5 Research. During this 12 week unit, students undertake a paediatric clinical attachment (2 weeks) and two elective attachments (each of 4 weeks duration), one being a clinical elective .These provide the opportunity to apply and expand integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to patient care in paediatrics and to health care consumers in a diverse range of health care related settings. Students are expected to spend 34 hours per week during clinical education in health service or elective placement facilities with additional self-directed study hours. An additional two weeks off-campus study is allocated for completion of assignments and self-directed summative research tasks.
Objectives
There are 35 specific objectives for this unit which address the five themes outlined in the unit synopsis.
Assessment
Formative assessment:
+ Research presentation
Summative assessment:
+ Written assignment: 20%
+ Assessment of Physiotherapy Practice assessment tool (APP): 20% (Elective 1)
+ Paediatrics case report: 15%
+ Clinical learning contracts: 25%
+ Research presentation submission:20%
+ Hurdle requirements: Achieve a pass grade in all summative tasks, participation in clinical and elective placements, and oral presentation of research topic.
To reflect everyday workplace practices, and in recognition of the importance of optimizing education in limited clinical placement hours, students are required to achieve 100% clinical attendance. Exceptions will be considered in cases of explained absence through illness, compassionate leave or a pre-arranged agreement with the University and health service facility.
Contact hours
PTY4080 comprises ten off-campus weeks in health service or elective placement facilities for education. Students are expected to spend 34 hours per week during clinical education in health service or elective placement facilities with a least 1 additional hour of self-directed study for every 2 hours of clinical education. An additional two weeks off-campus study is allocated in this unit for completion of self-directed summative research tasks.
Prerequisites
PTY4082 - Physiotherapy 8 - campus
9 points, SCA Band 2, 0.1875 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Rebecca Scholes
Offered
Peninsula Second semester 2009 (Day)
Synopsis
PTY4082 continues to develop the five themes upon which the four year curriculum is based. This campus based unit occurs partly in Semester 1 and partly in Semester 2. It extends students' integrated knowledge and skills into specialised areas of physiotherapy practice and prepares students for graduation and entry into the workforce. Unique to PTY4082 is an Interprofessional Seminar series which will take place in the final week of Semester 2, Year 4. Students will have the opportunity to listen to presentations from multiprofessional honours students and will participate in peer review of these sessions.
Objectives
There are 28 specific objectives for this unit which address the five themes outlined in the unit synopsis.
Assessment
+ Hurdle requirement - Professional conduct - Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff and clinical educators in order to pass the unit.
+ Written examination: 80%
+ Written assignment: 20%
+ Hurdle Requirements: attendance, achieve a pass grade in all summative tasks, Peer review of IPE presentations;
+ Formative assessment: Reflective assignment, Peer review.
Prerequisites
RAD1011 - Radiographic imaging and methods 1
5 points, SCA Band 2, 0.1041667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Ruth Druva
Offered
Clayton First semester 2009 (Day)
Synopsis
The x-ray system, x-ray generators (fixed) and the x-ray console. Causes of scattered radiation and methods for its control. Characteristics of image receptors, fluorescent intensifying screens, screen categories, light diffusion, cassettes. Film materials and the fundamentals of the science of sensitometry. Photochemistry and automatic processing. Radiographic clinical rationale, projections, positioning methodologies and evaluation criteria for the upper and lower limb and chest.
Objectives
On completion of this unit, students will know how to position the patient for upper and lower limb radiographic examinations, and how to modify their approach when required by the clinical presentation of the patient, especially in the case of the paediatric patient; where to direct the central ray and how to evaluate the resultant radiographs, in terms of anatomy, image quality (exposure factors), positioning, movement (sharpness and detail), processing, clinical indications and equipment failure. The imaging component of this unit provides students with an understanding of the x-ray machine and console and film-screen radiography; the production of scatter and its control; the fundamental principles of radiographic film and intensifying screens, photochemistry, processing the latent radiographic image and sensitometry. The methods component of this unit will provide students with a sound understanding of the principles underpinning radiographic positioning and the use of radiographic equipment. Students will have a detailed knowledge of the radiographic projections required to examine the upper and lower limbs. Through the use of tutorial sessions in the clinical setting, the radiographic appearances of the anatomical structures of the upper and lower limbs and their spatial relationships, introduced in Radiologic biology 1, will be reinforced. The recognition of common pathological processes involving the upper and lower limbs will also be reinforced in the same manner.
