units

faculty-ug-med

Faculty of Medicine, Nursing and Health Sciences

Monash University

Monash University Handbook 2012 Undergraduate - Units

This unit entry is for students who completed this unit in 2012 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Mr Brett Williams

Synopsis

This unit explores the foundation of the paramedic clinician and introduces the roles expected of paramedics as clinicians. The unit will utilise a model of paramedic clinical competence as a framework to develop the foundations and skills of clinical approach, clinical problem solving, and clinical decision-making. The essential clinical skills will be developed in the clinical laboratory and simulation settings. A satisfactory level in all these essential clinical skills will be required before students can proceed with their course. The context of paramedic clinical practice will be provided by supervised clinical experience with emergency ambulance services.

Outcomes

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

  1. Demonstrate a standardised clinical approach to the assessment and care of patients in the community;
  2. Develop and describe communication theories and models of relevance to paramedic practice;
  3. Identify models of communication as they apply to language, interpersonal, non-verbal, intercultural and political context;
  4. Recognise appropriate professional and teamwork behaviours in the health settings associated with this unit;
  5. Describe the barriers to effective communication and patient assessment within paramedic practice and how emotions and culture can interfere with decision-making;
  6. Reflect on their performance in the clinical setting to identify the internal and external factors influencing clinical decision making;
  7. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid-semester test (1 hour)
Clinical portfolio (2000 words) Hurdle requirement
Written exam (2 hour)
Objective Structured Clinical Examination (Pass/Fail)

Hurdle requirements: To pass this unit the student must complete the clinical portfolio at the pass grade AND pass the written examination AND pass the Objective Structured Clinical Examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Mr Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Nathan Stam

Synopsis

Paramedics encounter an abundance of pharmaceutical agents within their practice. This unit is designed to assist students to develop foundational knowledge, skills and judgments regarding pharmacotherapy within community-based emergency health. The social, political, legal and ethical implications of drug use and abuse within the individual, family and community will also be examined. These concepts will be developed further in second and third year. Three of the course themes will be integrated throughout the unit:

  • population health and illness in society;
  • foundations of the paramedic clinician; and
  • science knowledge and evidence

Outcomes

  1. Describe the basic principles of pharmacology, drug administration and monitoring as they relate to paramedic practice;
  2. Identify routes of administration, absorption rates and safe work practices as they relate to paramedic practice;
  3. Demonstrate proficiency in calculation of drug dosages for administration of medications by paramedics by a variety of routes;
  4. Describe the pharmacokinetics and pharmacodynamics of chemicals and substances introduced into the body;
  5. Examine legal responsibilities associated with the administration and safe keeping of drugs within paramedic practice;
  6. Discuss common pharmaceutical agents encountered within the pre-hospital setting;
  7. Analyse the social, political, cultural, legal and ethical implications of drug abuse in relation to legal and illegal drugs ;
  8. Describe the role of community pharmacists and the implications of this role for paramedic practice.

Assessment

Worksheet: (15%)
Calculations Exercise: (15%)
2000 word written report: (40%)
Examination: (30%)

Chief examiner(s)

Mr Nathan Stam

Contact hours

12 hours study per week comprising:
2 x 1 hour lectures;
2 x 1 tutorials;
2 x 1 hour guided learning activities;
6 hours self directed study and preparation of assignments
The student is expected to undertake one hour of self-directed study for each contact hour.

Prerequisites

Enrolment in the Bachelor of Emergency Health (Paramedic)


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Jade Sheen

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.

Outcomes

  1. Describe the physical, personal, psychological and social milestones of human development throughout the lifespan.
  2. Recognise the impact of ethnicity, culture and race on human development.
  3. Communicate effectively with individuals across the lifespan within an appropriate developmental framework.
  4. Identify common acute and chronic health issues that occur across the lifespan.
  5. Apply contemporary theories of development to specific health issues across the lifespan.
  6. Identify essential activities and information regarding health promotion to meet the needs of individuals across the lifespan.
  7. Summarise theoretical perspectives on grieving and loss.

Assessment

Written assignment (2000 words): 35%
Examination (2 hours): 45%
Report (1000 words): 20%
Community visit portfolio: Pass/fail

Hurdle requirements: To pass this unit the student must attend the community visit AND successfully complete the community visit portfolio. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Nathan Stam

Contact hours

6 hours per week involving lectures, tutorials, small group exercises, and field trips.

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Andrew Johnson

Synopsis

This unit builds on the foundation of the paramedic clinician and expands the roles
expected of paramedics as clinicians. The unit will utilise a model of paramedic clinical competence as a framework to develop the foundations and skills of clinical approach, clinical problem solving, clinical decision-making, and scene management. The unit will develop scientific knowledge and understanding of selected concepts of disease/injury and require students to integrate this knowledge in the clinical laboratory and simulation settings. The unit uses a patient-centred safety framework as a foundation and is designed to assist students to understand the scope of practice and clinical pathways available in community based emergency healthcare.

Outcomes

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

  1. demonstrate a standardised clinical approach to the assessment and care of
patients in the community presenting with an injury/illness;
  1. describe the clinical pathways processes used to triage individuals to appropriate
care and discuss the strengths and weaknesses of these processes;
  1. locate and evaluate the evidence-base that informs the paramedic management
of common health emergencies;
  1. apply scientific knowledge of selected pathophysiological processes to the
assessment and care if individuals with acute and chronic health problems;
  1. 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;
  1. investigate and describe variables within the work environment, scope of
practice, teamwork and community that contribute towards the successful
delivery of care within emergency medical service settings;
  1. reflect on their performance in the clinical setting to identify the internal and
external factors influencing clinical decision making in an acute health crisis;
  1. demonstrate appropriate professional behaviours and provide peer review within
simulated learning environments.

Assessment

Mid-semester test (1 hour)
Clinical portfolio (2000 words) - Hurdle requirement
Written exam (2 hour)
Objective Structured Clinical Examination (Pass/Fail)

Hurdle requirements: To pass this unit the student must complete the clinical portfolio at the pass grade AND pass the written examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Mr George Assimakopoulos

Contact hours

1 credit point = 1 hour contact and 1 hour self directed study for one academic semester

Prerequisites

BEH1011

Prohibitions

Must be enrolled in Bachelor of Emergency Health (Paramedic)


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Mr Peter Jurkovsky

Synopsis

This unit 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. This unit 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 may include student visits to selected components of the emergency health systems.

Outcomes

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

  1. accurately describe contemporary models of professionalism and their application to the role of the paramedic;
  2. explain the essentials of ethical standards in clinical practice, and, relate these standards to the role of the paramedic;
  3. recognise and explain the legal responsibilities of the paramedic;
  4. explore the application of models for helping culturally and linguistically diverse populations to paramedic practice.
  5. outline the history and development of emergency health systems locally, nationally, and internationally;
  6. identify the goals and attributes of an effective CBEH system;
  7. use a contemporary framework of emergency health systems to identify the scope and factors influencing CBEH systems, and use this model to identify the impact of change in these factors on the CBEH systems;
  8. Describe the interrelated roles of the various components of the Australian emergency health system.
  9. understand the role of the various components of the emergency health system through visits to selected agencies.

Assessment

Group presentation (30%)
Written assignment - 2500 words (40%)
Final Examination (30%)

Chief examiner(s)

Mr Peter Jurkovsky

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

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


9 points, SCA Band 2, 0.1875 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Brett Williams

Synopsis

This unit continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units.
The unit covers commonly encountered chronic, acute, and life threatening respiratory-related clinical problems across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

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

  1. Describe the epidemiology, population health, pathology and clinical manifestations of acute and chronic respiratory conditions commonly encountered in paramedic practice across the lifespan.
  2. Locate and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with respiratory conditions.
  3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status.
  4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided.
  5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team.
  6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds.
  7. Relate the pharmacology of drugs used by paramedics for the management of respiratory conditions to drug indications and actions.
  8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with respiratory conditions in order to evaluate and justify management decisions and identify threats to patient safety.
  9. Describe the special features and trends in the Australian health system relating to prevention and management of respiratory conditions.
  10. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30%
Written examination (3 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Hurdle requirements: To pass this unit the student must pass the written examination AND pass the case simulation. 80% attendance at paramedic skills laboratories is mandatory to pass this unit.

Chief examiner(s)

Mr Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1011

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Kathryn Eastwood

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.

Outcomes

  1. Describe the various practice settings of Community Based Emergency Health.
  2. Outline the essential features of the Australian Healthcare System.
  3. Describe the essential features of population health, contemporary public health,
and primary health care, and relate them to community-based emergency health care.
  1. Describe contemporary health promotion theories in relation to rural and Indigenous health in community based emergency health care settings.
  2. Explain the concepts of science, knowledge and truth, scientific method, research, and evaluation.
  3. Demonstrate knowledge of the core elements of a scholarly approach to investigations.
  4. Develop the ability to use information technology to access resources relating to community-based emergency health care.
  5. Demonstrate critical appraisal of the literature related to aspects of emergency care practice.
  6. Outline the epidemiological approaches to community based emergency health using examples of contemporary emergency health issues.
  7. 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.
  8. Describe the importance of clinical research and the role of the paramedic in research that informs clinical practice.
  9. Outline the principles of evidence-based practice in determining the evidence and transmitting theory to practice in the setting of CBEH.

Assessment

Examination (2 hour): 40%
Assignment (2000 words): 30%
Literature review (2000 words): 30%

Chief examiner(s)

Ms Kathryn Eastwood

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

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


9 points, SCA Band 2, 0.1875 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Bill Lord

Synopsis

This unit continues to develop the role of the paramedic as a clinician by extending
clinical examination and decision making skills that were introduced in previous clinical units.
The unit addresses injury and injury prevention across the lifespan, with specific reference to commonly encountered acute and chronic musculoskeletal conditions, injury associated with environmental exposure, and poisoning.
The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes developing the skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

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

  1. Describe the epidemiology, population health and pathology related to injuries and commonly encountered in paramedic practice.
  2. Describe criteria used to identify major trauma and demonstrate the application of pre-hospital trauma triage guidelines.
  3. Identify and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with injury.
  4. Relate the pharmacology of drugs used by paramedics for the management of injury or environmental conditions to drug indications and actions.
  5. Demonstrate the ability to integrate the theoretical knowledge and clinical skills to the assessment and management of patients with injury and environmental conditions in real time simulation including clinical problem solving and clinical decision taking, professionalism, safety, documentation, communication and teamwork.
  6. Demonstrate the management of patients, their carers and bystanders in situations of acute injury in a sociological and culturally sensitive context.
  7. Describe the special features and trends in the Australian health system relating to prevention and management of injury, 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 injury prevention.

Assessment

Written examination (3 hour): 45%
Written assignment (2000 words): 40%
Mid-semester test (1 hour): 15%
Scenario-based clinical examination (30 minutes): pass/fail (hurdle)

Hurdle requirements: To pass this unit the student must pass the written examination AND pass the scenario-based clinical examination. 80% attendance at paramedic skills laboratories is mandatory to pass this unit.

Chief examiner(s)

Dr Malcolm Boyle

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1011

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Summer semester A 2012 (Day)
Coordinator(s)Dr Leanne Boyd

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical competence developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. 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 placements with ambulance service providers and other health agencies.

Outcomes

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

  1. Evaluate their clinical knowledge and identify clinical learning opportunities that may improve their ability to communicate with and care for patients.
  2. Recognise their role in the community emergency health setting and display appropriate professional and teamwork behaviours.
  3. Perform appropriate paramedic clinical tasks under supervision in the community emergency health setting.
  4. Apply relevant theoretical knowledge and clinical skills to the care of patients within the community emergency health setting.
  5. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care.
  6. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families to acute illness or injury.
  7. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the factors influencing clinical decision making.
  8. 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 community emergency health settings.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (4000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Dr Chris Huggins

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

Must have passed on of (BEH1011, NUR1102) AND Must have passed 2 (BEH2012 and BEH2022)

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Gayle McLelland

Synopsis

This unit continues to develop the role of the paramedic as a clinician by developing knowledge and skills needed to care for birthing women and neonates in the community. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies.

Outcomes

  1. Describe models of care associated with maternal services available to the community.
  2. Identify and interpret the evidence supporting the paramedic care of pregnant and childbearing women and their babies.
  3. Describe the clinical manifestations of selected health conditions in pregnant and birthing women that may be encountered by paramedics.
  4. Describe the epidemiology, presentation and management of selected conditions experienced by women who are pregnant or experiencing childbirth.
  5. Demonstrate the paramedic assessment and management of maternal and neonatal health care needs.
  6. Demonstrate appropriate paramedic care of the birthing woman in the community.
  7. Demonstrate appropriate paramedic care of the newborn in the community.
  8. Investigate the care needs of the unplanned birth of a neonate in the community.
  9. Investigate cultural considerations paramedics should observe when caring for pregnant women.

Assessment

Assignment (2000 words): 50%
Written examination (2 hours): 50%
Objective Structured Clinical Examinations: pass/fail (hurdle)

Chief examiner(s)

Gayle McLelland

Contact hours

6 hours per week involving lectures, tutorials, simulation and clinical laboratories.

Prerequisites

BEH1102


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Brett Williams

Synopsis

This unit continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit covers commonly encountered chronic, acute, and life threatening cardiovascular problems across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

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

  1. Describe the epidemiology, population health, pathology and clinical manifestations of acute and chronic cardiovascular conditions commonly encountered in paramedic practice across the lifespan;
  2. Locate and evaluate evidence that informs paramedic care for patients with cardiovascular conditions;
  3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status;
  4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided;
  5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team;
  6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds;
  7. Relate the pharmacology of drugs used by paramedics for the management of cardiovascular conditions to drug indications and actions;
  8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with cardiovascular conditions in order to evaluate and justify management decisions and identify threats to patient safety;
  9. Describe the special features and trends in the Australian health system relating to prevention and management of cardiovascular disease;
  10. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30% - Hurdle requirement
Written examination (2 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Chief examiner(s)

Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1102


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Caroline Spencer

Synopsis

The major aims of the unit are to strengthen paramedic students' community engagement and communication skills, particularly in Aboriginal and culturally and linguistically diverse communities. The unit investigates specific emergency health issues and explores how community education might increase the capacity of the community to better manage emergencies prior to an ambulance arriving. Students will be provided with theoretical perspectives of inter-professional collaborative practice in community-based emergency health and apply these to exploring a specific emergency health issue and identifying what resources are available within the local community.

Outcomes

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

  1. Identify the role of the paramedic in developing community capability and awareness as a contribution to improving emergency health outcomes.
  2. Investigate how community health promotion models might increase community engagement.
  3. Identify how community education might increase the capacity of the community to better manage emergencies prior to an ambulance arriving.
  4. Describe the diverse needs of Indigenous people in the context of community-based emergency health.
  5. Describe the diverse needs of culturally and linguistically diverse communities in the context of community-based emergency health.
  6. Explore the community's expectations of the ambulance services to develop strategies to improve the community's awareness of appropriate ambulance use.
  7. Develop, undertake and report on a project which investigates ambulance based strategies to strengthen community relationships and promote community initiatives to improve emergency health outcomes.

Assessment

Group project report: (40%)
Group presentation: (20%)
Written assignment: (40%)

Chief examiner(s)

Caroline Spencer

Contact hours

Six hours per week involving lectures, small group exercises and community-based activities.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Bill Lord

Synopsis

This unit continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit explores commonly encountered acute and chronic health emergencies, with a focus on pain management. Using a combination of case-based learning, clinical laboratory work and simulation, 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 unit BEH3031 where students will integrate theory with practice.

Outcomes

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

  1. Locate and evaluate evidence that informs the paramedic management of acute and chronic medical conditions across the lifespan;
  2. Describe the epidemiology, population health, and pathology related to acute and chronic emergency medical conditions commonly encountered in paramedic practice;
  3. Describe the clinical manifestations of the selected medical conditions commonly
encountered in paramedic practice;
  1. 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;
  2. Describe the physiology of pain and the concept of pain relief as a basic human right;
  3. Select and use appropriate pain assessment tools for patients across the lifespan and those with communication difficulties or cognitive impairment;
  4. Describe organisational and personal factors affecting the assessment and management of individuals experiencing pain and generate strategies to manage the influence of these factors on clinical practice;
  5. Demonstrate pharmacological and non-pharmacological interventions used by paramedics to manage pain;
  6. Relate the pharmacokinetics and pharmacodynamics of therapeutic agents used by paramedics for the management of common medical emergencies;
  7. Predict 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;
  8. Describe the special features and trends in health systems relating to prevention of medical emergencies and the management of patients with medical conditions;
  9. Describe the roles of paramedics and allied health professionals in providing community based emergency health care aimed at preventing and managing medical emergencies.

Assessment

Mid-semester test (1 hour): 15%
Written examination (3 hours): 45%
Written assignment (2000 words): 40%
Scenario-based clinical examination: pass/fail (hurdle)

Chief examiner(s)

Dr Bill Lord

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises. This unit will be taught over 9 weeks to allow for the clinical placements associated with the co-requisite unit BEH3031.

Prerequisites

BEH2012 and BEH2022

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Chris Huggins

Synopsis

This unit develops the role of the paramedic as a clinical leader in the community with the focus on major incidents and disasters. The unit reviews key leadership theories, styles and responsibilities of a leader in a community based emergency health setting. Further the unit will explore disaster planning, response and recovery, and the roles and responsibilities of the paramedic during a major health emergency or humanitarian disaster.

Outcomes

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

  1. Describe approaches to disaster planning at local levels that includes the roles of emergency services and health agencies.
  2. Describe the broader requirements of disaster management, in particular the management of public health issues and logistics management.
  3. Discuss the importance of clinical leadership and clinical governance in community based emergency health system during a major incident or disaster.
  4. Analyse the contemporary structure of a major incident control system in the Australian context, and describe the role of the paramedic in major incidents and disasters.
  5. Describe the theoretical underpinnings and styles of effective leadership within complex organisations and relate this to leadership in disaster or major emergency situations.
  6. Discuss the role of the paramedic in emergency management planning and preparedness in local and international settings.
  7. Analyse the public health and humanitarian issues that may arise from major incidents and disasters.
  8. Discuss and demonstrate principles of adult education as they apply to the implementation of public health interventions during humanitarian disasters.

Assessment

Written assignment: (3000 words): 50%
Micro teaching session: 50%
Clinical simulation: pass/fail (hurdle)

Chief examiner(s)

Alyse Miller

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Leanne Boyd

Synopsis

This unit continues to develop the role of the paramedic as a clinician. 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 associated with 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.

Outcomes

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%

Chief examiner(s)

Dr Leanne Boyd

Contact hours

6 hours per week involving lectures, tutorials, small group exercises, and field trips.

Prerequisites

Must have passed 1 of (BEH1041, BEH2041 or NUR1102)

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Jade Sheen

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.
The students will also apply research methods to the development of a research proposal that investigates a contemporary community based emergency health challenge.

Outcomes

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

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

Assessment

Assignment (1000 words): 20%
Group poster presentation (1000 words) and oral presentation: 20%
Research proposal (3000 words): 60%

Chief examiner(s)

Dr Paul Jennings

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Prerequisites

Must have passed BEH2021 or NUR2001

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Term 2 2012 (Day)
Coordinator(s)Mr Nathan Stam

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical competence developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. Students will have the opportunity to practice and develop their clinical skills in the management of patients with acute and chronic health conditions during supervised clinical placements with health services providing specialist services that including obstetric, paediatric and mental health care in hospital and community settings.

Outcomes

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

  1. Evaluate their clinical knowledge and identify clinical learning opportunities that may improve their ability to communicate with and care for patients across the lifespan.
  2. Perform appropriate paramedic clinical tasks under supervision and display appropriate professional and teamwork behaviours in the health settings associated with this unit.
  3. Apply relevant theoretical knowledge and clinical skills to the care of patients within obstetric, paediatric and mental health specialist health settings.
  4. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care.
  5. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families to acute illness or injury.
  6. Reflect on their performance in the clinical setting to identify the adequacy of their
judgements and the factors influencing clinical decision making.
  1. Describe the operational setting for paramedics across different health services including the interface with primary health care teams within community emergency health settings.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (4000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Mr Nathan Stam

Contact hours

Four hours per week of simulation and two (2) weeks of clinical placement at 5 days/week (based on an 8 hour day/40 hour week), a total time of 128 hours.

Prerequisites

BEH2032

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Ms Kathryn Eastwood

Synopsis

The unit addresses the paramedic management of patients with critical care conditions
at the Advanced Life Support level. It will also introduce students to specialty situations, including extended care due to entrapment or environmental barriers, medical retrieval and inter-hospital transfers. The unit will include clinical skills laboratory and simulation scenarios to develop essential communication, assessment clinical problem solving, decision-making and management skills.

Outcomes

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

  1. Identify and interpret the evidence-base supporting the paramedic management of critical care specialty conditions.
  2. Describe the epidemiology, natural history and pathology related to selected critical care specialty conditions.
  3. Describe the clinical highlights of the selected critical care specialty conditions commonly encountered by paramedics.
  4. Demonstrate the required standard in each of the core practical skills expected at the basic and advanced life support level relating to the assessment and care of patients with selected critical care specialty conditions.
  5. Explain the pharmacology of drugs commonly used in the management of selected critical care specialty conditions.
  6. Use a model of paramedic clinical competence to demonstrate the integration of theoretical knowledge and clinical skills in order to assess and manage patients with selected critical care specialty conditions in 'real time' work simulation using clinical problem solving and clinical decision making, patient safety, communication and teamwork skills.
  7. Explain the range of potential behaviour of patients, their carers and bystanders in situations of critical care specialty events.
  8. Demonstrate the required skills to facilitate care of patients in situations where access or egress problems mandate extended care in the environment in which the injury or illness occurred.
  9. Outline the structure of medical retrieval systems in Australia and the Asia-Pacific region and demonstrate the required clinical skills to participate in medical retrieval and/or inter-hospital transfers.

Assessment

Assignment (2000 words): 50%
Examination (2 hour): 50%
Objective Structured Clinical Examination (OSCE): pass/fail
Case simulation: pass/fail
The examination AND OSCE AND Case simulation must be passed (hurdle) to successfully complete this unit.

Chief examiner(s)

Ms Kathryn Eastwood

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

Must have passed BEH3011 and BEH3021, OR Must have passed one of BEH2012 or BEH2022

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Nathan Stam

Synopsis

This unit continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical reasoning and decision-making developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. Simulation will be used to develop competencies needed to manage common health emergencies in the community. The unit also includes a supervised clinical practicum with an emergency medical service.

Outcomes

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

  1. Evaluate their clinical approach to the assessment and care of patients in the community and their ability to communicate effectively with patients across the lifespan;
  2. Provide appropriate care for patients at an advanced skill level within a simulation setting and while under supervision in a clinical setting;
  3. Demonstrate appropriate professional and teamwork behaviours in the health settings associated with this unit;
  4. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care;
  5. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families or carers to acute illness or injury.
  6. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the internal and external factors influencing clinical decision making.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (3000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Mr Nathan Stam

Contact hours

Four hours per week of simulation and 120 hours of supervised clinical placement.

Prerequisites

BEH3011, BEH3031

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Jade Sheen

Synopsis

This unit continues to develop the role of the paramedic as a clinician who is able to
assess and care for patients with mental health problems in the community. The unit
addresses the epidemiology and history of mental health in Australia, and the features of care systems with particular emphasis on community based care. Acute and chronic
medical mental health problems commonly encountered by paramedics are investigated.
The special needs of Indigenous persons and those from non-English speaking backgrounds 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.

Outcomes

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

  1. Describe the epidemiology, population health, natural history, pathology and clinical manifestations of mental illness commonly encountered in paramedic practice.
  2. Discuss ethical issues associated with the care of individuals with mental illness.
  3. Locate and evaluate the evidence-base that informs the paramedic management of acute and chronic mental health conditions across the lifespan.
  4. Communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour.
  5. Demonstrate a mental status assessment as applied to paramedic practice.
  6. Interpret and apply legislation and clinical practice guidelines relating to the management of patients with mental health emergencies.
  7. Use a model of paramedic clinical competence to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with mental health emergencies.
  8. 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.
  9. 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.
  1. 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.
  2. Investigate the special needs of Indigenous persons and those from non-English speaking backgrounds during a mental health event.

Assessment

Written report (1000 words): 20%
Written assignment (2000 words): 40%
Examination (2 hour): 40%
Objective Structured Clinical Examination: Pass/Fail

Hurdle requirements: To pass this unit the student must pass the examination AND the objective structured clinical examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Dr Jade Sheen

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Bill Lord

Synopsis

This unit continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit covers commonly encountered toxicological and environmental emergencies across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide effective out-of-hospital care for patients experiencing health emergencies related to toxicological or environmental exposure.

Outcomes

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

  1. Describe the epidemiology, population health, pathology and clinical manifestations of conditions associated with toxins and environmental exposure encountered in paramedic practice across the lifespan;
  2. Locate and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with toxicological and environmental conditions;
  3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status;
  4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided;
  5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team;
  6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds;
  7. Relate the pharmacology of drugs and toxins commonly associated with overdose or accidental exposure and antidotes used by paramedics for the management of these conditions;
  8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with toxicological and environmental conditions in order to evaluate and justify management decisions and identify threats to patient safety;
  9. Describe the special features and trends in the Australian health system relating to prevention and management of health emergencies related to toxins or environmental exposure.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30%
Written examination (3 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Chief examiner(s)

Dr Bill Lord

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH2022 and BEH2032


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Peninsula Full year 2012 (Day)
Coordinator(s)TBA

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.

Outcomes

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

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

  1. 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;

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

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

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

  1. 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%

Chief examiner(s)

Dr Leanne Boyd


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Peninsula Full year 2012 (Day)
Coordinator(s)TBA

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.

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Leanne Boyd

Co-requisites

BEH4100


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

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.

Outcomes

On completion students will be able to:

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

Assessment

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

Chief examiner(s)

Dr Leanne Boyd

Prerequisites

BEH4100, BEH4200

Co-requisites

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


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)Dr Sharon Flecknoe/Dr Tom Jeavons (Berwick), Dr Andrew Davies (Gippsland), Dr Wayne Sturrock (Peninsula)

Synopsis

The major themes of study are levels of body organisation, body support and movement, and cardiovascular 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; an introduction to the nervous system and the endocrine system, the structure and function of the musculoskeletal system; the structure and function of the cardiovascular system and the lymphatic system and host-microbe interactions.

Outcomes

  1. apply the concept of homeostasis to physiological processes;
  2. describe the basic structure and function of tissues, cells, and cellular components of the human body;
  3. relate the structure of the integumentary system to its function across the lifespan;
  4. explain how electrochemical signals are conducted within the nervous system;
  5. relate the structure of the endocrine system to the integration of body functions
  6. relate the structure of the major bones and muscles to the functions of support and movement;
  7. relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;
  8. describe the major groups of microbes which interact with humans and explain the nature of these interactions
  9. observe, measure and present clinical data and discuss the validity of the data; and
  10. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online tests: 20%
Laboratory test: 30%
Examination (2 hours): 50%

Chief examiner(s)

Dr Wayne Sturrock

Contact hours

3 hours of lectures, 1 hour tutorial and 2 hours practical or online work per week. An additional 6 hours of private study is recommended.

Co-requisites

Must be enrolled in course code 0727, 3445, 3562, 3869, 3892, 3953, 3963, 4506, 2552

Prohibitions

BMS1021 and BMS2011 and BMS2031 and PHY2021


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Elise Randell-Barrett (Peninsula)

Synopsis

The major themes of study are nervous 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 autonomic functions of the nervous system; the structure and function of the respiratory 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

Outcomes

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

  1. relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
  2. compare the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system
  3. relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport,
  4. relate the structure of the urinary system to excretory functions and fluid balance;
  5. relate the structure of the digestive system to digestive, absorptive, and metabolic functions;
  6. relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
  7. describe the major changes in embryonic development in early pregnancy;
  8. demonstrate an understanding of the basic principals of pharmacology;
  9. observe, measure and present clinical data and discuss the validity of the data; and
  10. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online assessment: 20%
Laboratory test : 30%
Examination (2 hours): 50%

Chief examiner(s)

Dr
Elise Randell-Barrett

Contact hours

3 hours of lectures, 1 hour of tutorial and 2 hours practical or online work per week. An additional 6 hours per week of private study is recommended.

Prerequisites

BMA1901

Co-requisites

Must be enrolled in course code 3445, 3869

Prohibitions

BMA1912, BMS2031,BMS2011,PHY2021, PHY2032


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Dr Andrew Davies/Dr Tom Jeavons (Berwick), TBA (Gippsland), Dr Natalie Bennett (Peninsula)

Synopsis

The major themes of study are nervous control and regulation of body functions, maintenance systems of the body, and reproduction and early development, which are integrated into nursing studies. 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 autonomic functions of the nervous system the structure and function of the respiratory 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; the major changes in embryonic development in early pregnancy; and an introduction to pharmacology. An integrated approach in case scenarios provides interprofessional learning opportunities.

Outcomes

  1. relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
  2. compare the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system
  3. relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport;
  4. relate the structure of the urinary system to excretory functions and fluid balance;
  5. relate the structure of the digestive system to digestive, absorptive, and metabolic functions;
  6. relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
  7. describe the major changes in embryonic development in early pregnancy;
  8. demonstrate an understanding of the basic principles of pharmacology;
  9. observe, measure and present clinical data and discuss the validity of the data; and
  10. develop skills in linking underlying physiological principles to the care of a client in a clinical scenario

Assessment

Clinical report 10%, Online tests 10%, Laboratory test 30%, End of semester exam 50%

Chief examiner(s)

Dr Natalie Bennett

Contact hours

3 hours of lectures, 1 hour of tutorial and 2 hours practical or online work per week. An additional 6 hours per week of private study is recommended.

Prerequisites

BMA1901

Co-requisites

Must be enrolled in course code 0727, 3562, 3892, 3953, 3963, 4506, 2552

Prohibitions

BMA1902, BMS2011, BMS2031, PHY2021, PHY2032


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Ralph Arwas

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.

Outcomes

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%

Chief examiner(s)

Dr Ralph Arwas

Contact hours

Examination (2 hours): 60%; Online tests (3): 15%; Laboratory work (3): 25%

Prerequisites

HSC1101 and HSC1102, or BMA1901 and one of BMA1902 or BMA1912

Prohibitions

BMS2031, BMS2011, PHY2021 or PHY2032


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Ralph Arwas

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. Laboratory-based 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.

Outcomes

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

  1. describe the distinguishing features of the major groups of pathogenic microorganisms;
  2. recognize that the occurrence of infectious disease is the outcome of interactions between microbial factors, host factors, physical environmental factors and social influences;
  3. explain how communicable infections are spread in health care settings and in community settings;
  4. use a basic knowledge of epidemiological methods to understand the investigation of outbreaks of communicable disease in populations;
  5. recognize the particular challenges in controlling communicable disease in remote areas of Australia and in developing countries;
  6. assess the efficacy of infection control strategies, antimicrobial therapies, and immunization in the control and management of major communicable diseases; and
  7. elaborate on the principles of infection control by using appropriate examples in acute care settings and community-based care settings.

Assessment

Written Exam (2 hours): 50%
Online quizzes (2) - 10% each - total 20%
Written case report: 30%.

Chief examiner(s)

Dr Ralph Arwas

Contact hours

4 hours on campus, 1 hour online

Prerequisites

HSC1101 and HSC1102, or BMA1901 and one of BMA1902 or BMA1912

Prohibitions

Prohibitions BMS2052, MIC2022


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Carolina Weller

Synopsis

This unit examines how health systems are organised, how health services are delivered, and the broader context in which disease and illness occur.
It considers the Australian health care system in detail and the global context of health systems and health inequalities. It explores two areas: health policy and service delivery systems; and illness and health in the context of social, cultural and behavioural systems.
Areas covered include: health systems, health policy, health funding, quality in health systems, models of health, population health, health and human rights.

Outcomes

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) recognise the basis of human rights in health care; and 7) 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%
Written exam: 30%

Chief examiner(s)

Dr Carolina Weller

Contact hours

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

Prerequisites

BMS1042


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Megan Wallace and Dr Tim Moss

Synopsis

Provides an overview of physiological processes involved in fetal and neonatal development, and the role of the placenta in pregnancy and parturition. The unit will consider the structure, development and maturation of the major organ systems in the fetus, and the means by which the fetus is able to adapt to alterations in its environment. The unit reviews the physiology of parturition (birth), the physiological changes in the fetus during the transition at birth, and the consequences of prematurity and postmaturity. The major physiological changes occurring in the mother during pregnancy are also dealt with.

Outcomes

  1. describe the processes involved in fetal growth and development.
  2. describe the structure and endocrine role of the placenta in pregnancy and parturition
  3. describe the structure, development and function of the major body systems in the fetus
  4. explain the means by which the fetus is able to adapt to alterations in its environment.
  5. describe the causes of fetal stress and the response of the fetus to stress.
  6. describe the physiological changes that occur in the fetus during its transition to life after birth.
  7. describe the physiology of parturition and the consequences of prematurity and postmaturity.
  8. describe the fetal origins of adult diseases.
  9. explain the current role of stem cell biology and therapies in the perinatal period

Assessment

Semester-long Experimental Research Project 20%
Weekly Research Activity Reports 30%
End of semester theory exam 50%

Chief examiner(s)

Dr Megan Wallace

Contact hours

5 hours per week.
2 hours of lectures and 3 hours each week attending actual medical research experiments that address current clinical problems in fetal and neonatal healthcare.

Prerequisites

Any two of PHY2011, PHY2021 and PHY2032, or both BMS1052 and BMS2031 or BND2011, or permission

Prohibitions

PHY3082


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Assoc Prof Jackie Wilce (Biochemistry and Molecular Biology)

Synopsis

This unit introduces the student to the chemistry of organic molecules and the biochemistry of cells. We examine the role of functional groups in biological molecules of biomedical importance and common reactions in metabolism. We reinforce concepts of ionisation and pH. We discuss the chemistry of proteins and their physical properties in solution leading up to an examination of enzyme catalysis and kinetics. This lays the foundation for an examination of the biological oxidation of fats and carbohydrates that provides the cell with energy. We examine the way energy is stored in times of plenty and relate our understanding to normal and disease states that occur.

Outcomes

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 be able to identify the chemical and biochemical aspects of functional groups in biological molecules. Students will be able to explain 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 be able to explain the role of equilibrium and kinetic processes in biology and the describe concepts of enzyme catalysis. They will also be able to describe biological oxidation and the metabolic release of energy. Students will be able to describe the chemistry of important biological polymers and lipids and the reactions they undergo in the cell. On completion of the subject, students will be able to describe the biochemistry of molecules and reactions of biomedical importance and be able to draw relationships between these reactions and normal and disease states that occur.

Assessment

End of semester exam: 60%;
Assessment during semester which can include small group session marks, self-directed learning exercises and on-line quizzes: 25%;
Mid-semester test: 15%

Chief examiner(s)

Assoc Prof Jackie Wilce

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 course code 2230; 3356; 3528; 3879, 3975, 3976 or 4417.

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms1011.html


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Prof John Bertram (Anatomy and Developmental biology)

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.

Outcomes

On successful completion of this unit, students will:

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

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

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

  1. be aware of safe laboratory procedures;

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

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

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

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

2. prepare and submit a laboratory report;

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

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

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

Assessment

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

Chief examiner(s)

Professor John Bertram

Contact hours

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

Co-requisites

Must be enrolled in course code: 2230; 3356, 3528, 3879, 3975; 3976, 4417

Prohibitions

BIO1011, BIO1022


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Professor Kristian Helmerson and Associate Professor Helena Parkington.

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.

Outcomes

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

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

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

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

  1. 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

  1. 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%

Chief examiner(s)

Professor Kristian Helmerson

Contact hours

3 lectures and 3 hours laboratory and problem solving per week

Co-requisites

Must be enrolled in course code 2230, 3356, 3445, 3528, 3855, 3879, 3975, 3976, 4417

Prohibitions

ENG1080; PHS1031; PHS1080 or PHS1617


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Ms Basia Diug

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.

Outcomes

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

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

Assessment

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

Chief examiner(s)

Ms Basia Diug

Contact hours

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

Co-requisites

Must be enrolled in course code 2230, 2999, 3356, 3445, 3528, 3855, 3879, 3975, 3976, 4417


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Siew Yee Chai and Dr Richard Lang (Physiology)

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.

Outcomes

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

On successful completion of the unit, students will:

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

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

  1. understand how the human brain and behaviour evolved;

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

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

Assessment

Theory examination: 75% (20% in semester assessment, 55% end of semester)
Practical work 25%

Chief examiner(s)

Dr Siew Yeen Chai

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

PHY2011


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Peter Boag (Biochemistry and Molecular Biology)

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.

Outcomes

On completion of this unit students will:

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

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

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

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

  1. 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%

Chief examiner(s)

Dr Peter Boag

Contact hours

3 lectures per week
3 hours laboratory per week

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417.

Prohibitions

MOL2011

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms1062.html


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Colin McHenry & Prof Paul McMenamin

Synopsis

This course is an introduction to human anatomy. It includes an overview of general principles of major body systems. This will be followed by a consideration of specific areas of regional anatomy from an evolutionary perspective. Namely, what distinguishes the human body from other primates, mammals and indeed vertebrates and how have these adaptations of anatomy contributed in a functional context to us being so successful. Practical classes will involve exposure to human cadaver prosections, skeletal material, models and a range of imaging modalities including X-rays, CT scans etc.

Outcomes

After completion of this unit students will be able to:

  1. describe the structure of the human body in an evolutionary context and think about "why we are what we are".

  1. describe the functional basis of human structure and how this is determined by a long evolutionary history

  1. illustrate the general scientific principles of organization of the major body systems

  1. understand be able to discuss features of topographical anatomy that are distinctive to humans, including adaptations to bipedalism, tool-making hands, naked skin and the senses and brain

  1. evaluate the links between human anatomy, its development and its evolutionary basis

  1. use anatomical terminology in oral and written communications

  1. Demonstrate observational and descriptive skills in relation to dissected anatomical specimens and radiographs

  1. Work effectively as a member of a learning team

Assessment

In semester tutorial participation - 10%, Mid semester (wk 6) image exam 20%, Theory examinations: 50%, final image examination, 20%

Chief examiner(s)

Dr Colin McHenry

Co-requisites

Must be enrolled in course code 2230, 3356, 3404, 3528, 3879, 3975, 3976, 4417

Prohibitions

ANT2331


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Alfons Lawen (Biochemistry and Molecular Biology)

Synopsis

This unit covers the biochemical principles of cellular metabolic regulation, metabolic interrelationship of tissues, biochemical events associated with the fed and fasted states, the generation of metabolic energy by oxidation of macronutrients. It discusses hormone action and the biochemical basis of diseases and gives an overview of tissue metabolism. It covers the biochemical mechanism of cell growth, differentiation and death. It gives an introduction to molecular medicine based on the specialised tissue metabolism of blood and brain cells.

Outcomes

On completion of this unit students should be able to:
a. discuss how energy and nutrients are supplied to mammalian cells and how metabolism is regulated and integrated.
b. discuss the mechanisms by which cells communicate to coordinate metabolism, cell growth, differentiation and cell death.
c. describe the mechanisms by which precursor cells differentiate into mature cells.
d. explain the biochemical basis of selected diseases
e. demonstrate an ability to present, analyse and interpret data from biochemical/cell biological experiments clearly and concisely in oral and written form.
f. demonstrate the ability to work in a team.

Assessment

End-of-year-exam (short answer questions only): 55%
Continuous Small Group Teaching and Learning Session performance: 30%
On-line quizzes: 15%

Chief examiner(s)

Dr Alfons Lawen

Contact hours

3 lectures per week and 3 hours practical or equivalent

Prerequisites

BMS1011

Co-requisites

Must be enrolled in course code 2230, 2341, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

BCH2022, BND2021

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms2021.html


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Julia Choate

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.

Outcomes

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

  1. 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

  1. 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

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

  1. 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

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

  1. 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%

Chief examiner(s)

Dr Julia Choate

Contact hours

3 lectures per week and 3 hours practical or equivalent

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

BND2011, PHY2011, PHY2021 and PHY2032


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Heather Verkade (Biological Sciences)

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.

Outcomes

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

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

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

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

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

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

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

  1. 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%

Chief examiner(s)

Dr Heather Verkade

Contact hours

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

Prerequisites

BMS1062

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

GEN2041 and GEN2052


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Mr Mohamed Mohideen (Microbiology)

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.

Outcomes

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

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

  1. the history of infectious disease identification and research;

  1. basic mechanisms of immunity to infection;

  1. the immune response to infection;

  1. the development and use of vaccines;

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

  1. mechanisms of pathogenesis; emerging diseases;

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

  1. a detailed knowledge of selected infectious diseases.

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

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

2. use of microscopic staining and visualisation techniques;

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

4. preparation and submission of laboratory reports; and

5. use of computer networks to access information.

Assessment

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

Chief examiner(s)

Dr Priscilla Johanesen

Contact hours

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

Prerequisites

BMS1062

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

MIC2022


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Associate Professor Martin Stone (Biochemistry and Molecular Biology)

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.

Outcomes

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%

Chief examiner(s)

Associate Professor Martin Stone

Contact hours

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

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

MOL2022


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Melanie Pritchard (Biochemistry and Molecular Biology)

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.

Outcomes

  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 targetted therapies or 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 understand the roles of grants, publications and ethics in biomedical scientific research.
  6. Synthesise, integrate and summarise information from fundamental principles and techniques in biomedical sciences, then apply it to broader contexts.
  7. Work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks. This will involve individual and group responsibilities and adherence to project timelines.
  8. Use their acquired skills to present data and scientific ideas, both verbally and in writing, using scientific language or plain English as appropriate.

Assessment

Mid semester examination (50 minutes): 10%
Final Examination (3 hours): 54%
Small group activity modules: 36%

Chief examiner(s)

Dr Melanie Pritchard

Contact hours

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

Prerequisites

BMS2021 and BMS2042

Co-requisites

Must be enrolled in course code 2230, 3356, 3527, 3528, 3879, 3975, 3976, 4417


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Professor Richard Kitching (Medicine MMC)

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.

Outcomes

On completion of this unit student will be able to:

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

Assessment

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

Chief examiner(s)

Associate Professor Richard Kitching

Contact hours

6 hours per week plus 6 hours private study per week

Prerequisites

BMS2011, BMS2021, BMS2031, BMS2052

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417


18 points, SCA Band 3, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Coordinator(s)Dr Yvonne Hodgson

Synopsis

This unit provides the opportunity for high achieving students to work with an academic supervisor and complete a substantial research project in the Biomedical Sciences. The research project may be chosen from a list of projects available at the beginning of semester from any of the Departments in the School of Biomedical Sciences. The unit convenor and supervisor must approve the project topic at the time of enrolment. Students will work in a research laboratory to obtain data, will complete a written preliminary and final report and will give a series of oral presentations on their work.

Outcomes

On completion of this unit, students will be able to demonstrate the following skills and attributes:

  1. review scientific literature in the project area, including the ability to identify key information in this area;
  2. access databases for provision of information;
  3. present oral reports;
  4. construct written reports;
  5. manage workloads to meet deadlines;
  6. work with a significant degree of independence;
  7. plan a large project, including the ability to adjust planning as events and results dictate; conduct appropriate statistical analysis of results;
  8. perform routine laboratory measurements and manipulations;
  9. maintain efficient and meaningful communication with a project supervisor;
  10. use technical word processing packages and graphics software.

Assessment

Two oral reports (preliminary 15 minutes, 10%, and final 15 minutes, 10%) 20%;
Two written reports (preliminary 1,500 words, 10% and final 8,000 words, 50%): 60% Assessment of laboratory work 20%

Chief examiner(s)

Dr Yvonne Hodgson

Contact hours

18-36 hours per week of laboratory work and private study

Prerequisites

24 credit points at level 2 in the BioMedical science area.
For Monash students, those enrolled in the following:
+ Bachelor of Biomedical Science
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Honours degree of Bachelor of Biomedical Science

Co-requisites

BMS3042 or BMS3021 or by approval of course convenor

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

http://www.med.monash.edu.au/sobs/


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Clayton Summer semester A 2012 (Day)
Coordinator(s)Dr Yvonne Hodgson

Synopsis

This unit provides the opportunity for high achieving students to work with an academic supervisor and complete a research project in the Biomedical Sciences. The research project may be chosen from a list of projects available at the beginning of semester from any of the Departments in the School of Biomedical Sciences. The unit convenor and supervisor must approve the project topic at the time of enrolment. Students will work in a research laboratory to obtain data, will complete a written preliminary and final report and will give a series of oral presentations on their work.

Outcomes

On completion of this unit, students will be able to demonstrate the following skills and attributes:

  1. review scientific literature in the project area, including the ability to identify key information in this area;
  2. access databases for provision of information;
  3. present oral reports;
  4. construct written reports;
  5. manage workloads to meet deadlines;
  6. work with a significant degree of independence;
  7. plan a large project, including the ability to adjust planning as events and results dictate; conduct appropriate statistical analysis of results;
  8. perform routine laboratory measurements and manipulations;
  9. maintain efficient and meaningful communication with a project supervisor;
  10. use technical word processing packages and graphics software.

Assessment

Two oral reports (preliminary 15 minutes, 10%, and final 15 minutes, 10%) 20%; Two written reports (preliminary 1,500 words, 10% and final 8,000 words, 50%): 60% Assessment of laboratory work 20%

Chief examiner(s)

Dr Yvonne Hodgson

Contact hours

12 - 24 hours per week of laboratory work and private study.

Prerequisites

24 credit points at level 2 in the BioMedical science area.
For Monash students, those enrolled in the following:
+ Bachelor of Biomedical Science
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Honours degree of Bachelor of Biomedical Science
+ Bachelor of Biomedical Science/Bachelor of Engineering
+ Bachelor of Biomedical Science/Bachelor of Laws
+ Bachelor of Biomedical Science/Bachelor of Science
+ Bachelor of Biomedical Science/Bachelor of Economics
+ Bachelor of Biomedical Science/Bachelor of Commerce

Co-requisites

BMS3042 or BMS3021 or by approval of course convenor

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

http://www.med.monash.edu.au/sobs/


36 points, SCA Band 3, 0.750 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year 2012 (Day)
Clayton Second semester to First semester 2012 (Day)
Coordinator(s)Professor Robert Widdop

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.

Outcomes

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

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

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

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

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

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

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

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

  1. 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;

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

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

Assessment

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

Chief examiner(s)

Professor Robert Widdop

Prerequisites

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

Co-requisites

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

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

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


12 points, SCA Band 3, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year 2012 (Day)
Clayton Second semester to First semester 2012 (Day)
Coordinator(s)Professor Robert Widdop.

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.

Outcomes

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

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

Assessment

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

Chief examiner(s)

Professor Robert Widdop.

Prerequisites

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

Co-requisites

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

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

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


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Janeane Dart

Synopsis

In this unit, students' transition into the tertiary setting will be supported and the roles, responsibilities and expectations of students as healthcare profession students will be outlined. They will be engaged via adult learning teaching and learning principles in this unit as they begin to develop their professional identity. This unit will commence students on the pathway to becoming experts in food (knowledge and application) and culturally competent, self aware healthcare professionals.

Food and culture will provide the core content for students to apply, integrate and develop/extend personal and professional attributes and competencies, communication and interpersonal skills. Enhanced cultural awareness for students will be a key outcome of this unit and this will be contextualized as students learn about food/food ingredients, eating patterns, why we eat what we eat and the Australian food supply system. Interprofessional learning opportunities with other healthcare profession students will help strengthen the learning in this unit. Students will be introduced to reflective practice and commence a professional portfolio.

Outcomes

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

  • Identify issues that affect transition from school to university and demonstrate a range of effective tertiary level study skills (e.g. effective use of library and information technology; use of writing style and referencing guide)
  • Develop self awareness, express areas for development as an adult learner and describe strategies to support health enhancement and self care
  • Identify their own personal learning style and explore strategies to support their learning
  • Develop practice using the principles of effective basic communication skills
  • Describe the benefits and challenges associated with giving and receiving feedback and practice feedback models
  • Develop skills in reflective writing and reflective dialogue
  • Recognise and begin to practice the professional attitudes and behaviours required as a healthcare professional student
  • Identify the diverse roles of nutrition and dietetic practice
  • Collaborate in inter and intra-professional learning groups examining factors which determine effective teamwork and respecting diversity of opinion and approaches to tasks
  • Identify key determinants of culture (for self and others), including cultural differences (with respect to food and eating patterns, communication, family relationships, time and space) and acknowledge own cultural assumptions and influences and the differences between cultural stereotyping and cultural generalizations
  • Recognise the potential influence of culture on health behaviour, beliefs and choices
  • Experiment with a range of diverse foods in relation to flavour, texture and palatability
  • Investigate the foods, food ingredients and varied cultural eating patterns found in Australia
  • Compare the influences on food and eating for individuals, groups and populations
  • Develop a perspective on issues of social equity and justice, demonstrating an awareness of self in relation to diverse and vulnerable populations and as a healthcare professional student

Assessment

Assignments - 50%

Professional portfolio - 50%

All assessment tasks must be completed to a pass grade standard to complete this unit.