Assessment
Examination (3 hours): 60%
Laboratory reports: 20%
One multi-image analysis examination: 20%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1021 - Radiologic physics
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Imants Svalbe
Offered
Clayton First semester 2009 (Day)
Synopsis
A review of fundamental physics concepts including mathematics. Units of measurement. Mechanics and heat. Atomic structure and electromagnetic radiation. Electricity, magnetism and electromagnetism. X-rays and their production. X-ray emission and interactions between x-rays and matter. Attenuation of x-rays and filters. Principles of radioactivity and nuclear transformation. Introduction to radiation therapy principles. Foundation principles of radiation protection together with statutory requirements. Introduction to computer imaging in medicine.
Objectives
On completion of this unit, students should understand the fundamental concepts associated with modern radiologic physics and their relevance to radiologic imaging. Students will also be able to communicate an understanding of the wider applications of electromagnetic radiation and particulate radiation in the diagnosis and treatment of disease. Students will also gain a broad understanding of the principles of radiation protection and the relevant statutory requirements.
Assessment
Examination (3 hours): 70%
Laboratory work: 20%
Assignments: 10%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1031 - Radiologic biology 1
5 points, SCA Band 0 (NATIONAL PRIORITY), 0.1041667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Marilyn Baird
Offered
Clayton First semester 2009 (Day)
Synopsis
The evolution of the human species. The organisation of the human body at the chemical, cellular and tissue level. The genetic code and inheritance. Anatomical position and regional names, directional terms, planes and sections. Structure and function of the gross anatomical structure of the appendicular skeleton (shoulder and pelvic girdles and upper and lower limbs). Radiographic anatomy of the upper and lower limbs and chest.
Objectives
This unit has four components: principles of human biology, organisation of the human body at the chemical, cellular and tissue level, injury and the response of the body to injury, and the musculoskeletal system comprising the upper and lower limbs. On completion of this unit students should:
- have a basic understanding of the biological characteristics which distinguish living forms from non living things, evolutionary principles and the evolution of the human species;
- have a basic understanding of human genetics;
- have a strong understanding of the principles underpinning the study of disease and the ways in which the body responds to injury;
- have a detailed knowledge of the topographical and surface anatomy associated with the appendicular skeleton (excluding the pelvic and shoulder girdles), its structure and functional relationships and associated joints (excluding the hip and shoulder);
- have a basic understanding of the associated common disorders affecting the upper and lower limbs together with their radiographic appearances; and
- have a detailed knowledge of the radiographic representation of the skeletal and soft tissue elements of the upper and lower limbs.
Assessment
Written examination (3 hours): 60%
Osteology test: 10%
Image recognition examination: 25%
Participation in anatomy practical classes: 5%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1041 - Radiographic professional skills 1
2 points, SCA Band 2, 0.0416667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Ruth Druva
Offered
Clayton First semester 2009 (Day)
Synopsis
The psychosocial context of radiographic practice, including concepts of profession and professional ethics; legal obligations; concepts of health and illness and reactions to illness; biological basis of behaviour and its relationship to clinical practice; perception; cultural and social issues in practice. Practice skills for clinical placement, including maintaining a safe environment (radiation safety, infection control, first aid and safe patient movement); recognising ethical issues and behaving professionally, and communications.
Objectives
On completion of the unit, students will have a basic understanding of:
- psychosocial factors which affect human behaviour;
- professional standards and professional ethics;
- communication theory; and
- how to maintain a safe working environment including radiation safety and infection control.
They will be able to:
- obtain and record information from individuals;
2. use appropriate observations and interviewing skills;
3. provide patients with appropriate levels of care;
4. think critically about social, ethical and professional issues;
5. integrate information obtained by observation in clinical settings with basic science knowledge and theory; and
6. recognise the variety of social, cultural and ethical perspectives that may legitimately be taken on health and health care issues.
Assessment
Written examination (2 hours): 75%
Communication skills: 10%
Two clinical exercises: 15%
2 hurdle requirements (First Aid certificate and attendance at communication skills tutorials)
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1051 - Clinical studies 1
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Marilyn Baird
Offered
Clayton Trimester 2 2009 (Day)
Synopsis
Radiographic examinations of the upper and lower limbs and chest will be conducted on adult patients exhibiting a range of clinical conditions and presentations. The radiographic examinations include hand, fingers, thumb, wrist, forearm, humerus, toes, foot, ankle, calcaneus, tibia and fibula, knee, femur.
Objectives
At the completion of this unit, students will have a broad understanding of the role of radiography in medical practice and the professional role of radiographers. Through means of appropriate rostering and clinical supervision students are expected to gain clinical experience in the examinations addressed in Radiographic imaging and methods 1 and the professional skills addressed in Professional skills 1. Students are expected to develop competency in the interpretation of radiographic request forms and the selection of exposure techniques pertinent to radiography of the upper and lower limbs and chest; in the identification of the associated radiographic anatomy and pathology; practice the principles of radiation safety and protection for both patients, themselves and staff; engage in effective communication with clinical staff and patients; implement the principles of quality control with respect to film-based imaging; gain experience in departmental routines, and conduct radiographic examinations in a professional and ethical manner.
Assessment
Four radiographic clinical skills' assessment reports: 50%
Weekly radiography case and log reports: 40%
Self-assessment reports: 5%
The clinical studies' professional portfolio: 5%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1062 - Radiographic imaging and methods 2
6 points, SCA Band 2, 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Ruth Druva
Offered
Clayton Second semester 2009 (Day)
Synopsis
Concepts of kilovolts, time, milliamps, distance and exposure technique charts. Image quality factors: geometric, SNR, resolution, MTF, contrast, unsharpness. Principles of quality assurance. Viewing the image and ROC. Principles of computed tomography. The radiographic projections, clinical rationale, positioning methodologies and evaluation criteria for the respiratory system, pelvis, shoulder girdle, vertebral column and bony thorax.
Objectives
On successful completion students should have developed an understanding of and be able to describe:
- the relationship between mAs and kVp in relation to beam quality and quantity;
- the four image quality factors of optical density, contrast, image detail and distortion and how they are used to describe the characteristics of a radiograph;
- techniques that will minimise the effect of the geometry of the x-ray beam upon the radiographic image;
- principles underpinning computed radiographic systems;
- exposure systems including automatic - exposure systems;
- common unit density and unit contrast problems associated with automatic exposure systems;
- the scientific principles of computed radiography;
- the concepts of quality assurance and quality control and their application in radiography;
- the radiographic principles underpinning the projections and body positions utilised for the respiratory system, shoulder girdle and humerus, pelvic girdle, hip joint and femur, vertebral column, bony thorax and abdomen in relation to the relevant anatomy, physical presentation of the patient and clinical indications; and
- the radiographic criteria to which each diagnostic image should conform.
Assessment
Written examination (3 hours): 60%
Laboratory reports: 20%
One multi-image analysis examination: 20%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1072 - Radiologic dosimetry and safety
2 points, SCA Band 0 (NATIONAL PRIORITY), 0.0416667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Russell Horney
Offered
Clayton Second semester 2009 (Day)
Synopsis
Ionising radiation, x-radiation and its effects on living tissue. The energy content of an x-ray beam. Dose and equivalent dose calculations. Units and standards in dose and equivalent dose measurements. Radiation risk and protection. Occupational exposure and patient exposure. Personal dosimetry, film, TLD and pocket ionisation chambers. Integral dose and dose-area products. Equipment used for radiation monitoring. The statutory requirements for the safe practice in the use of ionising radiation.