Chief examiner(s)

Janeane Dart

Contact hours

24 hours per week including contact hours and private study

Co-requisites

BND1101 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Claire Palermo

Synopsis

This unit will introduce students to epidemiology and biostatistics as the core of population health and nutrition research and practice. This will include consideration of basic statistics, study design, quantitative and qualitative methods of inquiry and ethical issues related to research and population health interventions.
Emphasis is placed on a population view of health, nutrition and disease and the social determinants of health and the application of epidemiology and statistics in assessment of disease in population and the effects of nutrition interventions.
An introduction to the concepts and approaches to working in population health and nutrition will also be explored

Outcomes

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

  1. Interpret the demographics of the Australian population including indigenous, minority and disadvantaged groups
  2. Summarise the Australian health system and the political system and its operation at a national state and local level andoutline the roles of the major bodies that provide government with scientific advice relating to food and also to health
  3. Identify and describe the main socio-cultural, economic, environmental and political determinants of health
  4. Define public health and discuss the origins and nature of public health as a discipline
  5. Compare and contrast the social versus the medical model of health andxplain primary, secondary and tertiary prevention paradigms
  6. Explain and compare the main study designs used in population health and nutrition research and explainthe findings of key population health studies on the relationship between diet and chronic disease
  7. Perform basic methods of qualitative and quantitative data collection and analysis
  8. Search the scientific literature related to common questions on nutrition and health
  9. Discuss the nutritional intake and nutritional status of the Australian population and identify groups at high nutritional risk andthe major disease-related morbidity and mortality issues in Australia
  10. Explain common methods used to survey the nutrient intake and the nutritional status of populations
  11. Explain the basic methods and approaches of program planning and he range of population nutrition interventions including screening, education, social marketing, community action and socio-environmental change

Assessment

Assignments 60%;
Exam 40%.
All assessment tasks must be completed to a pass grade for students to successfully complete this unit

Chief examiner(s)

Dr Claire Palermo

Contact hours

8 hours contact per week plus 16 hours self directed study

Prerequisites

BND1101 and BND1001

Co-requisites

BND1102 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Off-campus)
Coordinator(s)Ms Andrea Bryce

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.

Outcomes

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

  1. 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

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

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

  1. 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%

Chief examiner(s)

Ms Andrea Bryce


12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Elizabeth Manickam

Synopsis

This unit focuses on developing students' fundamental scientific knowledge as the basis for nutrition and dietetics practice.
This unit takes a scientific approach to growth and development of the human body incorporating biochemistry, genetics and human growth and development with an emphasis on a case based learning approach to knowledge application.
Student centered teaching and learning methods will be used to support the delivery of the unit content. Students' participation as adult learners will be encouraged through the curricula with emphasis on the development of basic scientific communication skills.

Outcomes

  • Demonstrate sound foundation knowledge of basic sciences relevant to human nutrition and dietetics
  • Describe the chemical and biochemical aspects in biological molecules and the common reactions found in metabolic systems
  • Describe mechanisms of genetic inheritance and the mechanisms governing the flow of formation from DNA to RNA to protein
  • Describe mechanisms of gene expression and regulation, gene replication and repair and the causes and implications of genetic mutations
  • Describe the structure and function of cells and their diversification into tissues and major organ systems
  • Describe the general function of major organ systems
  • Explain the aspects of cellular metabolism in terms of energy release and dietary input
  • Briefly describe the main stages of human development and compare cellular growth, change in metabolism and nutrient requirement s across the life span
  • Demonstrate basic knowledge and skill in laboratory experimentation and in the reporting and collation of experimental data

Assessment

Assignments (40%)
Exams (60%)
All assessment tasks must be completed to a pass grade for students to successfully complete this unit

Chief examiner(s)

Dr Elizabeth Manickam

Contact hours

11 hours contact per week plus 13 hours self directed study
3 x 2hr lectures, 1 x 2hr tutorial and 1 x 3hr practical

Off-campus attendance requirements

NA

Co-requisites

BND1001 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.


12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Elizabeth Manickam

Synopsis

The unit will introduce food and nutrition science particularly the chemistry and absorption of food components and their relevance to the nutrition of healthy individuals. It will review cooking skills and food knowledge required for preparation of healthy inexpensive meals in a domestic kitchen. Methods for the collection and nutritional analysis of food intake data will be examined. Teaching will be based on interactive lectures with explicit learning objectives. These will be supplemented by tutorials and contextualised case-based learning to support student learning and by practical sessions for the acquisition of basic skills in food selection, preparation, storage and cooking.

Outcomes

  1. Describe how nutrition has developed as a science
  2. Research the food sources, chemistry and nutritional importance of the main macronutrients and micronutrients found in food.
  3. Effectively communicate information about specific foods and/or nutrients and their importance in the health of individuals
  4. Evaluate the importance of food knowledge and cooking skills in relation to a healthy diet and discuss the importance of food cost and the role of pre-prepared ingredients
  5. Discuss the optimal organization of a domestic kitchen, and describe the principles of safe food handling for individuals
  6. Compare and contrast common methods of food preparation and storage, and discuss the chemical changes and changes to the nutrient values of foods that can occur
  7. Design meal plans and food budgeting for healthy individuals from a range of cultural groups
  8. Evaluate different methods for the collection of food intake data from individuals and a range of basic anthropometric indicators for individual nutritional status
  9. Describe methods of nutrient analysis used for the Australian Food Composition Tables and for Australian food labels. Research and communicate relevant innovations in methodology.
  10. Compare flavours, colours, and preservatives found in foods and investigate how their presence is recorded by food labelling
  11. Compare Australian and/or American food composition data and discuss possible sources of error and apply these data to calculate the nutrient intake of healthy individuals

Assessment

Assessment in this unit will be both formative and summative.
Summative assessment:
50% Assignments
50% Exam

All assessment tasks must be completed to a pass grade standard in order to successfully complete this unit.

Chief examiner(s)

Dr Elizabeth Manickam

Contact hours

11 hours contact per week plus 13 hours self directed study
3 x 2hr lectures, 1 x 2hr tutorial and 1 x 3hr practical

Prerequisites

BND1101 and BND1001

Co-requisites

BND1002 and Must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Julia Choate

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.

Outcomes

At completion of this unit students should be able to:

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

  1. 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;

  1. 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;

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

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

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

  1. 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%

Chief examiner(s)

Dr Julia Choate

Contact hours

6 hours per week (lectures and practical)

Prerequisites

BMS1021, BMS1011

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

Prohibitions

BMS2031, PHY2011, PHY2021, PHY2032


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Nirma Samarwickremaand Dr Karen Walker (Nutrition and Dietetics)

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.

Outcomes

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

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

  1. the metabolic role of the liver;

  1. substrate metabolism in the fasted and fed state;

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

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

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

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

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

  1. 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

  1. 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%

Chief examiner(s)

Dr Nirma Samarwickrema

Contact hours

6 hours per week (lectures and tutorials)

Prerequisites

Completion of year 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

Prohibitions

BMS2021


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Nikos Thomacos

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.

Outcomes

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

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

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

  1. eating problems in prepubescent children;

  1. adolescent eating problems;

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

  1. chronic illness and trauma;

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

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

  1. 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%
Practical Behaviour Change Reports(2): 20%

Chief examiner(s)

TBA

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Karen Walkerand Dr Kim Murphy (Immunology)

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.

Outcomes

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

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

  1. 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;

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

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

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

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

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

  1. 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;

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

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

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

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

  1. exhibit critical thinking in reviewing the scientific literature.

Assessment

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

Chief examiner(s)

Dr Karen Walker

Contact hours

5 hours per week (lectures and tutorials)


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Maxine Bonham

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.

Outcomes

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

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

  1. make comparisons with food legislation in other countries;

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

  1. 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;

  1. 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);

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

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

  1. categories of foods

  1. types of foods within categories

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

Assessment

Examinations (3 hours): 50%
Food Standard Assignment (Pairs): 30%
Student Food Supply Assignment: 20%

Chief examiner(s)

Ms Maxine Bonham

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

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

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Maxine Bonham (Nutrition & Dietetics) & Dr Mohamed Mohideen (Microbiology)

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.

Outcomes

On successful completion of the unit the student will understand:

  1. food as an ideal niche for microorganisms;

  1. microorganisms involved in food spoilage;

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

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

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

  1. traditional and industrial fermentation methods;

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

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

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

  1. probiotic organisms and their applications;

  1. laboratory skills required in culturing and identifying microorganisms;

  1. microbiological testing of food and water supplies;

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

  1. hazard analysis critical control points; and

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

Assessment

Mid-semester test: 10%
Examinations: 60%
Practical reports and quizzes: 10%
MCQ: 5%
Assignment: 15%

Chief examiner(s)

Dr Maxine Bonham

Contact hours

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

Prerequisites

BMS1021, and either BMS1062 or BIO1022

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Ms Claire Palermo

Synopsis

This unit will focus on the acquisition of food preparation skills a comprehensive knowledge base about foods. Students will be expected to develop basic cooking skills and techniques and should understand basic methods of food preservation and storage. Students will gain an understanding of the use of a wide diversity of foods from different cuisines. They will also learn the impact of food chemistry on recipe modification and to modify recipes to meet specific nutritional goals. The unit is fundamental practical training for further training in food service management and providing practical dietary advice on food and eating.

Outcomes

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

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

  1. explain basic culinary terms, methods of cooking and techniques for sensory assessment;

  1. Perform basic cooking skills, choosing the appropriate equipment, working in a logical, safe and sequential manner and implementing safe work practices;

  1. Identify macro and micro-nutrient composition of a widel range of foods in the Australian food supply

  1. recognise the effects of recipe modification on physical properties, food quality and acceptability of the food.

  1. compare nutrient content and nutrient bioavailability in processed and cooked foods

  1. review methods of food preservation;

  1. Perform dietary analysis and formulate recipe changes to meet nutritional goals and ensure client acceptability

  1. Demonstrate effective organisational and communication skills and teamwork

Assessment

Examination (3 hours): 40%
Assignments - 60% + Skill demonstrations (Pass/Fail). Pass in the examination and in the skills demonstration is required to pass the unit overall

Chief examiner(s)

Ms Robin Ralston

Prerequisites

Completion of Year 2 semester 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Simone Gibson

Synopsis

Synopsis, Case study and simulated learning will be used in this unit to support the teaching and learning of dietetic assessment and nutrition management principles, core communication and counselling skills and strategies for working with individuals. Dietetic assessment tools covered include: food composition and analysis, biochemical result interpretation, anthropometry, interpreting clinical and dietary data, the Dietitian's role in health care teams, professional practice guidelines, counselling theory and skill development.

Outcomes

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

  1. the use of a wide range of dietetic assessment tools with consideration of the limitations of application in working with individuals
  2. anthropometry and its use in nutritional assessment in the clinical setting
  3. the interpretation of biochemical, clinical, dietary, personal and social data relevant to nutritional care;
  4. methods for assessing food intake data and the analysis of food intake data in relation to nutritional standards in a variety of clinical contexts and settings;
  5. medical terminology and the processes for documentation in medical records;
  6. the skills and atrtributes required for effective communication in the clinical setting
  7. nutrition counselling theory and strategies to support dietary change
  8. food diversity and food composition as it relates to nutrition counselling
  9. effective nutrition care plan documentation

Assessment

Examination: 40%
Assignments 20%
Practical exam (OSCE) 40% which is a hurdle to progress with BND3052

Chief examiner(s)

Ms Janeane Dart

Contact hours

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

Prerequisites

Completion of Year 3 Semester 1 of Bachelor of Nutrition and Dietetics

Co-requisites

BND3052 and must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Claire Palermo (Nutrition and Dietetics)

Synopsis

This unit will focus on understanding and application of theoretical frameworks from the behavioral sciences and education to design and deliver food and nutrition education to various groups and to facilitate the adoption of healthful behaviors. Students will gain practical experience by designing, implementing and evaluating a nutrition education program. To facilitate learning in relation to vulnerable groups most likely to require nutrition education and to develop an understanding of social justice issues related to nutrition education, students will be required to undertake voluntary work with community based organisations and complete a range of tasks.

Outcomes

  1. define and describe health and nutrition education and promotion and the role of education in dealing with nutrition related health problems in the community ;
  2. explain and apply the theories of learning and health behaviour and illustrate how these can be applied in nutrition education;
  3. plan, conduct and evaluate a group nutrition education session.
  4. develop a perspective on issues of social equity and justice, particularly as they relate to the practice of dietetics and nutrition education.
  5. apraise the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;

Assessment

Written health education report 3,000 words - 30%Oral group education presentation - 30%
Resource development as part of group education program -15%
Portfolio 25%

Chief examiner(s)

Dr Claire Palermo

Contact hours

Equivalent to 4 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Co-requisites

BND3031 and Must be enrolled in Bachelor of Nutrition and Dietetics


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Evelyn Volders

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.

Outcomes

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%
Practical reports (x3): 40%

Chief examiner(s)

Ms Simone Gibson

Contact hours

4 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Simone Gibson

Synopsis

The unit is a core requirement in developing a graduate with clinical, personal, professional and scientific skills, specific to practicing nutrition care in both well and nutritionally compromised populations, and covers the clinical domains required by the national accreditation body for knowledge and skill development to practise as an entry level dietitian in clinical practice.
The unit will focus on the epidemiology, aetiology, prevention and medical and nutritional management of diet-related diseases in the clinical or community setting. Experience in the dietetic management of common nutrition related diseases in age related groups selected for their specific characteristics such as: the elderly with conditions such as movement disorders, dementia and frailty, the special needs of children and adolescents, disability and eating disorders, obstetrics and the management of specific conditions such as hyperemesis and gestational diabetes and infants with special needs. The nutritional impact of alcohol abuse in adults and in pregnancy will also be explored.
Practical application of the assessment, treatment plan, monitoring and outcome reporting of the outlined conditions will be undertaken in a 4 week clinical placement. Students will learn how to thoroughly assess each new client and develop management plans for nutritional care.
A problem based learning module will support and extend the learning in this unit.

Outcomes

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

  1. Apply the epidemiology, medical and nutritional principles in the dietetic management of the following chronic lifestyle related diseases/conditions:
    • Malnutrition
    • Aged care and functional decline
    • Cardiovascular disease (CHD, dyslipidaemia, hypertension and stroke)
    • Diabetes
    • Overweight and obesity
    • Eating disorders
    • Disability
    • Gastrointestinal disorders (constipation, GORD, diverticular disease)
    • Osteoporosis, PCOS

  1. Examine the role of diet in the aetiology, primary and secondary prevention, and management of major lifestyle related chronic disease.

  1. 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.

  1. Demonstrate skills required by a practicing clinical 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.

  1. Communicate both orally and in written form information arising from medical and nutritional assessment and the dietetic process of case management.

  1. Research and communicate nutritional information appropriately to peers and other members of the healthcare team.

  1. Apply the skills of research and evidence based practice to formulate and deliver care according to best practice guidelines within the institution and the profession.

  1. Reflect on learning to assist in critical thinking and problem solving skills.

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

Assessment

Examinations: 40%
Assignment: 45%
Clinical portfolio: 15%
Assessment of clinical and professional competencies: Ungraded pass. All students must pass the examinations and clinical and professional competency assessment components in order to gain a pass in this unit.

Chief examiner(s)

Ms Janeane Dart

Contact hours

There will be 6-weeks of classroom based learning at the commencement of semester 2 followed by 8 weeks of practical skill development (4 weeks on this will be in the clinical placement setting).

Prerequisites

Successful completion of Year 2 Semester 1 of the Bachelor of Nutrition and Dietetics

Co-requisites

BND3021 and must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Evelyn Volders

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, 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.

Outcomes

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

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

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

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

  1. 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;

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

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

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

  1. define and demonstrate effective teamwork with peers

Assessment

Written assignments and Case studies: 80%
Oral assignments: 20%

Chief examiner(s)

Ms Andrea Bryce

Contact hours

2 hours per week lectures and 2 hours per week tutorials

Prerequisites

Completion of Year 2 Semester 2, Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Ms Claire Palermo

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.

Outcomes

On completion of this unit students will be able to:

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

Assessment

Examination: 50%
Assignments: 50%
Tutorial activities: ungraded.

Chief examiner(s)

Ms Claire Palermo

Contact hours

4 hours per week (interactive classes and tutorials), 8 hours self-directed study.

Prerequisites

BMS1042, BND1032 or equivalent

Co-requisites

BND3031 and must be enrolled in the Bachelor of Nutrition and Dietetics


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryIndustry Linkage (Act Program)
OfferedClayton First semester 2012 (Day)
Coordinator(s)Simone Gibson

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 healthcare setting for acute and chronic conditions.

The practical experience of nutrition assessment, including anthropometric, biochemical, clinical, dietary, appetite and gastrointestinal function will be placed in the context of underlying medical conditions, and a nutrition care plan formulated, implemented and evaluated for outcomes.

The acute and ambulatory aspects of nutrition 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 placement setting with clinical education support and supervision. Case based learning will be used 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 management and dietetic treatment of gastrointestinal and pancreatic disease, liver disease, oncology, renal disease, pulmonary disease, allergy; neurosciences, nutrition support methodologies, intensive care nutrition, surgery, trauma, burns, infectious diseases and acute paediatrics.

Outcomes

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 healthcare setting for acute and chronic conditions.

The practical experience of nutrition assessment, including anthropometric, biochemical, clinical, dietary, appetite and gastrointestinal function will be placed in the context of underlying medical conditions, and a nutrition care plan formulated, implemented and evaluated for outcomes.

The acute and ambulatory aspects of nutrition 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 placement setting with clinical education support and supervision. Case based learning will be used 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 management and dietetic treatment of gastrointestinal and pancreatic disease, liver disease, oncology, renal disease, pulmonary disease, allergy; neurosciences, nutrition support methodologies, intensive care nutrition, surgery, trauma, burns, infectious diseases and acute paediatrics.



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

  1. Integrate and apply medical and nutritional knowledge and principles in the dietetic 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; allergy; specialised paediatric acute care; surgery; intensive care nutrition; burns; trauma and infectious disease;
  2. Demonstrate proficiency in skills required by a practicing clinical dietitian in screening, assessment, planning, counselling/education, case management, discharge planning and follow up care in the acute, ambulatory, rehabilitative and extended care areas;
  3. Synthesise information and apply to the dietetic process;
  4. Research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;
  5. Apply skills of research and evidence based practice to formulate and deliver care according to best practice guidelines within the institution and the profession;
  6. Reflect on learning to assist with critical thinking and clinical reasononing and problem solving skills; and
  7. Reflect on practice to assist with professional development and life long learning
  8. Synthesise information and apply to the dietetic process;
  9. Research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;

Assessment

Examination: 40%
Major case study: 35%
Assignments : 10%
Professional competency assessment of skills and competencies observed on clinical placement: Ungraded Pass
Clinical portfolio (including reflective and experiential learning): 15%.
Students must pass the examination, and the clinical placement competencies in order to achieve a pass in this unit.

Chief examiner(s)

Ms Janeane Dart

Prerequisites

Completion of Year 3 of the Bachelor of Nutrition and Dietetics or its equivalent

Co-requisites

BND4021 and must be enrolled in the Bachelor of Nutrition and Dietetics


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryIndustry Linkage (Act Program)
OfferedClayton First semester 2012 (Day)
Coordinator(s)Prof Helen Truby and Ms Andrea Bryce

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.

Outcomes

  1. Compare various systems available for provision of food services in healthcare settings
  2. recognise opportunities to improve nutrition and food standards within a food service;
  3. explain the operation of food service system from ordering to consumption;
  4. advise clients how to provide safe and nutritious foods in a food service operation.
  5. implement activities to support delivery of quality nutrition and food standards within food service;
  6. evaluate and disseminate results of food service activities;
  7. describe the key regulatory and accreditation systems relevant to food service management.

Assessment

Assignments: 75%
E-learning activities 25%
An overall pass mark in the practice placement assignment, is required to pass the unit.

Chief examiner(s)

Ms Andrea Bryce

Prerequisites

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Ms Janeane Dart

Synopsis

This unit encourages students to discuss and explore personal and professional issues in contemporary dietetic practice. It aims to draw together theoretical foundations of nutrition and dietetics and practical experiences and extend students in entry level competent practice. The unit will challenge students to think critically about their own practice and placement experiences. It will also support them to evaluate and integrate knowledge, skills and attitudes in preparation for entry into the workforce.

Outcomes

On completion of this unit students will be able to:

  1. Evaluate their professional duty of care in accordance with the DAA code of professional conduct and organisations guidelines or protocols
  2. Accept responsibility for and manage, implement and evaluate theirpersonal and professional development.
  3. Demonstrate consistent reflective practice in collaboration with peers and mentors.
  4. Evaluate nutrition and dietetic practice and apply valid and relevant conclusions and recommendations for practice.
  5. Use negotiation, teamwork and conflict resolution skills to promote best practice.
  6. Advocate for the role of nutrition and dietetics.
  7. Apply evidence and judgement to food and nutrition issues.

Assessment

Debate: 20%
Personal and Professional Development Plan including reflection: 30%
Assignments: 50%

Chief examiner(s)

Ms Simone Gibson

Prerequisites

Completion of Year 3, and semester one of Year 4 in the Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryIndustry Linkage (Act Program)
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Coordinator(s)Ms Claire Palermo

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.

Outcomes

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

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

Assessment

Project proposal: 20%
Project report: 40%
Poster presentation: 20%
Portfolio: 20%

Chief examiner(s)

Ms Claire Palermo

Contact hours

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

Prerequisites

BND3082 or equivalent

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Karen Walker

Synopsis

A weekly course over 12 weeks on research skills including: study design, use of relevant databases, spreadsheets, statistical analysis software, how to search and summarise the scientific literature, best practice in data presentation, qualitative and quantitative statistical analysis and skills in evidenced based review and critical analysis of scientific writing.

Outcomes

On completion of the unit, students will:

  • be able to explain different study designs and interpret data drawn from the scientific literature relating to nutrition
  • have developed skills in conducting a literature search and in undertaking an evidenced based review
  • to be able to explain major methodologies used for qualitative research
  • display competency in the use of relevant databases, spreadsheets and statistical analysis software
  • explain the issues covered in making a submission to an Ethics committee for approval of projects
  • exhibit a high level of competence in oral presentation to their peers
  • have experience in participating in scientific discussions

Assessment

100% for assignments providing a critique of a scientific paper in a selected area of interest and a reflective commentary on seminars given by nutrition scientists. Assessment from BND4111 will contribute 15% to the final mark for BND3865 Bachelor of Nutrition Honours

Chief examiner(s)

Dr Karen Walker

Contact hours

Lecture/tutorials: 2 hours per week; assignments and self-directed learning: 8 hours per week

Co-requisites

BND4121


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Coordinator(s)Dr Karen Walker

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.

Outcomes

On completion of the unit, students will:

  • gain experience in undertaking an evidenced-based review of the scientific literature in their discipline;
  • discuss the strengths and weaknesses of the proposed study design for their research project
  • describe the methodology required for their research project and summarise the logistical process involved in data collection
  • outline the main statistical methods that will be used in the research project and demonstrate competency in using the software programs required for these analyses
  • demonstrate a high level of competency in oral communication skills to a specialist scientific audience.

Assessment

Formative assessment of an oral presentation of the research proposal to academic staff members.
An evidence-based literature review and draft methods chapter which will be judged satisfactory/unsatisfactory. A satisfactory score will be required before progress to BND4122

Chief examiner(s)

Dr Karen Walker

Contact hours

Research project related work: 36 hours per week

Co-requisites

BND4111


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Coordinator(s)Dr Karen Walker

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.

Outcomes

On completion of the unit, students will:

  1. be able to execute and analyse a research project, or set of studies;
  2. be proficient in computer based data manipulation, analysis, presentation and word processing;
  3. be able to write up scientific work in a report suitable for publication;
  4. demonstrate communication skills in both oral and written presentation to specialist scientific audience;
  5. have refined or acquired a range of technical skills appropriate for their project; and
  6. have gained insight into the research process in an area relating to the health sciences.

Assessment

A presentation of the research results: 7% of final assessment of honours year
A written thesis of not more than 20,000 words supplemented by an oral thesis review: 78% of final assessment for the honours year.

Chief examiner(s)

Dr Karen Walker

Contact hours

Research project related work: 42 hours per week

Prerequisites

BND4111, BND4121


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Joanne Fielding

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, Friedreich's ataxia, 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

Outcomes

  1. Have developed a good understanding of the broad research-based discipline 'behavioural neuroscience' and its many sub-disciplines or components.
  2. 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.
  3. Be familiar with modes of inheritance, gene mutations and abnormalities.
  4. Be familiar with the details of several heritable disorders that affect certain aspects of behaviour through neuropharmacological, histological, biochemical and other neurological alterations.
  5. Have had the opportunity to develop their group-work and oral presentation skills.
  6. 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.
  7. Understand and be able to build on important concepts underlying neuroimaging procedures (including the principles of electromagnetism, simple nuclear physics, etc).
  8. To be exposed to the ethical issues surrounding the use of gene testing, as well as gene therapy as a treatment for disease.

Assessment

Discussion topic quizzes 12.5%
Behavioural Neuroscience Assignment: 15%
Clinical Neuropsychology assignment: 10%
Biophysics for Neuroscientists short-answer exercise: 7.5%
MCQ Exam: 55%

Chief examiner(s)

Glenda Bishop

Contact hours

4 contact hours
8 additional hours per week

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

http://www.monash.edu.au/pubs/handbooks/units/BNS1072.html


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Russell Conduit

Notes

Student wishing to enrol in BNS2011 who are not enrolled in Bachelor of Behavioural Neuroscience (course code 2341) must contact the School of Psychology and Psychiatry for permission by email - behavioural.neuroscience@med.monash.edu.au

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.

Outcomes

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

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

Assessment

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

Chief examiner(s)

Dr Russell Conduit

Contact hours

6 contact hours
6 additional hours per week

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

http://www.monash.edu.au/pubs/handbooks/units/BNS2011.html


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Associate Professor Stephen Robinson

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.

Outcomes

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

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

Assessment

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

Chief examiner(s)

Associate Professor Stephen Robinson

Contact hours

6 contact hours
6 additional hours per week.

Prerequisites

BNS2011

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

http://www.monash.edu.au/pubs/handbooks/units/BNS2012.html


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Russell Conduit

Synopsis

This unit examines how the chemistry of the nervous system influences behaviour, building on prior knowledge of nervous system function. 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.

Outcomes

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

Assessment

Mid-semester examination (2-hours): 30%
End-semester examination (2 hours): 30%
Practical reports (3 reports of 1000 words): 30%
Blackboard Quiz on research design and ethics: 10%

Chief examiner(s)

Dr Russell Conduit

Contact hours

3 hours lectures
2 hours practical or equivalent
7 additional hours per week

Prohibitions

BNS3031, BNS3041

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3021.html


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Associate Professor Shantha Rajaratnam

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, in particular circadian rhythms and sleep. 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.

Outcomes

On successful completion of this unit, students will:

  1. understand the neurobiological modes of action of the major classes of drugs, and their different effects on awareness, cognition and behaviour;
  2. understand that awareness results from the integration of cellular activity in the brain, and that subtle changes in this pattern of activity can dramatically alter awareness, cognition and behaviour; and
  3. appreciate that addictive behaviour has a strong neurobiological basis, and the ethical and social implications of drug use and abuse.

Additional objectives involve fostering research and presentation skills that will be useful to graduates of Behavioural Neuroscience. To this end, student at the completion of the course will have:
  1. acquired experience in a variety of laboratory-based research paradigms and demonstrated a satisfactory level of competence in obtaining and interpreting scientific data and its presentation in written reports;
  2. acquired skills and experience in electronic data acquisition and the presentation of reports using modern techniques of information technology; and
  3. developed experience in self-directed group work and the instruction of others.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 2 hour): 35%
End of semester written theory examination (short answer and/or MCQ, 2 hour): 35%
Short practical report (maximum 500 words): 5%
Laboratory report (2,000 words) 25%

Chief examiner(s)

Associate Professor Shantha Rajaratnam

Contact hours

5 contact hours
7 additional hours per week (or 3 contact hours
9 additional hours on alternate weeks)

Prohibitions

PSY3102

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3052.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Associate Professor Nellie Georgiou-Karistianis

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, multiple sclerosis and Fragile X Tremor Ataxia Syndrome (FXTAS). Emphasis will be placed on the impact of these disorders on behaviour and cognition, their diagnosis and treatment, and on aspects of patient care.

Outcomes

On successful completion of this unit, students will:

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

  1. 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;

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

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

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

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

  1. 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, 2 hour): 30%
End of semester written theory examination (MCQ, 2 hours): 40%
Multi-disciplinary neuroimaging assignment: 15%
Patient Case Reports: 15%

Chief examiner(s)

Associate Professor Nellie Georgiou-Karistianis

Contact hours

3 hours of lectures per week (1 x 2 hour; 1 x 1 hour), plus one 2 hour laboratory fortnightly. 6 additional hours per week of study

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3062.html


42 points, SCA Band 0 (NATIONAL PRIORITY), 0.875 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year 2012 (Day)
Coordinator(s)Dr Jillian Broadbear

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) and oral poster presentation submitted at the end of the year.

Outcomes

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

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

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

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

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

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

  1. 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,

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

  1. 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%
Oral poster presentation: 10%
Two separate research papers (5000 - 7000 words each) or one combined research paper (8000-10000 words): 70%

Chief examiner(s)

Dr Jillian Broadbear

Contact hours

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

Prerequisites

BNS4200 - Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience.

Co-requisites

BNS4200

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

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

http://www.monash.edu.au/pubs/handbooks/units/BNS4100.html


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Louise McLean

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.

Outcomes

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

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

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

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

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

Assessment

1 x 2 hr end of semester MCQ and short answer examination (open book, 70%)
2 (out of 6) practical assessment tasks (1,500 words; 15% each)

Chief examiner(s)

Dr Jillian Broadbear

Contact hours

2 hours per week of lectures and 1 hour per week of tutorials and SPSSx training per fortnight.

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:

BNS4100.html">http://www.monash.edu.au/pubs/handbooks/units/BNS4100.html


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Coordinator(s)Assoc Professor William Hart

Synopsis

This unit reflects an introduction to the four themes of the MBBS curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills). Students begin to develop the knowledge, skills and attributes required by a medical student. Knowledge in the basic medical and behavioural sciences is developed within 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.

Outcomes

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

Two written assignments: 5%
5%, written mid-semester exam: 5%, written end-of-semester exam: 10% and practical exam (OSCE): 10% during GMA1011 account for 35% of the end of Year A mark.

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

18 weeks based upon 27 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), fortnightly GP placements (4 days in all) and Community Based Program placements (8 days) including an Indigenous Health Placement (1 day).

Prerequisites

Must be enrolled in course code 3952


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester (extended) 2012 (Day)
Coordinator(s)Assoc Professor William Hart

Synopsis

GMA2000 provides an overall result for Year A Graduate entry MBBS based upon achievement in GMA1011, GMA2022 and includes the Vertically Integrated 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.

Outcomes

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

Assessment

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

Chief examiner(s)

Associate Professor Shane Bullock

Prerequisites

Must be enrolled in course code 3952


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester (extended) 2012 (Day)
Coordinator(s)Assoc Professor William Hart

Synopsis

This unit reflects the four themes of the MBBS curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills).

Outcomes

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

Three written assignments: 5%+5%
5%, written mid-semester exam: 5%, written end-of-semester exam: 10%, practical exam (OSCE): 15%, Vertically Integrated Assessment (VIA) exam: 20%

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Workload requirement: 18 weeks based upon 27 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), fortnightly GP placements.

Prerequisites

Must be enrolled in course code 3952


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Coordinator(s)Associate Professor Daryl Pedler

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.

Outcomes

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

Theme I: Personal and Professional Development

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

Theme II: Population, Society, Health and Illness
  1. Correctly apply principles and key steps in evidence based clinical practice;
  2. Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
  3. Elicit an accurate occupational and environmental history;
  4. Describe how to certify a patient's fitness for work;
  5. Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
  6. 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:
  1. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
  2. Formulate a differential diagnosis and problem list relevant to the patient;

Clinical Features, Natural history, Pathogenesis and Pathology of disease
  1. 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:
  1. 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:
  1. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
  2. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

General Principles of Management
  1. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
  2. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
  3. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

Surgical Management
  1. 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;
  2. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

Pharmacotherapeutics
  1. 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:
  1. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;

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

Assessment

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

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

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

Prerequisites

GMA1011, GMA2022. Must be enrolled in course code 3952.


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Associate Professor Daryl Pedler

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.

Outcomes

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

Theme I: Personal and Professional Development

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

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

Theme III: Scientific Basis of Clinical Practice
  1. Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
  2. Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
  3. Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
  4. Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
  5. Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
  6. Describe pre-operative assessment including anaesthetics;
  7. Describe and demonstrate relevant operating theatre procedures;
  8. Describe post-operative care;
  9. Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
  10. Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
  11. Describe request procedures for laboratory and other relevant investigations;
  12. Describe and use methods for collection of common laboratory specimens;
  13. Outline the contribution of the pathologist to diagnosis and patient management;
  14. Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
  15. 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;
  16. Describe the pharmacological principles underlying adverse drug reactions.



Theme IV: Clinical Skills
  1. Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
  2. Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
  3. Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
  4. Conduct relevant and appropriate physical and clinical examinations.
  5. Describe and use clinical reasoning skills;
  6. Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
  7. Correctly perform specified practical techniques, tasks and procedures;
  8. 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).

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

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

Prerequisites

GMA1011, GMA2022, GMB3031. Must be enrolled in course code 3952.


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Coordinator(s)Assoc. Prof David Campbell

Synopsis

GMC4000 provides an overall result for Year C MBBS based upon achievement in GMB3031, GMB 3042, GMC4151, GMC4162 and the Vertically Integrated Assessment (VIA) examination.
Students will need to successfully complete GMB 3031, GMB3042, GMC4151, GMC4162 and the VIA examination.
A grade will be awarded for GMC4000 based on student achievement in GMB3031,GMB3042, GMC4151, GMC4162 and the VIA examination.

Outcomes

GMC4000 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 developed during Years A to C of the graduate-entry medicine course.

Assessment

GMB3031: 17.5%
GMB3042: 17.5%
GMC4151: 5.0%
GMC4162: 5.0%
VIA Exam: 30.0%
MED4200 (OSCE & EMQ):25.0%

Chief examiner(s)

Associate Professor Shane Bullock

Prerequisites

Must have passed GMB3031, GMB3042, GMC4051, GMC4062, GMC4151, GMC4162, GMC4200

Co-requisites

One of GMC4151, GMC4162, GMC4200 and must be enrolled in course 3952

Prohibitions

Nil


12 points, SCA Band 3, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Coordinator(s)Associate Professor David Campbell

Synopsis

Specialty Clinical Practices I provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester.
Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Systems Management components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical
placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Clinical Practice
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills
  1. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
  2. Perform and accurately record an appropriate physical examination.
  3. Develop differential diagnoses and formulate problems.
  4. Competently perform selected clinical practices, techniques and procedures.
  5. Formulate appropriate patient-centred management plans and discuss management issues.
  6. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative in-semester assessment tasks (written and practical tasks) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, and Psychiatry). Weighting 100%

Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as completion of specified clinical tasks and completion of logbooks. Successful completion of webbased Evidence-Based Clinical Practice and Health Systems Management components.

80% minimum attendance hurdle requirement

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4200


12 points, SCA Band 3, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Assoc Professor David Campbell

Synopsis

Specialty Clinical Practices II provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester.
Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities.
Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Economics components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical
placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Clinical Practice
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills
  1. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
  2. Perform and accurately record an appropriate physical examination.
  3. Develop differential diagnoses and formulate problems.
  4. Competently perform selected clinical practices, techniques and procedures.
  5. Formulate appropriate patient-centred management plans and discuss management issues.
  6. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative assessment tasks (written and practical) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, Psychiatry) with a total of 12 assessment workload points for in-semester assessment. Weighting 100%

Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as specified clinical tasks and completion of logbooks. Successful completion of web-based Evidence-Based Clinical Practice and Health Economics components.

80% minimum attendance hurdle requirement

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4200


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Full year (extended) 2012 (Day)
Coordinator(s)Associate Professor David Campbell

Synopsis

Integrated Clinical Studies builds upon learning in the specialty clinical areas of Children's Health, General Practice, Psychiatry and Women's Health.
Students will undertake clinical placements in each specialty clinical areas across the year. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to consolidate knowledge and skills through both experiential learning in clinical settings and self directed study.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Clinical Practice
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills13. 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.
18. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative assessment tasks:

OSCEs 40%, Written examinations 40%, Written VIA 20 %

Contact hours

This is a 24 point unit over 2 x18 week semesters in continuous rotations through clinical attachments.
80% minimum attendance hurdle requirement

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4151 or GMC4162


18 points, SCA Band 3, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Coordinator(s)Assoc Professor William Hart

Synopsis

GMD5071 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 (modules). Further, 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.

Outcomes

At the completion of GMD5071, the student will demonstrate:
Clinical sciences: (Themes III & IV)

  1. appropriate clinical history and physical/mental state examination skills required of an intern;
  2. the clinical skills necessary to competently assess emergency and non-emergency conditions;
  3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
  4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
  5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
  6. competence in relevant clinical procedures;
Biosciences: (Themes II and III)
  1. an understanding of the causative factors and pathophysiological basis of health and disease;
Knowledge of health care systems: (Theme II)
  1. an awareness of health care quality improvement activities;
Professional attributes and behaviour: (Theme I and IV)
  1. an ability to work as an effective member of a multidisciplinary health care team;
  2. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
  3. appropriate written and verbal communication skills with members of the health care team;
  4. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
  5. familiarity with the medico-legal responsibilities of being an intern;
  6. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in GMD5071 as follows:
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 the unit.
1. Formative assessment
2. Moderated online discussion group
3. Case presentations
4. Clinical Knowledge Test
5. Pre-Intern Appraisal
6. Portfolio

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Completion of clinical orientated learning modules together with other negotiated, self directed clinical activities, will form the basis of the pre-intern experience for the student which constitutes a total workload of 30 hours per week.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5102

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

http://www.med.monash.edu.au/cmhse/


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Coordinator(s)Assoc Professor William Hart

Synopsis

GMD5082 is one of three units in the final year of the 4-year graduate-entry MBBS course. In this unit, the theme related integrated approach that has characterized the student's previous three years of study is continued. Students will consolidate and enhance their knowledge, clinical skills and professional behaviours in three of the following clinically orientated rotations: Aged Care, Emergency Medicine, Medical, Surgical, Specialty and a Student Elective in a clinical area of personal interest subject to Faculty approval.

GMD5082 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 (modules). Further, 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.

Outcomes

At the completion of GMD5082, the student will demonstrate:
Clinical sciences: (Themes III & IV)

  1. appropriate clinical history and physical/mental state examination skills required of an intern;
  2. the clinical skills necessary to competently assess emergency and non-emergency conditions;
  3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
  4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
  5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
  6. competence in relevant clinical procedures;
Biosciences: (Themes II and III)
  1. an understanding of the causative factors and pathophysiological basis of health and disease;
Knowledge of health care systems: (Theme II)
  1. an awareness of health care quality improvement activities;
Professional attributes and behaviour: (Theme I and IV)
  1. an ability to work as an effective member of a multidisciplinary health care team;
  2. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
  3. appropriate written and verbal communication skills with members of the health care team;
  4. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
  5. familiarity with the medico-legal responsibilities of being an intern;
  6. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in GMD5082 as follows:
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 the unit.
1. Formative assessment
2. Moderated online discussion group
3. Case presentations
4. Clinical Knowledge Test
5. Pre-Intern Appraisal
6. Portfolio

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Workload requirementCompletion of clinical orientated learning modules together with other negotiated, self directed clinical activities will form the basis of the pre-intern experience for the student which constitutes a total workload of 30 hours per week.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062; GMD5091
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5102

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

http://www.med.monash.edu.au/cmhse/


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Full year (extended) 2012 (Day)
Coordinator(s)Professor Ben Canny

Synopsis

This unit indicates the honours grade obtained by a student on completion of the four years of the graduate entry MB BS degree. Students are not eligible for honours if they take more than four 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 A: 30%
Year B: 30%
Year C: 30%
Year D: 10%

Prerequisites

2012 pre-reqs: GMA1011, GMA2000, GMA2022, GMB3031, GMB3042, GMC4000, GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

Must be enrolled in course 3952 and GMD5071, GMD5082, GMD5102

Prohibitions

MED5100, MED6005


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Full year (extended) 2012 (Day)
Gippsland Second semester to First semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin

Synopsis

Medical practitioners are frequently required to respond to emerging and consolidating innovations and policies related to clinical practice. GMD5102 further develops the concept of 'fitness 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

Outcomes

At the completion of GMD5102 students will be able to:

  1. identify and describe the principles of Patient Safety;
  2. recognise individual practitioner, patient and institutional methods and strategies used to ensure Patient Safety principles are upheld;
  3. demonstrate competence in Patient Safety practices in simulated settings;
  4. contribute actively to the development and implementation of Patient Safety practices;
  5. critique and apply current scientific and medical research related to Patient Safety.

Assessment

Students will not be individually graded, but all assessments will be a "hurdle" requirement. Each assessment item will need to be successfully completed to pass the unit.
1. Observed Patient Safety Skills Assessments
2. 'Fitness to practice' written examination:
3. Student group presentations

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Students will undertake a combination of lectures; tutorials, workshops, clinical activities and individual study. An estimated workload of 3 hours per week over the course of the year will be divided between on-campus and off-campus activities. Total 144 hours.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5071 and GMD5082

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

http://www.med.monash.edu.au/cmhse/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Belinda Lewis

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.

Outcomes

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

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

Assessment

Community interview and report: 25%
Written assignment: 45%
Examination: 30%
Hurdle requirement: attendance at 80% of tutorials, 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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Nerida Joss

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.

Outcomes

On completion of the unit students will be able to:

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

Assessment

Communication Assignment (2000 words) 30%
Group Presentation 20%
Individual Paper (1500 words) 20%
Exam (short answer questions plus long answer responses) 30%
Hurdle requirement: attendance at 80% of tutorials, unless medical or other certification provided.

Chief examiner(s)

Nerida Joss

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.


Prohibitions

MGW1010, MGW2230


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Caulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Belinda Crockett (Berwick), Dr Charles Livingstone (Caulfield), Mrs Jacquie Witthuhn (South Africa)

Synopsis

HSC1052 provides an introduction to health care systems (local and global), including their relations to policy, politics and the interaction of the system with the health needs and outcomes of populations and individuals. The unit also utilizes relevant current events to generate discussion and debate around policy approaches to specific issues and the politics of health and social care.

Outcomes

  1. Explain aspects of health and social care systems within specific communities (local and global).
  2. Analyse health systems comparatively, including their political underpinnings, and the role of politics and policy in determining the architecture of health and social care systems.
  3. Explain the role of health and social care systems in addressing equity and inequity in health and wellbeing.
  4. Relate political and social systems to the existing structure, functions and funding of health and social care systems
  5. Critique the role of health and social care systems in addressing broader socio-economic inequity, at local, national and global levels.

Assessment

1. Written assignment (1,000 words) presenting socio-demographic and health systems data for a specific local area (20%)
2. Group presentation (20 minutes) addressing the circumstances, options and accessibility to services of case study 'families' (20%)
3. Written assignment (2,500 words) on health and social care systems and their relationship to equity and inequity in health outcomes (45%)
4. Weekly Quiz (15%)

Hurdle requirements: 80% attendance at tutorials unless medical or other certification provided and completion of in-class activities.

Chief examiner(s)

Dr Charles Livingstone

Contact hours

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)Dr Dragan Ilic and Darshini Ayton (Caulfield), Dr Ravayi Marindo (South Africa)

Synopsis

This unit introduces students to the skills necessary to locate, critique the usefulness and quality of, and summarise evidence to provide them with a solid foundation for an evidence-based approach to optimising health and well-being at a population level. Students are guided through skills in searching for and locating evidence. They are introduced to different research methodologies and ways of analysing data to understand various research paradigms. This information is used to critique the available literature. Students will be introduced to both qualitative and quantitative methods of data collection and analysis; basic descriptive statistics;, measurement concepts; and synthesis and reporting of data.

Outcomes

  1. Describe different sources of evidence in health (e.g. newspaper articles, internet sites, journal publications, etc)
  2. Retrieve and evaluate health information from diverse sources in order to inform and improve the practice of public health
  3. Describe quantitative and qualitative techniques for data collection and basic analysis for reporting data
  4. Recognise issues of cultural context and ethical principles in data collection and interpretation
  5. Summarise and interpret health information
  6. Demonstrate the ability to summarise and communicate evidence for professional audiences

Assessment

Tutorial attendance: Hurdle requirement of 80% attendance - Throughout semester
Workshop attendance: Hurdle requirement of 80% attendance - Throughout semester
1. Evidence ranking and summary: 15% - Week 4
2a. Quantitative data test: 5% - Week 6
2b. Qualitative data test: 5% - Week 9
2c: Quantitative & Qualitative analysis test: 5% - Week 11
3: Project proposal (2,000 word limit): 30% - Week 12
4: Written examination (2 hours): 40% - End of semester (TBA)

Chief examiner(s)

Dr Dragan Ilic

Contact hours

4 hours per week - 1 hour lecture, 2.0 hour tutorial, 1.0 hour workshop

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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)Associate Professor Ben Smith

Synopsis

This unit introduces students to the key principles and frameworks that guide health promotion and disease prevention in Australia and internationally. Students will examine concepts and theories that underpin health promotion and the primary care, behavioural and socio-environmental approaches used in this field. Important dimensions of practice, including partnerships, participation, multi-level action, capacity building and evidence-based practice will be explored. The areas of health promotion action that will be examined will encompass policy development for health, creating supportive environments, health education strategies, health communication techniques at the group and population level, and advocacy. The application of these to health challenges in diverse cultural and economic contexts 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.

Outcomes

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. describe the role of empowerment in health improvement and the scope for community participation in health promotion;
  4. identify the attributes of effective partnerships for health promotion;
  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, community organisation, 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.

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

1 hour lecture and 2 hours tutorial per week.

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112

Co-requisites

Must be enrolled in course code: 3870, 3882, 4504, 4505, 4506

Prohibitions

ATS2717 Sociology of health and medicine,
HSC2101


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Caulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Caulfield Second semester 2012 (Day)
Coordinator(s)Professor Helen Keleher (Caulfield and Berwick), Prof Geoffrey Setswe (South Africa)

Synopsis

This unit provides foundation knowledge in public health that begins with its historical underpinnings and leads to examination of the principles, practices and values of contemporary public health. Case studies will be used to illustrate the importance of intersectoral, interdisciplinary, systems thinking for the success of public health programs and policy. You will learn to critically analyse the determinants and burdens of disparate rates of illness and disease from the perspectives of health inequalities and vulnerable populations to understand public health priorities, and the core roles and functions of public health systems and programs. While the focus of this unit is on Australia, the learnings from this unit can be applied to public health issues and systems in any country.

Outcomes

  1. discuss the principles underpinning public health and examine public health values from different paradigms;
  2. describe the history and evolution of public health and discuss how they have impacted on the health of the populations;
  3. discuss a range of behavioural, social and cultural, environmental and political determinants that create health and cause ill-health and inequalities;
  4. identify a range of public health interventions and appraise their strengths and limitations;
  5. understand the critical relationship between human rights and public health and discuss critical ethical considerations for public health practice;
  6. examine the intersectoral and interdisciplinary systems that comprise good public health and implications for the workforce.

Assessment

Report on public health history (Objectives 1-2) - 30%
Essay on determinants of population health and approaches to address them (objectives 1, 3 & 4) - 30%
Examination comprising multiple choice and short answer questions (Objectives 1-6) - 40%

Chief examiner(s)

Professor Helen Keleher

Contact hours

Lecture 1.0 hour and Tutorial 2.0 hours per week plus 9 hours per week

Prerequisites

Nil

Co-requisites

Nil

Prohibitions

HSC1031


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)Darshini Ayton

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

Outcomes

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

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

Assessment

Two in-class tests: 20%
Written report (2000 words): 20%
Tutorial participation: 10%
Written examination: 50%
Hurdle requirement of 80% tutorial participation

Chief examiner(s)

Darshini Ayton

Contact hours

12 Hours per week including 3 hours of contact time and 9 hours of private study


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Caulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)Ms Basia Diug (Berwick, Caulfield), Mr Modikwe Rammopo (South Africa)

Synopsis

The unit examines the biological determinants of the major non-communicable diseases that are common global causes of death and disability. Students will be encouraged to integrate knowledge of physiological factors, genetic factors and lifestyle choices to explain health and disease across the life span; and to appreciate that knowledge of the biological determinants of disease can be applied to the prevention and control of disease. Case studies will provide the opportunity to develop critical reasoning skills, self-learning and literacy skills necessary for understanding the biological bases of health and disease.

Outcomes

  1. Discuss ways in which under-nutrition and over-nutrition contribute to the global burden of disease;
  2. Explain the basics of human genetics with reference to examples of human diseases that are caused by chromosomal, single gene or polygenic defects;
  3. Describe the structure of human cells and their functions in adaptive and non-adaptive responses to harmful environmental stimuli;
  4. Explain the biological basis of cardiovascular disease and its important risk factors that contribute to the high global prevalence of heart attack and stroke;
  5. Apply knowledge of the digestive tract, genetics, and dietary factors to explain the nature and occurrence of colorectal cancer;
  6. Explain how the function of gas exchange can be disrupted in obstructive respiratory disease and the health consequences in chronic conditions; and
  7. Explain the biological bases of selected global health problems and discuss possible approaches towards their prevention and control.

Assessment

Hurdle requirement:
Attendance at 80% of tutorials
Online quizzes (4) 20%
Oral case presentation 30%

Written examination (2 hours) 50%

Chief examiner(s)

Basia Diug

Contact hours

3 contact hours per week (1 Lecture hour and 2 tutorial/workshop hours)
9 hours per week of private study


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Caulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Ms Basia Diug (Berwick, Caulfield), Mr Modikwe Rammopo (South Africa)

Synopsis

The fundamental concepts introduced previously in 'Biological Bases of Health and Disease 1' will be developed further with a particular focus on health and disease across the life span and communicable disease.
The unit covers the biological and microbial determinants of diseases that are common global causes of death and disability.
Students will be encouraged to integrate knowledge of physiological factors, genetic factors and lifestyle choices to explain health and disease across the life span and to appreciate that knowledge of the biological determinants of disease can be applied to the prevention and control of disease.
Case studies will provide the opportunity for students to develop critical reasoning skills, self-learning and literacy skills necessary for understanding the biological bases of health and disease.

Outcomes

  1. Demonstrate understanding of the biological factors that determine maternal and child health outcomes;
  2. Apply knowledge of the immune system to evaluate national and world immunisation programs;
  3. Discuss the changing demographics in world population and the increased global burden of disease caused by mental health problems;
  4. Compare the methods of transmission of communicable disease using appropriate examples of infections of global importance;
  5. Discuss the role of environmental factors in the spread on communicable disease;
  6. Discuss newly emerging and re-emerging communicable diseases and the challenges in controlling communicable disease in remote areas of Australia and in developing countries;
  7. Explain the biological bases of selected global health problems and possible approaches towards their prevention and control.

Assessment

Hurdle requirement:
Attendance at 80% of tutorialsWritten examination (2 hours) 50%.
Online quizzes (4) 20%
Oral case presentation 30%

Chief examiner(s)

Ms Basia Diug

Contact hours

3 contact hours per week (1 Lecture hour and 2 tutorial/workshop hours) and 9 hours per week of private study.

Prerequisites

HSC1101

Co-requisites

Nil

Prohibitions

Nil


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Deborah Zion (Caulfield), Prof Geoffrey Setswe (South Africa)

Synopsis

In this unit, we ask you to think about the vast and growing inequities in health that exist across the world and the challenges for people living in developing countries. We explore their underlying causes including: globalisation, transnational trade, tourism, rapid development, social and political transitions, climate change, violence and insecurity.
Using research reports and field experience from practical projects, we examine the wider context for working in international settings as well as the issues faced by Indigenous peoples, migrants and refugees.
We explore our responsibilities as 'global citizens' and we challenge you to think about ways you could make a difference.

Outcomes

  1. Articulate their own values regarding health in the context of a globalizing world;
  2. Compare and contrast initiatives to address global health challenges;
  3. Identify opportunities for action and design relevant approaches to global health challenges;
  4. Identify future global health challenges and their determinants;
  5. Analyse the social determinants of global health; and
  6. Critically reflect on contemporary debates regarding globalization and health.

Assessment

1. Hurdle requirement: Students are required to attend 80% of tutorials, unless they are able to provide medical or other certification.
2. Formative assessments (not graded) include:
Tutorial participation (Objectives 1 - 8)
Students will participate in small group and self-directed activities across the whole semester (mid and end semester)
Weekly reflective writing pieces (Objectives 1, 3, 5, 6)
Students will submit a reflective piece during each tutorial (500 words each). This will cover the weekly topic and encourage students to actively engage with the lecture and reading material.
3. Summative assessments include:
Reflective writing pieces (35%) (Objectives 1, 3, 5, 6)
Students to submit their 5 best weekly reflective posts (see formative assessment) on the weekly readings and lecture content (totalling 3,500 words)
Class tests (25%) (Objectives 2, 3, 4, 5)
2 x tests to be held during tutorials (weeks 6 & 12)
Assignment (40%) (Objectives 1 - 8)
Analysis of a global health issue using a 'social determinants' approach (2,500 words due mid-late semester)

Chief examiner(s)

Professor Brian Oldenburg

Contact hours

12 hours per week including contact time (1 hour lecture, 2hour tutorial), fieldwork and self-directed learning

Prerequisites

Nil

Co-requisites

Nil

Prohibitions

Nil


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Charles Livingstone (Caulfield), Mr Modikwe Rammopo (South Africa)

Synopsis

This unit will explore how individual and population experiences of health are shaped by culture and society. The unit draws on key sociological and anthropological theories and concepts to reveal explanations for health in respect of larger socio-cultural realities and political processes. Students will be encouraged to foster skills in critical deconstruction of Western representations of culture to arrive at an appreciation of various 'ways of knowing', including Indigenous scholarship. There will be a focus on global health and in particular, Indigenous people, place, culture and health.

Outcomes

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

  1. Apply key principles of sociological and anthropological thought to the lived experience of individuals and populations
  2. Demonstrate a sound understanding of the themes associated with the sociological imagination
  3. Demonstrate an understanding of colonialism and its impact on health
  4. Demonstrate an understanding of the politics of health
  5. Critically examine and evaluate aspects of culture and society with which they are familiar (as well as historical representations) in order to extend their understanding of the socio-cultural structures, institutions and processes relevant to health globally

Assessment

Formative: Individual journal
Summative: Sociological analysis (20%); Social profile (30%); Group presentation (10%); Theoretical essay (40%)

Chief examiner(s)

Dr Charles Livingstone

Contact hours

12 hours per week including contact time (1x1 hour lecture 1x2 hour tutorial / workshop) and private study (9 hours), averaged over the 12 week semester - a total of 156 hours

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Caulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Associate Professor Ben Smith (Berwick, Caulfield), Mrs Jacquie Witthuhn (South Africa)

Synopsis

In this Unit students will develop knowledge and skills for public health and health promotion program design and implementation. These are core competencies for health promotion practice. Students will develop skills in community needs assessment, determining priorities and defining target populations, and selecting an appropriate mix of strategies based on evidence and theory. Strategies that take into account social and health inequalities will be examined. Students will consider key steps in implementation management and methods for building program sustainability. The planning and evaluation cycle will be examined to assist students to develop a comprehensive evaluation plan. Case studies, group work, planning tools and evaluations of health promotion programs will be used to develop practical problem-solving skills.

Outcomes

  1. describe the steps in planning a preventive health program;
  2. identify data sources for needs assessment and community profiles;
  3. develop a needs assessment incorporating elements of community profiling as the basis of an evidence-based program plan;
  4. use published literature and formative research to identify determinants of population health needs that can be changed by health promotion action;
  5. write SMART project goals and objectives that are clearly linked to health determinants;
  6. apply a range of theories and evidence to select strategies that will meet project objectives;
  7. identify administrative and management issues that need to be addressed for successful program implementation;
  8. select approaches that maximise the potential for program sustainability, and.
  9. describe the links between project planning and evaluation and the key steps in evaluation planning.

Assessment

Seminar presentation: 10%
Health profile: 30%
Intervention map: 40%
Project implementation plan: 20%

Chief examiner(s)

Associate Professor Ben Smith

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

Must have passed HSC1081 or HSC1082 and must have passed HSC1072 or HSC2101


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Charles Livingstone

Synopsis

This unit provides students with an overview of the multiple layers that make up community-focused and/or based health and social care services. The systems, polices and resources inherent in community-focused and/or based health and social care services are reviewed; and, differing perspectives that can used to understand the challenges and opportunities facing such services are explored. The self-management and project management skills needed to maintain effective community based/focussed teams, partnerships and organisations are also explored. Finally, students will gain an appreciation of health care management, which they will be able to explore further through electives in third year.

Outcomes

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

  1. Explain the multiple layers of community-focused and/or based health and social care services, as well as their roles and functions; from direct and preventative health services to social and welfare-related services.

  1. Discuss the systems necessary for effective integrated community-focussed and/or based health services, and the current and future challenges and opportunities inherent in such systems.

  1. Critically examine the various resource challenges for community-focussed and based services, and their relationship to current local, national and international policy.

  1. Describe and apply the principles of self-management and project management necessary for effective teams, partnerships and collaborations within community-focussed and/or based health services.

  1. Engage with the range of professional disciplines involved in the systems that support the effective integrated community-focussed and/or based health services.

Assessment

Exam (short answer) - 40%
Essay (3,000 words) - 40%
Presentation - 20%
Personal development plan - Hurdle
80% attendance - Hurdle

Chief examiner(s)

Dr Charles Livingstone

Prerequisites

HSC1052


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Caulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)Dr Belinda Crockett (Berwick, Caulfield), Mrs Jacquie Witthuhn (South Africa)

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.

Outcomes

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

  1. discuss and critically reflect on theoretical models of communication, social change and marketing in relation to health and their application in medical, behavioural and socio-environmental approaches to health promotion;
  2. critically analyse the role of the media in the construction of health issues;
  3. describe, compare and contrast different approaches to health communication and explain their strengths and limitations;
  4. critically review a range of local and international health communication campaigns as well as a range of health communication materials (print-based, electronic and web-based);
  5. identify key stages in designing a communication campaign and apply them to a selected health issue;
  6. demonstrate practical skills for working with the media (obtaining media coverage, writing press releases, conducting interviews, using the internet);
  7. demonstrate oral and written presentation skills for a range of professional and lay audiences including low literate audiences; and
  8. develop an understanding of the role and principles of public health advocacy in the strategic use of the media and community action to influence decision makers and public opinion.

Assessment

Press release: 10%
Written assignment: 40%
Group project individual report: 30%
Group presentation: 20%
Hurdle requirement: 80% attendance at tutorials

Chief examiner(s)

Dr Belinda Crockett


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Nerida Joss

Synopsis

Students will gain understanding of the processes involved in community development and building partnerships to improve health, and the theories that underpin them. The unit examines the importance of participation and collective efforts in the social, economic and political life of the community and the contribution this makes to health development. Students will reflect critically on community development theory, concepts of social equity, empowerment, participation and the role of health professionals in community-based practice. Frameworks for community development and partnership building will be examined using a range of Australian and international case studies and current issues.

Outcomes

  1. define community development and explain the principles which underpin it;
  2. describe and discuss a range of theories for promoting change in communities and organizations - including their strengths and limitations;
  3. critically appraise the concepts of social equity, empowerment, participation and engagement, as well as the role of health professionals in community-based practice;
  4. demonstrate an understanding of the role and principles of advocacy in achieving individual and community empowerment;
  5. explain key stages in developing a community response to a health-related issue;
  6. identify roles and skills for working collaboratively with community members and a range of stakeholders to create change;
  7. analyse contemporary issues and debates regarding evaluation of community development approaches

Assessment

Tutorial attendance hurdle requirement of 80%
Essay: 1500 words, 30%
Case study: 1500 words, 30%
Written report: 2000 words, 40 %

Chief examiner(s)

Ms Nerida Joss

Prerequisites

HSC2101 or HSC1072.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)Associate Professor Ben Smith (Caulfield), Mrs Jacquie Witthuhn (South Africa)

Synopsis

This unit introduces students to the key principles and frameworks that guide health promotion and disease prevention in Australia and internationally. Students will examine concepts and theories that underpin health promotion and the primary care, behavioural and socio-environmental approaches used in this field. Important dimensions of practice, including partnerships, participation, multi-level action, capacity building and evidence-based practice will be explored. The areas of health promotion action that will be examined will encompass policy development for health, creating supportive environments, health education strategies, health communication techniques at the group and population level, and advocacy. The application of these to health challenges in diverse cultural and economic contexts 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.

Outcomes

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. describe the role of empowerment in health improvement and the scope for community participation in health promotion;
4. identify the attributes of effective partnerships for health promotion;
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, community organisation, 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.

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

1 hour lecture and 2 hours tutorial per week.

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112

Prohibitions

Prohabition on students enrolling in HSC1072 at any stage


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Dr Dragan Ilic

Synopsis

The unit will look at how epidemiological techniques are applied in clinical research. It will explore how clinical trials and other types of studies are conducted in clinical settings. It will cover measurement of signs and symptoms (including normal and abnormal) and other clinical measurements, conduct and design of clinical research, interpretation of clinical research findings, and practical and ethical issues in clinical research.

Outcomes

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

  1. Critically appraise evidence relating to the causation, diagnosis, natural history, treatment and prognosis of disease.
  2. Develop and select appropriate measures for use in clinical research
  3. Design and conduct epidemiological research in clinical settings
  4. Describe the application of clinical research findings to clinical practice
  5. Critically appraise ethical and practical considerations in clinical research

Assessment

Online assessment tasks - 15%
Written assignment - 30%
Group presentation - 15%
Written examination - 40%

Chief examiner(s)

Dr Dragan Ilich

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC2141 or BMS1042

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

http://www.med.monash.edu.au/epidemiology/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Dr Kathlyn Ronaldson

Synopsis

This unit provides explores the options for treatment and management of established health conditions at the individual level. It provides an introduction to pharmacology and an overview of other interventions commonly employed to manage illness and improve health. A case study approach will be used which looks at treatment options for key diseases (e.g., cancer).

Outcomes

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

  1. Describe the processes by which drugs act on, and are handled by, the human body.
  2. Explain the place of drugs in prevention and treatment of specific diseases.
  3. Explain the role of other therapeutic (non-drug) interventions in prevention and treatment of key diseases.
  4. Describe how drugs and other treatments are developed, evaluated and regulated.
  5. Discuss the social context of drug use and abuse
  6. Discuss the relationship between drug therapy and public health in local and global contexts.

Assessment

Hurdle requirement: attendance at 80% of tutorials
Four multiple choice question quizzes on Blackboard (total 20%)
Oral presentation (10%)
Written assignment (20%)
Exam, 2 hours (50%)

Chief examiner(s)

Dr Kathlyn Ronaldson

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

Must have passed HSC1101 and HSC1102 OR Must have passed BMS1011 and BMS1021

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

http://www.med.monash.edu.au/epidemiology/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
South Africa First semester 2012 (Day)
Caulfield Second semester 2012 (Day)
Coordinator(s)Dr Catherine Joyce (Caulfield), Dr Ravayi Marindo (South Africa)

Synopsis

This unit provides an introduction to epidemiological and statistical concepts necessary for understanding patterns of health and disease in populations. It extends the overview provided in HSC1061, reviews how health and disease are measured, and covers how patterns of health and disease in populations are investigated, including study designs and basic statistical methods for analyzing health data. Students are introduced to different study designs and to the concepts of bias and confounding. Case studies include local, national and global examples of epidemiological research, including Australian Indigenous health issues and global health inequalities.

Outcomes

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

  1. Critically analyse the strengths and weaknesses of different epidemiological study designs
  2. Critically appraise the popular and biomedical literature on population health
  3. Identify fundamental ethical considerations that underpin health research
  4. 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
  5. Explain basic statistical methods and when to apply them
  6. Interpret statistical results presented in the biomedical literature and other media, and convey the interpretation in simple language.
  7. Identify different approaches to the nature of 'evidence' in public health and the implications of such approaches for measurement of health and well being of
Indigenous Australians and other population groups.

Assessment

Hurdle requirement: At least 80% attendance at tutorial/computer laboratory classes
Written assignments (2) 35%
Group presentation 15%
In-class biostatistics tests (2) 20%
Exam 30%

Chief examiner(s)

Dr Catherine Joyce

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1061

Prohibitions

BMS1042

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

http://www.med.monash.edu.au/epidemiology/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Rosalie Aroni (Caulfield), Dr Ravayi Marindo (South Africa)

Synopsis

This unit builds on the introduction to research methods provided in HSC1061 and HSC2141. In those units students learning was focused on appraising evidence produced by other researchers, and on describing and comparing study designs.
In this unit we extend this learning by enabling students to develop skills in designing and conducting their own research projects. The unit will cover: developing answerable research questions, matching research questions with study designs, collecting and analysing study data, managing research projects, and applications of quantitative, qualitative and combined approaches. The cultural, ethical and political contexts within which research takes place will also be discussed.

Outcomes

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

  1. Develop researchable questions
  2. Develop a viable study design
  3. Demonstrate critical awareness of the options and constraints of different types of
research design
  1. Select appropriate sampling strategies
  2. Identify appropriate methods for conducting research across a range of contexts
  3. Design data collection instruments (e.g. questionnaires and interview schedules)
  4. Use a suite of data collection methods appropriately
  5. Choose and use the appropriate tools for analysis of data
  6. Work collaboratively in a research team
  7. Appreciate the importance of conducting ethical and culturally

Assessment

Written assignments 55%
Exam 30%
Tutorial participation 15%

Chief examiner(s)

Professor Helen Keleher

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1061 or HSC1082


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Dr Liz Bishop

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.

Outcomes

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

  1. demonstrate knowledge of the legal framework pertinent to healthcare practice;
  2. explain why the study of health law is an essential aspect of professional practice;
  3. discuss issues related to justice in the healthcare system;
  4. develop an understanding of the nature of professional ethics and different ethical perspectives as related to healthcare; and
  5. understand the importance of confidentiality and informed consent.

Assessment

Written assignments (2 x 2500 words): 100%

Hurdle requirement: 80% attendance at tutorials

Chief examiner(s)

Dr Liz Bishop


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Professor Brian Oldenburg

Synopsis

This unit will build on students' previous learning about global health, through examination of the 'health for all' agenda and associated approaches to meeting the challenges of health inequities.
The intent of this unit is not only to further students' awareness of global health issues, but also to encourage critical thinking about the efficacy of global health programs and the ethics of delivering aid. Central to the unit will be the question of why there is often a failure to provide a total community approach to health issues.

The unit comprises four modules of study.
During the first, students will look at global health from a broad perspective, examining the global health architecture and the roles played by major actors. They will critically appraise social and economic approaches to global health problems and examine the positive and negative outcomes for health.

The second module will cover major principles of effective and successful project management and will highlight past failures to demonstrate the complexity of health improvement in low- and middle-income countries.

The role of Australia in giving aid and addressing health issues in developing nations will be explored in the third module, with students being required to engage in examining and commenting upon the ethical aspects of donor activity. T
his module also includes a session with individuals from the global health workforce, demonstrating the various careers available to students with a health sciences background.

The final module will draw together the key themes of the unit and look at how these can be applied to continuing and future global health challenges.

Outcomes

  1. Critically analyse the relationships between various actors and agencies in global health.
  2. Explain, using evidence from secondary sources, the positive and negative aspects of different approaches to global health programs in terms of equity and inequity.
  3. Apply principles of health-for-all and its expression in project design to address global health challenges.
  4. Analyse programs for health issues at national and international levels for their capacity to address health inequities.
  5. Critically analyse Australia's position and activity within global health architecture
  6. Critique models of ethical and culturally appropriate development and aid delivery.
  7. Explain the current and future threats to global health with reference to various social, economic, environmental and political causes.

Assessment

Essay: critical analysis of a donor program, 2000 words (30%)
Project plan: program plan for a given health issue, including the rationale for the proposal, 1000 words (20%)
Project proposal: students will submit a detail project proposal, including an evaluation framework, 3000 words (50%).
The project plan and proposal will be about different aspects of the same health issue (for instance analyzing the same issues using different methodological approaches and tools).

Chief examiner(s)

Professor Brian Oldenburg

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1112 or HSC1081


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Clayton First semester 2012 (Day)
Coordinator(s)Dr Charles Livingstone

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.

Outcomes

  1. discuss in depth some key contemporary health challenges, such as HIV/AIDS, demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues (and the strengths and weaknesses of these varied approaches) and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
  2. demonstrate an in-depth understanding of global determinants of health;
  3. consider the common and specific factors involved in the construction of various contemporary health challenges as being of 'high priority' with an understanding of the role that evidence and other factors, including the media, play in this process;
  4. demonstrate the complex interplay of political, economic, legal and socio-cultural frameworks in shaping contemporary health challenges and how they are responded to;
  5. identify and discuss the implications of ideology, values and power bases in determining our understanding (and prioritising) of contemporary public health challenges;
  6. explore specific case studies of contemporary health challenges (global or local) and critically reflect on current strategies and approaches to responding to them.

Assessment

Individual journal: 25%
Group presentation: 25%
Individual research essay: 50%
Hurdle requirement: 80% attendance at tutorials.

Chief examiner(s)

Dr Charles Livingstone

Contact hours

One 3 hour seminar/workshop

Prerequisites

Must have passed one of BMS1042, HSC1031, HSC1041, HSC1081, HSC1082, HSC2022 or HSC2042


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Prof Helen Keleher

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.

Outcomes

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

  1. Demonstrate knowledge of public and population research design and methodologies;
  2. Develop research questions and conduct a comprehensive literature review;
  3. Apply knowledge and skills in research methods to real-world problems in communities and/or specific populations;
  4. Work collaboratively in a research team;
  5. Discuss the ethical dimensions of research methodologies;
  6. Reflect on the professional attitudes and skills required of health professionals undertaking public and population health research;
  7. Produce a research report.

Assessment

Individual literature review (2500 words) 30%; Individual research proposal (2000 words) 30%; Team presentation 10%; Group research report (3000 words) 30%.

Chief examiner(s)

Professor Helen Keleher

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

Must have passed HSC2141 and one of HSC1072 or HSC2101


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Dr Kathlyn Ronaldson

Synopsis

This unit focuses on prevention and control of communicable diseases. Topics include principles of infection, outbreaks, public health control measures, and current issues in disease prevention and control.
Public health control measures discussed may include surveillance, modelling, immunisation, antimicrobial therapies, infection control, vector control, screening and risk factor management.
These topics are illustrated using relevant examples of communicable diseases such as vaccine-preventable diseases (e.g. influenza); vector-borne diseases (e.g., malaria), food-borne diseases (e.g., salmonella) and sexually transmitted infections (e.g., HIV). Epidemiological, social, and political perspectives are considered.

Outcomes

  1. Identify the distinguishing epidemiological features of infectious diseases
  2. Explain how communicable infections are spread
  3. Interpret epidemiological data on disease surveillance and disease outbreaks
  4. Apply principles of communicable disease prevention to a range of scenarios, and identify which public health prevention and control strategies are appropriate for different diseases
  5. Design and evaluate disease surveillance and control programs
  6. Appreciate the role of social and political factors in disease prevention and control

Assessment

Written assignment 35%
Group presentation 15%
Tutorial exercises 15%
Final exam 35%

Chief examiner(s)

Dr Kathlyn Ronaldson

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC2141


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Professor Helen Keleher

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.

Outcomes

  1. Define settings approaches and distinguish key features of primary and clinical health promotion;
  2. Identify sources of data to inform evidence-based approaches to health promotion in primary and clinical settings;
  3. Describe different approaches to prevention and health promotion in primary and clinical settings including behavioral counseling and health education strategies;
  4. Demonstrate an understanding of prevention and health promotion approaches for chronic and complex conditions;
  5. Demonstrate skills in planning and implementation for health promotion in clinical and primary care settings;
  6. Identify systems level changes in clinical and primary care settings that will support the use of health promotion strategies;
  7. Describe capacity building approaches to improve the quality and sustainability of health promotion in these settings.

Assessment

Evidence review: 30%
Case study report and group presentation: 30%
Analysis essay and program plan: 40%+ Hurdle requirement: 80% attendance at tutorials.

Chief examiner(s)

Professor Helen Keleher

Contact hours

9 hours per week including contact time of 3 hours and 6 hours of private study

Prerequisites

HSC2051 or HSC1072.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Associate Professor Ben Smith

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.

Outcomes

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

  1. distinguish between levels of evaluation in health promotion and recognise how these are linked to program plans;
  2. select quantitative designs that are appropriate for different evaluation questions;
  3. identify the range of qualitative study designs that can be employed and the strengths and weaknesses of these for different strategies and contexts;
  4. identify methods to measure indicators at all levels of evaluation;
  5. develop survey questions and interview guides that demonstrate an understanding of measurement quality;
  6. recognise different aspects of measurement reliability and validity and how these can be evaluated;
  7. develop a comprehensive evaluation plan

Assessment

Critical appraisal of case study (30%) 1500 words;
Presentation of case study (20%);
Development of an evaluation plan (50%) 1500 words

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

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

Prerequisites

Must have passed one of (HSC1061 or HSC1082) and one of (HSC1072 or HSC2051)


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Dr Charles Livingstone

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.

Outcomes

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

  1. understand health policy as a dynamic process which impacts on societies and individuals;
  2. identify the structures, systems and institutions that contribute to the Australian health policy environment with emphasis on health promotion and public health policy;
  3. critically engage with a range of public policy issues and policy processes;
  4. discuss types of health policy within the context of jurisdictions which hold responsibility for them;
  5. explain the role of government and their agencies, NGOs and the community in the development and implementation of health policy;
  6. distinguish types of power and how they are used by interest groups and individuals in policy development, and
  7. use policy analysis skills to critique existing policy using a case study approach.

Assessment

Essay (2500 words): 50%
Case study (2000 words)and presentation: 50%

Chief examiner(s)

Dr Charles Livingstone

Contact hours

12 hours per week including contact time and private study over 12 weeks of semester: a total of 156 hours (1 hour lecture and 2 hours tutorial)

Prerequisites

HSC1052


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Sarah Carmody

Synopsis

This unit will assist students to put into practice the theory that underpins the profession of health promotion by working in an agency which has promoting health as part of its core business. 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.

Outcomes

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

  1. Apply knowledge and skills gained in health promotion units, in the practice of community-based health promotion;
  2. Demonstrate skills and knowledge in learning about career development;
  3. Demonstrate knowledge of health promotion theories in program design and / or delivery;
  4. Reflect on the professional attitudes and skills required of health professionals working in community settings;
  5. Critically assess a workplace environment;
  6. Critically reflect on personal strengths and weaknesses as a health professional, and skills and capacities necessary for graduate employment.

Assessment

Half-way practicum reflection report of 750 words (20%)
Final practicum reflection report of 1500 words and presentation (40%)
Career portfolio including career goals, cover letter, reume and placement workplan (40%)
Hurdle tasks of 120 hours field placement and participation in Moodle group discussions between weeks 5-12.

Chief examiner(s)

Sarah Carmody

Contact hours

180 hours including 13 hours of seminars, contact time of 1 hour online tutorial and 8 hours of private study.

Prerequisites

HSC3082 is available to students enrolled in Bachelor of Health Science 3882; Bachelor of Health Science/Business 4503 or Bachelor of Health Promotion 4505.

Students need to have also successfully completed HSC2062 Communicating health and HSC3061 Health promotion evaluation.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Dr Ewan MacFarlane

Synopsis

This unit explores the role of environmental factors in human health, how environmental health hazards are identified and how the risks can be assessed and managed. This unit will cover chemical, biological and physical hazards and their potential health effects in a range of environmental contexts.
This unit will encourage students to critically evaluate environmental health information and its application in realistic situations. In this unit students will explore practical examples of environmental health hazards to identify the human health risks present, ways to assess exposure and options and strategies for assessment and management of the health risks identified.

Outcomes

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

  • Describe the essential principles of hazard identification, risk assessment, risk management and risk communication.
  • Demonstrate fluency with the basic concepts and terms used to describe chemical, physical and biological hazards.
  • Describe basic principles of identifying common hazards and nominate ways to assess the risks presented.
  • Nominate common interventions used to control environmental risks and the key personal, social and economic factors which may reduce the effectiveness or prevent control measures being successful.
  • Critically evaluate environmental health research evidence and to explain the limitations, relevance and application of the evidence to specific situations.

Assessment

Hurdle requirement: Students are required to attend at least 80% of tutorials
1 x in-class quiz (1 hour): 17%
1 x minor written assignment (1,000 words each): 17%
1 x major written assignment (2,000 words): 33%
Written examination (2 hour): 33%

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC2141


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Coordinator(s)Carolina Weller

Synopsis

The unit provides the necessary skills for students to perform a quantitative design, data management and statistical analysis of a research project. This unit is a more specific development of quantitative health and medical research methodology that builds on the introductory material in 2nd year of the course.

It will involve designing a research protocol, including defining the research question, performing a literature review, selection of type of study, defining a study population and sampling strategies, questionnaire design, ethics approval, and oral and written presentation of a protocol. It will also include sessions on managing data and choosing a statistical analysis approach. Students will choose a health research question of interest to them and design a research protocol for studying that particular question.

Outcomes

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

  1. Develop an answerable research question that is appropriate for the gap in research
  2. Perform a literature review around the topic and research question
  3. Choose the appropriate study design & identify their strengths & limitations
  4. Design a research project/protocol including project timeline
  5. Define a study population and sampling strategies to answer the research question posed
  6. Develop a specific approach to data collection and data collection method
  7. Develop an approach to data analysis that is suitable to their research
  8. Further cultivate skills in conducting ethical and culturally sensitive research
  9. Present a written research protocol

Assessment

Written assignments (2) 30%
Group presentation 15%
In-class group work 15%
Final report 40%

Chief examiner(s)

Carolina Weller

Contact hours

3contact hours per week plus 9 hours per week private study

Prerequisites

HSC2141 and HSC2142


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester 2012 (Day)
Coordinator(s)Dr Charles Livingstone

Synopsis

This unit aims to develop students' understanding and skills in the quantitative and qualitative research methods that underpin contemporary global public health and health science research, as well as the analysis, interpretation and reporting of data from such research. This unit introduces students to the theoretical methodological and ethical issues that underpin contemporary global public health and health science research. It provides direction and guidance to honours students in identifying a meaningful research question and develops the skills and knowledge students need to develop a research proposal. It re-introduces students to quantitative and qualitative research frameworks and data analysis techniques they need both to undertake their study and write a research report.

Outcomes

On completion of the unit students will be able to:

  1. Demonstrate a good understanding of the research process and skills needed to produce a research report to meet the standard required at honours level by developing an outline and plan of a research process suitable for their research project;
  2. Critique their outline and plan for a research project for their research project;
  3. Explain the formulation of research questions and formulate a research question relevant to their research project;
  4. Demonstrate a good understanding of the range of quantitative and qualitative research frameworks utilised in public health and health science research by:
    • Identifying the research frameworks used in a range of research projects;
    • Selecting the most suitable research framework/methodology for given examples of research projects; and,
    • Justifying the research framework/methodology chosen for their research project;
  5. Link research paradigms or methods to research questions;
  6. Demonstrate a good understanding of data analysis methods associated with the various research frameworks by:
    • Identifying the most appropriate data analysis methods for different research frameworks;
    • Selecting the most suitable data analysis methods for their research project; and,
    • Justifying the data analysis methods chosen for their research project;
  7. Demonstrate a good understanding of potential further research available to them by identifying future research activities in which they could participate and are of specific interest to them.

Assessment

Hurdle requirement: Students are required to attend 80% of seminars and colloquia.

Formative assessment: Feedback during seminar participation as well as following the three summative assessments.

Summative assessment:
A. An individual presentation during the semester on students' project methodologies (20%);
B. A class test on the quantitative and qualitative research frameworks and approaches to data analysis utilised in public health and health science research topics covered during the semester. The class test will contain both multiple choice and short answer questions (20%) and,
C. A 3,000-3,500 word assignment based on students' project methodologies which will form the basis of the student's methods chapter of the thesis (60%).

Chief examiner(s)

Dr Charles Livingstone

Contact hours

Four class contact hours per week (seminar style), attendance of a weekly colloquium (1-2 hours per week), plus regular project supervision (1-2 hours per fortnight). In addition, as per University requirements, students will be required to spend up to 20 hours per week in private study/self-directed learning (i.e. a total of 24 hours per week).

Prerequisites

Nil

Co-requisites

HSC4011

Prohibitions

Nil


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital Second semester 2012 (Day)
Coordinator(s)Dr Charles Livingstone

Synopsis

The Honours thesis is a research study, focusing on a particular contemporary global public health and health science research topic or issue, undertaken with the guidance and support of a supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present on their research project at a research seminar prior to submission. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Health Science Research Project (both Part 1 and Part 2) will be able to use their 15,000 word study as evidence of independent research experience in an application for entry into higher research degree programs.

Outcomes

  1. Demonstrate the ability to develop a research topic to investigate that is feasible within a two-semester time frame by submitting a 15,000 word thesis;
  2. Identify key research questions that are suitable for an honours level project;
  3. Select and review relevant theory and literature;
  4. Design a study and choose appropriate methods to investigate research questions;
  5. Select appropriate modes of analysis;
  6. Demonstrate an understanding of and discuss the ethical issues involved in their research project;
  7. Implement, critically appraise or apply research in a particular field;
  8. Prepare a comprehensive written report that is professionally presented and contains all elements required for an academic/scientific journal publication; and,
  9. Present and lead a discussion on their project as part of the weekly colloquium series.

Assessment

Hurdle requirement: Students are required to attend 80% of colloquia, and are required to meet with their supervisor at least once a fortnight for 1-2 hours.

Formative assemment:
a. An individual presentation and feedback on students' completed projects - to occur prior to sumission and,
b. Feedback during supervison throughout the semester.

Summative assessment: A 15,000 word research-based honours thesis (100%). Students' theses will be examined as per normal Faculity of Medicne, Nursing and Health Sciences' practice, that is examined by at least two examiners. Additional examiners may be used if there is a significant descrepancy between the examiners.

Chief examiner(s)

Dr Charles Livingstone

Contact hours

28 hours per week inclusive of the time spent in supervision.

Prerequisites

HSC4011 and HSC4001


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester 2012 (Day)
Coordinator(s)Dr Deborah Zion

Synopsis

The unit aims for students to develop critical and analytic skills as applied to contemporary global public health and health science research, as well as providing students with advanced knowledge in specific areas of public health and health science from within a global context.
Seminars will focus on topics such as current public health thinking and practice and global dimensions of local health, as well as on skills in evidence appraisal and systematic searching. Students will be active learners through the presentation of two seminars to the class during the semester, and will lead the discussion that follows.
Students will provide a written review of a topic that is related to their specific research project that demonstrates advanced theoretical understanding of the issues and research relating to that topic.

Outcomes

  1. Discuss contemporary global approaches to research in health sciences and public health;
  2. Critically assess what is known and not known in the literature, about determinants of health in relation to selected topics cover during the seminars as well as to students' research topics;
  3. Develop a systematic search strategy on a specific topic based on a research question, encompassing the development of inclusion-exclusion criteria, a search strategy and table summaries of selected studies;
  4. Critically review the scientific literature relative to a defined research question; and,
  5. Prepare a literature review of a health issue using critical analysis.

Assessment

Hurdle requirement: Students are required to attend 80% of seminars.

Formative assessment: Feedback during seminar particpation and presentations delivered (Objectives 1 - 5).

Summative assessment:
a. Two individual presentations during the semseter - one on the student's project and the second on a seperate public health and/or health science issue or topic. Presentations will be assessed using a set of assessment criteria included in the Unit Guide (30%), and,
b. A 4,000-5,000 word critical review of research papers on a specific public health and/or health science issue that will form the basis of the student's literature review for their final thesis (70%)

Chief examiner(s)

Dr Deborah Zion

Contact hours

Four class contact hours per week (seminar style). In addition, as per University requirements, students will be required to spend 20 hours per week on the unit in private study (i.e. a total of 24 hours per week).


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Belinda Lewis

Synopsis

This unit introduces students to health promotion delivered in a variety of primary care settings including hospitals, community health services, and general practice.
The common characteristics of primary care will form the framework including issues of expanded access, multi-professional service teams, optimal service coordination, and a focus on patient empowerment and the application of technology to health promotion.
Prevention and health promotion systems relevant to primary care will be examined, and the evidence and theoretical base for preventive (behavioural) counselling, brief interventions, health education practice, methods of tailoring strategies to client needs, motivational interviewing techniques, motivating change and preventing relapse will be explored.
Approaches to adopting health promotion strategies and building capacity for health promotion in others will be explored.

Outcomes

  1. Demonstrate their understanding of the frameworks that underpin health promotion in clinical settings by:
a. Identifying structured approaches and distinguishing key features of existing health promotion programs;
b. Describing the principles and charters that guide health promotion practice;
c. Comparing and contrasting health promotion needs and values of different subgroups within the community.

  1. Demonstrate the application of health promotion principles in their clinical settings by:
a. Describing capacity building approaches to improve the quality and sustainability of health promotion;
b. Identifying the contrasting the behavioral and socio-environmental approaches to promoting health in primary clinical care settings;
c. Recognising the difference between marketing and health promotion along with the ethical questions it raises.

  1. Demonstrate how they operationalise health care in their clinical settings by:
a. Reporting influences upon individual motivation and capacity to perform health behaviours;
b. Planning and producing a health promotion pamphlet or poster for their clinical setting.

  1. Demonstrate their ability to evaluate existing health promotion programs in their clinical settings by:
a. Describing a health promotion outcomes framework and how it is used in program planning;
b. Reporting their evaluation (using key principles and evidence-based approaches identified earlier) of a local health promotion activity from their clinical setting.

Assessment

Hurdle requirement: 80% attendance at tutorials and lecture program.
Evidence review: 30%
Case study report and group presentation: 40%
Analysis essay and program plan: 30%

Chief examiner(s)

Dr Belinda Lewis

Contact hours

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Belinda Lewis

Synopsis

This unit provides the basic understanding of the concept of health particularly in the primary care clinical settings. This exploration will begin at a personal level and expand to clinical settings with the broader health environment. Varied definitions and models of health will be introduced to allow a detailed exploration of illness, health risks and how individuals, families and communities use limited resources.
Differences between health of the individual and the broader population will be examined using the clinical environment as the focal point. The factors that impact the dimensions of health will be critically explored to better understand the roles of government policies, the private sector and communities. Current inequalities in resources and other factors affecting health in clinical settings will be identified.

Outcomes

On completion of this unit students will be able to:

  1. Reflect on the implications on clinical care of their own values and assumptions regarding health and wellbeing.
  2. Review diverse definitions, concepts and interpretations of health and wellbeing and their application in the clinical context.
  3. Define, compare and contrast biomedical and ecological models of health, and describe the value of both models in the clinical context.
  4. Demonstrate how the ICF framework applies in primary clinical care.
  5. Identify the socio-cultural, economic and physical determinants of health and describe how these affect care provision in clinical situations.
  6. Apply the principles of the 'determinants of health' approach in discussing selected health issues from the National Health Priority Areas across a range of population groups and clinical settings within urban/metropolitan and rural Australia.
  7. Describe and discuss inequalities in health and utilisation of clinical services, and the underlying reasons.
  8. Critically reflect on contemporary debates regarding individual and collective responsibility for health in clinical settings and the role for governments and private enterprise.
  9. Critically reflect on the philosophical and ideological underpinnings of various professional and lay perspectives on health and examine the way these perspectives are modulated by perspectives on socio-cultural, economic and physical determinants of health in the clinical setting

Assessment

Hurdle requirement: 80% of tutorials, unless medical or other certification provided.
Essay (25%)
Written assignment (45%)
Final Examination (30%)

Chief examiner(s)

Dr Belinda Lewis

Contact hours

12 hours per week including contact time (1 hour lecture, 2 hour tutorial), fieldwork and self-directed learning


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Sunway First semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin/Associate Professor Shah Yasin

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 transition 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 SocietyTeaching will provide a framework of inquiry allowing analysis of the social aspects of medicine.
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 case based learning activity
(CBL). Each CBL integrates material presented to students in this and other themes throughout the week.
THEME IV: Clinical Skills: introduces students to practical clinical skills including: handwashing, sharps disposal; 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.

Outcomes

Theme I: On completion of this sub-unit students will be able to:

  1. Identify issues which affect their transition from school to university
  2. Develop strategies for maintaining their mental and physical health status
  3. Examine the similarities/differences between ethical issues in personal and professional life
  4. Be acquainted with the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship

Theme II: On completion of this sub-unit students will be able to:
  1. Discuss different perspectives on health, illness and medical practice
  2. Describe associations between health and illness and social on access to health care
  3. Consider appropriate adaptations of medical practice to suit cultural and social circumstances
  4. Critically examine the influence their own experiences, background and culture have on their attitudes towards medicine
  5. 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:
9. normal cell and tissue structure and formation;
10. genes in health and disease;
11. the immune system in health and disease;
12. interaction between microbial organisms and the human host and the role of parasites and fungi in infectious disease;
13. injury and the host response;
14. the nature of neoplasia and genetic and environment factors leading its progression and spread.
15. demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
16. demonstrate a sound knowledge and understanding of the general principles, concepts and language of neuroscience that will provide a basis for the study of neural control of body systems and neurology in later semesters;

Theme IV: On completion of this sub-unit students will be able to:
18. Demonstrate clear and appropriate communication skills
19. Understand different forms of communication and the need for active listening
20. Work cooperatively with health professionals (nurses, GPs) and trainees (nurses) to achieve specified tasks
21. Understand the framework for taking a comprehensive medical history
22. 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 1 result. Assessment of materials presented in 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.

Chief examiner(s)

Associate Professor Shah Yasin

Co-requisites

Must be enrolled in the 0040, 1074, 3856


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin/Associate Professor Shah Yasin

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: The scientific basis of clinical practice of the musculo-skeletal, cardiovascular medicine and human life span.
THEME 4: 'Clinical Skills' develops comprehensive medical history taking skills and examination of the musculoskeletal, cardiovascular and peripheral nervous system. Develop an 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.

Outcomes

Theme I: On completion of this sub-unit students will be able to:

  1. identify ongoing strategies for their own health enhancement;
  2. understand difference ethical debates involving: doctor/patient relationships; health and illness; ideas of personhood and body;
  3. understand concepts of professional responsibility and public accountability with reference to the role of the courts, common law, statutes and professional self-regulation;
  4. understand the conceptual and practical implications of Community Based Placements in Year 2;
  5. articulate and debrief their early clinical experiences.

Theme II: On completion of this sub-unit students will be able to:
  1. demonstrate an understanding of the basic concepts and methods of biostatistics in medical research;
  2. understand the strengths and weaknesses of different epidemiological study designs;
  3. appreciate the role of chance, bias and confounding in epidemiological studies;
  4. critically appraise articles in medical journals;
  5. 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:
  1. demonstrate a knowledge and appreciation of the function of peripheral sensory systems, sensory pathways, motor pathways and the importance of sensory feedback;
  2. understand the general and detailed organization of the limbs and back;
  3. 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;
  4. 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;
  5. understand the detailed structure and function of the tissues of the musculoskeletal system, including bone, muscle, tendon, articular cartilage, ligaments and connective tissue;
  6. demonstrate an introductory level of understanding of human psychology and human behaviour;
  7. discuss the pathogenesis of diseases caused by bacteria and microbes;
  8. outline the pharmacological agents used in the treatment of infectious disease.
  9. describe the trajectory of development, and its importance to an understanding of the individual as a complete human being within a social setting.
  10. describe the structure and function of the healthy cardiovascular system
  11. discuss the mechanisms and effects of selected common pathologies affecting the cadriovascular system;
  12. outline therapeutic agents commonly used to deal with disorders of the cardiovascular system;
  13. give an account of the interactions of the cardiovascular system in the maintenance of homeostasis

Theme IV: On completion of this sub-unit students will be able to:
21. 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;
22. basic examination of the musculoskeletal, cardiovascular system and basic examination of the neurological system;
23. work cooperatively with other health professionals and trainees to achieve specific tasks;
24. 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:
25. recognise the importance of place to health, illness, injury and health service delivery;
26. describe the health, illness, community services and facilities available in a rural location;
27. recognise how rural health differs across gender, age, race and sexual orientation;
describe the framework for clinical reasoning in the cardiovascular system;
28. compare and contrast medicine in a rural context with their metropolitan experiences to date.
29. demonstrate knowledge and understanding of the structure and function of neurons, signaling mechanisms, drug actions and receptors mechanisms, and the organization, inter relationship and general function of all divisions of the nervous system; demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour.

Assessment

Examinations and written assignments to account for 80% of the end of Year 1 result as follows:
Semester assessment tasks 30%
End of semester written and OSCE 50%
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit

Chief examiner(s)

Professor Christine McMenamin

Co-requisites

Must be enrolled in the MBBS course codes 0040, 1074, 3856


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin/Associate Professor Shah Yasin

Synopsis

MED2000 provides an overall result for Year 1 & 2 MBBS based upon achievement in MED1011, MED1022, 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 MED1011, MED1022, MED2031 and MED2042 and the VIA examination.

Outcomes

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

MED1011: 12.5%
MED1022: 12.5%
MED2031: 27.5%
MED2042: 27.5%
First VIA Examination: 20%

Chief examiner(s)

Professor Ben Canny

Prerequisites

MED1011, MED1022, MED2031

Co-requisites

Must be enrolled in Bachelor of Medicine/ Bachelor of Surgery (course codes 0040)


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryInternship (Act Program)
OfferedClayton First semester 2012 (Day)
Sunway First semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin/Associate Professor Shah Yasin

Synopsis

Through a 'Community Based' 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 respiratory, renal, endocrine and haematopoietic systems, gastroenterology, nutrition and metabolism.' 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these major systems. Weekly Problem Based Learning (PBL) 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.

Outcomes

Theme I:
On completion of this sub-unit students will be able to:

  • 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;
  • explain the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;
  • develop 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;
  • demonstrate 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:
On completion of this sub-unit students will be able to:
  • 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);
  • analyse the different perspectives in health promotion
  • define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
  • align a range of health promotion theories of change, ranging through individual to social;
  • 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:
On completion of this sub-unit students will be able to:
  • discuss the relevance of biomedical science to the practice of respiratory, endocrine, haemopoetic and renal medicine, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues;
  • describe the structure and function of the healthy respiratory and renal, endocrine systems and the formation and function of blood;
  • discuss the mechanisms and effects of selected common pathologies affecting these systems;
  • outline therapeutic agents commonly used to deal with 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;
  • discuss the relevance of biomedical science to the practice of medicine in the areas of endocrinology and metabolism, gastroenterology and nutrition, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues;
  • describe the role of endocrine systems in normal and pathological function;
  • discuss the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood, recognise the sources of deviation from such normal patterns and appreciate the role of nutrition in health and disease, taking account of social and cultural influences;
  • describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract;
  • outline therapeutic agents relevant for endocrine, gastrointestinal conditions.

Student Project Cases: On the completion of this activity students will be able to:
  • integrate information from the four curriculum themes based on the range of learning activities, including self-directed research;
  • integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues;
  • identify relevant resources and critically analyse information from a variety of sources;
  • develop skills in problem solving and apply in a medical context;
  • develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine;
  • 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;
  • discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum;
  • apply skills in audiovisual presentations on particular topics in medicine;
  • develop skills in preparation of written summaries in the form of notes suitable for effective communication and education;
  • apply constructive critiques to verbal and written presentations.

Theme IV:
On completion of this sub-unit students will be able to:
  • describe the framework for clinical reasoning in the respiratory, haematopoietic, gastrointestinal, endocrine and renal systems;
  • demonstrate focused history taking in the respiratory, endocrine, gastrointestinal, haematopoietic and renal systems;
  • perform and understand the relevance of an examination of the patient's respiratory, endocrine, gastrointestinal, haematopoietic and renal system;
  • work cooperatively with peers to achieve specified tasks;
  • discuss the range and types of disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice;
  • discuss the complementary and diverse aspects of clinical disorders in the respiratory, haematopoietic and renal systems encountered in general practice and in hospitals;

Urban Placement:
  • Participate in specialist tuorials in relation to breast examination, ECG's and real patient encounters
  • Review and practice Year 1 Clinical skills

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;
  • analyse the ways in which rural diversity can impact on rural health, illness and clinical practice;
  • reflect on the nature of a rural clinical practice from a clinician's perspective.

Assessment

Assessment in MED2031 incorporates one portion of ongoing assessment for Year 2.
Examinations and written assignments account for 12.5% of the end of Year 2 result as follows:
Mid semester test: 6.25%
End of semester examination: 6.25%
The following in semester assignments are carried out across the full year and account for 40% of the Year 2 result:
Year Two Portfolio: 37.5%
Year Two Rural Project: 6.25%
Year Two Special Project Case: 6.25%
For MED2031 the end of semester results will be pass grade only (PGO).
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.
For further description please see entry for MED2000

Chief examiner(s)

Associate Professor Shah Yasin

Prerequisites

MED1011, MED1022

Co-requisites

Must be enrolled in the MBBS and MED2000


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
Coordinator(s)Professor Christine McMenamin

Synopsis

Through 'Community Based' 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. 'Hormones and sex growth' enables the student to examine, 'Sex, reproduction and development'. Head and neck will be a focus of learning. Students will further develop studies in neurological sciences. 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these areas. PBL: 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.