Objectives
On successful completion of this unit students will be able to calculate:
- the energy content of an x-ray beam;
- the dose and equivalent dose when x-rays are absorbed by living tissue, using correct units; and
- the integral dose and dose-area product.
On successful completion of this unit students will understand:
- the response of organ systems to ionising radiation exposure;
2. the need for safety in the radiation areas - both at a personal and patient level; and
3. the ways x-radiation is monitored and measured and how personal monitoring is used, recorded and reported.
On successful completion of this unit students will be able to:
- describe the manner in which ionising radiation may be measured and reduced;
- describe how the regulatory agencies require ionising radiation equipment to be used in a safe manner; and
- demonstrate a detailed knowledge of the statutory regulations governing the use of ionising radiation.
Assessment
Examination (90 min): 65%
Laboratory work: 35%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1082 - Radiologic biology 2
6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Marilyn Baird
Offered
Clayton Second semester 2009 (Day)
Synopsis
The nature of disease and its aetiology. Key terms used in pathology. Injury to cells and tissues. Inflammation. Repair mechanisms Neoplasia. Pathology of the musculo-skeletal and respiratory systems. Developmental anatomy of the respiratory system. Respiratory physiology. Skeletal and soft tissue anatomy of the vertebral column, thorax and shoulder girdle. Radiographic anatomy of the abdomen, pelvis, vertebral column, bony thorax and shoulder. Radiographic appearances of common disorders affecting the appendicular and axial skeletons (excluding skull) and respiratory system.
Objectives
This unit has three components: pathology, the respiratory system and the musculoskeletal system comprising the vertebral column, the thorax, the pelvic and shoulder girdles. On completion of this unit students should have a sound understanding of the anatomical and physiological principles pertinent to the respiratory system, have a thorough understanding of the structure and functional relationships of the tissues of the pelvic and shoulder girdles and the axial skeleton [excluding the skull] and their associated joints; have a detailed knowledge of the associated topographic and surface anatomy; have a basic understanding of the common muscular and skeletal disorders affecting the vertebral column, thorax, shoulder and pelvic girdles and their radiographic appearances; have a detailed knowledge of the radiographic appearances of the skeletal and soft tissues elements of the axial skeleton [excluding the skull], pelvic and shoulder girdles, thorax, and respiratory organs.
Assessment
Written examination (3 hours): 60%
Essay: 15%
Image recognition examination (1 hour): 25%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1092 - Radiographic professional skills 2
2 points, SCA Band 2, 0.0416667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Ms Ruth Druva
Offered
Clayton Second semester 2009 (Day)
Synopsis
Psychosocial aspects of radiographic practice, including behaviour and health; vulnerability and capability; learning and memory; stress and coping; stress management; human development and health; equity in health care. Practice skills for clinical placement, including ethics and law for practice; and communication skills. Knowledge management, including information and imaging; information management; research in imaging; research methods; being informed consumers of research; scientific writing; accessing library materials.
Objectives
On completion of this unit, students will have an understanding of:
- psychosocial factors which effect human behaviour;
- professional standards;
- professional ethics; and
- communication theory.
They will be able to:
- obtain and record information from individuals;
2. communicate clearly in the clinical setting, and reflect on their own communications and those of others;
3. provide patients with appropriate levels of care;
4. think critically about social, ethical and professional issues;
5. integrate information obtained by observation in clinical settings with knowledge gained from research; and
6. recognise the variety of social, cultural and ethical perspectives that may legitimately be taken on health and health care issues.
Assessment
Written examination (2 hours): 65%
Written assignment: 25%
Two clinical assignments: 10%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD1102 - Clinical studies 2
8 points, SCA Band 2, 0.1666667 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Marilyn Baird
Offered
Clayton Term 4 2009 (Day)
Synopsis
Radiographic examinations of the chest, pharynx, larynx and trachea, shoulder joint, scapula and clavicle, pelvis and hip joint, the cervical spine, thoracic spine, lumbo-sacral spine and the bony thorax conducted on adult patients exhibiting a range of clinical conditions and presentations.