Outcomes

On completion students will be able to:

Theme 1

  1. develop a perspective on issues of social equity and justice;
  2. develop knowledge of the welfare system and its relevance to medicine;
  3. appreciate the operational philosophy and service delivery components of key agencies;
  4. understand the concept of the 'whole person' and in particular, the social and economic context of health and illness;
  5. develop an understanding of social and public policy and how it impacts on people's lives;
  6. understand their capacity to contribute to the well being of those people who are disadvantaged;
  7. Be acquainted with the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship

Theme II
7. articulate the relationship between data, information, evidence, knowledge and informed care;
8. demonstrate in applied situations, enhanced information technology skills, application of critical skills to clinical and research questions and application of a range of knowledge based systems in clinical practice;
9. appreciate the different perspectives in health promotion
10. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
11. understand the application of a range of health promotion theories of change, ranging through individual to social;
12. understand and participate in the basic health promotion process of program development, planning, implementation and evaluation;
13. systematically apply critical appraisal and knowledge management skills to the evaluation of health promotion intervention strategies;
14. identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies;

Theme III:
15. discuss the relevance of biomedical science to the practice of medicine in the areas of sexuality, development and growth, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues;
16. describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception, understand how fetal conditions can determine adult disease
17. outline therapeutic agents relevant for neurological, reproductive, and psychological conditions.
18. Describe the anatomy of the head and neck including the intracranial region
19. Describe the physiology of central nervous system function

Theme IV
22. understand the framework for taking a focused medical history and performs an examination of the reproductive and neurological systems;
23. demonstrate an understanding of the investigations and imaging techniques used in the examination of the patients' reproductive organs, and neurological systems;
24. further develop clinical reasoning skills underlying focussed history taking, examination and the selection of a particular investigation;
25. understand the link between clinical presentation and underlying pathophysiology to comprehend available management options;
26. further develop 'active listening' empathy, concern and an awareness of key gender, cultural and ethical issues when communicating with patients, their families and carers;
27. communicate clinical information and conclusions both verbally and in writing with clarity, consideration and sensitivity, to patients, their carers and other health professionals;
28. Practice undertaking a basic mental state, ear and eye examination.

Rural placement: On the completion of this placement students will be able to:
28. describe and discuss how rural contexts impact on the assessment of health conditions.;
29. recognise the importance of context and clinical reasoning in relation to focused history taking;
30. describe and discuss how a rural context impacts on the clinical and non-clinical management of patients;
31. analyse the ways in which rural diversity can impact on rural health, illness and clinical practice;
32. reflect on the nature of a rural clinical practice from a clinician's perspective.

Student Project Cases: On the completion of this activity students will be able to:
33. integrate information from the four curriculum themes based on the range of learning activities, including self-directed research;
34. integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues;
35. identify relevant resources and critically analyse information from a variety of sources;
36. develop skills in problem solving and apply in a medical context;
37. develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine;
38. 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;
39. discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum;
40. apply skills in audiovisual presentations on particular topics in medicine;
41. develop skills in preparation of written summaries in the form of notes suitable for effective communication and education;
42. apply constructive critiques to verbal and written presentations.
43. demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
44. demonstrate knowledge and understanding of the structure and function of neurons, signaling mechanisms, drug actions and receptors mechanisms, and the organization, inter relationship and general function of all divisions of the nervous system; demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour.

Rural placement and Urban placement- refer to MED2031.

Assessment

Examinations and written assignments account for 37.5% of the end of Year 2 result as follows:
Mid semester test: 6.25%
End of semester examination: 12.5%
OSCE: 18.75%
The following in semester assignments are carried out across the full year:
Year Two Portfolio: 37.5%
Year Two Rural Project: 6.25%
Year Two Special Project Case: 6.25%
For MED2042 the end of semester results will be pass grade only (PGO).
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

Chief examiner(s)

Professor Christine McMenamin

Prerequisites

MED1011, MED1022, MED2031

Co-requisites

Must be enrolled in the MBBS and MED2000


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Coordinator(s)Professsor Christine McMenamin

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.

Outcomes

By the end of Year 3, students are expected to be able to:

Theme 1: Personal and Professional Development

  1. describe ethical and legal issues pertinent to clinical contexts;
  2. articulate professional rights and responsibilities including advocacy for patients and their families;
  3. demonstrate ability to work in multi-professional teams;
  4. identify, develop and use strategies to meet professional and personal challenges and needs;

Theme II: Population, Society, Health and Illness

  1. correctly apply principles and key steps in evidence based clinical practice;
  2. demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
  3. elicit an accurate occupational and environmental history;
  4. describe how to certify a patient's fitness for work;
  5. effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
  6. 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:
  1. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
  2. Formulate a differential diagnosis and problem list relevant to the patient;

Clinical Features, Natural history, Pathogenesis and Pathology of disease
  1. 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:
  1. 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:
  1. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
  2. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

General Principles of Management
  1. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
  2. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
  3. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

Surgical Management
  1. 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;
  2. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

Pharmacotherapeutics
  1. 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:
  1. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;


Theme IV: Clinical skills

  1. communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
  2. conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
  3. describe principles for giving information to patients (eg applied to procedural information, patient education skills);
  4. conduct relevant and appropriate physical and clinical examinations;
  5. describe and use clinical reasoning skills;
  6. frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
  7. correctly perform specified practical techniques, tasks and procedures; and
  8. 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.

Chief examiner(s)

Associate Professor Shah Yasin

Contact hours

Approximately 13 hrs/week of structured teaching and learning, 10 hrs/week of unstructured learning in clinical settings and 10 hrs/week self directed learning (private study).

Prerequisites

MED2031, MED2042 and MED2000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

By the end of Year 3, students are expected to be able to:

Theme 1: Personal and Professional Development

  1. describe ethical and legal issues pertinent to clinical contexts;
  2. articulate professional rights and responsibilities including advocacy for patients and their families;
  3. demonstrate ability to work in multi-professional teams;
  4. identify, develop and use strategies to meet professional and personal challenges and needs;

Theme II: Population, Society, Health and Illness

  1. correctly apply principles and key steps in evidence based clinical practice;
  2. demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
  3. elicit an accurate occupational and environmental history;
  4. describe how to certify a patient's fitness for work;
  5. effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
  6. 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:
  1. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
  2. Formulate a differential diagnosis and problem list relevant to the patient;

Clinical Features, Natural history, Pathogenesis and Pathology of disease
  1. 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:
  1. 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:
  1. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
  2. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

General Principles of Management
  1. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
  2. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
  3. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

Surgical Management
  1. 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;
  2. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

Pharmacotherapeutics
  1. 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:
  1. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;


Theme IV: Clinical skills

  1. communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
  2. conduct a patient-centred interview that is tactful, accurate, organised and problem-focused;
  3. describe principles for giving information to patients (eg applied to procedural information, patient education skills);
  4. conduct relevant and appropriate physical and clinical examinations;
  5. describe and use clinical reasoning skills;
  6. frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
  7. correctly perform specified practical techniques, tasks and procedures; and
  8. describe normal and abnormal reactions to illness, disability and loss.

Assessment

Extended Matching Question Examination (EMQ): 30%
Objective Structured Clinical Examination (OSCE): 35%
Monash Mini Case Record (MCR): 25%
Integrated clinical appraisal activity: 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.

Chief examiner(s)

Professor Christine McMenamin

Contact hours

Approximately 13 hrs/week of structured teaching and learning, 10 hrs/week unstructured learning in clinical settings and 10 hrs/week self directed learning (private study).

Prerequisites

MED2031, MED2042, MED3051

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Sunway First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
Coordinator(s)Professor Ben Canny

Synopsis

MED4000 provides an overall result for Year 3 and 4 MBBS based upon achievement in Year 3 MED3051 and MED3062 and Year 4 MED4171, MED4182 and the Integrated Vertical Assessment (VIA) examination. Students will need to successfully complete MED3051, MED3062, MED4171, MED4182 and the VIA examination. A grade will be awarded for MED4000 which is based on student achievement in MED3051, MED3062, MED4171, MED4182 and the VIA examination.

Outcomes

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

MED3051: 17.5%
MED3052: 17.5%
MED4171: 5.0%
MED4182: 5.0%
VIA Exam: 30.0%
MED4200 (OSCE & EMQ): 25.0%

Chief examiner(s)

Professor Ben Canny

Prerequisites

MED3051, MED3062

Co-requisites

MED4171, MED4182, MED4200


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

On successful completion of Year 4, for each of the key discipline areas, students are expected to be able to:

Theme 1: Personal and Professional Development

  1. demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;

  1. recognise legal and ethical issues relevant to the practice of medicine;

  1. recognise the principles of team-work, and the role of doctors in clinical teams;

Theme 2: Population, Society, Health and Illness

  1. explain the economic perspective on health issues and health care;

  1. critique evaluations of a health intervention;

  1. identify organisational factors which impact on patient care and participate in quality improvement processes;

  1. identify the impact of public health policy on the delivery of health care to the individual;

  1. identify the relevant programs and community resources available to patients and their families;

  1. identify relevant approaches to health education, illness prevention and rehabilitation;

Theme 3: Foundations of Medicine

  1. apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;

  1. identify biological, psychological and social factors pertinent to understanding the illness and its management;

  1. identify common and important illnesses, conditions and disorders;

Theme 4: Clinical skills

  1. elicit and record an accurate clinical history appropriate for the patients and the clinical context;

  1. perform and accurately record an appropriate physical examination;

  1. develop differential diagnoses and formulate problems;

  1. competently perform selected clinical practices, techniques and procedures;

  1. formulate appropriate patient-centred management plans and discuss management issues; and

  1. 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 in-semester written assignments and clinical skills assessment, written examinations (EMQ) and OSCEs. In-course summative assessment tasks: 30% Written Examination: 35%OSCE: 35%

Hurdle requirement: Students must demonstrate satisfactory performance in prescribed learning activities and 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.

Chief examiner(s)

Associate Professor Shah Yasin

Contact hours

This is a 24 credit point unit over 18 weeks in continuous rotations through clinical attachments

Prerequisites

MED3051, MED3062

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

On successful completion of Year 4, for each of the key discipline areas, students are expected to be able to:

Theme 1: Personal and Professional Development

  1. demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings;

  1. recognise legal and ethical issues relevant to the practice of medicine;

  1. recognise the principles of team-work, and the role of doctors in clinical teams;

Theme 2: Population, Society, Health and Illness

  1. explain the economic perspective on health issues and health care;

  1. critique evaluations of a health intervention;

  1. identify organisational factors which impact on patient care and participate in quality improvement processes;

  1. identify the impact of public health policy on the delivery of health care to the individual;

  1. identify relevant programs and community resources available to patients and their families;

  1. identify relevant approaches to health education, illness prevention and rehabilitation;

Theme 3: Foundations of Medicine

  1. apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions;

  1. identify biological, psychological and social factors pertinent to understanding the illness and its management;

  1. identify common and important illnesses, conditions and disorders;

Theme 4: Clinical Skills

  1. elicit and record an accurate clinical history appropriate for the patients and the clinical context;

  1. perform and accurately record an appropriate physical examination;

  1. develop differential diagnoses and formulate problems;

  1. competently perform selected clinical practices, techniques and procedures;

  1. formulate appropriate patient-centred management plans and discuss management issues; and

  1. 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 will include in-semester written assignments, oral presentations and clinical skills assessment, written examinations (EMQ), 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 demonstrate satisfactory performance in prescribed learning activities and 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.

Chief examiner(s)

Professor Christine McMenamin

Contact hours

This is a 24 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

MED3051, MED3062

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

On completion of this course, students will be expected to demonstrate the generic attributes of a Monash graduate. The objectives of the Honours degree of Bachelor of Medical Science are to:

  1. demonstrate retrieval, interpretation and evaluation of information in medical and other research based publications
  2. acquire an understanding of various methodologies in human, public health and biomedical science research
  3. acquire an in-depth understanding of an aspect, issue or problem within a human, public health or biomedical science research field
  4. demonstrate an appreciation of the ethical requirements for research activities in human, public health and biomedical science research
  5. demonstrate the capacity to design, frame, conduct and report on a small-scale project in human, public health or biomedical science research

Assessment

Hurdle requirements:
Foundation Skills Workshop (Objectives 2, 4, 5)
Mid-Year Progress Report (Objectives 1, 2, 3, 4, 5)

Summative assessment:
Literature Review 75% (Objectives 1, 2, 3, 4, 5)
1 Oral Presentation 25% (Objectives 1, 2, 3, 5)

Chief examiner(s)

Professor Ben Canny

Contact hours

Average weekly workload of 36 hours per week comprised of private study (library searches, reading, preparation of presentations and writing research thesis), oral presentations, and practical research activities (eg data collection and collation, laboratory work, data analysis and review).

Co-requisites

Students must be enrolled in the Honours Degree of Bachelor of Medical Science


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

On completion of this course, students will be expected to demonstrate the generic attributes of a Monash graduate. The objectives of the Honours degree of Bachelor of Medical Science are to:

  1. demonstrate retrieval, interpretation and evaluation of information in medical and other research based publications
  2. acquire an understanding of various methodologies in human, public health and biomedical science research
  3. acquire an in-depth understanding of an aspect, issue or problem within a human, public health or biomedical science research field
  4. demonstrate an appreciation of the ethical requirements for research activities in human, public health and biomedical science research
  5. demonstrate the capacity to design, frame, conduct and report on a small-scale project in human, public health or biomedical science research.

Assessment

1 Oral Presentation: 5%
Minor Thesis: 80%
Faculty Presentation: 15%

Chief examiner(s)

Professor Ben Canny

Contact hours

Average weekly workload of 36 hours per week comprised of private study (library searches, reading, preparation of presentations and writing research thesis), oral presentations, and practical research activities (eg data collection and collation, laboratory work, data analysis and review).

Prerequisites

Submission of all assessment items from MED4101

Co-requisites

Must be enrolled in the Honours Degree of Bachelor of Medical Science


18 points, SCA Band 3, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

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

  • frame a research question and outline a research proposal;
  • retrieve, interpret and critically review the scientific literature relevant to their research project;
  • construct a literature review relevant to their research project;
  • employ a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;
  • utilize a range of technical skills appropriate to the discipline relevant to their research project;
  • describe the research methodology for their research project;
collect, manage and analyse data acquired from their research activities;
  • document research findings;
  • effectively communicate in both oral and written presentations to a scientific audience; and
  • discuss ethical requirements relevant to their research project.

Assessment

Research proposal: 20%
Mid year progress report: 50%
Seminar/ oral presentation: 30%

Chief examiner(s)

Professor Ben Canny

Contact hours

Average 36 hours per week

Prerequisites

Students must be enrolled in the Bachelor of Medical Science

Co-requisites

MED4201 Research Methods 1

Prohibitions

MED4101, MED4102


18 points, SCA Band 3, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

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%

Chief examiner(s)

Professor Ben Canny

Contact hours

Average 36 hours per week

Prerequisites

MED4201 Medical Science research methods 1. Students must be enrolled in Bachelor of Medical Science.

Co-requisites

MED4202 Research Methods 2

Prohibitions

MED4101, MED14002


12 points, SCA Band 3, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

Synopsis

Specialty Clinical Practices I provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester. Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Systems Management components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical placements undertaken, students are expected to be able to:

Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Medicine
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills
  1. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
  2. Perform and accurately record an appropriate physical examination.
  3. Develop differential diagnoses and formulate problems.
  4. Competently perform selected clinical practices, techniques and procedures.
  5. Formulate appropriate patient-centred management plans and discuss management issues.
  6. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative in-semester assessment tasks (written and practical tasks) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, and Psychiatry). Weighting 100%
Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as completion of specified clinical tasks and completion of logbooks. Successful completion of web-based Evidence-Based Clinical Practice and Health Systems Management components.
80% minimum attendance hurdle requirement

Chief examiner(s)

Professor Christine McMenamin

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

MED3051, MED3062

Co-requisites

MED4200


12 points, SCA Band 3, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Prof Christine McMenamin

Synopsis

Specialty Clinical Practices II provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester. Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Economics components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical placements undertaken, students are expected to be able to:

Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Clinical Practice
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills
  1. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
  2. Perform and accurately record an appropriate physical examination.
  3. Develop differential diagnoses and formulate problems.
  4. Competently perform selected clinical practices, techniques and procedures.
  5. Formulate appropriate patient-centred management plans and discuss management issues.
  6. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative assessment tasks (written and practical) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, Psychiatry) with a total of 12 assessment workload points for in-semester assessment. Weighting 100%
Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as specified clinical tasks and completion of logbooks. Successful completion of web-based Evidence-Based Clinical Practice and Health Economics components.
80% minimum attendance hurdle requirement

Chief examiner(s)

Associate Professor Shah Yasin

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

MED3051, MED3062

Co-requisites

MED4200


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2012 (Day)
Sunway Full year (extended) 2012 (Day)
Coordinator(s)Prof Christine McMenamin

Synopsis

Integrated Clinical Studies builds upon learning in the specialty clinical areas of Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in each specialty clinical areas across the year. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to consolidate knowledge and skills through both experiential learning in clinical settings and self directed study.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical placements undertaken, students are expected to be able to:

Theme I: Personal and Professional Development

  1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
  2. Recognise legal and ethical issues relevant to the practice of medicine.
  3. Recognise the principles of team-work, and the role of doctors in clinical teams.

Theme II: Population, Society, Health and Illness
  1. Explain the economic perspective on health issues and health care.
  2. Critique evaluations of a health intervention.
  3. Identify organisational factors which impact on patient care and participate in quality improvement processes.
  4. Identify the impact of public health policy on the delivery of health care to the individual.
  5. Identify relevant programs and community resources available to patients and their families.
  6. Identify relevant approaches to health education, illness prevention and rehabilitation.

Theme III: Foundations of Clinical Practice
  1. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
  2. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
  3. Identify common and important illnesses, conditions and disorders.

Theme IV: Clinical Skills
  1. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
  2. Perform and accurately record an appropriate physical examination.
  3. Develop differential diagnoses and formulate problems.
  4. Competently perform selected clinical practices, techniques and procedures.
  5. Formulate appropriate patient-centred management plans and discuss management issues.
  6. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative assessment tasks:
OSCEs 40%,
Written examinations 40%,
Written VIA 20 %

Chief examiner(s)

Prof Christine McMenamin

Contact hours

This is a 24 point unit over 2 x18 week semesters in continuous rotations through clinical attachments.
80% minimum attendance hurdle requirement

Prerequisites

MED3051, MED3062

Co-requisites

MED4171 or MED4182


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

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%

Chief examiner(s)

Professor Ben Canny

Contact hours

Average 12 hours per week

Prerequisites

Students must be enrolled in the Honours degree of Bachelor of Medical Science

Co-requisites

MED7011 Medical Science Research Project A

Prohibitions

MED7001, MED7002


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedAlfred Hospital First semester (extended) 2012 (Day)
Bendigo First semester (extended) 2012 (Day)
Box Hill First semester (extended) 2012 (Day)
Caulfield First semester (extended) 2012 (Day)
Clayton First semester (extended) 2012 (Day)
Gippsland First semester (extended) 2012 (Day)
Monash Medical Centre First semester (extended) 2012 (Day)
Moe First semester (extended) 2012 (Day)
Notting Hill First semester (extended) 2012 (Day)
Australia (Other) First semester (extended) 2012 (Day)
Alfred Hospital Second semester (extended) 2012 (Day)
Bendigo Second semester (extended) 2012 (Day)
Box Hill Second semester (extended) 2012 (Day)
Caulfield Second semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Gippsland Second semester (extended) 2012 (Day)
Monash Medical Centre Second semester (extended) 2012 (Day)
Moe Second semester (extended) 2012 (Day)
Notting Hill Second semester (extended) 2012 (Day)
Australia (Other) Second semester (extended) 2012 (Day)
Coordinator(s)Dr Juanita Fernando

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.

Outcomes

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%

Chief examiner(s)

Professor Ben Canny

Contact hours

12 hours per week comprised of tutorials, seminars and private study (library searches, reading, and preparation of oral and written assignments)

Prerequisites

MED7201 Medical Research Methods 1. Students must be enrolled in MED7012.

Co-requisites

MED7012 Medical Science Research Project B

Prohibitions

MED7001, MED7002


18 points, SCA Band 3, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2012 (Day)
Sunway First semester (extended) 2012 (Day)
Clayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

At the completion of MED5091, the student will demonstrate:

Clinical sciences (Themes III and IV)

  1. appropriate clinical history and physical/mental state examination skills required of an intern;
  2. the clinical skills necessary to competently assess emergency and non-emergency conditions;
  3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
  4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
  5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
  6. competence in relevant clinical procedures;

Biosciences (Themes II and III)
  1. an understanding of the causative factors and pathophysiological basis of health and disease;

Knowledge of health care systems (Theme II)
  1. an awareness of health care quality improvement activities;
Professional attributes and behaviour (Themes I and IV)
  1. an ability to work as an effective member of a multidisciplinary health care team;
  2. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
  3. appropriate written and verbal communication skills with members of the health care team;
  4. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
  5. familiarity with the medico-legal responsibilities of being an intern; and
  6. 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.

Chief examiner(s)

Associate Professor Shah Yasin

Prerequisites

2012 pre-req: MED4071, MED4082 and MED4000
2013 pre-req: MED4171, MED4182, MED4200, MED4000

Co-requisites

Must be enrolled in MBBS or MBBS/LLB


24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2012 (Day)
Sunway Second semester (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

At the completion of MED5092, the student will demonstrate:

Clinical sciences (Themes III and IV)

  1. appropriate clinical history and physical/mental state examination skills required of an intern;

  1. the clinical skills necessary to competently assess emergency and non-emergency conditions;

  1. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;

  1. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;

  1. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;

  1. competence in relevant clinical procedures;

Biosciences (Themes II and III)

  1. an understanding of the causative factors and pathophysiological basis of health and disease;

Knowledge of health care systems (Theme II)

  1. an awareness of health care quality improvement activities;

Professional attributes and behaviour (Themes I and IV)

  1. an ability to work as an effective member of a multidisciplinary health care team;

  1. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;

  1. appropriate written and verbal communication skills with members of the health care team;

  1. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;

  1. familiarity with the medico-legal responsibilities of being an intern; and

  1. 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.

Chief examiner(s)

Professor Christine McMenamin

Prerequisites

2012 pre-reqs: MED4071, MED4082 and MED4000
2013 pre-reqs: MED4171, MED4182, MED4200, MED4000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


0 points, SCA Band 3, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2012 (Day)
Sunway Full year (extended) 2012 (Day)
Coordinator(s)Professor Ben Canny

Synopsis

This unit indicates the honours grade obtained by a student on completion of the five years of the MBBS degree. Students are not eligible for honours if they take more than five years (not including intermitted 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%

Chief examiner(s)

Professor Ben Canny

Prerequisites

2013 pre-reqs: MED4171, MED4182, MED4200, MED4000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2012 (Day)
Sunway Full year (extended) 2012 (Day)
Coordinator(s)Professor Christine McMenamin

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.

Outcomes

At the completion of MED5102 students will be able to:

  1. identify and describe the principles of Patient Safety;

  1. recognise individual practitioner, patient and institutional methods and strategies used to ensure Patient Safety principles are upheld;

  1. demonstrate competence in Patient Safety practices in simulated settings;

  1. contribute actively to the development and implementation of Patient Safety practices; and

  1. 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.

Chief examiner(s)

Professor Christine McMenamin

Prerequisites

2012 pre-reqs: MED4071, MED4082 and MED4000
2013 pre-reqs: MED4171, MED4182, MED4200, MED4000

Co-requisites

Must be enrolled in the MBBS or MBBS/LLB


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 3, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (Off-campus Day)
Overseas Summer semester A 2012 (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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2012 (Day)
Overseas First semester 2012 (Off-campus Day)
King's College London Second semester 2012 (Day)
Overseas Second semester 2012 (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.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Ms Helen Hall

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.

Outcomes

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

  1. describe the role of the midwife in contemporary midwifery practice and multidisciplinary teams;
  2. discuss philosophical foundations underpinning the role of the midwife in contemporary midwifery practice;
  3. explain the principles of basic midwifery care;
  4. identify important principles of health promotion and primary health counselling;
  5. discuss factors impacting on the care of indigenous women and those from different cultures;
  6. identify key support organizations to be found in the community who provide assistance to childbearing women;
  7. describe legal and ethical foundations of midwifery practice;
  8. justify the need for reflective practice in the implementation of evidence informed care;
  9. demonstrate effective professional communication skills;
  10. demonstrate developing midwifery competence based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment: 30%
Class presentation: 20%
Examination: 50%

Chief examiner(s)

Ms Helen Hall

Contact hours

4 hours per week for 12 weeks

Co-requisites

Nil


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Ms Carolyn Bailey (Gippsland), Dr Carole Gilmour (Peninsula)

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.

Outcomes

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

  1. Apply theoretical knowledge of midwifery to a woman-centred approach to midwifery practice
  2. Describe working with women in childbearing using the theoretical understandings gained in science units.
  3. Demonstrate developing clinical and communication skills necessary to provide women-centred midwifery
  4. Recognise the importance of women's social context in the provision of midwifery services
  5. Demonstrate beginning skills in physical assessment of women and their babies at various stages of pregnancy
  6. Assist women to understand breastfeeding including offering support to establish successful breastfeeding.
  7. Outline the relative merits of different choices in infant nutrition
  8. Document the ongoing relationship with the women they are following through in a way that reflects their own involvement and actions and the rationale for these
  9. Demonstrate midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Online exercises: 20%
Practice enquiry (written assignment, 2000 - 2500 words): 30%
Examination (2 hours): 50%
Clinical skills assessment (PASS/ FAIL)

Chief examiner(s)

Dr Carole Gilmour

Contact hours

12 hours per week over 11 weeks

Prerequisites

BMA1901 and NUR1101


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Flexible)
Peninsula Second semester 2012 (Day)
Peninsula Second semester 2012 (Off-campus)
Coordinator(s)Mary Anne Biro(Peninsula), Ms Carolyn Bailey (Gippsland)

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.

Outcomes

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%.
Students must achieve a pass in the examination to pass the unit.

Chief examiner(s)

Ms Helen Hall

Contact hours

12 hours: one (1) hour tutorial
four (4) hours off campus workload
seven (7) hours self directed study time

Prerequisites

MID1001 (All courses except 3953)


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Flexible)
Peninsula First semester 2012 (Off-campus)
Coordinator(s)Ms Carolyn Bailey (Gippsland), Ms Helen Hall (Peninsula)

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.

Outcomes

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;
  • 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%

Chief examiner(s)

Ms Helen Hall

Prerequisites

Must have passed units BMA1901, MID1002, MID1003 and one of (BMA1912, BMS1902)

Prohibitions

MID2005


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Helen Hall (Peninsula)

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.

Outcomes

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

  1. Discuss the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to midwifery practice;
  2. Demonstrate proficiency in calculation of drug dosages for administration of medications by a variety of routes;
  3. Demonstrate safe clinical practice in relation to drug administration based on sound pharmaceutical knowledge;
  4. Apply theoretical concepts when working with birthing women;
  5. Describe variations from normal that may arise during pregnancy, labour, birth and the postnatal period and the midwife's role in managing these;
  6. Demonstrate effective communication, counselling and pastoral expertise when caring for women and their families;
  7. Undertake comprehensive assessment of birthing women and their babies during the childbearing process;
  8. Employ a woman-centred approach to midwifery care supported by assessment and evidence based practice;
  9. 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;
  10. Under supervision, apply a variety of pharmacological and non pharmacological pain management methods for labouring women;
  11. Work in collaboration with other members of the health care team to provide optimum care of the birthing family;
  12. Demonstrate midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Essay: 50%
Clinical practice (Hurdle requirement): Pass/Fail
Mastery calculation test (Hurdle requirement): Pass/Fail
Examination (2 hours): 50%

Chief examiner(s)

Ms Gayle McLelland

Prerequisites

Must have passed BMA1901, MID1001, MID1002, MID1003 and must have passed one of BMA1912 or BMA1902

Prohibitions

MID2105


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Ms Gayle McLelland

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.

Outcomes

On completion of this subject, the student will be expected to:

  1. Develop a sense of becoming a midwife with emerging confidence and competence;
  2. Articulate attitudes, beliefs and values towards women and childbearing within a diverse cultural context;
  3. Perform accurate physical health assessment skills with both pregnant and non-pregnant women;
  4. Describe a range of medical and surgical conditions that may complicate childbearing;
  5. Discuss the midwifery management for medical and surgical conditions that may arise during childbearing;
  6. Describe implications of pharmacological agents used in the management of medical conditions during childbirth;
  7. Implement appropriate care for women experiencing variations from normal childbearing;
  8. Critically reflect on self and practice as a midwife;
  9. Explain the nursing implications of caring for patients receiving drug therapy;
  10. Explore and evaluate the educational needs of clients in relation to their pharmacology and health status;
  11. Demonstrate safe clinical practice in relation to drug administration based on sound pharmaceutical knowledge;
  12. Explain the principles of drug treatment in common disease and non disease states or conditions, resuscitation and poisoning;
  13. Administer medications and document accurately under supervision of registered staff and/or clinical teacher to demonstrate safe clinical practice in the midwifery practice setting;
  14. Implement evidence-informed care when working with women;
  15. Demonstrate competency according to the ANMC National Competency Standards for the Midwife;
  16. 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
Mastery Calculation Test: (Hurdle Requirement): Pass/Fail
Examination (2 hours): 50%

Chief examiner(s)

Ms Gayle McLelland

Contact hours

12 hours per week for 12 weeks

Prerequisites

MID2006 and one of MID2004 or MID2005


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Day)
Coordinator(s)Ms Carolyn Bailey

Synopsis

Midwifery is a highly skilled profession.
This unit will enable the student to develop skills and confidence in the full scope of midwifery practice. Debate and analyse current trends in the provision of birthing services including issues sensitive to rural and urban differentials including specialist follow up and access to acute and specialized services. Students will be provided with both 'simulated' and 'real' opportunities to develop skills and knowledge that will enable them to provide effective care to birthing women experiencing variations from normal childbearing.
The clinical practice component will provide students with opportunities to incorporate theoretical learning directly into midwifery practice.

Outcomes

  • Critically examine the socio-political and cultural debate in the provision of birthing services to women and their families in Australia and globally;
  • Debate on the accessibility and equity to maternity services for women in the rural setting;
  • Demonstrate safe clinical practice based on sound theoretical knowledge and reasoning;
  • Discuss and critically analyse variations from normal that may arise during labour and birth and the midwife's role in managing these;
  • Undertake comprehensive assessment of birthing women and their babies during the childbearing process;
  • Demonstrate understanding and interpretation of women's rights, values and cultural beliefs in creating an appropriate and culturally safe environment for women and their partners to birth;
  • Demonstrate their developing knowledge and application of the variety of pharmacological and non pharmacological pain management methods for labouring women;
  • Demonstrate skills in advocacy, decision making and referral when working as part of the multidisciplinary team especially in an environment of complexity;
  • Implement evidence-based holistic care for women, babies and their families across the childbearing process;
  • Employ reflective practice strategies to develop understanding of diverse midwifery practice; and,
  • Demonstrate midwifery competency based upon the ANMC National Competency Standards for Midwives.

Fieldwork

Clinical placement 160 hours

Assessment

Written assignment, 50% (2500);
Exam: 50%, (3hrs);
Clinical practice assessment: Fail/Pass

Chief examiner(s)

Ms Carolyn Bailey

Contact hours

Students will be on campus for 10 weeks with one week revision and 4 weeks will be spent in clinical practice. Four of those weeks are included in this unit. The weekly on campus workload requirement for the unit will be:
Lectures: 1 x 2 hours x 10 weeks = 20 hours
Tutorials: 1 x 2 hours x 10 weeks = 20 hours
Clinical: 160 hours
Individual Study: 120 hours
Total: 320 hours

Prerequisites

MID1002, MID1003, NUR1203 and BMA1912

Co-requisites

MID2004

Prohibitions

MID2006


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Off-campus)
Coordinator(s)Carole Gilmour (Peninsula)

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.

Outcomes

On completion of this unit students will have had the opportunity to:

  1. explore circumstances that may necessitate admission of a baby to a Level Two Nursery;
  2. evaluate the Level Two Nursery environment and its potential to impact upon the baby and family;
  3. examine the role of the midwife within the context of the Level Two Nursery multidisciplinary team;
  4. utilise clinical decision-making strategies to demonstrate knowledge and understanding of the care required for the baby and the family;
  5. demonstrate an appreciation of the family's need for privacy, dignity and respect, as well as their right to be informed and to make decisions regarding care of their baby;
  6. develop understanding of evidence-based care for the baby and family and
  7. debate the ethico-legal issues which arise in the care of babies with special needs.

Assessment

Written assignment (1500 words): 30%
Guided study activities (2 x 500 words): 20%
Examination (2 hours): 50%

Chief examiner(s)

Ms Janet de Lange

Prerequisites

MID1002


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mary Anne Biro (Peninsula)

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.

Outcomes

On completion of this unit students will have had the opportunity to:

  1. critically examine socio-cultural dimensions of baby nutrition and breastfeeding, in Australia and globally;
  2. describe the anatomy and physiology of the human female breast and process of lactation;
  3. explore how a baby breastfeeds and situations where the baby and mother have special needs;
  4. identify strategies which promote and protect breastfeeding;
  5. identify factors impacting upon breastfeeding and baby nutrition;
  6. explore how to assist women and infants experiencing breastfeeding difficulties; and,
  7. reflect upon and critically examine one's own values and beliefs in respect to the dignity, worth and spirituality of women and infant dyads and families.

Assessment

Written assignment (2,000 words): 40%
Student presentation (20 minute presentation and poster): 40%
Case study (1000 words):20%

Chief examiner(s)

Ms Helen Hall


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Peninsula: Helen Hall Gippsland: TBA

Synopsis

This unit introduces students to the broad range of therapies listed under the umbrella term of 'complementary and alternative medicine '(CAM). Students will have the opportunity to consider the underlying philosophy and reasons why the treatments have become increasingly popular in a contemporary health care setting. Using an evidence based approach, the benefits and risks of the major modalities will be considered. The concept of 'integrative medicine' and the role and responsibilities of health care professionals will also be explored.

Outcomes

On completion of the course, students should be able to:

  • Demonstrate an understanding of the history and philosophy of CAM
  • Explore the reasons people integrate CAM into their health care
  • Identify the advantages and challenges of an evidence based approach to CAM
  • Demonstrate an understanding of the major CAM modalities
  • Critically discuss the role of CAM in modern health care
  • Describe the ethical, legal and professional issues when integrating CAM into midwifery/nursing practice

Assessment

Written assignment (3,000 words) 40%
Poster presentation (group activity) 40%
Quiz 20%

Chief examiner(s)

Helen Hall

Contact hours

4 contact hours per week


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Carole Gilmour

Synopsis

This theory and practice unit introduces students to the complexities of childbearing and emergency birthing challenges that women may experience during pregnancy, labour and birth and the first weeks after birth. The focus is on students developing their knowledge and skills relating to midwifery and obstetric management of these challenges. 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. 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.

Outcomes

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

  1. discuss the role of the midwife and collaborative practice related to challenges, deviations from normal and interventions during the childbearing period;
  2. discuss the pathophysiology, diagnosis, evidence for care and expected outcomes associated with selected specific conditions that affect pregnancy, labour and birth, and the first few weeks after birth;
  3. discuss and demonstrate an understanding of pharmacologogical management in the care of the complex woman
  4. apply appropriate knowledge to develop and implement plans of care for women experiencing complex challenges in childbearing;
  5. discuss and critique the use of screening tests and technologies available for women during pregnancy;
  6. discuss and critique interventions in pregnancy, labour and birth and their management from the perspective of the midwife, the health care team and the woman;
  7. discuss the identification and management of a range of emergency situations in pregnancy, birth and the postpartum period;
  8. demonstrate the ability to identify and manage selected emergencies in a simulated setting;
  9. demonstrate the ability to work effectively within a multidisciplinary team;
  10. discuss the range of physical health problems women may experience following childbirth;
  11. discuss grief situations related to women, families and the midwife following pregnancy loss;
  12. 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
  13. demonstrate beginning level midwifery competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Cumulative Assessments includes:

Formative assessment:
Guided study activities
Reflective journaling exercises

Summative assessment:
Group presentation (20 mins): 20%
Written assignment (2,500-3,000 words): 30%
Examination (3 hours): 50%
Clinical skills assessments (hurdles): (Pass/Fail)

Chief examiner(s)

Dr Carole Gilmour

Contact hours

Lectures - 2 hours per week (24 hours)
Tutorials/Clinical Laboratories - 2 hours per week (24 hours)
Online Guided Learning Activities - 2 hours per week (24hours)
Clinical placement - 2 days per week (16 hours) for 10 weeks (160 hours)
Student directed study - 80 hours

This unit applies to the following area(s) of study

Midwifery

Prerequisites

Bachelor of Midwifery: MID2102, Bachelor of Nursing Practice and Bachelor of Midwifery: MID1002, MID2105


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Flexible)
Coordinator(s)Ms Jan Jones (Gippsland)

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.

Outcomes

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%

Chief examiner(s)

Ms Jan Jones

Prerequisites

MID2004, MID2006 or MID2105,

Co-requisites

MID3104


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Day)
Coordinator(s)Ms Jan Jones (Gippsland)

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.

Outcomes

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

  1. apply appropriate knowledge in the care of a woman experiencing obstacles in childbearing;

  1. develop plans of care for women experiencing obstacles in childbearing;

  1. demonstrate understanding of specific conditions that affect pregnancy, labour and birth, and the first few weeks after birth;

  1. evaluate the implications of obstetric interventions in maternity care;

  1. critique the use of technology in maternity care;

  1. demonstrate beginning skills in the use of technology in midwifery and obstetric practice;

  1. demonstrate the ability to manage emergencies;

  1. demonstrate the ability to practice within a multidisciplinary team;

  1. facilitate woman's access to appropriate community resources;

  1. 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

  1. demonstrate midwifery competency based on the selected ACMI Competency Standards

Assessment

Critical reflection on own practice: 30%
Annotated bibliography: 30%
Written assignment: 40%
OSCE: Pass/Fail; must be passed in order to pass the unit

Chief examiner(s)

Ms Jan Jones

Contact hours

Lectures - 2 hours per week (24 hours)
Tutorials/Clinical Laboratories - 2 hours per week (24 hours)
Clinical placement - 160 hours

Prerequisites

MID2004, MID2006 or MID2105


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Off-campus)
Coordinator(s)Dr Carole Gilmour

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.

Outcomes

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

Online Quiz: 20%
Written assignment (2000 words): 30%
Examination: 50%

Chief examiner(s)

Dr Carole Gilmour

Prerequisites

MID1001, MID1002, MID1003, MID2004, MID2006, MID2102


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Carole Gilmour (Peninsula)

Synopsis

This unit will focus on students developing knowledge and skills relating to midwives and nurses working in partnership with women experiencing breast and other women's reproductive health concerns. It will include care of women experiencing diagnostic and/or therapeutic procedures within the context of reproductive health, including women's cancers and urinary conditions. Students' learning will focus on the role of the midwife or nurse as a provider of primary care for women across the reproductive health lifespan with emphasis on skill development in women's health assessment, promoting wellness, discharge planning, woman-centred care planning, care delivery and evaluation.

Outcomes

On completion of this unit the student should be able:

  1. describe the role of the midwife/nurse as the provider of primary care for women throughout the reproductive health lifespan;
  2. demonstrate the required skills when undertaking a women's health assessment:
  3. describe health promotion strategies aimed at improving women's health across the lifespan;
  4. evaluate the physical and psychological health needs in the care of women experiencing gynaecological procedures, breast surgery and urinary procedures;
  5. develop care and discharge plans for women undergoing diagnostic/therapeutic procedures related to reproductive and breast health concerns, in an acute care setting;
  6. demonstrate the ability to employ reflective practice and evidence-informed care.

Assessment

Formative:
Journaling exercises, online discussions

Summative:
Written assignment (2,500-3,000 words) 30%
Presentation (20 minute group presentation) 20%
Examination (2 hours): 50%

Chief examiner(s)

Ms Helen Hall

Contact hours

Flexible. This unit will require student attendance on campus for a maximum of the equivalent of 4 hours per week for 12 weeks.

Prerequisites

NUR1102


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Coordinator(s)Ms Jan Jones (Gippsland), Dr Carole Gilmour (Peninsula)

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 ACMI (Inc) 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.

Outcomes

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

  1. demonstrate understanding of the circumstances that necessitate admission of a baby to a Level Two Nursery;

  1. evaluate the environment of the nursery and implement strategies to promote the wellbeing of the baby and family;

  1. develop competency within the context of the multidisciplinary Health Care team;

  1. 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;

  1. 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;

  1. facilitate family involvement with the care of the baby with special needs;

  1. employ reflective practice and implement evidence based care for babies and their families;

  1. facilitate transition of the baby and family from hospital to home;

  1. 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

  1. demonstrate midwifery competency based on the selected ACMI Competency Standards.

Assessment

Essay (2500 words): 40%
Presentation (20 minutes): 20%
Examination (2 hour): 40%
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 12 weeks. There will be time allocated in practice for students to complete clinical assessment.

Prerequisites

MID2107


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Meredith McIntyre

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.

Outcomes

On completion of this unit students will have had the opportunity to:

  1. reflect critically upon women-centred and community-centred midwifery models of care within health care systems;
  2. identify a personal philosophy of midwifery;
  3. investigate midwifery leadership styles to promote maternity care changes;
  4. identify attitudes that are congruent with the philosophy of valuing women, women-centred care and the women-midwife partnership;
  5. evaluate strategies to inform and promote lifelong learning;
  6. analyse critically contemporary and evidence-based midwifery practice:
  7. demonstrate receptivity to new ideas and change in midwifery practice;
  8. discuss challenges of autonomous practice and midwifery leadership and,
  9. explore current issues affecting midwifery practice in Australia.

Assessment

Written assignment (2000 words): 40%
Reflective journal (1500 words): 20%
Examination (2 hours): 40%

Chief examiner(s)

Ms Meredith McIntyre

Contact hours

12 hours per week consisting of online reading, guided activities and private study.

Prerequisites

MID2102


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Ms Maureen Miles (Gippsland, Ms Meredith McIntyre (Peninsula)

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.

Outcomes

Having successfully completing this unit, it is expected that the student will:

  1. be able to apply principles of adult learning to address an identified learning need;
  2. explain factors affecting communication and negotiation in the midwifery context;
  3. synthesise a broad range of knowledge from previous subjects to demonstrate an integrated bio-psychosocial insight into a selected area of midwifery practice; and
  4. selectively apply current research findings relevant to the nominated field of study.
Clinical Objectives
At the completion of this unit student will be able to:
  1. demonstrate safe midwifery practice based on sound theoretical knowledge and reasoning;
  2. perform detailed physical health assessment of childbearing women and newborns;
  3. resolve midwifery practice problems appropriately;
  4. proficiently implement midwifery care as planned;
  5. demonstrate sensitivity to the cultural dimensions of care;
  6. practice with increasing independence and incorporate current research findings into clinical practice; and
  7. 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.

Chief examiner(s)

Ms Maureen Miles

Contact hours

4 hours teacher directed; 240 hours clinical practice

Prerequisites

Must have passed MID3000 OR MID3103 and MID3104


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Day)
Coordinator(s)Maureen Miles

Synopsis

The unit will prepare students with the theoretical knowledge and skills to assess, examine and initiate emergency management on the newborn infant. Anatomy and physiology relating to the newborn infant and human lactation will be explored. Students will develop an understanding of multidisciplinary care and collaborative practice in the management of sick newborn infants in a Level II Nursery. In addition, students will critically analyze all nutritional choices for well and sick babies and develop an understanding of the socio-cultural elements surrounding the care of newborn and their families.

Outcomes

  1. Critically examine the social-cultural context in the provision of care to babies and their families in Australia and globally;
  2. Examine the changes in anatomy and physiology of the fetus and newborn infant and describe successful adaptation to the extrauterine environment;
  3. Describe the anatomy and physiology of the human female breast and process of lactation;
  4. Apply strategies which promote and protect breast feeding;
  5. Explore the nutritional choices available and the factors that impact upon women's decision making regarding feeding their babies;
  6. Identify normal variations in the newborn period and provide appropriate management strategies;
  7. Demonstrate knowledge and skills in resuscitating and stabilising a baby;
  8. Identify the circumstances and conditions that may necessitate admission of a baby to a Level Two nursery
  9. Evaluate the Level Two Nursery environment and its impact upon the woman, her baby and family;
  10. Utilise the clinical decision making process to demonstrate evidence-based knowledge and understanding of the care required by the baby and the family;
  11. 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;
  12. Demonstrate the ability to practice within a multidisciplinary team in an environment of complexity;
  13. Implement evidence-based holistic care for women, babies and their families across the childbearing process;
  14. Employ reflective practice strategies to develop understanding of diverse midwifery practice; and,
  15. Demonstrate midwifery competency based upon the ANMC National Competency Standards for Midwives.+ Critically examine the social-cultural context in the provision of care to babies and their families in Australia and globally.

Assessment

Written assignment 25% (2500 words);
Case Study 25% (2500words);
Exam (3hrs) 50%;
Clinical practice assessment Fail/Pass;
Linked neonatal skills assessments x 5 Pass/Fail.

Chief examiner(s)

Mrs Maureen Miles

Contact hours

Lectures: 1 x 4 hours x 9 weeks = 36 hours
Tutorials: 1 x 2 hours x 9 weeks = 18 hours
Clinical: 96 hours
Individual Study: 162 hours
Total: 312 hours

Prerequisites

MID2004 , MID2006, MID3103 and MID3104

Prohibitions

MID2107, MID2108, MID2109


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Day)
Coordinator(s)Maureen Miles

Synopsis

This unit focuses on the interplay between the socio-political issues that pervade the clinical arena of midwifery. These include for example how economic and class factors impact on vulnerable populations who are pregnant or giving birth. It facilitates the student to a greater understanding of vulnerability in childbearing women.
The unit also includes issues such as violence within the family, child abuse, sexual assault drug abuse and associated pathologies. The special needs of Indigenous women and their families will be addressed. Additionally, the birthing needs of refugees and asylum seekers and their families will be explored. 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.

Outcomes

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

  1. identify common vulnerabilities within society and how these impact on childbearing women
  2. develop a range of problem solving, decision-making and time management strategies that enhance the organisation of clinical midwifery care to vulnerable groups of childbearing women;
  3. incorporate and evaluate ethically and culturally relevant midwifery interventions for vulnerable women across the birthing journey including cultural identity and racism;
  4. critically reflect on their own actions in the professional partnership role with vulnerable women and on the nature of midwifery practice in relation to clients' health situations;
  5. develop strategies of leadership, management, teamwork and interdisciplinary collaboration in the provision of quality midwifery care when being with vulnerable women, and
  6. apply principles of adult learning to identify their specific learning needs.

Assessment

1. Poster and abstract and presentation that address a socio-political issue that influences childbearing women, families and midwifery practice. 60%
2. Reflective essay on specific vulnerabilities of the student's choice, that affect childbearing women and their families 20% (Objectives 1,2,4).
3. Critical analysis of a contemporary journal article that addresses socio-political issues of vulnerability in midwifery practice 20% (Objectives 1,2,3,4,5).
4. Clinical Practice (Clinical Hurdles) Pass/Fail

Chief examiner(s)

Ms Maureen Miles

Contact hours

116 hours total study

This unit applies to the following area(s) of study

Midwifery

Prerequisites

MID3103, MID3104


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryDepth (Enhance Program)
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Associate Professor Ramesh Rajan

Synopsis

This unit examines how humans conceptualize, respond to and treat illness and well-being.
It is a Monash Passport II "Depth" unit designed to help students to broaden and deepen their understanding of the world from different disciplinary bases. These units will be linked to the 'Enhance' Program of The Monash Passport II, a distinctive suite of programs in which students are given the opportunity to develop a range of skills and abilities that not only serve as a foundation for career development, but can also be applied to transform local and international communities. Successful completion of the depth units will be noted in both student transcripts and in Australian Higher Education Graduation Statements (AHEGS).
This unit will use a case-based and thematic approach to understand humans approach illness and well-being. Two study areas will be used, from a pool of 6-8 broad-ranging conditions which may include areas such as Obesity and the formation of body image, Autism and awareness of self and others, Schizophrenia and concepts of free will, Depression and the meaning of happiness, Alzheimer's disease and the sense of being human, Ageing and decay, and conceptions of mortality.
A weekly theme-based approach to learning will be used, with themes from the perspectives of Biomedicine, Art, Philosophy among others and the unit will be taught by staff from different disciplines across Monash. The unit aims to be very strongly research-centred to allow students to develop an evidence-based attitude to health and illness in particular, and to life in general. The evidence-based multi-disciplinary approach will allow students to develop the broadest possible perspective and understanding of human concepts, attitudes and responses to health, well-being and illness. They will also help instill attitudes and skills critical to involvement in transforming local and international communities.

Outcomes

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

  • describe the impact of illness on the daily lives of those who are afflicted directly and indirectly by that illness
  • describe the societal conceptions of disease/illness in general and of the specific condition under study, in philosophy, literature and art
  • explain the epidemiological characteristics of the illness under study
  • describe the behavioural consequences of the illness under study
  • describe the medical basis of the illness under study, including the physiology, pharmacology and molecular biology of the condition
  • describe the therapeutic treatments and public health considerations of the illness under study
  • critically analyze research articles across a broad spectrum of disciplines related to illness and well-being
  • present data and ideas to a broad audience via a journal club or lecture style presentation
  • work constructively in a small group/team
  • develop a cogent and coherent writing style and an ability to demonstrate a reasoned understanding of the subject content through a written essay on a broad theme focused on one of the cases under study.
  • learn how to design and present web-based information in a manner easily accessible to the general public but also to develop a structure that allows for depth of information to be delivered

Assessment

Journal club presentations (group work): 20%; Lecture style presentations (group work): 25%; Design portfolio for a website (group work): 25%; Essay (individual work): 30%

Chief examiner(s)

Associate Professor Ramesh Rajan

Contact hours

4 hours of workshops, 2 hours of student led research centred activities per week and 2 hours of journal club presentations per week. An additional 6 hours of private study is recommended.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryDepth (Enhance Program)
OfferedCaulfield Second semester 2012 (Day)
Coordinator(s)Ms Sheila Scopis and Professor Brian Oldenburg

Synopsis

Our health and well being are increasingly subject to global influences. The world's health challenges involve issues, determinants and solutions that transcend nation and culture. Consequently, their solutions require interdisciplinary perspectives and intersectoral collaboration. Students will identify how, where and why global and transnational issues impact on people's health; multidisciplinary approaches to research, policy and practice are so important; evidence based policy and practice are required to address such complex health challenges. Working in cross disciplinary syndicates, students will investigate some of the big questions of global health and development, involving poverty reduction and equality of access to health

Outcomes

On completion of this unit you will be able to:

  1. Critically discuss development of, and progress towards, the Millennium Development Goals
  2. Describe how various disciplines and sectors contribute to the potential realization of those goals as exemplified in both small and large scale development projects
  3. Identify characteristics of effective project work undertaken by government and non]government organisations related to health, wellbeing and development in various contexts
  4. Examine evidence that supports applied policy making and practice in response to inter-related local, transnational and global challenges to health and wellbeing
  5. Reflect on the factors that influence your experience of working in a multidisciplinary team, including requisite knowledge and skills development.

Assessment

Hurdle requirement: Students are required to attend 80% of tutorials
Formative assessment: Reflective essay or exercise related to the MDGs
Summative assessment:
Syndicate (Group) Presentation - 20%
Case evaluation - 40%: 2000 words
Literature review - 40%: 2000 words

Chief examiner(s)

Professor Brian Oldenburg

Contact hours

3 contact hours per week plus 9 hours per week private study.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Virginia Plummer

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.

Outcomes

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%

Chief examiner(s)

Ms Virginia Plummer

Prerequisites

NUR2002, BEH1011


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Virginia Plummer

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.

Outcomes

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

Theme 1: Knowledge in Practice

  1. describe team structures and effective team functioning through knowledge of group dynamics and professional roles of all team members for complex contemporary case scenarios:

Theme II: Ethical Practice

  1. demonstrate an ability to understand and respect patients' cultures, values and belief systems;

Theme III: Interprofessional Working

  1. 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;
  2. demonstrate effective communication skills in the context of patient focused care;

Theme IV: Reflection

  1. describe problem solving approaches and evidence based practice to identify and anticipate change in interprofessional team roles for complex contemporary case scenarios;
  2. 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%

Chief examiner(s)

Ms Virginia Plummer

Contact hours

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

Prerequisites

NEH2002


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Virginia Plummer

Synopsis

This clinical unit focuses on the preparation of the student for the transition to interprofessional practice as a multi-skilled health professional. 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. Students will participate in a range of learning experiences designed to enhance their appreciation of health professionals' roles and teamwork skills. Specific clinical contexts of learning will be acute care emergencies, mental health emergencies and disaster management.

Outcomes

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

  1. demonstrate the ability to engage in multi-skilled interprofessional roles in multidisciplinary team environments;
  2. appraise the contribution of leadership, management, teamwork and interdisciplinary collaboration in the provision of quality emergency care;
  3. engage in appropriate interactions within the multidisciplinary health care team that promote and support patient participation and autonomy;
  4. analyse a range of problem solving and time management strategies that enhance the organization of clinical workload whilst engaged in interprofessional practice;
  5. incorporate and evaluate culturally relevant and age specific interventions for clients across the lifespan;
  6. apply the principles of adult learning to identify their specific learning needs;
  7. reflect critically on their own actions and on the nature of interprofessional practice in relation to the management of clients' health situations; practice with increasing independence at a beginning registered nurse level in accordance with the Australian Nursing and Midwifery Council (ANMC) competencies.

Assessment

Written assignment: 60%
Reflective journal (2000 words): 40%
Nursing Clinical assessment: Pass/Fail
Paramedic clinical skills logbook: Pass/Fail

Chief examiner(s)

Ms Virginia Plummer

Contact hours

Lectures and laboratory sessions will be conducted on two full study days to facilitate clinical placements throughout the semester.
This unit involves two clinical placements
1. Four week nursing clinical placement in a hospital emergency department
2. Approximately 80 hours paramedic clinical placements in a range of paramedic settings

Prerequisites

BEH2032 and NUR3002


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Virginia Plummer

Synopsis

This unit continues to develop the student's ability to provide health care in community based emergency health and hospital settings. It builds on the model of clinical competence and the context of clinical practice commenced in previous years of this course. It provides context to support the clinical theory unit concurrently undertaken in this semester, BEH3032. Supervised clinical experience is undertaken over 2 weeks in ambulance and community based health settings. Hospital experience involves 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.

Outcomes

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

  1. demonstrate an ability to review his/her own clinical experience and arrange suitable learning experiences to maintain learning needs as a result of the varying clinical opportunities while on placement;
  2. demonstrate progress in the development of clinical, professional and leadership capabilities as a beginning health care provider;
  3. describe legal frameworks and statutory and regulatory requirements of the professions that make up the health care team;
  4. identify their role in team structures and contribute to effective team functioning through knowledge of group dynamics and professional roles of all team members;
  5. apply an understanding of duty of care within a prevailing legal and ethical framework;
  6. participate in an integrated approach to service delivery that is focused on the needs of the patient;
  7. demonstrate an ability to respond to health emergencies, to assimilate information quickly and communicate it clearly and unambiguously to other members of the health care team;
  8. demonstrate an ability to provide advanced life support under supervision;
  9. demonstrate a culturally sensitive approach to the recognition and management of the reactions of patients and family to acute illness or injury; and
  10. describe the operational setting for critical care units in hospitals, ambulance services and retrieval services and the role of paramedics and nurses in facilitating continuity of care.

Assessment

Worksheets: Pass/Fail
Reflective journal: Pass/Fail
Clinical practice portfolio: Pass/Fail

Chief examiner(s)

Ms Virginia Plummer

Contact hours

The equivalent of 4 weeks full time supervised clinical placement - a total of 152 hours.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)Ms Katrina Recoche (Peninsula)

Synopsis

Health professionals need to be able to communicate effectively with patients and their families, and with colleagues in the health care team. They also need to communicate with a wider scholarly community in order to implement evidence-based approaches in their practice and contribute to research evidence to advance the nursing knowledge base. These instances of communication require that professionals engage in a process of lifelong learning facilitated by reflection and critical thinking and by independent learning skills.
The aim of this unit is to enable students to develop as independent learners and competent communicators in four areas:

  • Communication with self;
  • Communication with researchers;
  • Communication with patients and their families; and
  • Communication with peers and other health professionals.
This unit explores the knowledge and skills needed to communicate effectively in each of these four areas as well as the way in which these areas interact with one another.
Following a brief introduction to the concepts of research and the nature of research evidence, this unit covers the essential elements of reflective practice and critical thinking, academic and information literacies, developmental psychology and oral and written communication including electronic patient records and telehealth,. Effective listening, body language, professional and therapeutic relationships, anger management, coping and conflict resolution are also explored.

Outcomes

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

  1. Explain the modes of communication employed by health practitioners in professional relationships as well as the key issues and strategies that must be considered in each.
  2. Demonstrate knowledge of the basic psychological processes related to human behaviour.
  3. Demonstrate an awareness of the importance of evidence-based practice in the provision of safe, effective, holistic health care as well as the role of practise in enhancing the evidence base available.
  4. Effectively use a broad range of resources, including literature, information technologies and peers, to enhance scholarship and development as a professional.
  5. Demonstrate competency in academic skills at a beginning level.
  6. Apply, at a beginning level, critical thinking and reflection in the development of self as an independent learner and a future health professional.

Assessment

Individual electronic portfolio including a range of tasks:

Annotated bibliography: 15%
Essay (1,500 words): 30%
Reading and reflective activities: 45%
Integration of portfolio: 10%

Chief examiner(s)

Ms Katrina Recoche

Contact hours

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 thirteen (1) 3 weeks and 104 hours of private study over the semesterThis unit applies to the following area(s) of study

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Community Health or Bachelor of Midwifery.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Day)
Coordinator(s)Dr Pamela Wood (Gippsland)

Synopsis

This unit introduces students to the Australian health care system, social determinants of health and the burden of disease experienced by individuals and groups differentially located in Australian society. The unit will explore societal values and the ethical dimensions of health care including access, equity, autonomy, justice, beneficence, and non-maleficence. Students will also investigate the evolving role and place of nursing in the health care system and reflect on how the profession is likely to further evolve globally in the twenty first century.

Outcomes

  1. Discuss the evolution of the Australian health care system and the responses to emerging health issues
  2. Discuss the social determinants of health and their impact on Australians
  3. Critically examine the current health priorities, choices and cost implications of the Australian health care system
  4. Discuss the application of ethical principles to contemporary health care including access, equity, autonomy, justice, beneficence, and non-maleficence
  5. Outline the evolution of the profession of nursing globally and in Australia
  6. Explain the role of nurses in facilitating equitable health care in a contemporary society

Assessment

Written assignment (2500-3000 words): 40%;
Group Work: 20%;
1x 2hr examination: 40%

Contact hours

Attend lecture 2 hours and tutorial 2 hours/ week over 12 weeks and 9 hours of self directed study/week


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Joy Lyneham (Peninsula)

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.

Outcomes

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

  1. discuss the demographics of the Australian population from an epidemiological perspective;
  2. appreciate the influence aging, gender and ethnicity exert on social determinants of health;
  3. demonstrate the ability to appraise social and ethical wellbeing within the context of equity and cultural safety;
  4. describe the role of the nurse as a member of the multidisciplinary team in the health service industry;
  5. discuss the influence that globalization will effect on nursing workforce culture;
  6. describe the concepts of wellness and illness as they are applied to the community, individuals and the Australian health care system;
  7. discuss the role of community, culture and religion in influencing health care practice; and
  8. conceptualize values as the foundation of health ethics


Discuss the judgment and application of ethical principles to ethical issues in health care.

Assessment

Written Assignment (2500 words): 40%
Three (3) online, short answer, quizzes: 60% (20% per quiz)

Chief examiner(s)

Ms Joy Lyneham

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 12 weeks.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Ms Louisa Lam

Synopsis

This unit introduces students to the beginning knowledge and skills of the professional nurse. The Australian Nursing and Midwifery Council (ANMC) competency standards for the registered nurse are utilised as a framework to guide students in relation to person-centred care, patient safety, cultural and contextual competence and developing practice.
This unit includes the theoretical and practical foundations of clinical practice and processes in the clinical environment. In this unit you learn how to individualise care and undertake basic clinical skills that are fundamental in the care of individuals and groups. It is here you begin to explore the art and science that underpins the practice of a professional registered nurse.

Outcomes

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

  1. Describe the concepts of health using a person-centred approach;
  2. Identify and discuss the biomedical, psychological, cultural and social aspects of healthcare;
  3. Discuss strategies to identify and evaluate the health needs of individuals and populations;
  4. Demonstrate accurate collection and recording of data for health histories for individuals, groups and communities;
  5. Demonstrate the knowledge and principles underpinning health assessment within varied contexts of care;
  6. Use an evidence-based approach to perform selected basic care skills in simulated and clinical environments while demonstrating an ability to maintain patient safety;
  7. Describe the role of the nurse/midwife in supporting the activities of daily living for patients and clients;
  8. Demonstrate professional behaviours and communication guided by the ANMC competency standards for professional practice;
  9. Demonstrate a beginning understanding of the context of the clinical environment; and,
  10. Demonstrate beginning competence in basic skills in a clinical environment.

Fieldwork

Clinical placement one (1) week (40 hours)

Assessment

Written assignment (2,500 words) 40%
Written examination 60%
Satisfactory clinical placement report.
To pass this unit the student must pass the examination and the clinical placement.

Chief examiner(s)

Ms Louisa Lam

Contact hours

Lectures two (2) hours per week, Laboratory two (2) hours per week, Guided self-directed learning one (1) hour per week,

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Midwifery, or Diploma of FoundationTertiary Studies

Prohibitions

NUR1101


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Katrina Recoche

Synopsis

This 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 safety and cultural responsiveness/cultural competency 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/cultural competency in health care delivery, in the setting of our diverse multi-cultural and Indigenous communities. This unit will underpin the 'Cultural Responsiveness/ Cultural Competency' theme in the respective courses which will be enhanced throughout subsequent units.

Outcomes

  • 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;
OR
Identify and reflect upon your own cultural knowledge and perspectives, and examine new ways of seeing, valuing and understanding with regard to multi-cultural and Indigenous health practice.
  • Discuss the terms health status and culture;
  • Describe the evolution of cultural awareness with regard to prevailing theories and models;
  • Discuss the terms cultural responsiveness/cultural competency and safety;
  • Outline the main points underpinning the NH&MRC National Guidelines for Cultural Competency in Health and the NHMRC Guidelines for Ethical Research in Indigenous health;
  • Demonstrate the communication skills and attitudes required of health professionals in providing culturally safe health care for multicultural and Indigenous Australians;
  • Apply the principles of cultural safety to achieve optimal outcomes for particular cultural groups; and
  • Examine and discuss a variety of explanations for Indigenous health and ill-health.

Assessment

Quiz, 30 minute, 10%.
Workbook, 2,000 words, 40%
Exam, 2 hour, 40%
Tutorial attendance and participation 10%

Chief examiner(s)

Ms Katrina Recoche

Contact hours

24 Lecture Hours, 12 tutorial hours or online learning activities, 36 hours directed reading activities, 80 hours student directed.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Coordinator(s)Catherine Chung (Gippsland)

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.

Outcomes

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

  1. describe the concept of health from biomedical and psychological perspective; 2. begin to evaluate the concept of health needs or challenges for the normal individual or group over the lifespan;
  2. perform selected basic care skills in a simulated environment using evidence-based approach;
  3. demonstrate knowledge and skills for the assessment of health and development of individuals over the lifespan;
  4. accurately collect and record data for health profiles and/or health histories for either individuals, groups or communities;
  5. demonstrate a beginning understanding of the theories and the effects of pain; and
  6. demonstrate an ability to maintain safe body mechanics and comfort for clients/patients.

Assessment

Written examination: 50%
Clinical fieldwork: 50%
Practical skills examination: pass/fail - students must pass this examination to pass the unit
Students must attend 90% of all scheduled laboratories - refer to school guidelines for details

Chief examiner(s)

Ms Sharyn Streitberg

Contact hours

12 weeks x 2 hours lectures, 12 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 Practice, Bachelor of Nursing Practice/ Bachcleor of Midwifery, Bachelor of Nursing (Community Health)


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Louisa Lam (Peninsula), TBA (Berwick)

Synopsis

This unit examines fundamental knowledge and skills in preparation for the care of individuals. Emphasis is placed on systematic health assessment and the development and evaluation of appropriate person-centred care, incorporating the legal and ethical dimensions of care. The clinical practise experience undertaken in this unit is an integral component of the development of the nurse/midwife and concentrates on the practical application of theoretical principles explored in this unit.

Outcomes

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

  1. Demonstrate an understanding of therapeutic communication within the interdisciplinary health care team to enhance the personal interaction involved in assessment;
  2. Accurately demonstrate comprehensive health and physical assessment skills in simulated and clinical practice environments;
  3. Plan, implement and evaluate nursing care using a person-centred approach cognisant of each individual's autonomy, self esteem and dignity;
  4. Demonstrate the ability to integrate scientific knowledge with nursing practice;
  5. Demonstrate understanding of the basic principles of medication management related to patient safety;
  6. Demonstrate professional and personal accountability as a novice practitioner when providing nursing care;
  7. Discuss the legal and ethical principles surrounding safe care delivery to individuals and the implications for nursing/midwifery care;
  8. Identify the core principles of palliative care and the resources available for people with life limiting illness; and,
  9. critically reflect on own values about health, illness, dying and how death affects professional responses and interactions with others.

Fieldwork

Clinical placement two (2) weeks, (80 hours)

Assessment

Written assignment (2,000 words) 40%
Examination 60%, Clinical placement Pass/Fail
Clinical skills examination Pass/Fail
Students must pass the clinical placement and skills assessments to pass this unit. Attendance at all nursing skills laboratories is mandatory.

Chief examiner(s)

Ms Louisa Lam

Contact hours

Lectures two (2) hours per week, Laboratory two (2) hours per week, Guided self-directed learning one (1) hour per week,

Prerequisites

NUR1010 or NUR1101

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Community Health, Bachelor of Midwifery, or Diploma of Tertiary Studies.

Prohibitions

NUR1010 or NUR1101


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Susan Lee

Synopsis

Leadership is fundamental to the nature of nursing and midwifery; in the formation of safe practice, interdisciplinary relationships, education, research and health care delivery.
In this unit, nursing leadership is explored by examining the historical nature of leadershipin nursing. The social constructof leadership will be investigated in the context of interpersonal organisational health care relationships and clinical practice. A major feature of the unit is an exploration of the professional values and ethics that form the basis of decision making in health care systems and nursing practice.

Outcomes

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

  1. Identify the contexts in which health care is provided in Australia including primary care, acute care, sub acute care and supportive care;
  2. Discuss the philosophical and ethical values that underpin nursing as a profession;
  3. Describe the attributes and roles of leaders and leaders in nursing;
  4. Conceptualise the relationship between nursing, leadership and teamwork;
  5. Analyse values as the foundation of health care ethics;
  6. Explain the principles underpinning standards and codes of practice related to the profession;
  7. Discuss the role of community, culture and religion in influencing health care practice; and,
  8. Debate the values underpinning difference pertaining to gender, cultural and disability.

Assessment

Written assignment (3,000 words) 60%
Tutorial attendance and participation 10%
Student-led discussion 30%

Chief examiner(s)

Dr Susan Lee

Contact hours

Lectures two (2) hours per week, Tutorials two (2) hours per fortnight, Guided self-directed learning one (1) hour per week

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Diploma of Tertiary Studies


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Coordinator(s)TBA (Gippsland)

Synopsis

The aim of this unit is to enable students to develop tertiary study skills and knowledge that will assist them to become a scholar of nursing. Particular attention will be given to the development of communication, literacy, information technology and critical thinking and clinical decision making skills. The significance of research to the development of a distinct, specialised body of knowledge will be emphasised. The research process will be introduced as a basis for the development of skills in the evaluation and application of research outcomes in nursing practice. The contribution of scholarship to the evolution of nursing as a professional discipline will be explored in this unit.

Outcomes

On completion of this unit students are expected to be able to:

  1. Discuss the significance of scholarship to the status of nursing as a professional discipline;
  2. Develop competency in tertiary study skills;
  3. Demonstrate proficiency in professional written and verbal communication;
  4. Describe research methodologies used in the investigation of problems of significance to nursing and midwifery;
  5. Discuss the concept of evidence-based practice in relation to the provision of safe, effective, holistic nursing care;
  6. Examine nursing theory, critical thinking and reflection in the context of the development of nursing knowledge;
  7. Effectively use a broad range of resources including literature and information technologies to enhance critical and clinical decision-making skills.

Assessment

Tutorial presentation: 20%
Written Assignment: 40%
Exam: 40%

Chief examiner(s)

Ms Alison Beauchamp

Contact hours

4 hours per week (lecture and tutorial)


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Berwick Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)TBA (Berwick),TBA (Gippsland) and Dr.Debra Griffiths (Peninsula)

Synopsis

The aim of this unit is to introduce students to the legal system including the processes and institutions that impact on professional practice. 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.

Outcomes

On completion of this unit students are expected to be able to:

  1. Demonstrate knowledge of common law and statute law pertinent to health professional practice;
  2. Explain why the study of health law is an essential aspect of professional practice;
  3. Demonstrate an awareness of the legal implications of actions taken in professional practice;
  4. Analyse the legal implications of the health care professional's relationship with clients, their families and other health care providers;
  5. Identify strategies, which may provide assistance in resolving legal issues that arise in the various domains of the health professional; and
  6. Discuss the significance of registration of professionals in the health care environment; and
  7. Critically reflect on own values about health illness, dying and death affects professional responses and interactions with others

Assessment

Written assignment (Legal scenario 2000 - 2500 words): 40%
On-line (WebCT) Quizzes (2 x 10-15 minutes each) 10%
Exam: 40%

Chief examiner(s)

Dr Debra Griffiths

Contact hours

Lectures two (2) hours per week, Tutorial one (1) hour per week

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Practice, Bachelor of Nursing Practice/Bachelor of Midwifery, Bachelor of Nursing Community Health, or Diploma of FoundationTertiary Studies


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Day)
Coordinator(s)Catherine Chung (Peninsula)

Synopsis

This unit extends the concepts of health, wellness and evidence-based nursing and midwifery practice introduced in previous units. Students will use knowledge derived from social and biological sciences to inform the development of skills in health assessment. An introduction to concepts and skills fundamental to the practice of nursing will enable students to undertake nursing care that is culturally and developmentally contemporaneous. As communication is the cornerstone of effective assessment and therapeutic interventions, interpersonal skills are emphasized in this unit.

Outcomes

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

  1. Discuss the importance of an evidence base for contemporary nursing and midwifery practice;
  2. Apply knowledge from physical, psychological, social and environmental sciences in the provision of quality care across a range of clinical settings;
  3. Utilise therapeutic communication and interaction principles in the assessment and care of patients/clients;
  4. Undertake holistic assessment of patients/clients across the lifespan in simulated and practice environments;
  5. Employ critical and clinical decision making skills in planning, implementing and evaluating evidence-based nursing interventions to promote the health of patients/clients;
  6. Promote the independence, self-esteem and dignity of patients/clients using strategies appropriate for their sociodemographic/cultural background and developmental stage;
  7. Practice in accordance with ANMC Competencies for the Registered Nurse and other relevant professional standards.

Assessment

Assignment: 30%; Case study: 20%; Examination: 50%; Practical examination (e.g. OSCE): Pass/Fail; Clinical practicum: Pass/Fail.
Students must successfully complete both the theoretical and practical components in order to pass this unit.

Chief examiner(s)

Ms Catherine Chung

Contact hours

6 hours on-campus, 1 hour on-line learning per week plus 120 hours clinical practicum

Prerequisites

Students enrolled in 2552 must have passed: ATS1369 and NUR1101, Otherwise must have passed NUR1101, NUR1201


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Meredith McIntyre

Synopsis

This unit aims to explore the connection between the science of population health, the sociology pertaining to the life lived and health outcomes of individuals and populations. In particular, the implications these factors have for health care practice will be examined. current research evidence incorporating epidemiology of health and the social determinants of health, supported by the Australian Nursing and Midwifery Council (ANMC) National Competency Standards for the Registered Nurse and for the Midwife and the School of Nursing and Midwifery graduate

Outcomes

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

  1. Discuss the impact of population health demographics, including on Indigenous Australians, refugee and other vulnerable groups;
  2. Interpret the incidence, prevalence and clinical relevance of population health information presented in health research publications;
  3. Describe the social determinants of health and discuss their impact on the health of diverse population groups and their utilisation of clinical services;
  4. Demonstrate an understanding of the concepts of cultural sensitivity, cultural safety and cultural competence as explained in the National Health and Medical Research Council (NHMRC) guidelines; and
  5. Apply the principles of 'person-centeredness', leadership and cultural competence to achieve optimal health outcomes across a range of population groups and diverse clinical settings

Assessment

Group work project 25%
Online quiz 15%
Written examination 60%

Chief examiner(s)

Meredith McIntyre

Contact hours

Lectures two (2) hours per week, Tutorials one (1) hour per week, Guided work two (2) hours per week

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic).


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)Dr Bev Taylor(Gippsland), Dr Kay McCauley (Peninsula)

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.

Outcomes

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

  1. Discuss the concept of evidence based practice and its application to clinical practice;
  2. Discuss the different forms of knowledge acquisition in nursing and midwifery;
  3. Describe the philosophical underpinnings of qualitative and quantitative research;
  4. Demonstrate a knowledge of the key aspects within the research process;
  5. Discuss the ethical principles underpinning research process, and
  6. Assess the quality of evidence derived from nursing and midwifery research literature.

Assessment

Major assignment: 60%
On-line quizzes: 40%

Chief examiner(s)

Dr Kay McCauley

Contact hours

This unit will consist of :
Two (2) hour lectures, supplemented by a minimum of four (4) online podcasts for the remaining weeks of the semester
Two (2) hours of tutorials per week
NB: Tutorials are compulsory for students not attending clinical placement; students required to attend clinical placement must attend a minimum seven (7) tutorials per semester

Prerequisites

NUR1102

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Midwifery and Bachelor of Nursing and Bachelor of Midwifery.

Prohibitions

BEH2021


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)Ms Ainsley James (Gippsland), Md.Nadim Rahman(Peninsula)

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 increasingly complex level. The clinical practicum component provides opportunities to develop competency to a year two (2) level in a range of skills learnt in the simulated laboratory environment

Outcomes

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

  1. 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;
  2. discuss the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to nursing;
  3. analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
  4. describe the legal and professional nursing requirements associated with quality use of medications including safe drug administration, storage and handling;
  5. identify and apply appropriate evidence based nursing interventions when caring for clients with compromised wound integrity, and pain management;
  6. begin to develop the ability to plan culturally relevant and age specific nursing interventions for acutely ill clients;
  7. identify ethical issues relevant to the nursing care of clients with an alteration in health status;
  8. demonstrate safe clinical practice in an acute care setting based on the integration of theoretical principles and practical skills;
  9. provide person centred care according to relevant nursing care principles, to clients under the supervision of registered nursing staff and the clinical teacher;
  10. conduct and document comprehensive assessments of the needs of clients utlising an appropriate assessment tool, and
  11. begin to evaluate self-performance in terms of the delivery of quality nursing care.

Fieldwork

Clinical Placement 3 weeks (120 hours)

Assessment

Examination: 60%
Case study: 30%
Quizzes: 10%
Skill assessment: Pass/Fail Clinical placement assessment, 100% mastery Calculation hurdle. Students must achieve a pass in the examination,the skill assessment and the clinical placement to pass the unit.
Students must attend 100% of all scheduled laboratories, unless a medical certificate is provided - refer to school's clinical policy for details.

Chief examiner(s)

TBA

Contact hours

Five (5) hours lectures per week supported by 2 hours laboratory, 1 hour of tutorial with two (2) hours of online guided learning activities per week plus three (3) weeks of clinical placement at five(5) days/week (based on an 8 hour day/40 hour week).

Prerequisites

Must have passed an BMA1912 AND Must have passed an one of NUR1102 or NUR1203

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Practice, Bachelor of Nursing Practice/Bachelor of Midwifery or Bachelor of Nursing Community Health.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Berwick First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)TBA (Berwick), Dr Sonia Allen (Gippsland), Dr Grace Stankiewicz (Peninsula)

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.

Outcomes

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

  1. discuss the Australian Healthcare context and the influences driving change;
  2. describe the challenges faced by state and federal government related to large scale emergencies requiring immediate medical care;
  3. demonstrate an understanding of health management as it applies to risk management in clinical practice;
  4. apply principles of health management to the clinical practice;
  5. discuss the application of ethical principles to clinical issues related to privacy, consent and advocacy, veracity, trust, limits of care and moral responsibility;
  6. describe the ethical issues that arise in relation to commencing and terminating nurse-patient relationships; and
  7. compare and contrast the various theoretical approaches to ethical reasoning in the context of ethical and clinical decision making.

Assessment

Written assignment (3000 words): 50%
On-line quiz (20 minutes): 30%
Group presentation (1,000 words): 20%

Chief examiner(s)

Ms Sonia Allen

Contact hours

Three (3) hours lectures per week supported with one (1) hour of online guided learning activities per week for 10 weeks.

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing Community Health, Bachelor of Nursing Practice or Bachelor of Nursing Practice/Bachelor of Midwifery.


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Berwick Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)TBA (Berwick), Ms Ainsley James (Gippsland), Nadim Radim (Peninsula)

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.

Outcomes

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

  1. 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 clients in medical/surgical settings;
  2. demonstrate the basic principles of pharmacology, therapeutic drug administration and monitoring as they relate to nursing practice;
  3. analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
  4. understand the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a client with a body system health breakdown;
  5. plan culturally relevant and age specific nursing interventions for acutely ill clients across the lifespan;
  6. identify and apply appropriate evidence based nursing interventions when caring for clients with compromised wound integrity, and pain management;
  7. critically discuss ethical issues relevant to the nursing care of clients with an alteration in health status;
  8. demonstrate safe, evidenced based clinical practice in an acute care setting based on the integration of theoretical principles and practical skills;
  9. provide person centred care according to relevant nursing care principles, to clients under the supervision of registered nursing staff and the clinical teacher;
  10. conduct and document comprehensive assessments of the needs of clients utlising an appropriate assessment tool, and
  11. evaluate self-performance in terms of the delivery of quality nursing care

Fieldwork

Clinical Placement 2 weeks (80 hours)

Assessment

Examination: 60%
Case study: 30%
Quizzes: 10%
Skill assessment: Pass/Fail Clinical placement assessment, 100% mastery Calculation hurdle. Students must achieve a pass in the examination, the skill assessment and the clinical placement to pass the unit.
Students must attend 100% of all scheduled laboratories unless a medical certificate can be provided- refer to school's clinical policy for details.

Chief examiner(s)

Ms Jill French

Contact hours

Five (5) hours lectures per week supported by two (2) hours laboratory, one (1) hour of tutorial with two (2) hours of online guided learning activities per week. Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week) and private study over the 12 week semester - a total of 312 hours.

Prerequisites

Must have passed (NUR2002, BMA1901 and BMA1912)

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Practice or Bachelor of Nursing


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Ms Gayle McLelland (Peninsula)

Synopsis

This elective unit provides students with an introduction to maternity and paediatric nursing.
Students will explore the roles and responsibilities of the nurse in supporting care of women and their families throughout the childbearing process. Emphasis is on normal pregnancy and postpartum care of mother and baby.
The unit also extends learning from core units around medical and surgical care and special needs of children.

Outcomes

  1. Discuss roles and responsibilities of health professionals in the care of childbearing women, children and adolescents;
  2. Discuss physical, psychological changes and common complications in pregnancy;
  3. Outline key aspects of prenatal care;
  4. Describe the stages of labour;
  5. Describe assessments and care of mother and baby following birth;
  6. Identify common complications and their immediate management in the postpartum period;
  7. Describe characteristics and care of the normal newborn baby;
  8. Discuss common neonatal, paediatric and adolescent conditions and their management;
  9. Outline key periods in child and adolescent development;
  10. Describe common responses of children and adolescents to illness;
  11. Discuss the importance of family-centre care;
  12. Describe safe care of postnatal mothers, newborn babies, sick children and adolescents; and,
  13. Discuss legal and ethical issues impacting on the care of childbearing women and hospitalized children and adolescents.

Assessment

Two (2) x 2000 workbooks - each 2000 words (20% each)
Examination worth - Two (2) hours (60%).
Students must pass the examination to pass the unit

Chief examiner(s)

Ms Gayle McLelland

Contact hours

Four (4) hours lecture/tutorial/laboratory

Prerequisites

NUR2002

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing Practice,


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Coordinator(s)TBA (Gippsland)

Synopsis

Therapeutics plays a significant role in the prevention and management of disease. Nurses and midwives must have a comprehensive knowledge of the actions and effects of medications consumed by patients in their care to provide safe, competent and effective medication administration. Understanding drugs requires a strong foundation of pharmacologic principles to help establish the knowledge-base to underpin safe nursing practice. This unit examines fundamental knowledge and skills to promote the therapeutic application of drugs in the clinical setting and to enhance the ability to provide patient care and education.

Outcomes

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

  1. Explain drug terminology;
  2. Identify the characteristics and mechanisms of action of significant drug groups and related nursing considerations;
  3. Identify the indicators of adverse drug reactions;
  4. Identify appropriate administration considerations for significant drug groups;
  5. Outline therapeutic responses to drugs and related life span issues;
  6. Identify factors which determine the potency of drug responses;
  7. Review the impact of polypharmacy and develop nursing plans for patient care;
  8. Discuss factors and processes which contribute to medication errors;
  9. Apply nursing assessment principles to drug administration to promote quality patient care;
  10. Develop a clinical pharmacology care plan;
  11. Develop a drug education plan;
  12. Explore the use of complementary and alternative therapies in the health care setting and the implications for nursing care of the patient.

Assessment

Clinical drug education plan (2000 words):25%;
Group assignment :25%; Exam (2 hours): 50%.
Students must attend 90% of all scheduled laboratories/tutorials - refer to school clinical guidelines for details.

Chief examiner(s)

Mr Mark Browning

Contact hours

4 hours per week (lectures, tutorials, labs) x 9 weeks;
1 hour per week on line guided learning x 9 weeks


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Flexible)
Peninsula Second semester 2012 (Flexible)
Coordinator(s)Kaori Shimoinaba, Janet Wettenhall (Peninsula)

Synopsis

An important component of our health system is the services provided for those living with terminal illness. The health needs of these individuals are diverse and often change over time. An interdisciplinary approach will be used to engage students in building fundamental knowledge and skill for the provision of palliative care in any setting. This unit aims to develop the abilities of health professionals and other graduates to care for persons with life limiting illness, by improving awareness of the principles and values underpinning palliative care, communication, clinical assessment and interventions and optimizing function in palliative care and coping with dying and bereavement.

Outcomes

  1. Communicate effectively in the context of individual responses to loss and grief, existential challenges, uncertainty and changing goals of care;
  2. Appreciate and respect to the diverse human and clinical responses of each individual throughout their illness trajectory;
  3. Understand the principles of assessment and management of clinical and supportive care needs; and,
  4. Reflect and evaluate their own professional and personal experiences and their cumulative impact on self and others.

Assessment

Comprehensive case study: 40%
Essay: 40%
Tutorial Participation: 20%

Chief examiner(s)

Dr Susan Lee

Contact hours

Two (2) hours lectures per week
One (1) hour tutorial per week
Three (3) hours of directed study per week Six (6) hours of private study per week (library searches, reading, preparation of assignments)

Prerequisites

Enrolment in 2nd or 3rd year of an undergraduate degree related to health sciences.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)TBA Gippsland), Mrs Karen Harder (Peninsula)

Synopsis

This unit provides the opportunity for the student to develop fundamental knowledge, skills and attitudes relevant to the restoration and maintenance of optimal mental health. Students will be expected to assess people with mental health problems and to identify, prioritize and implement appropriate evidence based interventions. The guiding principles of the National Practice Standards for the Mental Health Workforce including: rights, responsibilities, safety and privacy, consumer and carer participation, awareness of diversity, early detection and intervention, ethical practice and professional responsibilities underpin the unit contents. Topics covered in this unit include: the mental health workforce, mental health and illness, psychiatric assessment, legal and ethical care, psychotropic medications, the mental health system, the consumer and carer movement, acute psychosis, mood disorders, peri-natal mental disorders, personality disorders and anxiety disorders.

Outcomes

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

  1. discuss the concepts of mental health and mental illness with reference to historical and contemporary classification systems;
  2. demonstrate a knowledge of the Mental Health Act;
  3. conduct a mental status assessment and a risk assessment;
  4. describe the roles and functions of the members of the mental health workforce;
  5. describe the aetiological factors, epidemiology and clinical manifestations of a range of mental disorders including anxiety disorders, personality disorders, , mood disorders psychotic disorders and perinatal mental disorders;
  6. apply the knowledge of these factors in the care of clients and families of clients with mental health problems;
  7. demonstrate a knowledge of a range of psychotherapeutic interventions;
  8. discuss ethical issues which pertain to mental health care;
  9. communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour; and
  10. demonstrate cultural sensitivity and safety in mental health practice.

Fieldwork

Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week

Assessment

Written assignment: 25%
On line quizzes: 15%
Formal examination: 60%
Clinical Assessment: Pass/fail
100% attendance mandatory .
Students must attend 100% of all scheduled tutorials - refer to school clinical guidelines for details.

Chief examiner(s)

Mrs Karen Harder

Contact hours

Two (2) hours lecture per week
Two (2) hr tutorial per week
One (1) hour for self directed reading and quizzes per week
Two (2) - five (5) hours of private study weekly
Clincial placement - 80 hours

Prerequisites

NUR1101, NUR1102

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic) Bachelor of Nursing Practice, Bachelor of Nursing Practice/Bachelor of Midwifery or Bachelor of Midwifery


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)TBA (Berwick), Janet DeLange (Peninsula)

Synopsis

This unit introduces concepts of medical and surgical nursing and pharmacology, across the lifespan. 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, neurological, renal and endocrine. The topics of pain management, wound assessment and clinical assessment skills introduced in year one will be further developed as each system is studied. Clinical simulation exercises will be utilised in laboratory sessions to develop and enhance the acquisition of clinical skills. The clinical practicum component provides opportunities to develop competency to a year two (2) level in a range of skills learnt in the simulated laboratory environment

Outcomes

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

  1. demonstrate knowledge of pathophysiological changes associated with respiratory, cardiovascular, neurological, renal and endocrine dysfunction, and their application to the nursing care of patients in practice settings;
  2. describeunderpinning principles of pharmacology, therapeutic drug administration and monitoring as they relate to the patient;
  3. list / describe possible implications associated with drug administration, including drug interactions and side effects in the use of drugs across the life-span;
  4. describe the legal and professional nursing requirements associated with the safe use of medications including administration, storage and handling;
  5. assess, plan, implement and evaluate culturally relevant and age specific nursing interventions for patients requiring medical and/or surgical care;
  6. identify ethical issues relevant to the nursing care of patients requiring medical and/or surgical care;
  7. demonstrate safe clinical practice in an acute and/or primary care setting based on the integration of theoretical principles and practical skills;
  8. provide person-centred care according to relevant nursing care principles for patients, under the direct supervision of registered nursing staff and the clinical teacher; and,
  9. reflect and evaluate self-performance related to knowledge, skills and nursing care delivered.

Fieldwork

Clinical Placement four (4) weeks (160 hours)

Assessment

Three (3) hour examination: 60%
Case study: 30% 2000 words
Quizzes: 10% ( Two (2) x online quizzes)
Skills assessment: PASS / FAIL
Clinical placement assessment PASS / FAIL

Chief examiner(s)

Janet DeLange

Contact hours

Lectures six (6 ) hours per week, Tutorials two (2) hours per fortnight, Clinical laboratories two (2) hours per week, Guided learning activities one (1) hour per week,. Students must attend 100% of all scheduled laboratories, unless a medical certicate is provided . Four (4) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 160 hours in total)
This unit applies to the following area(s) of study

Prerequisites

Must have passed: BMA1912, BMS1902, NUR1203, or NUR1102

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), or Bachelor of Nursing Community Health

Prohibitions

NUR2002


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)TBA

Synopsis

This unit provides the opportunity for the student to develop fundamental knowledge, skills and attitudes relevant to the restoration and maintenance of optimal mental health. Students will be expected to assess people with mental health problems and to identify, prioritise and implement appropriate evidence based interventions and management strategies.

Outcomes

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

  1. discuss concepts of mental health and mental illness;
  2. describe services available for consumers with mental illness;3. identify the impact of stigma on consumers and their carers;
  3. identify and respond to consumer specific issues such as culture, age and gender to optimise therapeutic communication and demonstrate cultural competency and safety in mental health nursing practice;
  4. describe and discuss Mental Status Examination (MSE) and risk assessments conducted with clients who are experiencing disturbances in thought, mood, behaviour and perception
  5. discuss the utilisation of legal and ethical issued related to the care of clients when admitted under the amended Victorian Mental Health Act (1986);
  6. describe th aetiological factors, epidimiology and clinical manifestations of a range of disorders including affective disorders, eating disorders, anxiety disorders, psychosis, depression and child and adolescent issues; and
  7. describe a range of therapeutic modalities utilised in the care and treatment of people with mental health issues and disorders.

Assessment

Essay (2000 words ) 30%
Online Quizzes 10%
Examination (two (2) hours) 60%

Chief examiner(s)

TBA

Contact hours

Lectures two (2) hours per week, Tutorials two (2) hours per week, Guided learning activities one (1) hour per week, online quizzes one (1) hour per week. Self-directed learning six (6) hours per week.

Prerequisites

NUR1102


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Lorraine Walker (Gippsland)

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.

Outcomes

  1. Describe pharmacological concepts and their relevance to therapeutic drug administration in nursing practice;
  2. utilise mathematical principles in the accurate calculation of drug dosages for preparation and administration of medications;
  3. analyse the problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
  4. describe the legal and professional requirements associated with quality use of medications including safe drug administration, storage and handling;
  5. explain the principles of drug treatment in common disease and non disease states or conditions, resuscitation and poisoning;
  6. discuss the philosophy and contribution of pharmacology in relation to other non-drug and complementary therapies in promoting health and well-being;
  7. explain the nursing implications of caring for patients receiving drug therapy;
  8. explore and evaluate the educational needs of clients in relation to their pharmacology and health status;
  9. demonstrate safe clinical practice in relation to drug administration based on sound pharmaceutical knowledge, and
  10. store, handle and administer medications in accordance with legislation relevant to their jurisdiction.

Assessment

Formal Examination: 50%
Mastery Calculation Test: 10%
Written Assignments-Care Plans: 30%
On-line quiz: 10%

Chief examiner(s)

Ms Lorraine Walker


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)Jill French

Synopsis

Using a lifespan approach this unit builds on semester one learning in NUR2106 and further explores the integration and application of pharmacological principles and associated drug groups underpinned by human pathophysiology related to the body system under review.
There will be an emphasis on the general paediatric population and commonly presenting conditions that relate specifically to this group. Other systems that will be studied include musculoskeletal, gastroenterological, haematological and vascular conditions. Clinical simulation exercises will be utilised in laboratory sessions to develop and enhance the acquisition of clinical skills.
The clinical practicum component provides opportunities to develop competency to a second year level in a range of skills learnt in the simulated laboratory environment.

Outcomes

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

  1. demonstrate knowledge of pathophysiological changes associated with gastrointestinal, musculoskeletal, vascular and hematological dysfunction and their application to the nursing care of patients in medical/surgical contexts;
  2. recognise paediatric health issues relating to the respiratory and gastrointestinal systems, incorporating specific health assessment techniques;
  3. describe underpinning principles of pharmacology, therapeutic drug administration and monitoring as they relate to the patient;
  4. discuss possible implications associated with drug administration, including calculations for administering drugs to paediatric patients;
  5. describe the legal and professional nursing requirements associated with safe use of medications including administration, storage and handling;
  6. analyse problems associated with drug administration, including drug interactions and the use of drugs across the life-span;
  7. plan culturally relevant and age specific nursing interventions for acutely ill patients across the lifespan;
  8. critically discuss ethical issues relevant to the nursing care of patients requiring medical/surgical care;
  9. demonstrate safe, evidenced based clinical practice in an acute care setting based on integration of theoretical principles and practical skills;
  10. provide person-centred care according to relevant nursing care principles for patients, under the supervision of registered nursing staff and the clinical teacher;
  11. conduct and document comprehensive assessments of patient needs utlising an appropriate assessment tool, and
  12. reflect and evaluate self-performance in terms of the delivery of quality nursing care.

Fieldwork

Clinical Placement two (2) weeks (80 hours)

Assessment

Three (3) hour examination: 60%
Case study: 30%, 2000 words
Quizzes:10% (2 x online quizzes)
Skills assessment: PASS / FAIL
Clinical placement assessment: PASS / FAIL

Chief examiner(s)

Jill French

Contact hours

Lectures six (6) hours per week, Tutorials two (2) hours per fortnight, Clinical laboratories two (2) hours per week, Guided learning activities one (1) hour per week,. Students must attend 100% of all scheduled laboratories, unless a medical certicate is provided . Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 80 hours in total)
This unit applies to the following area(s) of study

Prerequisites

NUR2106

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing Community Health

Prohibitions

NUR2004


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)TBA (PENINSULA) TBA (BERWICK)

Synopsis

This Mental Health Nursing unit draws upon student's prior theoretical knowledge, skills and attitudes from NUR 2107. This unit will focus upon professional issues including self care, clinical supervision; utilising evidence based nursing interventions and preparation for clinical practice.
This unit has a 4 week clinical component, where students will apply evidence based nursing care and interventions with mentally ill consumers and their carers.
Theoretical principles and standards of practice are derived from the ANMC National Competency Standards for the Registered Nurse, the ACMHN Standards of Practice for Australian Mental Health Nurses, current evidenced based care and associated legislation.

Outcomes

On completion of this unit it is expected that students will be able to;

  1. identify the importance of emotional self care and reflective practice;
  2. utilize therapeutic approaches when collaborating with carers and clients;
  3. utilize knowledge of clinical manifestations and associated treatments with clients and carers to provide coordinated and effective care;
  4. identify and respond to the client's cultural and gender specific issues that affect the provision of safe mental health nursing care;
  5. conduct and document Mental Status Examinations (MSE) and risk assessments of clients who have disturbances in mood, thought, behavior and perception;
  6. demonstrate and apply knowledge of the Victorian Mental Health Act (1986) as amended;
  7. demonstrate professional behaviours, accountability, ethical decision making and satisfactory knowledge base for safe and coordinated practice in the mental health setting;
  8. recognize the importance of research in the role of the multidisciplinary team in the interdependent delivery of care; and
  9. practice in accordance with the ANMC Competency Standards for the Registered Nurse

Fieldwork

Clinical Placement two (2) weeks (80 hours)

Assessment

Reflective Essay (2,000 words) - 30%
One online MH nursing terminology quiz - 20 %
(Complete prior to clinical)
Examination (2 hours) - 50%
Clinical practice Pass / Fail Satisfactory completion of clinical practice is required to pass this unit.

Chief examiner(s)

Mr.Charanjit Singh

Contact hours

Lectures 2 hours per week x 6 weeks, Tutorials 2 hours per week x 6 weeks,
Guided work (Case based studies) 1 hour per week x 6 weeks, On line Quiz 1 hr
Self directed readings 1hr per week x 6 weeks, Clinical Placement (Mental Health) x 4 weeks (160 hours)

Off-campus attendance requirements

100% for tutorials and 100% for clinical placements

Prerequisites

NUR2107

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing Community Health

Prohibitions

NUR2107


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Grace Stankiewicz (PENINSULA)

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.

Outcomes

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

  1. analyse health assessment data using a problem solving approach in order to develop an appropriate plan for client care;

  1. relate the concept of holistic health to nursing health assessment and nursing practice;

  1. identify communication skills that will enhance the nurse/client therapeutic relationship;

  1. discuss the importance of using a practical framework for delivering appropriate client care;

  1. completely assess and record a client's health history; and

  1. perform and document a systematic physical assessment.

Assessment

Assignment 1: 25%
Assignment 2: 25%
Exam: 50%

Chief examiner(s)

TBA

Contact hours

One (1) hour of lecture per week
Two (2) hours ofTutorial per week
Two (2) - four (4) hours private study per week.

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing Practice


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

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.

Outcomes

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

  1. appreciate the importance of management in a dynamic changing environment;

  1. apply the concepts and methods of management to plan and organise coordinated delivery of nursing care;

  1. demonstrate a knowledge of leadership and its role in promoting quality of health care;

  1. evaluate an aspect of nursing administration of a health care unit or agency utilising appropriate tools and methods;

  1. assess the need for and plan change within a health care unit or agency; and

  1. use a variety of management skills to improve effectiveness of nursing care delivery.

Assessment

Assignments: 100%
Assignment 1: 2000 words - 40%
Assignment 2: 3000 words - 60%

Chief examiner(s)

TBA

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing Practice


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Grainne Lowe (Peninsula)

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.