Objectives
Through means of appropriate rostering and clinical supervision students are expected to gain clinical experience in the examinations addressed in Radiographic imaging and methods and the professional skills addressed in Radiographic professional skills 1. Students are expected to develop the competency in the interpretation of radiographic request forms and the selection of exposure techniques pertinent to radiography of the respiratory system, shoulder and pelvic girdles, the vertebral column and the bony thorax, in the identification of the associated radiographic anatomy and pathology; practice the principles of radiation safety and protection for both patients, themselves and staff; engage in effective communication with clinical staff and patients; implement the principles of quality control relevant to film-based imaging; and conduct radiographic examinations in a professional and ethical manner.
Assessment
Four radiographic clinical skills' assessment reports: 50%
Weekly radiography case and log reports: 30%
Self-assessment reports: 10%
The clinical studies' professional portfolio: 10%
Co-requisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD2011 - Radiographic imaging and methods 3
7 points, SCA Band 2, 0.1458333 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Associate Professor Marilyn Baird
Offered
Clayton Term 2 2009 (Day)
Synopsis
Paediatric radiography, accident and emergency radiography and mobile imaging. Barium studies of the gastrointestinal tract. Sialography. Intravenous, post-operative cholangiopancreatography. Ascending and exretion urography, micturating cystourethrography, urethrography and retrograde pyeloureterography. Mobile x-ray generators and consoles, body section imaging including panatomography, image intensification, coupling optics and video imaging, viewing and recording the fluoroscopic image, computed radiographic systems, and quality assurance. Physical principles of dual energy x-ray absorptiometry (DXA).
Objectives
At the successful completion of this unit, students will be able to:
- demonstrate an understanding of the physical and technological characteristics of mobile radiography systems, computed radiographic and photofluoroscopic and body section imaging systems;
- appreciate the quality control procedures associated with mobile radiography and photofluoroscopic imaging systems and the computed radiographic imaging systems;
- appreciate the physical principles underpinning dual energy x-ray absorptiometry (DXA);
- explain how basic radiographic positioning methods and techniques are modified for the paediatric and geriatric patient, mobile examinations and accident and emergency situations;
- describe the radiographic protocols and positioning methods for contrast examination of the gastrointestinal, hepato-biliary and urinary systems;
- apply radiographic criteria and a problem-solving perspective to paediatric, mobile and accident and emergency radiographs and radiographs of the gastrointestinal, hepato-biliary and urinary systems.
Assessment
One written examination (three hours): 60%
SOLAR reports: 40%
Prerequisites
Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.
RAD2021 - Radiologic biology 3
7 points, SCA Band 0 (NATIONAL PRIORITY), 0.1458333 EFTSL
Undergraduate Faculty of Medicine, Nursing and Health Sciences
Leader(s): Dr Yvonne Hodgson
Offered
Clayton Term 2 2009 (Day)
Synopsis
The abdominal wall, peritoneal membranes, development of the gut. Surface anatomy. Gross and radiographic anatomy, histology, nerve and blood supply, pathological processes associated with the gastrointestinal, endocrine and reproductive systems. Physiology of digestion and reproduction. Radiographic pathology. Gross anatomy, radiographic anatomy, histology, nerve and blood supply of the urinary system. Renal physiology and pathology.
Objectives
At the successful completion of this unit, students will be able to:
- demonstrate an understanding of the anatomy and pathophysiology associated with the gastrointestinal, urinary, hepato-biliary, endocrine and reproduction systems;
- demonstrate an understanding of the concepts of nutrition and metabolism and the way in which the body regulates its temperature;
- identify the surface landmarks associated with the organs comprising gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
- identify and describe the radiographic representation of the structure and function of the organs comprising gastrointestinal, urinary, hepato-biliiary, endocrine and reproductive systems;
- identify and describe the radiographic appearances of common disorders affecting the gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems; and
- appreciate the significance of the anatomical and pathophysiological principles associated with the gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems for diagnostic imaging procedures.