Outcomes

At the completion of these modules of study, , the student is expected to be able to:

  1. explore the physiological aspects that influence wound healing;

  1. demonstrate the ability to undertake a comprehensive wound assessment, and to discuss wound characteristics and their relationship to type of dressing product selected;

  1. identify the principles of infection control relating to wound care;

  1. discuss the impact of appropriate wound assessment and provision of comprehensive wound management in the health care setting;

  1. examine the physiological and psychological effects of chronic and acute pain;

  1. analyse and develop a framework for the assessment of pain, disability and physical function, including the use of appropriate tools;

  1. identify current therapeutic and complementary measures to manage pain in the health care setting; and

  1. 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%
Examination: 50%.

Chief examiner(s)

Ms Beth Jacob

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing Practice


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Assoc Prof Simon Cooper (BERWICK), Dr Kay McCauley (PENINSULA)

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.

Outcomes

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

  1. discuss the concept of evidence based practice and its application to clinical practice;
  2. discuss the different forms of knowledge acquisition in nursing and midwifery;
  3. describe the philosophical underpinnings of qualitative and quantitative research;
  4. demonstrate a knowledge of the key aspects within the research process;
  5. discuss the ethical principles underpinning research process, and
  6. assess the quality of evidence derived from nursing and midwifery research literature.

Assessment

Major assignment: 60%
On-line quizzes: 40%

Chief examiner(s)

Dr Kay McCauley

Contact hours

This unit will consist of :
Two (2) hours lectures per week, supplemented by a minimum of four (4) online podcasts for the remaining weeks of the semester
Two (2) hours tutorials per week.
NB: Tutorials are compulsory for students not attending clinical placement; students required to attend clinical placement must attend a minimum seven (7) tutorials per semester

Prerequisites

NUR1102

Co-requisites

Only available to students enrolled in: Bachelor of Nursing or Bachelor of Nursing Community Health.

Prohibitions

BEH2021


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Miss Julia Morphet (PENINSULA)

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.

Outcomes

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

  1. demonstrate in-depth knowledge of a range of complex health problems experienced by clients throughout the lifespan;
  2. understand the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a person with a complex body system health breakdown;
  3. evaluate the clinical application of evidence based research and the ethical principles in the management of complex nursing situations;
  4. identify and apply appropriate evidence based nursing interventions when caring for clients with complex wound injuries, and pain management;
  5. incorporate culturally relevant and age specific nursing interventions for acutely ill clients across the lifespan;
  6. reflect critically on their own actions and on the nature of nursing practice in relation to the management of complex health situations;
  7. 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;
  8. apply pathophysiological principles to the care of clients with serious and life threatening illness, and
  9. demonstrate the use of appropriate communication skills as a member of the healthcare team.

Fieldwork

Clinical Placement two (2) weeks (80 hours)

Assessment

Case Study / Written Assignment (2500 - 3000 words) - 40%
Examination (2 hours) - 60%
Students must pass the clinical placement to pass this unit
Students must achieve a pass in the final examination to achieve a pass in this unit.
Students must attend 100% of all scheduled laboratories, unless a medical certificate is provided - refer to school's clinical policy for details.

Chief examiner(s)

Miss Julia Morphet

Contact hours

Two (2) hours of lectures per week. Two (2) hours laboratory practise per week. Guided work one (1) hour per week
Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 80 hours in total)

Prerequisites

NUR2002 or NUR2106, NUR2004 or NUR2206, NUR2104 or NUR2207

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing Community Health


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)Jacinta Secomb (GIPPSLAND), Meredith McIntyre (PENINSULA) TBA (BERWICK)

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

Outcomes

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

  1. discuss contexts where education is provided in clinical practice;
  2. critique educational theory and its relationship to teaching and learning practices;
  3. outline factors that impact on effective teaching and learning;
  4. describe approaches for planning, evaluating and assessing teaching and learning;
  5. evaluate the role of education in health promotion;
  6. conduct effective basic teaching sessions; and
  7. reflect upon their own perspectives on teaching and learning.

Assessment

Essay: 60%
Written teaching plan: 40%
Peer teaching session: (hurdle requirement)- Students must pass this hurdle requirement to pass the unit.

Chief examiner(s)

Ms Jill French

Contact hours

Two(2) hours of lecture per week
One (1) hour of tutorial per week
Two (2) - four (4) hours private study per week

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing Practice, Bachelor of Midwifery, Bachelor of Nursing Practice/Bachelor of Midwifery, Bachelor of Nursing Community Health, Bachelor of Nursing and Bachelor of Emergency Health


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Ms Julia Morphet (PENINSULA)

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.

Outcomes

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

  1. apply the principles of adult learning to identify their specific learning needs;
  2. evaluate the contribution of leadership, management, teamwork and interdisciplinary collaboration in the provision of quality nursing care;
  3. analyse a range of problem solving and time management strategies that enhance the organization of clinical workload;
  4. encorporate, and evaluate culturally and ethically relevant and age specific nursing interventions for clients across the lifespan;
  5. 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;
  6. demonstrate the ability to apply time management and problem solving skills in the delivery of client care, and
  7. practice with increasing independence at a beginning registered nurse level in accordance with the Australian Nursing and Midwifery Council (ANMC) competencies.

Fieldwork

Clinical Placement three (3) weeks (120 hours)

Assessment

Written assignment: 50%
Reflective activity: 50%
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 tutorials - refer to school clinical guidelines for details.

Chief examiner(s)

Miss Julia Morphet

Contact hours

Two(2) hours of lecture per week
Two (2) hours of tutorial fortnightly
Two (2) - four (4) hours private study per week
Three (3) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 120 hours in total)

Prerequisites

NUR2002 or NUR2106,
NUR2004 or NUR2206,
NUR2104 or NUR2107,
NUR3002

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing Community Health or Bachelor of Nursing Practice and Bachelor of Midwifery


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Ms Meredith McIntyre (Peninsula)

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.

Outcomes

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

  1. discuss perspectives, and the physical, psychological and social aspects of ageing in the context of health and illness in older people in our community;
  2. describe the impact of ageing and chronic illness on clients, families and carers;
  3. 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;
  4. 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;
  5. 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;
  6. demonstrate a range of evidenced based interventions that support the person experiencing complex care needs;
  7. identify the resources for people with issues related to ageing, chronic and life limiting illness in the community, and
  8. 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.

Fieldwork

Clinical Placement three (3) weeks (120 hours)

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.

Chief examiner(s)

Ms Meredith McIntyre

Contact hours

Two(2) hours of lecture per week
Two (2) hours of tutorial
four (4) hours guided study per week
Three (3) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 120 hours in total)

Prerequisites

NUR2002 or NUR2106,
NUR2004 or NUR2206,
NUR2104 or NUR2107,
NUR2003

Co-requisites

Only available to students enrolled in: Bachelor of Nursing


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Off-campus)
Coordinator(s)TBA

Synopsis

This unit applies the clinical capabilities articulated in the national palliative care curriculum for undergraduates (PCC4U1) to clinical learning activities. Students develop clinical capabilities in the palliative approach by working with a mentor in specialist clinical practice, providing care to people with life limiting illness and their families. The unit uses a flexible approach that allows students to negotiate the terms of their clinical time with a mentor to guide their development. The use of virtual tutorials and ongoing feedback from faculty will assist students to reflect on these experiences and integrate theory with practice.

Outcomes

  1. Demonstrate a developing capacity to communicate effectively with individual responses to loss and grief, existential challenges, uncertainty and changing goals of care;
  2. Plan care that reflects an appreciation of and respect for the diverse human and clinical responses of each individual throughout their illness trajectory;
  3. Demonstrate beginning level competence in the assessment and management of clinical and supportive care needs; and,
  4. Utilise reflection to evaluate own professional and personal experiences and their cumulative impact on self and others.

Assessment

Clinical capability portfolio (pass/fail)
Weekly clinical reflective log (60%)
Virtual Tutorial Group work (40%)

Chief examiner(s)

Dr Susan Lee

Contact hours

162 hours (1 day per week negotiated clinical, 2 hours per week mentor guided activities, 2 hours per week self directed activities, 2 hours per week student led virtual tutorial)

Prerequisites

NUR2007


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Coordinator(s)TBA

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.

Outcomes

On completion of this unit students are expected to be able to:

  1. develop a career path plan;
  2. evaluate the contribution of leadership, management, teamwork and
interdisciplinary collaboration in facilitating case management and optimal health
outcomes;
  1. evaluate a range of strategies to effectively manage challenging and critical
incidents commonly associated with the Division 1RN role;
  1. critically analyse the importance of professional affiliation and life-long learning in
advancing health outcomes;
  1. apply the principles of adult learning to identify your specific learning needs
  2. reflect critically on your own actions, professional role development and on the
nature of nursing practice

Clinical Objectives:
  1. apply problem solving and time management strategies to effectively organize
clinical workloads;
  1. manage clinical problems appropriately;
  2. practise with increasing independence demonstrating AN&MC competencies;
  3. demonstrate safe evidence-based practice in the clinical setting

Assessment

Assignment: (3000 words) 50%
Clinical Learning Contract: 20%
Clinical Report (reflective): 30%

Chief examiner(s)

TBA

Contact hours

3 hour lecture per week, 2 hour tutorial per week, 2 hours on-line activities per week for 4 weeks. A total of 124 hours of Student directed learning.

Prerequisites

Must have passed 1 NUR3002 OR NUR3106

Co-requisites

Available only to students enrolled in Bachelor of Nursing Practice


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Peninsula First semester 2012 (Day)
Coordinator(s)TBA(Gippsland), Charin Singh (Peninsula)

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.

Outcomes

On completion of this unit students are expected to be able to:

  1. Describe a range of therapeutic modalities utilised in mental health treatment and care
  2. Employ selected cognitive and behavioural techniques in the care and management of people with mental health problems and mental disorders
  3. Describe the aetiological factors, epidemiology and clinical manifestations of a range of disorders including substance related disorders, child and adolescent mental disorders, cognitive disorders, aged persons mental health, eating disorders, sexual disorder and somatoform disorders
  4. Apply the knowledge of these factors in the care of clients and families of clients with mental health problems
  5. Demonstrate a knowledge of a range of psychotherapeutic interventions
  6. Discuss ethical issues which pertain to psychiatric and mental health nursing
  7. Communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour
  8. Demonstrate accountability and a satisfactory knowledge base for safe practice in mental health settings
  9. Demonstrate cultural sensitivity and safety in mental health nursing practice

Fieldwork

Clinical Placement two (2) weeks (80 hours)

Assessment

Written Assessment 25%
Tutorial worksheets: 15%
Examination: 60%
Students must attend 90% of all scheduled laboratories - refer to school clinical guidelines for details.

Chief examiner(s)

Mr Charanjit Singh

Contact hours

Two (2) hours of lecture per week
Two (2) hours of tutorial per week.
One (1) hour per week for self directed reading and quiz
Two (2) five (5) hours of private study per week
Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 80 hours in total)

Prerequisites

NUR2104

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing/ Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Practice or Bachelor of Nursing Practice/Bachelor of Midwifery


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2012 (Day)
Gippsland First semester 2012 (Day)
Coordinator(s)Karen Missen

Synopsis

This unit will incorporate an introduction to high acuity nursing of severely ill patients. Using a systematic approach to patient assessment, students will develop skills in caring for patients with, altered circulation, multi-organ failure, shock states and trauma. The focus will be on high acuity care and include other specialist areas of nursing practice such as critical care, perioperative, coronary care, acute medical surgical, emergency nursing and paediatric nursing with an emphasis of caring for patients across the lifespan.

Outcomes

Educational Objectives:
On completion of this unit students are expected to:

  1. Demonstrate in-depth knowledge of a range of complex health problems experienced by clients throughout the lifespan;
  2. Explore and evaluate the clinical application of nursing research and theoretical literature to acute and high acuity care;
  3. Incorporate culturally relevant, age specific, nursing therapeutics to address problems experienced by seriously ill clients;
  4. Review an appropriate disaster management plan, building upon existing knowledge of disaster management;
  5. Apply a systematic approach to patient assessment and implementation of management strategies in team-based simulation environment;


Clinical Objectives:
  1. Apply pathophysiological principles to the care of clients with serious and life threatening illness;
  2. Apply clinical reasoning to selected pathophysiological and psychosocial nursing phenomena;
  3. Demonstrate safe clinical practice based on current theoretical and pharmacological knowledge;

Assessment

Written assignment: 30% - 3000 word essay exploring the management of a high acuity patient;
Written examination: 60% - 3 hour examination;
Clinical case study: 10% - 1000 word assignment;
Clinical assessment: Pass/fail
Students must attend 100% 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

Chief examiner(s)

Karen Missen

Contact hours

7 hours a week (lectures, tutorials, labs) plus 160 hours clinical.

Guided Learning:
1 hour of guided learning including 2 online quizzes.

Prerequisites

NUR2002, NUR2004, NUR2104

Co-requisites

Available only to students enrolled in the Bachelor of Nursing Practice


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA (Gippsland)

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.

Outcomes

On completion of this unit the student is expected to:

  1. describe the theoretical frameworks that purport to describe community health nursing;

  1. demonstrate an understanding of lifestyle challenges faced by individuals and groups in the community with regard to their illness, disabilities and normal lifespan issues;

  1. describe the services and support that are necessary to promote home based management of selected clients and groups with health/needs problems;

  1. identify cross-culture issues and the adaptations required in community practice to respect cultural health beliefs and practices;

  1. expand knowledge and understanding of ethical and legal questions in health care provision specific to nursing in the community; and

  1. determine the health needs of a specific population group using an action learning group approach.

Clinical Objectives for the unit are to:

  1. 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.

Chief examiner(s)

Dr Susan Lee

Contact hours

5 hours per week (lectures, tutorials, labs) plus 75 hours clinical

Prerequisites

Must have passed NUR2103, NUR2113, NUR2104, NUR2303, NUR2304, NUR2201, NUR3107, NUR2002, NUR2004, NUR2104, HSC1301, HSC1302

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


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Joy Lyneham

Synopsis

An important component of our health system is to provide appropriate care for individuals experiencing a sudden health crisis. Often this crisis results in an individual requiring attendance to an Emergency department (ED) or admission to a critical care area such as a Coronary Care (CCU) or Intensive Care unit (ICU).
To respond effectively to these needs, nurses require specific knowledge and skills to provide rapid and continuing assessment based on current evidence based practice in the ED, CCU and ICU. This unit extends on acquired nursing knowledge and skills, enhancing students' abilities to manage a crisis situation in critical care and generalist areas.

Outcomes

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

  1. Assess and organise care based on patient needs at a novice nurse level in simulated environments
  2. Provide care for the critically ill patient and their families using the principles nursing care
  3. Relate the principles of nursing care to the critically ill individual and their family
  4. Assess and manage a critically ill individual and their family using the principles of assessment and management
  5. Analyse current practices based on the evidence available; and
  6. Implement care plans for complex patients according to CENA and AACCN competencies.

Assessment

Written assignment (2,500 words) 40%, case study (3,500 words) 60%

Chief examiner(s)

Dr Joy Lyneham

Contact hours

Lectures 2 hours per week, Tutorial/ Laboratory 2 hours per week

Prerequisites

NUR2002, NUR2104, NUR2004

Co-requisites

Only available to students enrolled in: Bachelor of Nursing
NUR3004


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

Synopsis

This unit prepares students to function in 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 their role within this system and are able to develop an appropriate career development plan. This unit bridges the gap between theory and practice by refining clinical problem solving, decision making, leadership, management and communication skills appropriate to professional nursing practice.

Outcomes

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

  1. Apply sociological insights to discuss the contemporary socio-political, economic and administrative realities of nursing work within the health care system;

  1. Discuss the role of organisational structures in the workplace and their relationship to nursing career structure and career planning;

  1. Reflect critically on personal and professional development in preparation for practice as a registered nurse;

  1. Reflect critically on personal and professional development to enhance practice as a registered nurse;

  1. Critically apply a range of problem solving and time management strategies to enhance professional nursing practice;

  1. Develop and implement patient centered care interventions specific to the social, cultural, and developmental needs of individuals and groups;

  1. Employ clinical and critical decision making skills to identify, analyse and resolve challenging professional and ethical dilemmas in the practice environment;

  1. Demonstrate evidence of competency through the development of a professional portfolio.

Assessment

Essay: 40%
Professional portfolio: 60%

Chief examiner(s)

Dr Melanie Birks

Contact hours

4 hours per week


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Beth Jacob (Gippsland) & Ms Meredith McIntyre (Peninsula)

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.

Outcomes

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

  1. Demonstrate an understanding of the difference between biological sex and gender
  2. Discuss contemporary issues in sexual and reproductive health in their cultural context
  3. Discuss the role of the family and society in the socialization of sex roles and behaviours
  4. Describe the role of gender in the formation of attitudes and practices in relation to health and illness
  5. Analyse their own background to determine prejudices and mores about sexuality and family structure and function
  6. Assist in the development of self and peers through discussion about gender and health
  7. Demonstrate the ability to critique social attitudes to sex, gender and the family
  8. Apply theoretical frameworks to an investigation of men's and women's health services in their area
  9. 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%

Chief examiner(s)

Ms Meredith McIntyre

Co-requisites

Only Aavailable to students enrolled in: Bachelor of Nursing, Bachelor of Nursing Practice or Honours degree of Bachelor of Nursing


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Coordinator(s)TBA

Synopsis

This unit focuses on an integrated structure for health and wellbeing in the community using the continuum from birth to end of life. This unit will provide opportunities for students to develop fundamental knowledge, incorporate primary health care theories and concepts. This process will expand their burgeoning skills and attitudes relevant to the prevention, restoration and maintenance of optimal health and wellbeing, specific to a range of community settings. Students will be supported to explore and develop knowledge significant to the family and health care needs so the individual and/or family become central to their management of optimal health.

The clinical practice component will provide students with opportunities to incorporate theoretical learning into care and begin the transition to graduate practice.

Outcomes

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

  • analyse the concepts of primary health care and population health;
  • demonstrate knowledge of contemporary rural and remote community needs.;
  • assess factors that predispose, enable, or reinforce behaviours contributing to health risks
  • describe the roles and functions of the members of the multidisciplinary primary health care team;
  • analyse ethical issues which pertain to primary health care;
  • apply a range of therapeutic interventions to meet the physical, psychosocial and spiritual needs of patients/clients in the community;
  • communicate effectively with people who are experiencing complex health issues;
  • demonstrate cultural sensitivity and deep respectful listening to all rural and remote community members;
  • provide evidence based interventions and resources that support the person and their family experiencing complex care needs;
  • practice in accordance with ANMC Competencies for the Registered Nurse and other professional standards

Assessment

Critique of a journal article: 20% (2000 words)
Literature review: 30% (2000 words)
Written assignment: Journal article format -50% (3000-4000words)
Clinical practice assessment: Pass / Fail

Contact hours

Lectures: 4 hours x 4 weeks = 16 hours; Tutorials: 2 hours x 4 weeks = 8 hours;
Clinical: 160 hours; Individual Study: 128 hours

Prerequisites

NUR2002 and NUR2004


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

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.

Outcomes

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:

  1. describe health promotion;

  1. discuss the role of the nurse in the promotion of health;

  1. identify factors which influence the health teaching and promotion process;

  1. discuss factors to be considered when developing health education and promotion programs for individuals, groups and vulnerable populations;

  1. develop health promotion programs;

  1. develop tools for evaluating the effectiveness of health promotion programs; and

  1. 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.

Chief examiner(s)

Professor Karen Francis

Co-requisites

None.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

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.

Outcomes

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

  1. develop an understanding of the contemporary Australian legal system;

  1. demonstrate an understanding of legal principles relevant to the health care system;

  1. explore various legal issues relating to nursing care;

  1. gain an understanding of selected ethical issues in contemporary health care; and

  1. develop resolutions to ethical dilemmas in nursing practice which are consistent with personal and professional standards.

Assessment

Assignments: 100% (50%
50%)

Chief examiner(s)

Ms Melanie Birks


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Off-campus)
Coordinator(s)Sonia Allen

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.

Outcomes

Educational objectives:

  1. Discuss the diverse roles and functions of the rural nurse;
  2. Identify the range of players providing multidisciplinary health care services in a rural community;
  3. Differentiate the roles of other health professionals and their interface with nursing in the rural context;
  4. discuss the priorities and needs of other health team members to facilitate appropriate referral and health outcomes;
  5. critically analyse the role of multidisciplinary collaboration in rural health care;
  6. 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%

Chief examiner(s)

Ms Sonia Allen

Prerequisites

NUR2002, NUR2004

Co-requisites

Available only to students undertaking Bachelor of Nursing and Rural Health Practice


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Off-campus)
Coordinator(s)Sonia Allen

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.

Outcomes

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

Chief examiner(s)

Ms Sonia Allen

Prerequisites

Must have passed 2 units in {NUR3009, and NUR3002 OR NUR3106}

Co-requisites

Available only to students undertaking Bachelor of Nursing and Rural Health Practice


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Associate Professor Anthony O'Brien and Dr Carole Gilmour

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 core undergraduate research units. Students will be allocated a research supervisor to begin formulating research questions and methodology for subsequent study.

Outcomes

At the completion of the unit the student will be expected to:

  1. evaluate and utilise appropriate philosophical foundations of research;

  1. distinguish and critique quantitative and qualitative methodologies;

  1. develop and utilise research skills in the following areas:-
a. advanced online searching
b. documentation management
c. data collection methods and analysis;, and

  1. begin formulating research question and proposed study.

Assessment

Two pieces of assessment -
Seminar - (Power Point presentation to staff and HDR students regarding the proposed piece of research, including preliminary research questions, and how a research methodology can assist to answer them) 40%

Critique of a research method(s) re answering the proposed research questions, includes literature review (publishable standard) (3,550-4000 words) 60%

Chief examiner(s)

Dr Carole Gilmour

Prerequisites

NUR2001 or NUR1201

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing Practice or Honours degree of Bachelor of Nursing,
NUR2001 or NUR1201


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Associate Professor Anthony O'Brien and Dr Carole Gilmour

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 in nursing or midwifery settings. Ethical issues in research are also considered. Students will develop their own research proposal and seek ethical approval to conduct their study under the supervision of an academic staff member.

Outcomes

At the completion of the unit the student will be expected to:

  1. identify a research topic that addresses a significant nursing or midwifery issue;
  2. develop a research problem, question or hypothesis;
  3. formulate and present a research plan;
  4. describe the theoretical basis behind the topic and research design;
  5. develop and present a research proposal, including a literature review;
  6. identify issues related to the conduct of the proposed research;
  7. participate in research seminars and workshops;
  8. apply to ethics committees for research approval as necessary.and,
  9. demonstrate a collaborative and critical approach to research.

Assessment

There are 3 pieces of assessment
Research proposal (4-5000 words) 70%;
Ethics application 20%
Seminar presentation PPT 10%

Chief examiner(s)

Dr Carole Gilmour

Prerequisites

NUR2001 or NUR1201

Co-requisites

Only available to students undertaking Honours degree of Bachelor of Nursing or Honours degree of Bachelor of Midwifery


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Associate Professor Anthony O'Brien and Dr Carole Gilmour

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. With their research supervisors, students will explore a range of issues that can arise during the research process

Outcomes

  1. 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;
  1. accurately collect, manage and secure data for research activities;
  2. demonstrate an awareness of ethical and privacy issues as they apply to their research proposal;
  3. work collaboratively with a research supervisor to achieve research milestones (e.g. submission of ethics proposal);
  4. finalise the ethics approval process for the project;
  5. respond appropriately to the realities of research project issues including identification of a research site (or sites) and recruitment of participants;
  6. conduct a pilot study (if appropriate) to anticipate and address practical problems that may arise in the course of data collection;
  7. undertake data collection both accurately and ethically;
  8. discuss issues arising during the research process;
  9. demonstrate effective progress towards research plan;
  10. write to an academic standard by incorporating existing research findings and supervisor feedback; and,
  11. present research findings in a seminar context

Assessment

There are two pieces of assessment
Research report (60%)
Seminar PPT (40%) - demonstrating evidence of data collation, analysis and interpretation

Chief examiner(s)

Dr Carole Gilmour

Prerequisites

NUR4401, NUR4402

Co-requisites

Only available to students undertaking Honours degree of Bachelor of Nursing or Honours degree of Bachelor of Midwifery.


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)TBA (Peninsula), Professor Karen Francis (Gippsland) & Supervisors & Dr Lisa McKenna (Midwifery)

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.

Outcomes

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

  1. Conduct appropriate data analysis and interpretation;
  2. 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;
  3. Present research findings in a seminar context;
  4. Demonstrate an ability to manage data collection and analysis;
  5. Work collaboratively with a research supervisor to achieve research milestones;
  6. Write to an appropriate academic standard by incorporating existing research findings and supervisor feedback;
  7. Respond appropriately to realities of research project issues (e.g. ethical and practical issues surrounding confidentiality, data management etc.)
  8. Analyse and present data in a clear, concise and systematic manner;
  9. Identify strengths and limitations in their research design;
  10. Suggest directions for future research in their specialist area; and
  11. Address practicalities of research project management.

Assessment

There is one piece of assessment
Dissertation 10,000 words - 100% summative

Chief examiner(s)

Dr Carole Gilmour

Prerequisites

NUR4401, NUR4402

Co-requisites

Only available to students undertaking Honours degree of Bachelor of Nursing or Honours degree of Bachelor of Midwifery.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Associate Professor Ted Brown

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 a 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 clients/consumers of health services. Students demonstrate a beginning competence with some early clinical skills applicable to fieldwork

Outcomes

Upon successful completion of this subject students will be able to:

Theme 1 Personal and Professional Development

  1. explain the role of an occupational therapist
  2. explain the role of other health professionals within a team and how interdisciplinary teams function to provide optimal client care
  3. identify the characteristics that distinguish ideal professional behaviour
  4. describe ethical and legal issues pertinent to a practicing occupational therapist.
  5. demonstrate effective communication and interview skills for practice
  6. articulate strategies to apply when communication requires cross cultural sensitivity and understanding
Theme 2 Population Society and Health
  1. consider concepts of disability and appreciate the impact of disability upon the individual
  2. describe challenges and barriers likely to confront a person with a disability and how these affect participation in the community
Theme 4 Applied Practice
  1. 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
  2. examine safety issues in the workplace and outline standard emergency and infection control procedures
  3. describe different methods of recording and reporting medical information and the role of professional records for communication
  4. explain appropriate interaction with an interpreter and identify criteria that indicate when an interpreter should be used
  5. apply task and activity analysis to the occupational therapy practice context

Assessment

1. Students complete a two hour disability experience (e.g., visual impairment, limited mobility) to gain insights into some of the environmental, physical, social, and attitudinal challenges that the clients they work with may experience in their day-to-day lives. Students will complete a 1000 word disability experience reflective assignment - 10%

2. Students will be introduced to the use of writing reflectively through the use of a reflective journal and complete a 1000 word paper. A 500 word reflective journal entry will be completed for each clinical day of fieldwork education completed to record learning in practice - 10%

3. Students will be introduced to some early clinical skills and core concepts of professionalism in the unit. A 2 hour written examination will be used to assess these skills - 50%

4. Students will explore occupational and activity analysis, using both qualitative (occupational story telling) methods and objective methods (observation and activity analysis) for analysing productive occupations. Students in pairs will interview an adult and analyse a meaningful activity they carry out in their home or in their immediate community - 30%

Details of hurdle assessment tasks:
All hurdle assessment tasks are required assessments for successful completion of this unit. If students fail to complete any hurdle requirements they will be asked to undertake further supplementary assessment to meet the hurdle requirement. The hurdle task requirements for this unit are; 1) You are required to attend 80% of tutorials; and 2) Completion of review quizzes in tutorial sessions.

Chief examiner(s)

Associate Professor Ted Brown

Contact hours

Lecture component: 2 hours per week; Tutorial/Practicum component 2 hours per week; Fieldwork component 2 days; Private Study, 4 hours per week:

Co-requisites

Must be enrolled in the Bachelor of Occupational Therapy.

Prohibitions

HSC1011


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Lisa Broom

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 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 an inter-professional community-based fieldwork experience.

Outcomes

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

  1. Describe and explain classifications of human occupation.
  2. Describe how the interaction of person-environment-occupation relates to health and wellbeing.
  3. Examine issues relevant to a health professional as well as reflect upon work completed as an inter-professional group after participation in an inter-professional community-based experience.
  4. Identify data collection methods, collect and analyse data on the occupational performance of self and others.
  5. Describe and critique literature related to the physical, social, cultural, economic, political and institutional environments of individuals and groups and comment on the validity of this information for occupation-based practices.
  6. Identify, analyse and critique literature relevant to occupational science and identify key issues and concepts for practice.
  7. Demonstrate effective verbal, non-verbal and written communication skills.

Assessment

Group presentation based on findings from inter-professional community-based experience (10 minutes): 10%
Written reflective report from inter-professional community-based experience (600-800 words): 10%
Class presentation (20 minutes): 10%
Assignment (2000 words): 35%
2 hour exam: 35%
Hurdle requirements: attendance at 80% of all tutorials, skills classes and fieldwork placements; participation in inter-professional community-based experience.

Chief examiner(s)

Mrs Lisa Broom

Prerequisites

OCC1011


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Nikos Thomacos

Synopsis

This unit explores psychological theory and research relevant to the practice of occupational therapy, including psychological perspectives on pain, stress, illness and disability. Grounded in a biopsychosocial model of health and wellbeing, this introductory unit provides students with an overview of the major psychological traditions and approaches e.g. psychodynamic, developmental, cognitive, social psychology, etc., and examines how each provides insight into the challenges and issues experienced by individuals, carers, families and communities. This unit also introduces students to the methods of inquiry and assumptions of theory associated with the science of psychology. The relevance of the discipline of psychology to occupational therapy thinking and practice is emphasised.

Outcomes

On completion of the unit students will be able to:

  1. Identify and discuss key contemporary theories, concepts, and perspectives that underpin a biopsychosocial model of health and wellbeing;
  2. Identify and discuss the differences among the various psychological traditions (i.e. psychodynamic, developmental cognitive, behavioural, social, personality, etc.), and how each is related to activity and occupational therapy thinking and practice;
  3. Articulate the personal relevance of unit's content, including an understanding of the role of biopsychosocial forces in their lives and the lives of others, and an appreciation of the practical value of psychology;
  4. Explain how psychological theory and research can be applied to issues such as pain, stress, illness, disability, and health and wellbeing;
  5. Critically evaluate information concerning psychological phenomena obtained from research, the broader community and the media; and,
  6. Identify, evaluate and integrate psychological knowledge in the preparation of assessment tasks set, including the correct use of APA 6th edition referencing.

Assessment

Hurdle requirement:
Students are required to attend 80% of tutorials. Students must also participate in the class data collection exercise.

Formative assessment:
Feedback during lecture and tutorial participation, as well as following two summative assessments (i.e. assessment tasks 1 and 2).

Summative assessment:
Assessment task 1: 2,000 word essay comparing how a range of psychological traditions differ, and how these different traditions relate to contemporary occupational therapy (30%). (Objectives 1-2).

Assessment task 2: 1,500 word report on a data set collected by students that examines the relationship among personality, behaviour and health and wellbeing (30%). (Objectives 3-6).

Assessment task 3: A two-hour, multiple choice and short answer exam (40%). (Objectives 1-6).

Chief examiner(s)

Dr Nikos Thomacos

Contact hours

2 hour lecture and 2 hour tutorial per week

Off-campus attendance requirements

80% tutorial attendance

Prohibitions

PSY1011


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Associate Professor Ted Brown

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.

Outcomes

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

Theme 1 Personal and Professional Development

  1. describe the principles of client-centred occupational therapy practice;

  1. explain the key skills that contribute to critical appraisal, critical reasoning and critical thinking skills in scenario/case-based learning;

  1. apply skills of self critique and self reflection to group learning tasks;

Theme 2 Population, Society and Health

  1. 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

  1. describe the historical origins of occupation as therapy;

  1. demonstrate an understanding of the clinical reasoning processes in occupational therapy;

  1. describe how different health models and occupational therapy intervention methods may be applied to occupational therapy practice;

  1. identify how key theoretical models of human occupation (e.g., MOHO, PEO, CMOP-E, PEOP, Kawa Model, OTPF-II) relate to client-centred occupational therapy;

  1. describe and apply the principles of occupational analysis and grading and adaptation of occupations to a therapy situation;

Theme 4 Applied Practice

  1. describe and apply the clinical reasoning process to the occupational therapy process in a simulated practice situation; and

Theme 5 Research

  1. locate, retrieve and use resources that inform understanding about health and occupational issues.

Assessment

Formative assessment tasks:
1. You are required to attend 80% of tutorials
2. Completion of review quizzes in tutorial sessions

Graded assessment tasks:
3. Write-up of play/leisure interest profile findings: 1000 words - 10%
4. Critique of an occupational therapy assessment: 1000-1500 words - 20%
5. One class presentation for peer and tutor feedback: 30 minute group presentation - 10%
6. One 10 minute in class presentation for peer and tutor feedback: 10 minutes - 10%
7. One x 2 hour written examination: 2 hours - 50%

Chief examiner(s)

Associate Professor Ted Brown

Prerequisites

OCC1011

Co-requisites

Available only to students enrolled in the Bachelor of Occupational Therapy


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Nikos Thomacos

Synopsis

Development across the lifespan examines how individuals change and develop as they age - from infancy to old age. This unit explores the psychological and occupational processes inherent in development, and in doing so examines the progressive cognitive, emotional, behavioural, psychosocial and occupational changes that occur with age. A broad range of topics are covered by this unit, including: attachment, motor skill and other psycho-physiological developmental processes, problem solving, language acquisition, moral understanding and abstract thought, identify development and formation, and the nature and course of both intimate and diffuse relationships.

Outcomes

On completion of the unit students will be able to:

  1. Articulate and contrast contemporary developmental lifespan psychological and occupational concepts, theories and research;
  2. Identify and discuss the main approaches and debates within developmental lifespan research; in particular, how the nature versus nurture debate is a consistent theme;
  3. Identify and discuss the physical, cognitive, emotional, behavioural, social and occupational aspects inherent in development across the lifespan, as well as some of the key inherent and external influences on development;
  4. Analyse childhood occupations based on observation;
  5. Explain challenges common to adolescence and other lifespan transition points, and ways to deal with them;
  6. Explain the changes that can occur in early and middle adulthood and consider how these changes individuals' cognitive, emotional and occupational functioning and psychosocial wellbeing;
  7. Identify and discuss the effects of physiological change and life experience on older adults' cognitive, emotional and occupational functioning and psychosocial wellbeing; and,
  8. Identify and describe types of research frameworks and approaches to data analysis applied in contemporary developmental lifespan research.

Assessment

Hurdle requirement:
Students are required to attend 80% of tutorials. Students must also participate in the class data collection exercise.

Formative assessment:
Feedback during lecture and tutorial participation, as well as following the three summative assessments.

Summative assessment:
Assessment task 1: 1,500 word essay on the relationship between development, and functioning at specific life stages (20%). (Objectives 1-3, 5-7).
Assessment task 2: 1,000 word report from observation of a child (20%) (Objective 4).
Assessment task 3: 1,500 word report on a data set that examines the relationship between age and psychosocial functioning and wellbeing (30%). (Objectives 5-7).
Assessment task 4: A one-hour multiple choice and short answer exam (30%). (Objectives 1-8).

Chief examiner(s)

Dr Nikos Thomacos

Contact hours

2 hour lecture and 2 hour tutorial per week

Off-campus attendance requirements

80% tutorial attendance


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Linda Barclay & Lisa O'Brien

Synopsis

This unit uses an integrated scenario/case-based learning approach. The unit has a 10 week academic block followed by a 3 week fieldwork (clinical) block to apply theory into practice. Students are introduced to the mechanisms and consequences of problems related to mental, sensory, cardiovascular, respiratory, neurological and biomechanical capacities of humans, across the lifespan, that underpin occupational engagement and occupational performance. Students will integrate this knowledge into occupational therapy and related theories and models of practice. Students will be required to 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 and occupational performance. Students will explore different contexts in which participation in occupation takes place.

Outcomes

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

Theme 1: Personal and Professional Development

  1. Describe and apply the principles of client-centered practice
  2. Apply critical appraisal, critical reasoning and critical thinking skills to 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
  1. Describe occupational justice issues in the allocation and distribution of resources within services
  2. Recognize the rights of consumers and carers and integrate their lived experience of health methods into service planning and delivery.
  3. Describe the importance of multicultural diversity and cultural relationships to professional practice

Theme 3: Fundamental Knowledge for the Health Sciences
  1. Explain the mechanisms and consequences of problems related to mental/psychosocial, physical and social capacities of humans, across the lifespan.
  2. Critique and apply knowledge of body functions, body structures and related clinical conditions to occupational performance challenges for clients of occupational therapy.
  3. Describe theories and models of practice that contribute to an understanding and application of occupational engagement and performance.
  4. Apply key theoretical models of human occupation to client-centered occupational therapy assessment, goal setting, intervention, and follow-up evaluation
  5. Appraise occupational therapy assessment tools and apply them in clinical contexts to evaluate occupational performance and occupational engagement
  6. Describe and apply the principles of occupational analysis and grading and adaptation of occupations to a therapy situation

Theme 4: Applied Practice
  1. Select, administer and critique assessment methods used in occupational therapy practice including initial assessment interview.
  2. Accurately record and document professional information
  3. Describe and apply the clinical reasoning process to the occupational therapy process
  4. Formulate appropriate occupational therapy goals and objectives for specific clients
  5. Acknowledge expertise and interact respectfully with different members of the health care team, consumers and carers
  6. Behave in a manner appropriate for professional practice in both the academic and clinical environment.

Theme 5: Research
  1. Locate, retrieve and use resources to inform decision making about health and occupational issues.

Assessment

One x 1500 word review of 2 clinical assessment tools (10%)
One x 2 hour exam (20%)
One x 2 hour exam (15%)
One clinical workbook 3000 words (20%)
One x 1000 word case-based occupational analysis (10%)
One x 1.5 hour written/oral exam (15%)
One x 10 minute practice skill test (5%)
Presentation of two case scenarios for peer and tutor feedback (5%)

Hurdle requirements:
Successful completion of a 12 day fieldwork placement
One 1,000 word reflective journal
Two self evaluations of group participation.
Attendance at 80% of scenario based tutorials

Chief examiner(s)

Ms Linda Barclay

Prerequisites

BMA1902, OCC1012, OCC1022, PSY1022

Co-requisites

Available only to students enrolled in the Bachelor of Occupational Therapy


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Primrose Lentin and Dr Linda Barclay

Synopsis

This is the first unit of the occupational therapy intervention units. It comprises integrated case based learning with some time spent in facilities 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. Intervention principles will also incorporate environmental supports and barriers (advocacy, organisational change, environmental adaptation), and evidence-based practice.

Outcomes

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

Theme 1 Personal and Professional Development

  1. demonstrate skills in self-assessment and the provision of constructive feedback to others;
  2. function effectively as a member of a small learning group;
  3. demonstrate effective verbal and written communication skills;

Theme 2 Population, Society and Health
  1. 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
  1. describe and apply the Occupational Process Model to typical occupational therapy practice scenarios and to a clinical practice;
  2. 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;
  3. 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;
  4. describe common musculoskeletal, medical, surgical, neurological, psychosocial and disease processes relevant to clients of occupational therapy and their occupational sequela;
  5. evaluate a home for home modifications, use technical drawing techniques and write recommendations for home modification professionals;
  6. describe the role of external agencies (eg Archicentre, TADVIC and the A&EP) and use of Australian Standards in home modification;
  7. demonstrate the use and principles of splint manufacture using low temperature thermoplastic materials and justify design, manufacture and application of a specific orthosis;
  8. 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
  1. apply to practice the Canadian Practice Process Framework including
    • Enter/initiate
    • Set the stage
    • Assess/evaluate
    • Agree on objectives and plan
    • Implement the plan
    • Monitor and modify
    • Evaluate outcome
    • Conclude/exit
  2. demonstrate clinical reasoning and a client-centred approach to the development and implementation of occupationally relevant intervention strategies relevant to clients of occupational therapy;
  3. write relevant, concise and comprehensive reports and substantiate both written and oral reports with information from assessments, observations and interviews';
  4. effectively communicate with other members of the team and refer appropriately;
  5. maintain the professional standards and emergency procedures set by the fieldwork facility, Monash University and by OT AUSTRALIA code of ethics.
  6. Describe the principles of evidence based practice and use the best available evidence for practice with clients of occupational therapy

Assessment

Critically evaluate splint: 5%
Technical drawing of home environment: 12.5%
Assignment (1500 words): 10%
Short answer examination (1 hour x 2): 40%
Written exam (1 hour) and oral exam (30 minutes): 30%
Discussion of two peers in oral examination: 2.5%

Hurdle requirements: Attendance at 80% of tutorials, skills classes (including attendance at two group reflection sessions) and fieldwork placement hours, manufacture 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).

Chief examiner(s)

Dr Primrose Lentin

Prerequisites

OCC2011 and OCC1012

Co-requisites

Must be enrolled in Bachelor of Occupational Therapy.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Ted Brown, Dr Primrose Lentin

Synopsis

This unit provides an overview of the skills necessary to critique and evaluate the usefulness and quality of research evidence. Components of evidence-based practice will be introduced related to occupational therapy. You will be guided through the process of how to ask clinically relevant questions, search for evidence, and critically appraise published research. The Monash Occupational Therapy Research Evidence Critique Form (MOTRECF) for both quantitative and qualitative studies will be used to evaluate the relevant evidence. The process used to complete a critically appraised paper (CAP) will also be introduced. This will provide the foundation for you to integrate clinically relevant evidence into your daily professional practice as well as providing you with the skills required for analysing the issues dealt with in the scenario-based learning context used in OCC2020 and OCC3030.

Outcomes

Upon successful completion of this unit students will be able to:
Theme 5: Research

  1. Describe the relevance of research in occupational therapy practice
  2. Describe the role of theory in occupational therapy research
  3. Describe and demonstrate knowledge of quantitative research strategies relevant to occupational therapy practice: research questions, sampling methods, research designs (e. g. experimental quasi-experimental designs, surveys and randomised control trials), and criteria for evaluating quantitative research.
  4. Describe and demonstrate knowledge of qualitative research strategies relevant to occupational therapy practice: basic premises, research questions, sampling methods, research approaches and designs, data gathering and analysis methods (e. g. ethnography, grounded theory, individual and group interviews, participant observation, and types of analysis methods), and criteria for evaluating qualitative research.
  5. Describe general measurement concepts: levels of measurement, reliability, validity
  6. Demonstrate an understanding of basic statistics
  7. Demonstrate a basic understanding of mixed method and evaluation research approaches
  8. Demonstrate an understanding of ethical research issues and practices
  9. Exhibit skills related to gathering and interpreting evidence from literature to support clinical practice: formulate a question as well as define and carry out a suitable and comprehensive search strategy
  10. Describe and demonstrate the principles of evidence-based practice and using best evidence available for practice: critical appraisal and levels of evidence
  11. Demonstrate and apply principles outlined in the Monash Occupational Therapy Research Evidence Critique Form (MOTRECF) related to quantitative studies to critique evidence
  12. Demonstrate and apply principles outlined in the Monash Occupational Therapy Research Evidence Critique Form (MOTRECF) related to qualitative studies to critique evidence.

Assessment

1. Attendance - Hurdle
2. Complete a data base search strategy for one research question using a variety of data bases - 10%
3. Critically appraise components of articles that uses a quantitative research methodology using the MOTRECF format - Hurdle
4. Critically appraise components of articles that uses a qualitative research methodology using the MOTRECF format - Hurdle
5. Complete one x 1,200 word critically appraised paper (CAP) using the MOTRECF format: quantitative research - 25%
6. Complete one x 1,200 word critically appraised paper (CAP) using the MOTRECF format: qualitative research - 25%
7. Complete 50 MCQ test covering contents of Weeks 1, 2, 3, & 4 - 20%
8. Complete short answer test one hour in length covering unit contents from Weeks 6, 7, 8, & 9 - 20%
9. Completion of review test questions in tutorial sessions & on-line - Hurdle

Chief examiner(s)

Dr Primrose Lentin

Prerequisites

PSY1022

Co-requisites

Available to students enrolled in Bachelor of Occupational Therapy only


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Louise Farnworth

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.

Outcomes

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

  1. 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;
  2. further develop skills in self-assessment and the provision of constructive feedback to others;
  3. function effectively as a member of a small learning group;
  4. understand further the relationship between the person, the environment (physical social, institutional and cultural) and occupation as the basis for occupational therapy practice;
  5. 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;
  6. describe and apply the Canadian Practice Process Framework to typical occupational therapy practice scenarios and clinical practice;
  7. describe and critique best evidence available for 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;
  8. describe types and processes of traumatic stress reaction and application of strategies for processing of traumatic stress responses and models of critical stress debriefing;
  9. demonstrate clinical reasoning and client-centred/family-centred approach to the development and implementation of occupationally relevant intervention strategies;
  10. describe further common medical, surgical, neurological, musculoskeletal, psychosocial and developmental conditions that can present in clients of occupational therapy and their occupational sequela;
  11. write relevant, concise and comprehensive reports and substantiate both written and oral reports with information form assessments, observations and interviews';
  12. effectively communicate with other members of the team and refer appropriately;
  13. maintain the legal, ethical and professional standards and emergency procedures set by the clinical facility, Monash University, and OT AUSTRALIA code of ethics; and
  14. seek out and apply the principles of evidence-based practice and using best evidence available for practice related to clients of occupational therapy.

Assessment

Completion of five MOTRE CF critical reviews for participation in class discussion 15%, presentation of one MOTRE CF critical review for presentation and evaluation 10%, one two hour exam 40%, oral examination including one hour written exam and 20 minute oral 30%, discussant of two peer presentations in oral examination 5%

Hurdle requirements: attendance and participation in classes and visits and fieldwork placement honours, two self evaluations of group presentation, group evaluation of completion of each case and satisfactory completion of signed time sheet from fieldwork placement, satisfactory completion of fieldwork placement as assessed through the Student Placement Evaluation Form (SPEF).

Chief examiner(s)

Associate Professor Louise Farnworth

Prerequisites

OCC2011


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Ted Brown

Synopsis

This unit gives students an advanced overview of the skills necessary to critique and evaluate research evidence. Students will be introduced to the methodology related to conducting survey questionnaire based research (quantitative research methodology) and focus group and semi-structured interviews (qualitative methodology). This will provide the foundation to integrate clinically relevant evidence into daily professional practice as well as skills to be able answer clinical questions. Components of evidence-based practice in occupational therapy will be introduced and practiced. Students will also be introduced to methods of presenting evidence, generating research questions, selecting appropriate quantitative and qualitative research designs, completing data analysis and interpreting data analysis results. Specifically, students will learn the fundamentals of conducting survey questionnaire based research from quantitative perspective and qualitative research using focus group and semi-structured interview methods. This knowledge will enable students to be evidence-based practitioners

Outcomes

On completion of this unit, you will be able to

  1. demonstrate an advanced understanding of the levels of evidence for evidence-based practice;
  2. demonstrate ability to critique ways all levels of evidence
  3. identify gaps in intervention practice knowledge, develop a researchable clinical intervention research question and search databases for best evidence to support practice;
  4. demonstrate ability to find relevant evidence using a variety of formal and informal methods (eg health science databases, internet);
  5. demonstrate ability to select, appraise and/or design questionnaires/scales used to gather data;
  6. demonstrate comprehensive knowledge of survey research methodology;
  7. demonstrate knowledge of qualitative research methodology and the ability to design and conduct qualitative data gathering methods such as focus group or semi-structured interviews;
  8. demonstrate knowledge of quantitative and qualitative data analysis methods; and
  9. demonstrate knowledge of ethical issues related to conducting research in professional practice.

Assessment

1. Attend 80% of all tutorials and practical skills classes (workshops) - Hurdle
2. Develop survey questionnaire / scale - Hurdle
3. Gather data using survey questionnaire / scale and analyse it using SPSS - Hurdle
4. Complete 2000 word report (4,000 words if completed in pairs; 5,000 words if completed in three-person group) documenting survey questionnaire development process, data analysis results, discussion and critical reflection - 30%
5. Complete MCQ & short answer exam one hour in length covering unit content from Weeks 1 to 4 (Mid-term exam) - 20%
6. Develop focus group or semi-structured interview question schedule - Hurdle
7. Gather data using focus group or semi-structured interview - Hurdle
8. Complete 2000 word report (4,000 words if completed in pairs; 5,000 words if completed in three-person group) documenting focus group or semi-structured interview questionnaire development, data analysis results, discussion and critical reflection - 30%
9. Complete MCQ & short answer exam one hour in length covering unit content from Weeks 6-9 (Final exam) - 20%
10. Completion of review test questions in tutorial sessions & on-line - Hurdle

Chief examiner(s)

Associate Professor Ted Brown

Prerequisites

OCC2022


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Nikos Thomacos and Suzanna Wakefield

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.

Outcomes

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

  1. demonstrate skills that contribute to critical appraisal, critical reasoning and critical thinking skills in scenario/case-based learning;
  2. apply the principles of developing goals and objectives for promoting change among individuals to whole communities;
  3. 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;
  4. 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;
  5. describe and critique the role of occupational therapists as leaders and managers in service delivery;
  6. demonstrate understanding of the rights of consumers and carers and strategies to involve consumers and carers in service planning, delivery and evaluation;
  7. describe principles of resource management;
  8. describe principles and approaches to advocacy and lobbying;
  9. demonstrate how to write a submission;
  10. describe the principles of, and skills associated with program development, management, and evaluation; and
  11. 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

Chief examiner(s)

Associate Professor Louise Farnworth

Prerequisites

OCC3030


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Lisa Knightbridge

Synopsis

Drawing from theoretical material in 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.

Outcomes

  1. Take responsibility for own attitudes and behaviour, by acknowledging prejudices, limitations, and lack of knowledge, and commitment to change and growth as a result of professional development, and reflective learning;
  2. Adopt an ethical and socially responsible approach to practice and practice based enquiry;
  3. Interact with consumers and carers in a fieldwork practice setting acknowledging their rights and using strategies to integrate their lived experience of health issues into service planning and delivery;
  4. Apply theoretical understanding of primary care, health promotion and population health in a practice setting;
  5. Describe the stages of program management;
  6. Undertake a needs analysis by scoping an organizationally useful and occupationally relevant project or program;
  7. Apply program management skills and function as a project manager and liaise with an organization to define a project;
  8. 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;
  9. Consult with service providers, community leaders, consumers and carers about their rights, service choices, and options;
  10. Share resources in a mutual educational process to facilitate decision making and advocacy about service choices, and options;
  11. Develop strategies to empower service providers, community leaders, consumers and carers to determine and set priorities for change; and
  12. Use findings of assessments/needs analyses to develop programs using best available evidence.

Assessment

Preliminary project proposal (2000 words): 20%
Project proposal (5000 words): 60%
Project presentation (30 minutes): 20%
Hurdle requirements:
Successful completion of 22 day fieldwork placement
80% attendance at the placement and on-campus tutorial sessions including meetings with supervisors
Submission of fortnightly project reports.

Chief examiner(s)

Ms Lisa Knightbridge

Prerequisites

OCC3030 and OCC3041

Co-requisites

OCC3052. Must be enrolled in Bachelor of Occupational Therapy.


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Dr Primrose Lentin

Synopsis

The Bachelor of OccupationalTherapy (Honours) program has been designed to enable students to effectively integrate research knowledge and skill with occupational therapy practice knowledge and skill. The program incorporates advanced education in qualitative and quantitative research methodologies through the development and completion of a research project. The research project undertaken will require students to formulate a research aim and/or question/s, complete a literature review, design an appropriate methodology to answer the research question/s, complete an ethics application, and gather and analyse the required data, discuss the results in relation to pertinent literature and professional practice, and develop conclusions and recommendations. The Honours program has been structured to enable students to understand research in the context of the issues of interest of concern in a specific organisation or service area. They will also develop an understanding of how the research project applies to the wider community. Hence each occupational therapy Honours project has a 'host' organisation which has a fieldwork responsibility. The student works in collaboration with the host organisation, the Monash university academic supervisor/s and other stakeholders.
In OCC3072 students will spend up to two days per week in the organisation to develop the research proposal as well as engage in fieldwork activities. In OCC4091, students will spend a further up to two days per week in the organisation where the research proposal developed in OCC3072 will be implemented.

Outcomes

  1. Synthesise and critically appraise a view of the nature and meaning of occupation, the occupational nature of human beings and the theories and basic principles related to enabling occupation and occupational performance.
  2. Describe different research methodological approaches used in health sciences and occupational therapy research and be skilled at accessing, critically appraising and applying the best available evidence to their everyday practice.
  3. Demonstrate the ability to be reflective, think critically, learn independently and be innovative in their approach to the research project.
  4. Possess appropriate oral, written and information technology skills, including the ability to present a coherent argument, negotiate effectively and manage conflict.
  5. Describe and demonstrate knowledge and understandfunctioning of qualitative and quantitative research designs and methods relevant to occupational therapy practice and community development.
  6. Demonstrate an understanding of basic statistics and measurement concepts: levels of measurement, reliability, validity, normative data; as well as basic qualitative concepts of rigour, trustworthiness, authenticity and transferability.
  7. Demonstrate ability to critique and integrate relevant research literature and theoretical material related to the research topic.
  8. Demonstrate ability to design a research project suitable for honours level and to write a research project proposal whichand to includes a literature review, research aim and/or question/s and appropriate qualitative and/or quantitative methodology.
  9. Demonstrate ability to complete an ethics proposal suitable for submission to an ethics committee.
  10. Demonstrate ability to present, critique, evaluate and discuss critique research issues in a public forum.
  11. Demonstrate the ability to complete a written dissertation of 10-12,000 words for quantitative studies and up to 15,000words for qualitative, including literature review and background information, methodology, results/findings, discussion, evaluation, recommendations and conclusions (OCC4091).

Assessment

Presentation of research proposal (20 minute presentation), Completion of research proposal (5000 words) and draft research ethics application and critique (3000 words): 100%
Hurdle requirements: successful completion of 22 day fieldwork placement; 80% attendance at the placement; submission of fortnightly project reports.

Chief examiner(s)

Dr Primrose Lentin

Prerequisites

IPE1011, BMA1901, BMA1902, OCC1011, OCC1012, OCC1022, OCC2011, OCC2020, OCC2022, PSY1011, PSY1022


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Lisa Knightbridge

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.

Outcomes

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

  1. Articulate ethical and legal issues pertinent to project work;
  2. Apply health promotional, capacity building and community development strategies;
  3. 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;
  4. Articulate funding systems and submission processes in health care;
  5. Demonstrate an understanding of change management processes;
  6. Demonstrate an understanding of systems theory and thinking ;
  7. Develop, implement, evaluate and disseminate information concerning a project that has occupational relevance to a community or population;
  8. Implement, undertake, deliver or operationalise a project according to stated goals and objectives detailed in a project proposal;
  9. Employ skills in facilitating stakeholder involvement;
  10. 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;
  11. Maintain the professional standards and emergency procedures set by the clinical facility, Monash University and by OT AUSTRALIA code of ethics ;
  12. Apply the principles of evidence based practice to a population based approach to health
  13. Use effective and efficient written and verbal communication for report development and information dissemination;
  14. 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.

Chief examiner(s)

Ms Lisa Knightbridge

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 and either OCC3062 or OCC3072

Co-requisites

Available to students enrolled in the Bachelor of Occupational Therapy

Prohibitions

OCC4091


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Helen Bourke-Taylor

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.

Outcomes

On completion of this unit students will be able to:

  1. Identify a range professional support strategies that can be used to enhance professional practice;
  2. Devise a learning contract to guide learning activities;
  3. Explain the key elements of effective supervision and mentoring within occupational therapy professional practice;
  4. Demonstrate skill in giving effective professional feedback;
  5. Identify strategies and resources to support continuing professional education;
  6. Evaluate the knowledge and skills required for effective and ethical self promotion;
  7. Critique current professional issues that influence occupational therapy practice;
  8. Appraise the key requirements of the recruitment and selection process from both an employer and employee perspective;
  9. Compose an effective curriculum vitae and letter of application for a professional position ;
  10. Demonstrate skill in critical reflection;
  11. 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.

Chief examiner(s)

Dr Helen Bourke-Taylor

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


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Pamela Kirke

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.

Outcomes

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

  1. Demonstrate professional attitudes and behaviours at the level expected of a new graduate
  2. Demonstrate effective time and workload management strategies
  3. Document personal and professional learning using a portfolio in preparation for professional accreditation
  4. Implement strategies to effectively meet own learning needs using a learning contract.
  5. Demonstrate autonomous and competent application of all stages of the occupational therapy process to the level expected of a new graduate in occupational therapy
  6. Design and implement strategies for critical self reflection, evaluation and improvement of own professional practice
  7. Develop strategies to provide effective occupational therapy service considering the broad political, legal and industrial issues in the workplace, profession and client group
  8. Plan, implement and evaluate an occupational therapy service
  9. Critique an organization's key performance indicators and service delivery directions
  10. Devise strategies to overcome service delivery constraints to provide effective occupational therapy intervention for clients in a fieldwork agency
  11. Demonstrate effective collaboration with other health professionals and health service providers.
  12. 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.

Chief examiner(s)

Ms Lisa O'Brien

Prerequisites

OCC4071 or OCC4091 and OCC4081

Co-requisites

OCC4092

Prohibitions

Available only to students enrolled in the Bachelor of Occupational Therapy.


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Dr Primrose Lentin

Synopsis

For OCC4091, students will continue to spend up to two days per week in the organisation or service area 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 the professional practice context. This will provide the context for students to apply and consolidate advanced research methodology. Students will also continue fieldwork activities during this time.

Outcomes

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

  1. Synthesise and critically appraise a view of the nature and meaning of occupation, the occupational nature of human beings and the theories and basic principles related to enabling occupation and occupational performance.
  2. Describe different research methodological approaches used in health sciences and occupational therapy research and be skilled at accessing, critically appraising and applying the best available evidence to their everyday practice.
  3. Demonstrate the ability to be reflective, think critically, learn independently and be innovative in their approach to the research project.
  4. Possess appropriate oral, written and information technology skills, including the ability to present a coherent argument, negotiate effectively and manage conflict.
  5. Describe and demonstrate knowledge and understanding of qualitative and quantitative research designs and methods relevant to occupational therapy practice and community development.
  6. Demonstrate an understanding of basic statistics and measurement concepts: levels of measurement, reliability, validity, normative data; as well as basic qualitative concepts of rigour, trustworthiness, authenticity and transferability.
  7. Demonstrate ability to critique and integrate relevant research literature and theoretical material related to the research topic.
  8. Demonstrate ability to design a research project suitable for honours level and to write a research project proposal which include a literature review, research aim and/or question/s and appropriate qualitative and/or quantitative methodology.
  9. Demonstrate ability to complete an ethics proposal suitable for submission to an ethics committee.
  10. Demonstrate ability to present, critique, evaluate and discuss critique research issues in a public forum.
  11. Demonstrate the ability to complete a written dissertation of 10-12,000 words for quantitative studies and up to 15,000words for qualitative, including literature review and background information, methodology, results/findings, discussion, evaluation, recommendations and conclusions (OCC4091).

Assessment

Research thesis (10000 to 12000 words for quantitative studies and up to 15,000 words for qualitative): 100%

Chief examiner(s)

Dr Primrose Lentin

Prerequisites

OCC3072


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Lisa O'Brien

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 tasks while completing their fieldwork placement in the unit OCC4082 Advanced Professional Practice

Outcomes

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

  1. Identify personal strategies to effectively manage competing demands, work stress and avoid professional burnout.
  2. Plan and participate in a professional development forum and present research/project findings at a professional conference.
  3. Demonstrate advanced ability to relate occupational therapy theory with practice
  4. Develop a plan for continual professional development that reflects a self-directed and life-long approach to learning
  5. Identify opportunities for supervision and mentoring that will enhance practice.
  6. Demonstrate effective presentation skills in written, visual and verbal mode.
  7. Critically analyse the impact of health economics on current health care delivery in one service
  8. Identify the processes of clinical governance in a healthcare organisation
  9. Explain the different processes available in the broad human service system for managing consumer complaints and concerns about malpractice
  10. Differentiate between the knowledge and skill required by effective leaders and effective managers.
  11. Evaluate the function of different layers of management within a human service organisation
  12. Critique the change management processes, human resource management and service planning and delivery structures within an organization
  13. Devise strategies to effectively work in inter-professional teams.

Assessment

Completion of 3000 word equivalent on-line discussion group tasks (30%) 3000 word critical review (30%) 2000 word case study (20%), 250 word conference abstract (5%) 20 minute conference presentation (15%)."

Chief examiner(s)

Lisa O'Brien

Contact hours

Students are on fieldwork for 10 weeks (they start on O week - the 18th July) with on-line tasks threaded through from week 1. After the mid semester break, they are back on campus from week 10, with their final assessment task being a conference presentation in week 12.

Prerequisites

Must have passed OCC3062 or OCC3072 AND Must have passed OCC4071 or OCC4091 AND Must have passed OCC4081

Co-requisites

OCC4082

Prohibitions

Available only to Bachelor of Occupational Therapy students


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Lisa O'Brien

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.

Outcomes

At the completion of this unit, students will:

  1. Demonstrate knowledge of human hand structure and function, and describe the pathology and healing process in common upper limb injuries/conditions.
  2. Develop and describe intervention strategies (which may include an orthotic device/splint) for clients with specific upper limb injuries, supported with sound clinical reasoning.
  3. 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.
  4. 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.

Chief examiner(s)

Ms Lisa O'Brien

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


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Summer semester B 2012 (On-campus block of classes)
Coordinator(s)Rachael McDonald

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.

Outcomes

At the completion of this course, students will:

  1. Describe a range of clinical conditions for which various assistive technologies are applicable;
  2. Evaluate barriers and enhancers created by using assistive and adaptive technologies for disabled people;
  3. Integrate the social and political aspects of disability with reference to assistive and adaptive technologies;
  4. Develop and describe appropriate assistive technology provision for clients with specific conditions, supported with sound clinical reasoning;
  5. Demonstrate skill at assessing, applying for funding and prescribing a range of Assistive Technology Devices for clients in everyday practice;
  6. 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;
  7. Display specialist information in one of the areas of Seating and Positioning, Mobility, Augmentative and Alternative Communication, Daily Living Technologies and Assistive Technology Access;
  8. 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.

Chief examiner(s)

Dr Rachael McDonald

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.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Summer semester B 2012 (On-campus block of classes)
Coordinator(s)Dr Ted Brown

Synopsis

This unit will provide an exploration of the issues related to the assessment of children (ethical, legal, professional, educational, clinical). The unit will start by introducing the reasons, uses, and purposes of assessment. Specific methods (e.g., observation, objective performance, parent-report) related to the assessment of children will be reviewed. Particular attention will be paid to issues related to family-centred practice and assessing children in naturalistic environments. Different contexts (e.g., clinic, community, school, home) where assessment is completed, issues related to the assessment of children at different age levels / developmental levels and the evaluation of children with special needs will be discussed. Ethical, policy and legal issues related to the assessment of children will be presented and critiqued. Specific types of assessment tools, scales, and instruments appropriate for use with children will be presented and reviewed. This will provide a broad base of knowledge and skills for occupational therapy students wishing to work with children and families in clinical, educational, home, and community settings.

Outcomes

At the completion of this unit, students will:

  1. Describe the characteristics, types, and methods of assessment best suited for use with children and their families;
  2. Develop and describe assessment approaches appropriate for children at different developmental levels and for children with special needs;
  3. Describe the assessment approaches that best fit with naturalistic assessment and family-centred practice;
  4. Demonstrate knowledge of ethical, policy, and legal issues related to the assessment of children;
  5. Demonstrate knowledge of assessment tools, scales, and instruments used to evaluate the skills, interests, roles, and abilities of children;
  6. Demonstrate competence in searching, describing, summarising, and presenting (verbally and in writing) the evidence from research literature on a specific topic related to child assessment.

Assessment

80% attendance requirements;
One seminar presentation 15 minutes in length worth 10%;
1000 word critique of an instrument, tool or scale worth 30%;
Participation during class and tutorial group discussions worth 10%;
3000 word essay dealing with a legal, ethical, measurement, policy or related issue worth 50%

Chief examiner(s)

Associate Professor Ted Brown

Contact hours

Four hours per week contact time (lectures and tutorials) and 8 hours per week private study (reading, literature review, practicing skills, assignments, and other self-directed learning activities).

Prerequisites

Completion of first year of an undergraduate programme


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Helen Bourke-Taylor

Synopsis

This course is about occupational therapy for young children with neurodevelopmental disabilities and their families. Etiology and epidemiology of conditions will be reviewed. The impact of accommodating the significant needs of a child with a disability in a family will be described and the impact on family member's and occupational therapy service delivery will be explored in depth. Students will learn about occupational therapy methods using the International Classification of Functioning and Disability (ICF) and family centred practice. Learning will be experienced in the online classroom environment and students will examine several case studies in detail.

Outcomes

  1. Compare the WHO ICF, Social model of disability, the premises of the United Nations Charter on the rights of children and occupational therapy practice for young children with delayed development and additional care needs.

  1. Evaluate the impact of a young child's disability on the occupations of the primary caregiver and the family.

  1. Demonstrate understanding of occupational therapy practice that accommodates the needs of the primary carer and other family members.

  1. Explain both typical and atypical childhood occupations and development in the first five years and the impact of major developmental disabilities.

  1. Evaluate the occupational therapy needs of a young child with developmental delay within the home, and community contexts.

  1. Design an occupational therapy program that is family centered and builds the young child's strengths, capabilities and participation in family life.

  1. Design an occupational therapy program that accommodates the needs of the primary caregiver.

  1. Select appropriate occupational therapy intervention applicable to young children with a range of different disabilities (i.e. Autism, cerebral palsy) to improve the development of capabilities in childhood occupations.

  1. Explain evidence based occupational therapy management options that the young child's participation in home, school and community life, as well as the families functioning.

  1. Develop professional report writing skills that aptly describe a child's capabilities, challenges that optimize the child's supports, in preparation for school entry.

12. Identify evidence-based practice approaches to occupational therapy interventions for young children with delayed development or diagnosis of a lifelong disability.

Assessment

ssessment includes attendance requirements, a 30 minute presentation at a seminar (20% of mark) and submission of a 1,000 word summary (10% of mark), and active participation in online discussion boards, research reviews and proposals and short quizzes (3,500 words total over 8 weeks), contributing to the final grade (70%).

Chief examiner(s)

Helen Bourke-Taylor

Contact hours

3 per week

Off-campus attendance requirements

80 percent

Prerequisites

Complete first year of occupational therapy degree


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Helen Bourke-Taylor

Synopsis

This unit covers occupational therapy for students with neurodevelopmental disabilities. The impact that disability can have on the child's body structure and function (motor, sensory, perceptual, behavioural); capabilities in daily occupations and activities related to school and other life contexts will be covered. Environmental influences that impact the child (culture, institutional and attitudinal barriers) will be explored. Interventions will emphasize a skill building, strengths based approach. Current intervention methods will be presented including family centred functional therapy; goal directed therapy; conductive education and techniques that recognize environmental interventions that promote the student's inclusion within family, educational and community environments.

Outcomes

  1. Compare the WHO ICF, Social model of disability, the premises of the United Nations Charter on the rights of the child and occupational therapy practice for students with neurodevelopmental disability.

  1. Evaluate the impact of culture and environmental influences on the capabilities and participation of school aged children with neurodevelopmental disability.

  1. Accurately describe the most common causes and co-existing conditions that occur with a diagnosis that results in developmental and functional challenges.

  1. Design an occupational therapy program that is appropriate for a specific school aged child, from the perspective of one of the major approaches that facilitates the participation of children with neurodevelopment disabilities in daily life.

  1. Evaluate impairments of body structure and function in school aged children with developmental and functional challenges.

  1. Evaluate a school aged child with a motor challenge who has limitations in self care, leisure and play skills and preschool or school related productive occupations.

  1. Select appropriate occupational therapy intervention to improve a school aged child's capabilities in childhood occupations.

  1. Develop learner centred goals and explain the occupational therapy management options for improving the school aged child's participation in home, school and community life.

  1. Demonstrate creation of family centred occupational therapy goals and home programs, including professional report writing skills appropriate to the needs of parents.

  1. Critique evidence based practice approaches to occupational therapy for students with neurodevelopment disability.

Assessment

Assessment includes attendance requirements, a 30 minute presentation at a seminar (20% of mark) and submission of a 1,000 word summary (10% of mark), and active participation in online discussion boards, research reviews and proposals and short quizzes (3,500 words total over 8 weeks), contributing to the final grade (70%).

Chief examiner(s)

Helen Bourke-Taylor

Contact hours

3 per week

Off-campus attendance requirements

80 percent

Prerequisites

Complete first year occupational therapy degree


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Evening)
Clayton First semester 2012 (Day)
Clayton First semester 2012 (Off-campus)
Sunway First semester 2012 (Day)
South Africa First semester 2012 (Day)
Clayton Summer semester A 2012 (Off-campus)
Sunway Summer semester A 2012 (Day)
Coordinator(s)Dr Tom Whelan

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.

Outcomes

  1. Identify key historical and philosophical developments which have results into the modern discipline of psychology;
  2. Identify key concepts in the following topics: biological psychology, sensation and perception, developmental psychology, personality, learning;
  3. Demonstrate an understanding of points one and two in various assessments;
  4. Appreciate the need for an objective understanding of human behaviour;
  5. Develop skills in technical writing; and
  6. Develop skills in critical thinking and experimentation.

Assessment

Online assessment tasks: 20%
Essay: 30%
Examination (2 hours): 50%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Tom Whelan

Contact hours

One 2-hour lecture per week, plus one 2-hour laboratory class per fortnight

Off-campus attendance requirements

Compulsory attendance at a weekend school (up to 2-days) 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/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Evening)
Clayton Second semester 2012 (Day)
Clayton Second semester 2012 (Off-campus)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Russell Conduit

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.

Outcomes

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

Online assessment tasks: 20%
Laboratory report: 30%
Examination (2 hours): 50%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Russell Conduit

Contact hours

One 2-hour lecture per week, plus one 2-hour laboratory class per fortnight

Off-campus attendance requirements

Compulsory attendance at a weekend school (up to 2-days) 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/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Evening)
Clayton First semester 2012 (Day)
Clayton First semester 2012 (Off-campus)
Gippsland First semester 2012 (Off-campus)
Sunway First semester 2012 (Day)
Peninsula First semester 2012 (Off-campus)
South Africa First semester 2012 (Day)
Coordinator(s)Doctor Joanne Fielding

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.

Outcomes

On completion of this unit, students will have:

  1. learned how human behaviour, both simple and complex, is underpinned by physiological and neural processes;

  1. 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

  1. developed more advanced skills in report writing.

Assessment

Examination (2 hours, multiple-choice): 50%
Two assignments: 10% (Developmental presentation) and 20% (Biological lab report) 20% On-line lecture quizzes
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Joanne Fielding

Contact hours

One 2-hour lecture per week, plus one 2-hour laboratory per fortnight

Off-campus attendance requirements

Compulsory attendance at a 1-day weekend school is required for all off-campus students.

Prerequisites

PSY1011 and PSY1022

Co-requisites

PSY2051

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Evening)
Clayton Second semester 2012 (Day)
Clayton Second semester 2012 (Off-campus)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Samuel Wilson

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 laboratory assignments: 10% and 20%
Online lecture topic quizzes 20%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Samuel Wilson

Contact hours

One 2-hour lecture per week, plus one 2-hour laboratory per fortnight

Off-campus attendance requirements

Compulsory attendance at a 1-day weekend school is required for all off-campus students.

Prerequisites

PSY1011 and PSY1022

Co-requisites

PSY2051

Prohibitions

SCY2400

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Evening)
Clayton First semester 2012 (Day)
Clayton First semester 2012 (Off-campus)
Gippsland First semester 2012 (Off-campus)
Sunway First semester 2012 (Day)
Peninsula First semester 2012 (Off-campus)
South Africa First semester 2012 (Day)
Clayton Second semester 2012 (Off-campus)
Sunway Second semester 2012 (Day)
Coordinator(s)Dr Greg Yelland

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.

Outcomes

On completion of this unit, students will have:

  1. acquired conceptual and practical skills in designing and analysing psychological research;

  1. acquired an understanding of the appropriate application of a variety of statistical tests; and

  1. developed skills in the use of statistical software.

Assessment

Examination (3 hours, multiple-choice): 50% 20% online lecture quizzes
Two assignments (15% each): 30%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Leisl Heinrich

Contact hours

One 2-hour lecture per week, plus one 2-hour laboratory per fortnight

Off-campus attendance requirements

Compulsory attendance at a 2-day weekend school is required for all off-campus students.

Prerequisites

PSY1011 and PSY1022

Prohibitions

STA11, GSC1601, COG1112 and SCY2185


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedSunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Simon Albrecht

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.

Outcomes

On completion of this unit students should be able to:

  1. understand the key concepts and terms adopted and investigated by organisational psychologists; and

  1. 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%
training report: 30%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Simon Albrecht

Contact hours

One 1-hour lecture per week, plus seven 2-hour workshops in the semester.

Off-campus attendance requirements

Compulsory attendance at weekend schools is required for all off-campus students.

Prerequisites

Completion of 48 points of any degree

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Off-campus)
Caulfield Second semester 2012 (Evening)
Clayton Second semester 2012 (Day)
Gippsland Second semester 2012 (Off-campus)
Sunway Second semester 2012 (Day)
Peninsula Second semester 2012 (Off-campus)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Clare Anderson

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.

Outcomes

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

  1. relate their knowledge of personality, biological processes and human development to abnormal behaviour;

  1. contrast historical and current major theoretical perspectives of abnormal behaviour;

  1. 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;

  1. demonstrate familiarity with methods of assessing psychological disorders and the main systems of classifying disorders;

  1. discuss the advantages and disadvantages of classifying abnormal behaviour;

  1. describe the major types of psychological disorders and the major therapeutic approaches to abnormal behaviour; and

  1. attain an advanced level of skill in critical evaluation of previous research and psychological report writing.

Assessment

Laboratory research report (2000 words): 25%
Essay (2000 words): 20%
Exam (2 hours): 55%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Clare Anderson

Contact hours

One 2-hour lecture per week, plus seven 2-hour laboratory classes over the semester

Off-campus attendance requirements

Compulsory attendance at weekend schools is required for all off-campus students.

Prerequisites

PSY2011 or PSY2031

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Off-campus)
Caulfield First semester 2012 (Evening)
Clayton First semester 2012 (Day)
Gippsland First semester 2012 (Off-campus)
Sunway First semester 2012 (Day)
Peninsula First semester 2012 (Off-campus)
South Africa First semester 2012 (Day)
Coordinator(s)Dr Samuel Wilson

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.

Outcomes

On completion of this unit students will

  1. have some insight into the origins and social context in which psychometric testing developed;

  1. understand the principles of reliability, validity and item analysis;

  1. have practical experiences in test construction and administration;

  1. be able to critically evaluate the psychometric properties of psychological tests;

  1. gain knowledge in the interpretation of test scores;

  1. identify diverse applications of psychological testing;

  1. understand the relevant theories of intelligence;

  1. be familiar with genetic and environmental factors which influence human intelligence;

  1. be able to list some causes of intellectual disability;

  1. appreciate group differences in the testing process;

  1. identify the social implications of psychological testing; and

  1. understand the key ethical principles and identify potential ethical dilemmas and their possible solutions.

Assessment

Laboratory report (2000 words): 35%
Ethics report (1500 word): 15%
Exam (3 hours): 50%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Samuel Wilson

Contact hours

One 2-hour lecture, plus seven 2-hour laboratory classes over the semester

Off-campus attendance requirements

Compulsory attendance at weekend schools is required for all off-campus students.

Prerequisites

PSY2051 (or PSY2011 and PSY2022)

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Off-campus)
Caulfield First semester 2012 (Evening)
Clayton First semester 2012 (Day)
Gippsland First semester 2012 (Off-campus)
Sunway First semester 2012 (Day)
Peninsula First semester 2012 (Off-campus)
South Africa First semester 2012 (Day)
Coordinator(s)Dr Matt Mundy

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.

Outcomes

On the completion of this unit students will

  1. understand the central problem faced by any perceptual system and be able to use this as a framework to think about the evolution of perceptual principles and current theories of perception;
  2. understand the broad principles of perception which apply to all modalities including neurophysiological mechanisms at the levels of receptors, pathways, and brain structures; top-down and bottom up processing, and feature detection, and the constructive nature of perception;
  3. know the sensory and perceptual processes specific to vision, audition and speech perception.
  4. explain the origins and underlying assumptions of the personality theories of Jung, Eysenck, Costa and McCrae, Bandura, Kelly and Rogers;
  5. understand the practical applications, experimental procedures and research interests associated with each of the above personality theories; and
  6. critically evaluate and compare the above personality theories.

Assessment

Two 2000-word research reports: 20% each
Exam (3 hours): 60%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Matthew Mundy

Contact hours

One 2-hour lecture per week, plus seven 2-hour laboratory classes over the semester

Off-campus attendance requirements

Compulsory attendance at a 1-day weekend school is required for all off-campus students.

Prerequisites

PSY2031 (or PSY2011)

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedCaulfield Second semester 2012 (Off-campus)
Caulfield Second semester 2012 (Evening)
Clayton Second semester 2012 (Day)
Gippsland Second semester 2012 (Off-campus)
Sunway Second semester 2012 (Day)
Peninsula Second semester 2012 (Off-campus)
South Africa Second semester 2012 (Day)
Coordinator(s)Associate Professor Nikki Rickard

Synopsis

In this unit, students will continue their training in research via three components. First, research design and analysis topics presented in first and second year will be explored at a more advanced theoretical level. The major focus of this component will be analysis of variance and multiple regression. Second, students will develop experience performing statistical analyses using a statistical software package. 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

Outcomes

On completion of this unit students will:

  1. have obtained a conceptual understanding of the theory underlying analysis of variance and multiple regression
  2. be able to perform and interpret analysis of variance and multiple regression, and to understand the conditions under which these statistical analyses are used;
  3. have attained knowledge of the research process from the original idea to hypothesis testing, data collection and analysis/interpretation;
and
  1. will have acquired in-depth knowledge on a specific research area of psychology.

Assessment

Research project - Progress tasks (on-line) 15%
Research project - Final report 35%
Research Design and Analysis Exam 35%
Research Design and Analysis on-line assessment 15%
Hurdle requirement: 75% laboratory class attendance

Chief examiner(s)

Associate Professor Nikki Rickard

Contact hours

Research Project: Equivalent of 1 x 2-hour laboratory weekly

Research Design and Analysis (RDA):
1-hour online tutorial per week,
1 x 2-hour lecture per week

Off-campus attendance requirements

Compulsory attendance at 1 day weekend school is required for all off-campus students (2nd day of WES is optional for students who have alternative access to necessary software.)

Prerequisites

(PSY2011 and PSY2022) or alternatively (PSY2051, and at least two of PSY2031, PSY2042 OR PSY3041)

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Tom Whelan

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.

Outcomes

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

  1. identify a variety of theoretical approaches to counselling including individual, group and systems approaches;

  1. describe techniques used by various theoretical approaches to counselling;

  1. recognise the influence of personal values and belief systems to the counselling process;

  1. identify ethical issues and ethical decision making in counselling; and

  1. conduct research in counselling psychology.

Assessment

Examination (2 hours): 50%
Laboratory report (2000 words): 25%
Essay (2000 words): 25%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Dr Tom Whelan

Contact hours

One 1-hour lecture per week and eight 2-hour labs over the semester

Off-campus attendance requirements

Compulsory attendance at a 1-day weekend school is required for all off-campus students.

Prerequisites

12 credit points of Level 2 Psychology

Prohibitions

APY3070

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

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.

Outcomes

On completion of this unit students should be able to:

  1. explain the role of psychosocial variables in health and illness states, and deficiencies in the biomedical model;

  1. explain the importance of psychosocial factors in patient adjustments to illness and dysfunction, treatment and rehabilitation;

  1. indicate how they, as health psychologists, can function as an important member of the health care team; and

  1. 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

Chief examiner(s)

Dr Graeme Hyman

Contact hours

Compulsory attendance at a 1-day weekend school is required for all off-campus students

Off-campus attendance requirements

Compulsory attendance at weekend schools is required for all off-campus students

Co-requisites

PSY2031 (or PSY2011 & PSY2022)

Prohibitions

APY3080

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

Synopsis

This unit presents contemporary theories and methods in social psychology. A social cognitive perspective is used to examine issues such as evolutionary social psychology, self-concepts, attitudes, counterfactual thinking, self-deception and group behaviour. Particular emphasis is placed upon the application of social psychological theories to issues such as psychological health, social problems such as racism, political processes, advertising and health promotion.

Outcomes

On the completion of this unit students will:

  1. understand recent theoretical advances in social cognition research, and how these might contribute to addressing social problems;

  1. develop skills in the critical evaluation of social psychological theories, and the types of research designs that can be used to test social psychological hypothesis; and

  1. be able to apply these skills in developing an individual research topic.

Assessment

Multiple choice exam (2 hours): 60%
Critical appraisal of current theoretical and research literature (2000 words): 40%
Hurdle requirement: 75% tutorial attendance

Contact hours

Two 1-hour lectures per week and one 2-hour tutorial per fortnight

Prerequisites

PSY2022 or PSY2042

Prohibitions

PSY3151

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Greg Yelland

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.

Outcomes

On completion of this unit, students will have:

  1. 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;

  1. 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;

  1. 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

  1. 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

Chief examiner(s)

Dr Greg Yelland

Contact hours

Compulsory attendance at a 1-day weekend school is required for all off-campus students.

Off-campus attendance requirements

Compulsory attendance at weekend schools is required for all off-campus students.

Prerequisites

PSY2011 and PSY2022 or PSY2051

Prohibitions

PSY3162

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Associate Professor Nellie Georgiou-Karistianis

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

Outcomes

Upon successful completion of this unit, students will have:

  1. Acquired an advanced understanding of the clinical and experimental approaches to the study of neuropsychology

  1. A knowledge of the brain-behaviour relationship in neurologically normal and abnormal circumstances

  1. A knowledge of the consequences of brain dysfunction (neurotransmitter, structural and/or functional anomalies) resulting from neurodegenerative disease and neurodevelopmental disorders

  1. A knowledge of perceptual, attentional, motor, cognitive and emotional dysfunction that may arise as a consequence of the neuropathology underlying neurodevelopmental and neurodegenerative disorders

  1. 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

  1. 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

  1. 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: 20%
Quizzes (on presentation topics): 15%
1,500 word case study essay: 15%
Hurdle requirement: 75% lab attendance

Chief examiner(s)

Associate Professor Nellie Georgiou-Karistianis

Prerequisites

PSY2031

Co-requisites

PSY2042

Prohibitions

PSY3182

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Coordinator(s)Dr Penelope Hasking

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. 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.

Outcomes

On completion of this unit, students will have the ability to:

  1. discuss the complexities in defining addiction, and the many behaviours which may come under this heading;
  2. critique competing theories of addictive behaviour;
  3. critique competing policy options;
  4. discuss specific issues facing particular groups of substance users and situate these issues in a broader social context; and
  5. evaluate the evidence for various models for preventing and treating addictive behaviours.

Assessment

Literature review plan and summary (500 words): 10%
Critical literature review (2,500 - 3,000 words): 40%
Examination: 50% +Hurdle requirement: 75% tutorial attendance

Chief examiner(s)

Dr Penelope Hasking

Contact hours

1 x 2-hour lecture each week, and 1 hour tutorial every second week.

Prerequisites

PSY1011, PSY1022 and PSY2031

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Simon Albrecht

Synopsis

The subject aims to give students an overview of the theory and practice of leadership.

Outcomes

On completion of this unit students will have the ability to:

  1. understand the complexities of leadership research, and the many different approaches used to study this topic;
  2. critique competing theories of leadership behavior;
  3. understand new trends such as globalization, cross-cultural research, affirmative action to reduce gender inequalities;
  4. evaluate the evidence for various models used to study leadership behaviors.

Assessment

Oral group presentation: 25%
Individual essay: 35%
Examination: 40%
Hurdle requirement: 75% tutorial attendance

Chief examiner(s)

Dr Simon Albrecht

Contact hours

Three contact hours per week: 2 hours of lectures and 1 hour of tutorials.

Prerequisites

PSY1011, PSY1022, PSY2042 and PSY2051

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)TBA

Synopsis

This unit aims to examine theoretical and philosophical issues in psychology.

Outcomes

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

  1. Demonstrate understanding of central philosophical and theoretical issues in psychology and its history in discussion and written analyses
  2. Critically evaluate philosophical positions and assumptions in psychological theories and methods
  3. Conceptualize the impact of theoretical debates on areas of psychological practice
  4. 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%
Hurdle requirement: 75% tutorial attendance

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


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Stuart Thomas

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

Outcomes

  1. Upon successful completion of this subject, students will have acquired an understanding of:
a. the application of psychological principles and research methods to the legal system, legal process and policy;
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.

  1. Students will develop skills in the critical evaluation of forensic psychology research and theories.

  1. 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%
Hurdle requirement: 75% tutorial attendance

Chief examiner(s)

Dr Stuart Thomas

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

PSY1011, PSY1022, PSY2051

Co-requisites

PSY2042

Prohibitions

PSL3072, PSY3142

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton First semester 2012 (Off-campus)
Coordinator(s)Associate Professor Nikki Rickard

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.

Outcomes

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

  1. critically analyse contemporary research conducted on the relationship of music and behaviour across the lifespan;
  2. recognise various theories and research paradigms pertinent to Music Psychology;
  3. 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 web-based quizzes (20%); Group Assignment (40%); End-of-year Examination (40%).

Chief examiner(s)

Associate Professor Nikki Rickard

Contact hours

One 2-hour seminar (on-campus or audio-recorded), 2 hours of online tutorial activity per week and up to 8 hours private study (e.g., prescribed reading, preparation for assessments).

Prerequisites

Completion of the first year of any degree (48 points) at Monash University.

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Dianne Vella-Brodrick

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.

Outcomes

  1. describe various theories underpinning positive psychology;
  2. demonstrate familiarity with positive psychology measures;
  3. critically analyse current research in positive psychology;
  4. practice various positive psychology interventions through assigned exercises;
  5. discuss current issues in positive psychology;

Assessment

Written report 2,000-2,500 words: 40%
Group presentation: 20%
Examination: 40%
Hurdle requirement: 75% workshop attendance

Chief examiner(s)

Dr Dianne Vella-Brodrick

Contact hours

One 3-hour lecture/workshop 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 group presentation).

Prerequisites

Completion of first year in any degree (48 points) at Monash University.

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Penelope Hasking

Synopsis

This unit will introduce students to the most recent advances in psychological research. Each week students will be exposed to a different area of psychology, mental health or neuroscience through dedicated lectures presented by leading researchers in the School.
In addition, students will visit an active research centre to observe this research being put into practice.
Students will further their own research skills by learning to think critically and conducting a critical literature review. Finally, students will develop leadership skills by attending leadership workshops and observing staff in leadership roles

Outcomes

  1. Developed a deeper appreciation of advances in a broad range of research areas across psychology, mental health and neuroscience.
  2. Demonstrated the ability to think critically, and to conduct a thorough review of a specific area of research
  3. Gained exposure to an active research centre and an understanding of the research-clinical nexus
  4. Gained insight into research structure and governance at Monash University and within the SPPPM
  5. Observed how active researchers demonstrate leadership and manage decision-making within their own research context, and gained exposure to academic staff within the school

Assessment

Literature search strategy: Hurdle requirement
Article summary: 10%
Literature review: 40%
Site visit report: 25%
Leadership report: 25%

Chief examiner(s)

Dr Penelope Hasking

Contact hours

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

Prerequisites

Enrolment in Bachelor of Psychology (with Honours) plus successful completion of PSY2031, PSY2042, and PSY2051

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

http://www.med.monash.edu.au/psych/course/ugrad/major-minor.html


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Joanne Fielding

Synopsis

The Neuroscience of Cognition and Behavior focuses on the neurobiological mechanisms responsible for human cognition and behavior, with a particular focus on understanding leading methodology and technologies employed in brain-behaviour relationships. By exploring brain-behaviour interactions through an in-depth examination of a selection of cognitive abilities and behaviours, this unit will guide students to establish an understanding of the mechanisms behind memory processes, sleep, perception and other fundamental human behaviours. Technologies utilized by neuroscientists, such as functional magnetic resonance imaging, electroencephalography, and eye tracking will be considered during the course of this unit.

Outcomes

On completion of this unit, subjects will have acquired an understanding of:

  1. Advanced knowledge on issues underpinning the relationship between brain processes and cognition and behavior, including
a. Perceptual processing
b. Mechanisms affecting sleep and circadian rhythmicity.
c. Memory storage and retrieval

  1. Contemporary research and theoretical issues in key areas of neuroscience

  1. A range of research tools and paradigms used within different domains of neuroscientific research.

  1. Developed skills relating to research design and analysis of neuroscientific technologies that are incorporated across the undergraduate psychology program.

Assessment

Poster - 20%
On-line quizzes - 20%
Examination - 60%

Chief examiner(s)

Dr Joanne Fielding

Contact hours

One x 2 hour lectures each week and online workshops every fortnight.

Prerequisites

PSY2031

Prohibitions

BNS3021, BNS3052, BNS 3062


24 points, SCA Band 1, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year 2012 (Day)
Sunway Full year 2012 (Day)
South Africa Full year 2012 (Day)
Coordinator(s)Dr Penelope Hasking

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.

Outcomes

On completion of PSY4100 Psychology Honours Research Project students will:

  1. be able to critically review the scientific literature in their domain of research in psychology;

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

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

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

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

  1. show communication skills in both oral and written presentations to both a specialist and non-specialist scientific audience;

  1. have acquired a range of technical skills appropriate to their research area;

  1. 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

  1. have the capability to pursue higher studies and learning in psychology.

Assessment

Oral presentation of research: 10%
Literature review (4000 - 5000 words): 25%
Research paper (5000 - 7000 words): 65%

Chief examiner(s)

Dr Penny Hasking

Contact hours

Students are expected to commit 24 hours per week to activities relate 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 conducting 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 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.

Co-requisites

PSY4200

Prohibitions

PSY4001, PSY4002, PSY4011, PSY4012, PSY4021, PSY4022, a


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Cameron Duff

Synopsis

This elective will examine selected, topical issues relating psychology to broader social, political and cultural issues. In building on the background developed in the undergraduate curriculum, the unit will seek to locate existing psychological research in a contemporary social context, exploring emerging theoretical developments and reviewing existing controversies.
The overarching goal will be to build greater understanding of the range of competing explanatory hypotheses that have emerged in response to key psychological issues in the extant literature.
The role psychological research and theory plays in broader society will be reflected in the choice of topics and issues canvassed in this unit. The general areas from which the specific topics may be chosen will include: population health, chronic disease, indigenous health, forensic and behavioural science, substance use, medical anthropology and psychological theory.

Outcomes

On completion of this unit students will have:

  1. Critically appraised the role of psychology in explaining a range of social, political and cultural issues;

  1. Reviewed evidence and evaluated contentious theories;

  1. Evaluated important ideas in psychology and its role in broader social issues through group discussion; and

  1. Developed skills in summarising and presenting ideas in both spoken and written form.

Assessment

Research symposium: 20%
Critical article review - 1,000 words: 30%
Essay - 2,000 words: 50%
Attendance: attendance at 75% of tutorials is a hurdle requirement

Chief examiner(s)

Dr Cameron Duff

Contact hours

2hr lectures each week and 2 hr tutorials fortnightly

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 the third year psychology units.

Prohibitions

PSY4200, PSY4240, PSY4508,


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Glenn Melvin

Synopsis

This elective will examine some selected, topical issues in the field of mental health and illness. In building on the background developed in the undergraduate curriculum, the unit will focus on the aspects of mental health and illness that are controversial and/or for which there are currently competing explanatory hypothesis. The broad scope of mental health and illness will be reflected in the choice of topics, and these topics may change to reflect current issues in the field. The general area from which the specific topics may be chosen might include: depressive disorders, schizophrenia, psychotic disorders, anxiety disorders and suicidal behaviour.

Outcomes

On completion of this unit students will have:

  1. Gained advanced knowledge and understanding in current and future research directions in abnormal psychology, biological bases of behaviour and cognition
  2. Reviewed evidence and evaluated contentious theories;
  3. Evaluated important ideas in psychology and its role in broader mental illness and psychopathology through group discussion;
  4. Developed skills in summarising and presenting ideas in both spoken and written form.
  5. Described how research in abnormal psychology can be translated in practice

Assessment

Research symposium: 20%
Critical article review: 1,000 words: 30%
Essay: 2,000 words: 50%
Attendance: attendance at 75% of tutorials is a hurdle requirement

Chief examiner(s)

Dr Glenn Melvin

Contact hours

2hr lectures each week and 2 hr tutorials fortnightly

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


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)Dr Kylie Gray

Synopsis

This elective will examine some selected, topical issues regarding developmental psychology and psychiatry. In building on the background developed in the undergraduate curriculum, the unit will focus on the aspects of developmental psychology and psychiatry that are controversial and/or for which there are currently competing explanatory hypothesis.
The broad scope of developmental psychology and psychiatry will be reflected in the choice of topics, and these topics may change to reflect current issues in the field. The general area from which the specific topics may be chosen might include: neurodegenerative disorders, autistic spectrum disorders, genetic disorders, and childhood trauma

Outcomes

  1. Gained advanced knowledge and understanding of current research, and future research directions, in lifespan developmental psychology, biological bases of behaviour and cognition and abnormal development
  2. Reviewed evidence and evaluated contentious theories;
  3. Evaluated important ideas in psychology and its role in broader developmental psychology and neuroscience through group discussion; and
  4. Developed skills in summarising and presenting ideas in both spoken and written form.
  5. Described how research in developmental psychology and neuroscience can be translated into practice

Assessment

Research symposium: 20%
Critical article review: 1,000 words: 30%
Essay: 2,000 words: 50%
Attendance: attendance at 75% of tutorials is a hurdle requirement

Chief examiner(s)

Dr Kylie Gray

Contact hours

2hr lectures each week and 2 hr tutorials fortnightly

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, PSY4260, PSY4504


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Sunway First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)Dr Louise McLean

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.

Outcomes

After completing this unit, it is expected that students will be able to:

  1. Evaluate the impact of scientific research upon professional practice in psychology;
  2. Describe, apply and evaluate the different research methods used by psychologists
  3. Use an appropriate statistical package for analysing research data, such as the Statistical Package for the Social Sciences (SPSSx).

Assessment

1 x 2 hr end of semester MCQ and short answer examination (open book, 70%)
2 (out of 6) practical assessment tasks (1,500 words; 15% each)

Chief examiner(s)

Dr Louise McLean

Contact hours

2 hours per week of lectures and 1 hour per week of tutorials and SPSSx training per fortnight

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


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Sunway Second semester 2012 (Day)
South Africa Second semester 2012 (Day)
Coordinator(s)TBA

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.

Outcomes

By completing this unit, students should be able:

  1. 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;

  1. become familiar with the ethical principles to be adhered to in psychological practice;

  1. understand the psychologist's responsibilities in relation to clients;

  1. develop an appreciation of appropriate professional behaviour in a number of potentially complex situations; and

  1. develop decision making strategies to assist in the maintenance of ethical conduct.

Assessment

Essay: 40%
Class group presentation on ethical issues 20%
Examination: 40%

Chief examiner(s)

TBA

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 PSY4504


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Sunway First semester 2012 (Day)
South Africa First semester 2012 (Day)
Coordinator(s)TBA

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.

Outcomes

At the end of the Unit, students will:

  1. possess a sound knowledge of the theoretical and historical bases of test development, particularly measures of ability and personality;
  2. be able to decide on the appropriate assessment procedures necessary to undertake specific psychological classification;
  3. possess the basic skills necessary to summarise the findings of psychological assessments in the form of a professional report;
  4. appreciate the limitations of psychological assessment tools and how they can be misused;
  5. appreciate the ethical issues related to the administration, interpretation, and reporting of psychological test results;
  6. understand the place of psychological assessment in psychological practice;
  7. integrate data obtained from a number of sources to produce a psychological report;
  8. be thoroughly conversant with the principles of psychological assessment; and
  9. 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%
Attendance (hurdle requirement attendance 75%

Chief examiner(s)

TBA

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

PSY4503


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Mr Michael Storr

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 that 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.

Outcomes

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;
Theme 2:
  • 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;
Theme 3:
  • 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;
Theme 4:
  • 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;
Theme 5:
  • 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:
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.
Evidence that application has been made for a police check (and working with children check if required).

Summative assessment tasks:
Written Assignments: 30%
Practical assignments: 20%
End of semester examination: 50%.
All assessment tasks must be completed to a pass grade standard to complete this unit.

Chief examiner(s)

Mr Michael Storr

Contact hours

6.5 hours of lectures, 4.5 hours of tutorials and 3 hours of client centred learning (small group teaching), 2 hours of seminars, 2 hours of supported learning and 4 hours of physiotherapy practical sessions. Students will also be expected to undertake private study and preparation in addition to assigned self-directed study related to the material in the unit manual and further required reading.

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Sophie Paynter

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.

Outcomes

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;
  • implement strategies to identify and manage potential or actual risks to individual and peer health and wellbeing;

Theme 2:
  • 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;

Theme 3:
  • 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;

Theme 4:
  • 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;
  • demonstrate skills in prescribing and instructing a group exercise class for a healthy population;
  • 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;


Theme 5:
  • 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 Inter-professional activity 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
Atendance and participation in the Community 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.

Chief examiner(s)

Ms Sophie Paynter

Contact hours

7.5 hours of lectures, 6.5 hours of tutorials and 4 hours of client centred learning (small group teaching), 2 hours of supported learning and 4 hours of physiotherapy practical sessions.Students will also be expected to undertake private study and preparation in addition to assigned self-directed study related to the material in the unit manual and further required reading.

Prerequisites

PTY1011

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Full year 2012 (Day)
Coordinator(s)Professor Jenny Keating

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.

Outcomes

At completion of the Honours Systematic Review students will have demonstrated that they can:

  1. collaborate with an academic supervisor;
  2. develop a focused research question;
  3. complete a sophisticated and comprehensive search for information relevant to their research question;
  4. critically appraise research reports relevant to their planned research;
  5. extract relevant data from studies included in their review using systematic methods;
  6. construct a systematic review using the principles argued by the Cochrane Collaboration;
  7. present their review to staff and students and utilize feedback to refine the review; and
  8. 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%

Chief examiner(s)

Professor Jenny Keating

Prerequisites

PTY1011, PTY1022

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3891/


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Chris Smith

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.

Outcomes

Theme 1: Personal and Professional Development

  • Identify the issues surrounding care and treatment of the patient with chronic illness;
  • Develop a range of strategies that enable effective communication with clients with chronic illness;
  • Recognise the life-time burden imposed on people with chronic disability;
  • Discuss the conflict between autonomy and paternalism in the care and treatment of older people;
  • Identify the roles and responsibilities of the physiotherapist and other members of the health care team in the management of the patient with chronic illness.
  • Clarify the role of the physiotherapist in Accident & Emergency Care and High Dependency and Intensive care;

Theme 2: Population, Society and Health
  • Discuss health policy as an historically dynamic process which fundamentally impacts on individuals in their daily activities;
  • Identify the structures, systems and institutions of the Australian health policy environment;
  • Analyse a range of public policy issues so as to understand government process and political lobbying by organizations, individuals and communities;
  • Discuss health policy issues on several fronts, including within the local, federal and international contexts;
  • Explain the role of governments and their agencies, non-government organisations and the community in the development and implementation of health policy;
  • Distinguish between power, authority and influence in the development of health policy;
  • Discuss the role of evidence-based practice in setting policy agendas;
  • Explore the policy cycle in the context of a National Health Priority Area;
  • Design a targeted exercise program based on a National Health priority area.

Theme 3: Fundamental Knowledge in Health Science
  • Explain structure and function of the cardiac, respiratory and circulatory systems;
  • Describe the normal physiological processes of the cardiac, respiratory and circulatory systems;
  • Describe pathology of arterial and lung disease and their impact on cardiac, respiratory and circulatory functions;
  • Explain normal adaptations of the cardiorespiratory system to exercise in the presence of cardiorespiratory pathology;
  • Explain principles of pharmacological management of cardiorespiratory disorders;
  • Describe the physiology of exercise;
  • Describe the use of relevant electrophysical agents in the management of cardiac and respiratory conditions;
  • Adapt physiotherapy skills to acute care management in the emergency department and intensive care.

Theme 4: Applied Practice
  • Take a patient history and perform a physical examination of the cardiorespiratory system;
  • Demonstrate respiratory and cardiac management techniques relevant to the cardiorespiratory patient across the lifespan;
  • Prescribe appropriate exercises and exercise progression for the acute and chronic cardiorespiratory patient;
  • Demonstrate appropriate manual handling and positioning of self in performing tests and treatment techniques mindful of risk minimisation;
  • Analyse normal posture and factors contributing to abnormal posture;
  • Demonstrate satisfactory manual handling technique when working with clients with disorders of the thorax;
  • Interpret basic radiographs of the chest and vertebral column;
  • Apply the principles of exercise physiology to the health and well being of simulated clients;
  • Use selected electrophysical agents in safe and effective manner for disorders of the thorax;
  • Demonstrate clinical reasoning skills in the management of people with complex acute conditions;
  • Apply first aid techniques at a Level 2 standard.

Theme 5: Research
  • Develop a focussed question, aims, inclusion and exclusion criteria and search strategies
  • Extend EndNote skills
  • Write a protocol for a systematic review following Cochrane guidelines
  • Gain advanced skills in Word
  • Develop skills in quality assessment of trials of interventions and systematic reviews
  • Identify and extract data relevant to the review question
  • Use tables effectively to display data
  • Calculate and interpret proportions, rates, risk, probabilities, incidence, prevalence, odds
  • Calculate and interpret absolute and relative risk reduction, odds ratios and risk ratios

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.

Chief examiner(s)

Mr Chris Smith

Contact hours

10 hours of lectures, 3 hours of tutorials and 3 hours of client centred learning (small group teaching), and 4 hours of physiotherapy practical sessions per week. Students will also be expected to undertake private study and preparation in addition to assigned self-directed study related to the material in the unit manual and further required reading.

Prerequisites

PTY1011 and PTY1022

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3868/


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Ms Prue Morgan

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.

Outcomes

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;
Theme 2:
  • 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;
Theme 3:
  • 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;
Theme 4:
  • 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;
Theme 5:
  • 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 evidence that application has been made for a police check (and working with children check if required). 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.

Health Promotion written assignment - in pairs - 15%, hurdle
Anatomy assessment - 2.5%, hurdle
Anatomy flag race - 2.5%, hurdle
Physiology assessment - 2.5%, hurdle
Physiology assessment - 2.5%, hurdle
Written examination - 30%, hurdle
OSCE 30%, hurdle
Research assignment - systematic review - 10%, hurdle
Research activities folder - 5% - hurdle

Chief examiner(s)

Ms Prue Morgan

Contact hours

6.5 hours of lectures, 4.5 hours of tutorials and 4 hours of patient centred learning (small group teaching), 2 hours of supported learning and 4 hours of physiotherapy practical sessions. Students will also be expected to undertake private study and preparation in addition to assigned self-directed study related to the material in the unit manual and further required reading.

Prerequisites

PTY1011 and PTY1022 and PTY2031

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3868/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Full year 2012 (Day)
Coordinator(s)Professor Jenny Keating

Synopsis

The Honours Research Proposal unit extends research training provided to students in the BPT 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.

Outcomes

At completion of the subject Honours Research Proposal students will have demonstrated that they can:

  1. Collaborate with an academic supervisor;
  2. Develop a focused research proposal;
  3. Propose data analysis methods that are appropriate for analysis and interpretation of data collected during the course of their proposed research;
  4. Present a research proposal to staff and students and modify the proposal with consideration of feedback;
  5. Prepare and submit an application for approval to conduct the project to the relevant ethics committees;
  6. 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%.

Chief examiner(s)

Professor Jenny Keating

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

PTY2000

Co-requisites

Available to students enrolled in the Honours Degree of Bachelor of Physiotherapy.

Prohibitions

Available to students enrolled in the Honours Degree of Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3891/


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Stephen Maloney

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.

Outcomes

===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.
  • list organizational factors that impact on clinical practice

===THEME 2: Population, Society and Health===
  • 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 impact of health care economics on health care delivery

===THEME 3: Fundamental Knowledge in Health Science===
  • 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
  • adapt physiotherapy skills to acute care management in the emergency department;
  • review the use of immobilisation in injury healing;
  • extend skills in the assessment and management of vertebral conditions;
  • describe causes and presentation of Intellectual impairment and relevant assessment tools, services and programs for people with an intellectual impairment.

===THEME 4: Applied 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 including sports injuries, pelvic ring dysfunction, spinal and headache;
  • devise teaching plans for individual and group education;
  • demonstrate clinical reasoning skills in the management of people with complex acute conditions;
  • deliver exercise prescription and education, including functional progression of exercises based on knowledge of pathophysiology and clinical assessment findings;
  • conduct appropriate patient interviews including the use of augmentative communication and AUSLAN;
  • select appropriate methods for measurement of relevant health indicators;

===THEME 5: Design and describe a systematic review protocol===
  • 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%.

Chief examiner(s)

Mr Stephen Maloney

Contact hours

Approximately 20 hours per week contact time for the twelve weeks of semester. Students will also be expected to undertake private study and preparation in addition to assigned self-directed study related to the material in the unit manual and further required reading

Prerequisites

PTY2031, PTY2042

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu/study/coursefinder/course/3868/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Stephen Maloney

Synopsis

PTY3162 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) and clinical practice provide the opportunities for integration of the different themes within the course. Students undertake a clinical attachment (5 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 either an acute, subacute or community setting.

Outcomes

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;

THEME 2: Population, Society & Health:
  • 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;

THEME 3: Fundamental Knowledge in Health Science


THEME 4: Applied Practice:
  • 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;

THEME 5: Research

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 Assessment of Physiotherapy Practice instrument.

Summative assessments: Clinical assessment (based on assessment and changes in performance over the 5 week clinical education period) 100%;
Students must obtain a pass in each major study area, to progress into a fourth year unit. Decisions about appropriate procedures for students who do not achieve satisfactory in the clinical assessment component will be made by the Year 3/4 Level Committee which includes representation of the clinical partners.

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.
Professional conduct within the unit, completion of Learning Needs Form at the beginning and completion of each clinic; completion of clinical log, completion of self-APP assessment; pass in each clinical major study area; 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 the clinical unit, and evidence that application has been made for a police check (and working with children check if required).
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.

Chief examiner(s)

Mr Stephen Maloney

Contact hours

PTY3162 comprises five off campus (clinical attachments) weeks. Students will spend 34 hours per week in their clinical attachment.

Prerequisites

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3868/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Stephen Maloney

Synopsis

PTY3262 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) and clinical practice provide the opportunities for integration of the different themes within the course. Students undertake a clinical attachment (5 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 either an acute, subacute or community setting.

Outcomes

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;

THEME 2: Population, Society & Health:
  • 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;

THEME 3: Fundamental Knowledge in Health Science:

THEME 4: Applied Practice:
  • 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;

THEME 5: Research:

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 Assessment of Physiotherapy Practice instrument.
Summative assessments: Clinical assessment (based on assessment and changes in performance over the 5 week clinical education period) 100%;
Students must obtain a pass in each major clinical study unit, to progress into a fourth year unit. Decisions about appropriate procedures for students who do not achieve a satisfactory result in the clinical assessment units will be made by the Year 3/4 Level Committee which includes representation of the clinical partners.

Hurdle requirements: 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.
Professional conduct within the unit, completion of Learning Needs Form at the beginning and completion of each clinic; completion of clinical log, self-evaluation with the APP; pass in each clinical major study area; 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, and evidence that application has been made for a police check (and working with children check if required).

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.

Chief examiner(s)

Mr Stephen Maloney

Contact hours

PTY3262 comprises five off campus (clinical attachment) weeks. Students will spend 34 hours per week in their clinical attachment

Prerequisites

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3868/


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Stephen Maloney

Synopsis

PTY3362 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. Clinical practice provides the opportunities for integration of the different themes within the course. Students undertake a clinical attachment (5 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 acute, subacute and community settings.

Outcomes

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;

THEME 2: Population, Society & Health:
  • 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;

THEME 3: Fundamental Knowledge in Health Science

THEME 4: Applied Practice:
  • 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;

THEME 5: Research

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 Assessment of Physiotherapy Practice instrument.
Summative assessments: Clinical assessment (based on assessment and changes in performance over the 5 week clinical education period) 100%; Students must obtain a pass in each major clinical study area, to progress into a fourth year unit. 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: 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.
Professional conduct within the unit, completion of Learning Needs Form at the beginning and completion of each clinic; completion of clinical log, self-evaluation with teh APP; pass in each clinical major study area; 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, and evidence that application has been made for a police check (and working with children check if required).

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.

Chief examiner(s)

Mr Stephen Maloney

Contact hours

PTY3262 comprises five off campus (clinical attachment) weeks. Students will spend 34 hours per week in their clinical attachment.

Prerequisites

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Stephen Maloney

Synopsis

PTY3462 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) and written activities provide the opportunities for integration of the different themes within the course. Students undertake a range of written assessment tasks during this unit as well as attending one post clinical campus-based week, providing them the opportunity to apply integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to patient care issues in a range of settings.

Outcomes

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;

THEME 2: Population, Society & Health:
  • 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;

THEME 3: Fundamental Knowledge in Health Science

THEME 4: Applied Practice:
  • 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;

THEME 5: Research:
  • submit the appraisal of the guideline based on the recommendations of AGREE statement

Assessment

Formative and hurdle assessments:
Professional conduct: Students are required to demonstrate professional behaviour in communication (written or verbal) with department staff in order to pass the unit, and attend the clinical-debriefing session post-clinical placements.

Summative assessments: Written appraisal of a clinical practice guideline 1500 words (25%); oral presentation of a clinical practice guideline (25%); online submission of power point presentation (25%); reflective assignment part A (Portfolio - formative) and part B (critical reflection - 25% summative).

Chief examiner(s)

Mr Stephen Maloney

Contact hours

The campus based learning week will consist of approximately 5-8 hours of lectures; 4 hours of CBL or other 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 PTY3462 Unit Guide. The remainder of the unit content (written assessment tasks) will be completed in self directed learning time concurrent with clinical placements occurring in year 3.

Prerequisites

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3868/


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Full year 2012 (Day)
Coordinator(s)Professor Jenny Keating

Synopsis

The 12 credit point Honours Thesis subject extends research opportunities provided to students in the Bachelor of Physiotherapy degree 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.

Outcomes

At completion of the subject Honours Thesis students will have demonstrated that they can:

  1. Sustain collaboration with an academic supervisor;
  2. Develop, implement and document a focused research project;
  3. Apply appropriate analysis methods to data collected during the course of the research;
  4. Logically interpret results of data analysis;
  5. Present the research findings to staff and students and modify the report with consideration of feedback;
  6. Prepare and submit the report of the research outcomes in a 10,000-12,000 word thesis;
  7. Adhere to project timelines;
  8. Archive all relevant documents arising from the conduct of research;
  9. Write a final report to the approving ethics committee describing completion of the project.

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.

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)

Chief examiner(s)

Professor Jenny Keating

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 12 weeks in each Semester (total 24 weeks).

Prerequisites

PTY2000 and PTY3000

Co-requisites

Available to students enrolled in the Honours Degree of Bachelor of Physiotherapy.

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

http://www.monash.edu.au/study/coursefinder/course/3891/


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Ms Kristin Lo

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.
Delivery of physiotherapy services and ongoing case based learning provide opportunities for integration of the different themes within the course. Students undertake an extended clinical attachment (12 weeks) during this unit, providing them the opportunity to apply integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to acute patient care.

Outcomes

There are 42 specific objectives for this unit that 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.
Hurdle requirements: attendance and participation, learning needs form, clinical log, self assessment using APP. Achieving 50% on Items 1-6 and on Items 7-20 inclusive on the APP for each clinical core placement.
Summative assessment: Clinical (APP) assessment: 75%
Research Proposal (1000 words): 5%
Research Submission (2,500 words): 10%
Research presentation: 10%
Students must obtain a minimum of 50% in each of the four summative clinical assessments

Chief examiner(s)

Ms Kristin Lo

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

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051 and PTY3062.

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


3 points, SCA Band 2, 0.0625 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Coordinator(s)Mr Michael Storr and Mr Chris Smith

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.
Case Based Learning (CBL) is the cornerstone for integration of the different themes within the course. Students undertake advanced skills mastery during this unit, providing them the opportunity to learn and integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to acute patient care.

Outcomes

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: 20% Written examination: 80%

Chief examiner(s)

Mr Michael Storr

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

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051 and PTY3062

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula First semester 2012 (Day)
Peninsula Second semester 2012 (Day)
Coordinator(s)Ms Kristin Lo

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.

Outcomes

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) + 20% (Elective 2)
Paediatrics case report: 10%
Clinical learning contracts: 10% (if a student undertakes a non clinical elective, this 20% will be marked on a learning contract rather than an APP)
Research presentation submission:20%

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 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.

Chief examiner(s)

Ms Kristin Lo

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

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051 and PTY3062.

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


9 points, SCA Band 2, 0.1875 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedPeninsula Second semester 2012 (Day)
Coordinator(s)Mr Michael Storr

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 Undergraduate Conference which takes place in the final week of Semester 2, Year 4. Students will have the opportunity to listen to presentations from health profession students and will participate in peer review of these sessions

Outcomes

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%

Chief examiner(s)

Mr Michael Storr

Contact hours

PTY4082 comprises three campus based weeks. On campus 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 PTY4082 Unit Guide and Practical Manuals.

Prerequisites

PTY1011, PTY1022, PTY2031, PTY2042, PTY3051 and PTY3062

Co-requisites

Only available to students enrolled in the Bachelor of Physiotherapy

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

http://www.monash.edu.au/study/coursefinder/course/3868/


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Ms Ruth Druva

Synopsis

RAD1012 develops the scientific, professional and clinical radiographic knowledge that will be foundational to the student progresses along the Novice to Expert continuum of development. Radiographic knowledge will be extended to enable examinations of the respiratory system, shoulder and pelvic girdles, the vertebral column, the bony thorax and plain abdomen to be safely performed.
Building on earlier principles of professional practice, RAD1012 will introduce the science required for more advanced radiographic equipment operation. Radiation dosimetry and safety is also studied so that competent operation and performance measurement of diagnostic ionising radiation equipment may be executed. Clinical exposure to patients under supervision will enable the student to apply these principles across the range of examinations indicated.

Outcomes

  1. evaluate, using a detailed knowledge of the statutory regulations governing the use of ionising radiation, and describe how regulatory agencies demand the safe use of medical imaging ionising radiation equipment;
  2. discuss the response of organ systems to ionising radiation exposure, how x-radiation is monitored and measured and how personal monitoring is used, recorded and reported to enable safe practices in radiation areas for patient, staff and the general public;
  3. calculate the energy content of an x-ray beam, integral dose, dose-area product and define dose and equivalent dose when x-rays are absorbed by living tissue, using correct units;
  4. employ the principles learnt about kV, mAs and geometry of the x-ray beam that impact upon the four image quality factors of optical density, contrast, image detail and distortion to describe the characteristics of a radiograph;
  5. review the theoretical principles underpinning the operation of automatic exposure systems and computed radiography systems, and where appropriate apply this in the clinical setting;
  6. describe and apply (within a professional standards and ethics context) theories of the psychosocial impact on human behaviour, communication and occupational health and safety of your working environment;
  7. record and obtain information from individuals employing appropriate observation and interviewing skills, such that the information generated may be integrated with basic scientific theory and knowledge to provide quality levels of patient care;
  8. recognise and adapt, in a professional manner, to the variety of social, cultural and ethical perspectives that may legitimately be encountered within clinical practice, to interpret a radiographic request form for the imaging examination and obtain a clinical history from a patient;
  9. describe and justify the radiographic projections and body positions underpinning general radiographic examinations of the respiratory system, shoulder and pelvic girdles, the vertebral column, the bony thorax and plain abdomen
  10. select appropriate radiographic protocols consisting of radiographic projections positioning techniques and exposure factors to produce high quality projection(s) that will aid the diagnostic process;
  11. position an adult patient, accounting for his/her clinical presentation, for the radiographic projections identified in the protocol, direct and align the central ray to an appropriate bony landmark, image receptor and ancillary equipment such as the bucky, grids and automatic exposure devices;
  12. evaluate the resultant radiograph/s in terms of technical quality and positioning criteria and where necessary devise appropriate problem-solving strategies for less than optimal radiographic projections;
  13. on the resultant radiograph, distinguish anatomical features and recognise associated common radiologic pathologies or traumatic appearances in terms of the clinical question being asked;
  14. in the light of the clinical problem, assess the appropriateness of supplementary projections, and where required position the patient for the required further images;
  15. under supervision, safely conduct radiographic examinations of the respiratory system, pelvis, shoulder girdle, vertebral column, the bony thorax and plain abdomen of an adult patient.

Assessment

One, three hour written examination comprising two parts: 35%
Clinical Learning portfolio: 35%
Four x 250 word radiographic principles laboratory reports: 10%
One 40 minute Pre placement Objective Structured Clinical examination (OSCE): 10%
2 x 20 minute Computer based radiographic image evaluation and methods tests - 10%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

8 x one hour lectures, 3 x one hour tutorials, 1 x three hour laboratory practical session, 4 hours clinical studies per week

Prerequisites

RAD1061; RAD1021; RAD1031 Requisites: RAD1082


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Imants Svalbe

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.

Outcomes

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

One hour mid-semester exam
Two hour end-semester exam
Hurdle Requirement - pass in mid-semester exam

Chief examiner(s)

Mrs Imelda Williams

Co-requisites

Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Wendy MacLeod

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.

Outcomes

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:

  1. 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;
  2. have a basic understanding of human genetics;
  3. have a strong understanding of the principles underpinning the study of disease and the ways in which the body responds to injury;
  4. 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);
  5. have a basic understanding of the associated common disorders affecting the upper and lower limbs together with their radiographic appearances; and
  6. 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 (30 minutes): 10%
Image recognition examination (40 minutes): 15%
Mid semester computer based test (1 hour): 15%
Participation in anatomy practical classes: Hurdle Requirement

Chief examiner(s)

Mrs Imelda Williams

Co-requisites

Only available to students enrolled in the Bachelor of Radiography and Medical Imaging.


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Ms Ruth Druva

Synopsis

This unit delivers the initial scientific, professional and clinical radiographic knowledge that will be foundational in subsequent Radiographic Science and Practice units as the student progresses along the Novice to Expert continuum of development.
The unit introduces the student to the requisite knowledge required to perform radiographic examinations of the limbs and chest and the fundamentals of professional practice to include the behavioural sciences, communication and legally and ethically correct working practices. Clinical exposure to patients under supervision will enable the student to apply these principles across the range of examinations indicated.

Outcomes

  1. Describe and apply within a professional standards and ethics context theories of the psychosocial impact on human behaviour, communication and occupational health and safety of the working environment
  2. Record and obtain information from individuals employing appropriate observation and interviewing skills, such that the information generated may be integrated with basic scientific theory and knowledge to provide quality levels of patient care;
  3. Recognise and adapt, in a professional manner, to the variety of social, cultural and ethical perspectives that may legitimately be encountered within clinical practice;
  4. Describe and justify the radiographic projections and body positions underpinning general radiographic examinations of the elbow, forearm, wrist, hand, fingers and thumb, knee, tibia and fibula, ankle, calcaneum, foot, toes and chest of an adult ambulant patient;
  5. Describe the radiographic exposure factors and apply them to general radiographic examinations of the elbow, forearm, wrist, hand, fingers and thumb, knee, tibia and fibula, ankle, calcaneum, foot, toes and chest of an adult ambulant patient;
  6. Evaluate the radiographic request form, obtain a clinical history from a patient , select appropriate radiographic protocols consisting of radiographic projections positioning techniques and exposure factors to produce high quality projection(s) that will aid the diagnostic process;
  7. Evaluate the resultant radiograph/s in terms of technical quality and positioning criteria and where necessary devise appropriate problem-solving strategies for less than optimal radiographic projections;
  8. Distinguish anatomical features on radiographic images and recognise common radiologic pathologies or traumatic appearances in terms of the clinical question being asked;
  9. In the light of the clinical problem, assess the appropriateness of supplementary projections, and where required position the patient for the required further images;
  10. Under supervision safely conduct radiographic examinations of the elbow, forearm, wrist, hand, fingers and thumb, knee, tibia and fibula, ankle, calcaneum, foot, toes and chest of an adult ambulant patient;
  11. Position an adult patient, accounting for his/her clinical presentation, for the radiographic projections identified in the protocol, direct and align the central ray to an appropriate bony landmark and image receptor;

Assessment

Assessment
One, two hour written examination - 40%
Clinical Learning Portfolio - 35%
2 x 250 words Radiographic principles laboratory reports HURDLE
One 40 minute Pre placement Objective Structured Clinical examination (OSCE) - 15%
2 x 20 minute Computer based radiographic image evaluation and methods tests - 10%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

3 x one hour lectures
3 x one hour tutorials
1 x two hour laboratory practical session
4 x hours clinical practice per week

Prerequisites

Entry to the BRadMedImag

Co-requisites

RAD1021; RAD1031


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Wendy MacLeod

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.

Outcomes

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%

Chief examiner(s)

Mrs Imelda Williams

Prerequisites

RAD1021, RAD1031 and RAD1061

Co-requisites

RAD1012


18 points, SCA Band 2, 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Mrs Imelda Williams

Synopsis

The unit develops a student's existing knowledge of digital imaging systems, evidence based practice and research principles required for practice within the healthcare workforce of the future.
The unit includes digital image processing applied to medical imaging generally and vascular or non-vascular imaging and therapeutic or invasive procedures such as biopsy, stenting or ablation techniques.
Patient care requirements for all diagnostic imaging examinations using contrast media. Digital subtraction angiographic techniques including protocols, positioning, image interpretation and evaluation.
Evidence based practice in diagnostic imaging and the evaluation and application of research in diagnostic imaging.

Outcomes

Theme 1

  1. review and apply the scientific principles, technological characteristics and relevant applications of digital imaging systems used in vascular and non vascular studies;
  2. describe the general applications of information technology in medical imaging and its relationship to digital based imaging systems;
  3. use a range of basic digital image processing routines in general or digital vascular imaging and discuss how the application of these tools enables quantitative and qualitative image analysis;
  4. apply quality assurance principles to digital imaging systems;

Theme 2
  1. appraise the professional challenges posed by patients with special needs to provide effective and safe care to them and those patients undergoing contrast imaging examinations of the gastrointestinal, urinary, hepato-biliary and cardiovascular systems;
  2. discuss the use of radiological and other medications and their administration, the control of infection, the administration of oxygen and barium, the maintenance of surgical asepsis and recognition of vital signs;
  3. discuss the relevant protocols, positioning and methods employed in digital vascular procedures of the human body and those used in interventional therapeutic procedures and apply radiographic criteria to critique angiographic image appearances;
  4. evaluate radiographs/images of the gastrointestinal, urinary and hepatobiliary systems in terms of the condition of the patient, the clinical question, anatomy and image quality factors;

Theme 3
  1. discuss how evidence based practice and its application contributes to radiographic practice and identify how a range of research methods and the critique of reported research may be applied to medical radiation sciences research;
Theme 4
  1. identify personal learning goals in respect to the development of professional expertise and demonstrate an understanding of the multidisciplinary approach to the clinical management of paediatrics, the elderly and patients in accident and emergency situations;
  2. participate in digital subtraction angiographic examinations;
  3. implement and evaluate appropriate general radiographic examinations for the musculoskeletal and respiratory systems and the abdomen on adult patients with minimal supervision and modify and adapt basic radiographic methods, techniques and radiation protection strategies for paediatric, elderly and mobile imaging examinations;
  4. manage a fluoroscopy session (in or outside of the radiology department) in terms of the radiographer's role, so that an appreciation of the nature of the professional inter-relationship between all members of the multi-disciplinary team is revealed and the team's duty of care obligation to the patient during diagnostic imaging procedures is evident.

Assessment

Assessment
One three hour written examination 40%
A Clinical Learning portfolio (including a Digital Subtraction Angiography Workbook) 30%
A 3,000 word evidence based practice assignment 20%
4 Image Processing Laboratory reports 10%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

Workload 5 x one hour lectures
2 x one hour tutorial
1 x one hour laboratory practical session
4 hours directed study using Blackboard
6 hours clinical studies

Prerequisites

Level 1 of BRadMedImag course


12 points, SCA Band 2, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Associate Professor Marilyn Baird

Synopsis

The focus of this unit is upon mobile imaging, accident and emergency imaging, paediatrics, geriatrics and radiography of the skull including dental imaging.
It also facilitates the ongoing development of broader general radiographic skills of the appendicular and axial skeleton.
Additionally, the unit provides students with the essential elements of contrast and therapeutic imaging of the gastrointestinal genito-urinary and hepato-biliary systems with the emphasis upon digital fluoroscopic systems and the professional role of the radiographer in managing these systems and implementing the procedures.

Outcomes

  1. Explain the physical principles underpinning mobile x-ray systems and apply them in clinical situations to produce and evaluate images taken in the hospital wards and operating theatres;
  2. Explain the physical principles underpinning digital fluoroscopic imaging systems, image intensifiers and planar conventional tomography and apply them in clinical situations to produce and evaluate images of the gastrointestinal, urinary and hepatobiliary systems;
  3. Implement and evaluate appropriate quality control measures in relation to mobile x-ray systems and digital fluoroscopic imaging systems both fixed and mobile;
  4. Implement and evaluate appropriate radiation safety strategies and radiation protection measures in the context of mobile and fixed digital fluoroscopic examinations;
  5. Evaluate the effectiveness of exposure protocols for all general and contrast radiographic imaging in terms of image quality and radiation protection for patients;
  6. Describe and evaluate the efficacy of traditional radiographic methods to image the gastrointestinal, genito-urinary and hepato-biliary systems and skull and teeth;
  7. Distinguish between normal radiographic images of the musculo-skeletal system and abnormal radiographic images following injury to these body regions involving adults and paediatrics;
  8. Implement and evaluate appropriate general radiographic examinations for the musculoskeletal and respiratory systems and the abdomen on adult patients with supervision appropriate to an advanced beginner radiographer;
  9. Modify and adapt basic radiographic methods, techniques and protection strategies for patients in emergency situations, paediatric patients, geriatric patients and patients requiring mobile imaging examinations of the musculoskeletal system, chest and abdomen under direct supervision;
  10. Apply radiographic criteria and a problem - solving perspective to paediatric, mobile, skull and accident and emergency radiographic images.

Assessment

One 2 hour written examination - 40%
Two x 750 word SOLAR case studies - 10%
Two 750 words Imaging laboratory reports - 10%
Clinical Learning Portfolio - 40%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

3 x one hour lectures
2 x one hour tutorials
1 x one hour laboratory practical session
1 hour directed study using Blackboard
5 hours clinical studies

Prerequisites

RAD1061; RAD1021; RAD1031; RAD1012; RAD1082

Co-requisites

RAD2061


12 points, SCA Band 0 (NATIONAL PRIORITY), 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Yvonne Hodgson

Synopsis

This unit provides a basic understanding of the human body, its structure and the function of its organs in health and disease. The unit covers the cardiovascular system, respiratory system, renal system, haematopoietic system, gastrointestinal system, endocrine system and reproduction. The unit incorporates the anatomy, physiology, pathology and radiographic imagining techniques related to each system. An introduction to the pharmacological principles underlying drug action, drug absorption, distribution, metabolism and excretion and the adverse reactions to contrast media complements the body systems.

Outcomes

  1. identify the surface landmarks associated with the organs comprising the cardiovascular, lymphatic, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
  2. identify common diseases and disorders associated with the cardiovascular, lymphatic, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
  3. list common congenital diseases associated with the embryonal development of the cardiovascular, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
  4. describe the structure and function of the cardiovascular, lymphatic, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems and the significance for medical imaging examinations;
  5. demonstrate an understanding of the fundamental concepts of pharmacology, pharmacokinetics and toxicology;
  6. explain the general principles, risks, classification, structure and properties of radiographic contrast media;
  7. describe the prevention, treatment and support for contrast media reactions; and the characteristics of other drugs used in the clinical setting, general and local anaesthesia and their implications for patient care during diagnostic imaging examinations.
  8. identify and describe the radiographic representation of the structure and function of the organs comprising cardiovascular, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
  9. identify and describe the radiographic appearances of common disorders affecting the cardiovascular, respiratory, gastrointestinal, urinary, hepato-biliary, endocrine and reproductive systems;
  10. identify and describe the angiographic representation of the common disorders affecting the cardiovascular system.

Assessment

One 3 hour written examination (40%)
3 one hour Mid-semester tests (25%)
One 3000 word assignment (15%)
One 60 minute multi - station recognition examination (20%)
Students must pass all assessment components in order to pass the unit.

Chief examiner(s)

Mrs Imelda Williams

Contact hours

The unit will run from week 6-week 12 of semester. There will be 24 hours of contact time per week during week 6-12.

Prerequisites

RAD1031, RAD1082


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Miss Kristal Lee

Synopsis

Neuroglia and neurons, the nerve impulse, the synapse, excitatory transmission and inhibitory transmission and integration at synapses, neurotransmitters and regeneration; the meninges; the spinal cord, the composition and distribution of the spinal nerves, the brachial plexus; cerebrospinal fluid; the blood supply to the brain and the concept of the blood-brain barrier. The bones of the skull and their radiographic appearances; the structure of the brain - the brain stem, the pons, the midbrain, the diencephalon, the cerebrum and functional areas of the cerebral cortex. Olfactory sensations; visual sensations; accessory structure of the eye; the structure of the eye; the visual pathway. Auditory sensations and equilibrium; the middle and internal ear; the physiology of hearing and equilibrium. Sectional CT and MR appearances of the normal brain, eye, ear and the organs of balance and equilibrium. Common disorders affecting the brain and their appearances on CT and MR. Demyelinating diseases and tumors of the nervous system. Disorders and trauma of the skull and facial bones together with their radiographic, CT and MR appearances.

Outcomes

  1. Explain the basic components, structure and function of the central nervous system including the special senses of sight, smell, hearing and equilibrium;

  1. Describe the anatomical structure of the cranium and bones comprising the face and the brain including its vascular supply;

  1. Describe important pathological processes involved in diseases affecting the central nervous system including the special senses of sight, smell, hearing and equilibrium;

  1. Distinguish between normal and abnormal pathophysiological processes affecting the central nervous system and its blood supply as they appear on sectional computed tomography, magnetic resonance and digital subtraction angiographic images;

  1. Name and identify the key the osseous and soft tissue components of the central nervous system, cranium, the face and the brain as they appear on sectional computed tomography and magnetic resonance images;

  1. Compare and contrast the computed tomography, magnetic resonance and digital subtraction angiographic appearances of the vascular supply to the head and neck;

  1. Discriminate between the osseous and soft tissue components, important muscles and blood vessels of the chest, abdomen, male and female pelvis, spine, limbs and girdles as displayed on sectional CT and MRI images;

  1. Apply knowledge and understanding of important pathological processes involved in diseases affecting the central nervous system including the special senses of sight, smell, hearing and equilibrium to radiographic practice situations.

Assessment

One 2 hour written examination (45%)
Three 20 minute on-line image analysis and recognition tests (35%)
One 2000 word Radiologic Biology assignment (20%)

Chief examiner(s)

Mrs Imelda Williams

Contact hours

4 x one hour lectures
1 x one hour engagement with sectional anatomy learning tutorials
1 x one hour tutorials including anatomy and pathology demonstration classes
Up to 6 hours self - directed study in keeping with the credit point value of the unit

Prerequisites

RAD1031, RAD1082, RAD2061

Co-requisites

RAD2012


18 points, SCA Band 0 (NATIONAL PRIORITY), 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Russell Horney and Miss Kristal Lee

Synopsis

Sonographic anatomy of the abdominal organs and related structures. Sonographic representation of common abdominal pathologies. Selection of appropriate ultrasound equipment, and optimisation of technical factors. Scanning techniques for the liver, gallbladder, biliary system, anterior abdominal wall & hernias, peritoneum & retroperitoneum and Doppler ultrasound of the upper abdomen. Doppler ultrasound and harmonic imaging. Spectral Doppler and continuous Doppler instrumentation. Ultrasound artefacts. Bio-effects and bio-hazards of diagnostic ultrasound. Limited clinical experience in abdominal ultrasound examinations and facilitatation of ongoing development in general radiography examinations. Scientific principles underpinning breast imaging, their associated instrumentation and protocols, positioning methods and radiation protection principles. Principles of radiation dosimetry, ethics, regulation of health care and legal issues in the professional context

Outcomes

  1. Describe the patient preparation and sonographic imaging methods employed in examinations of the upper abdomen.
  2. Recognise and describe normal structures, function and common pathological appearances of abdominal structures in ultrasound images.
  3. Explain the function, application and potential pitfalls of ultrasound instrumentation used in abdominal ultrasound scanning, including B- mode, spectral Doppler and imaging artefacts.
  4. Discuss the likely bio-effects and bio-hazards of diagnostic ultrasound.
  5. Perform a basic ultrasound examination of the upper abdomen to the level of a beginner student sonographer.
  6. Modify and adapt general and advanced radiographic techniques, radiation protection strategies and demonstrate professional communication skills to the level of a competent student radiographer.
  7. Identify ongoing personal learning goals in respect to the continued development of professional expertise in general radiography and ultrasound.
  8. Describe the instrumentation, quality assurance techniques, relevant protocols, positioning and methods employed in mammography imaging.
  9. Analyse advanced techniques used in radiation dosimetry calculations, and interpret estimates and measurements used in medical imaging applications.
  10. Discuss the biological effects of ionising radiation, radiosensitivity of specific organ systems and relevant advanced theories of radiation damage and repair mechanisms.
  11. Evaluate the role of professional ethics in the delivery of health care.
  12. Define and explain the legal issues affecting the practice of medical imaging.

Assessment

Written Examination 3 hrs - 35%
Image Analysis Examination 1/2hr - 10%
Ultrasound Imaging Essay (1500 words) - 10%
Ultrasound Skills Assessment - 10%
Clinical Learning Portfolio - 35%
All elements of assessment must be passed to pass the unit.

Chief examiner(s)

Mrs Imelda Williams

Contact hours

5 x one hour lectures
2 x one hour tutorials
1 x one and a half hour laboratory practical session
4 hours directed study using Blackboard

Prerequisites

Completed 1st and 2nd year Radiography units and RAD3051 and RAD3061

Co-requisites

RAD3092


18 points, SCA Band 0 (NATIONAL PRIORITY), 0.375 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Dr Russell Horney and Associate Professor Marilyn Baird

Synopsis

Computed tomography: scientific principles and operational modes. System components and image characteristics. Image reconstruction techniques, summation convolution back-projection. Fourier reconstruction and algebraic and iterative reconstruction methods. Helical/spiral and multislice CT systems. CT artefacts and quality assurance. Principles of CT dosimetry and radiation protection. Clinical CT examinations for the head, chest, abdomen and spine; CT sectional anatomy and imaging pathology. General radiography including contrast, trauma, paediatric and mobile imaging. Digital image processing, computer interfaces, medical image formats, the Dicom standard, image compression and the hospital Picture Archiving and Communication System (PACS).

Outcomes

  1. Explain the scientific principles underpinning computed tomography
  2. Describe and represent the physical configuration of axial, helical and multislice CT systems;
  3. Explain and distinguish between the various data acquisition and image reconstruction processes used in CT and their characteristics;
  4. Identify common CT artefacts, explain their cause and suggest methods to correct for them;
  5. Apply radiation protection and dosimetry principles to the practice of CT;
  6. Describe the principles underpinning advanced digital image processing, image distribution, data transfer and storage options used in specialised applications in medical digital imaging (such as scan reconstruction, 3-dimensional reconstruction, network architectures and DICOM standard for image exchange);
  7. Explain the clinical rationale for the selection of CT scanning protocols, image display and reconstruction methods for CT examinations of the head, chest, abdomen and spine;
  8. Implement and evaluate positioning methods, scanning protocols, image display and reconstruction routines for CT examinations of the head, chest, abdomen and spine;
  9. Identify the CT appearances of the anatomical structures comprising the head, chest, abdomen and spine and distinguish between normal and abnormal structures as shown on CT;
  10. Reach the level of competent student radiographer in general radiography including contrast, trauma, paediatric and mobile imaging.
  11. Apply evidence based inquiry principles developed in second year to an advanced radiographic practice clinical issue

Assessment

One three hour Written Examination - 35%
One 60 minute Radiographic Image Evaluation Examination - 15%
Two 1000 word SOLAR Assignments - 15%
Clinical Learning Portfolio - 35%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

5 x 1 hour Lectures
2 x 1 hour Tutorials
1 x 1 hour laboratory practical
5 hours Online (Blackboard) study periods
5 academic hours per week spent in clinical practice

Prerequisites

RAD1061; RAD1021; RAD1012; RAD1082; RAD2051; RAD2061; RAD2012; RAD2092

Co-requisites

RAD3061


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Coordinator(s)Mr Paul Lombardo

Synopsis

Acoustics theory, transducer design, beam focusing, sound-tissue interaction, image acquisition, A mode, B mode, image formation, image artifacts. Doppler ultrasound: Quality assurance in ultrasound. Power levels and biological effects. Sonographic anatomy of the abdominal organs and related structures. Sonographic representation of common abdominal pathologies. Selection of appropriate equipment, transducer and optimisation of technical factors. Ultrasound scanning techniques for the pancreas, spleen,great vessels,gastrointestinal tract and pelvis. Artifacts. Image optimisation.

Outcomes

On completion of this unit students will be able to demonstrate an understanding of the physical principles of ultrasound, its associated instrumentation and biological effects. The unit will provide students with knowledge of the sonographic examination of the abdominal organs and related structures ( pancreas, spleen, kidneys, bladder, gastrointestinal tract, great vessels and the pelvis). Completion of the unit will enable students to participate in such ultrasound examinations and to recognise and describe the sonographic appearances of normal abdominal anatomy, physiology and common pathology.

Assessment

Examination: 50%
Image analysis exam: 10%
Imaging essay -U/S Physics: 10%
SOLAR case study: 10%
Methods assignment: 10%
Ultrasound skills assessment: 10%
Practical session attendance: Hurdle

Chief examiner(s)

Mrs Imelda Williams

Contact hours

Self directed learning supported by eight 2 hour lectures in ultrasound methods, eight 2 hour lectures in ultrasound imaging and six 1.5hr ultrasound practical laboratories.


6 points, SCA Band 0 (NATIONAL PRIORITY), 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2012 (Day)
Coordinator(s)Dr Imants Svalbe

Synopsis

The physics of MRI is presented, with particular application to clinical diagnostic imaging. The unit covers the basic physics of magnetic dipoles and magnetic spin resonance, through to a detailed presentation of the basic gradient and spin echo sequences that are used in medical MRI scanners. The factors that determine the contrast and spatial resolution achievable in MRI are discussed. The FID signal sampling and image reconstruction methods are reviewed, as are the SNR and image artifacts that typically occur in MRI. Patient and MRI staff safety issues are presented. An overview of MRI imaging applications, such as spectroscopic and dynamic imaging is presented.

Outcomes

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

  1. Present a comprehensive and critical description of the complementary nature of MRI relative to other imaging modalities
  2. Enumerate and be able to justify the physical design and operational requirements for a typical clinical MRI system
  3. Understand and explain the imaging parameters that define the contrast sensitivity in MRI
  4. Understand and explain the imaging parameters that define the SNR and spatial resolution of MRI
  5. Reconcile through a critical evaluation the advantages and disadvantages of gradient and spin echo recovery techniques
  6. List in detail and justify the reasons for precautions that are taken in MRI to assure staff and patient safety
  7. Explain use and development of the broader applications of MRI, including spectroscopic, dynamic and functional imaging
  8. Use problem solving skills to define appropriate strategies to meet the needs of clinical imaging through MRI techniques, and to recognize deficiencies in images, such as reconstruction artifacts, and be able to identify the cause of such problems.

Assessment

1 x 3 hour exam (60%), Assignments (20%), short tests (20%)

Chief examiner(s)

Mrs Imelda Williams

Contact hours

3 hours of lectures, 1 hour tutorial and 2 hours of Laboratory per week for a 12 week semester plus one week for revision.

Prerequisites

Level 2 of BRadMedImag course or equivalent standing


0 points, SCA Band 2, 0.000 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2012 (Day)
Clayton Second semester to First semester 2012 (Day)
Coordinator(s)Associate Professor Marilyn Baird

Synopsis

Students enrolled in the Bachelor of Radiography and Medical Imaging must complete the placement in order to satisfy the professional requirements and obtain a statement of Accreditation from the Australian Institute of Radiography upon graduation.

Assessment

Work based performance appraisal at weeks 12 and 24.

Chief examiner(s)

Mrs Imelda Williams


24 points, SCA Band 0 (NATIONAL PRIORITY), 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Clayton Full year 2012 (Day)
Coordinator(s)Dr Michal Schneider-Kolsky

Synopsis

Supervised participation in a research project in medical imaging. An in depth consideration of the moral and ethical issues surrounding research, sources of information, quantitative and qualitative research methods and current trends in research in medical imaging. Skills in how to construct a research proposal and critically analyse the literature associated with the aspect of medical imaging students have selected as their research topic will be achieved. The critical review, analysis and interpretation of research data will be achieved. The creation of a research report and written and oral communication skills will be undertaken.

Outcomes

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

  1. Present a comprehensive and critical description of the scientific research process;
  2. Critically differentiate between a qualitative research design and a quantitative experimental design and justify their application within clinical medical imaging;
  3. Create a research proposal based on a selected topic within medical imaging and which reflects a critical awareness of the moral, ethical and legal responsibilities of scientific investigation;
  4. Demonstrate the capacity to search the scientific literature to obtain related information and collate and critically review this literature;
  5. Collect and analyse data related to the research project;
  6. Synthesise the findings of the collection and analysis phase of the project through the development of a written piece of scientific writing;
  7. Communicate the findings of the research project.

Assessment

Preliminary Literature Review (2000 words)Formative; Research Protocol (1000 words)15%;
Oral presentation
poster and defense 15%; Research report including and research process diary 70%.

Chief examiner(s)

Mrs Imelda Williams

Contact hours

On average 4 x 1 hour Lectures; 6 x 2 hour face to face tutorials with the project supervisor; 6 x 2 hour self directed writing periods. The student is expected to undertake one hour of self-directed study for each contact hour.

Prerequisites

An overall pass at Level 3 of the BRadMedImag.

Prohibitions

RAD4080


24 points, SCA Band 0 (NATIONAL PRIORITY), 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Clayton Full year 2012 (Day)
Coordinator(s)Dr Michal Schneider-Kolsky and Associate Professor Marilyn Baird

Synopsis

Element one addresses advanced scientific and technical concepts associated with either medical ultrasound, advanced Multislice CT, , paediatric imaging or professional education and leadership. Element two considers the moral and ethical issues surrounding research, sources of information, quantitative and qualitative research methods and current trends in research in medical imaging. The unit develops skills in the critical analysis of the literature associated with the aspect of medical imaging that students have selected as their selected topic. Students will learn how to critically review, analyse and interpret research data. They will learn how to communicate effectively using written and oral communication.

Outcomes

  1. Critically review the scientific research process in light of an understanding of the moral, ethical and legal responsibilities;
  2. Critically differentiate between a qualitative and quantitative research design and justify their application within clinical medical imaging;
  3. Demonstrate the capacity to search the scientific literature to obtain related information, and critically review and communicate this literature;
  4. Describe and explain the philosophical and scientific concepts associated with the medical imaging topic chosen for in-depth study;
  5. Critically review the range of advanced procedural and or practical approaches which can be utilised in the clinical setting within the medical imaging topic chosen for in-depth study;
  6. Describe relevant professional and occupational health and safety standards which are associated with the medical imaging topic chosen for in-depth study;
  7. Analyse current and future trends associated with the medical imaging topic chosen for in-depth study.

Assessment

Two on line research methodology exercises (up to 1000 words each) 10%;
A literature review (up to 5000 words) 35%;
Oral presentation 15%;
An assignment of up to 3,000 words 20%;
Two and a half hour written examination 20%;
Hurdle requirement: On line tests relevant to the topic being studied.

Chief examiner(s)

Mrs Imelda Williams

Contact hours

2 x 1 hour Lectures; 2 x 2 hour face to face tutorials with the designated literature review supervisor; 6 x 2 hours engagement with on line medical ultrasound coursework materials; 2 x 2 hour self directed writing periods. The student is expected to undertake one hour of self-directed study for each contact hour.

Prerequisites

An overall pass at Level 3 of the BRadMedImag.

Prohibitions

RAD4070


24 points, SCA Band 2, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2012 (Day)
Clayton Second semester 2012 (Day)
Clayton Full year 2012 (Day)
Coordinator(s)Associate Professor Marilyn Bairdl and Mrs Imelda Williams

Synopsis

This is a core unit of year 4 designed to provide students completing the final year of the Bachelor of Radiography and Medical Imaging with knowledge and skills in advanced multislice computed tomography, magnetic resonance imaging methods, radiographic image interpretation and advanced decision making with respect to imaging and the radiographic management of the patient. The unit comprises three elements namely multislice CT physics, methods and clinical practice, MRI methods and clinical practice and radiographic image interpretation principles and pattern recognition.

Outcomes

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

  1. comprehensively and critically describe the physical principles involved in advanced multislice CT imaging including volume imaging, multimodal imaging and cardiac imaging;
  2. critically describe and justify the selection of clinical CT and MRI imaging protocols and related interventional procedures whilst being cognisant of safety issues including the use of contrast agents;
  3. recognise and describe the appearance of a range of anatomical structures and pathologies as found in multislice CT and MRI so the technical quality of clinical images may be evaluated;
  4. prepare the co-operative patient for the implementation of multislice CT scanning protocols while being cognisant of professional, procedural, organisational and legal;
  5. conduct pre-scanning screening of MRI patients and provide clear instructions of the procedure prior to performing MRI scans to the beginner stage of professional development;
  6. demonstrate familiarity with and appropriately use CT and MRI workstation software to provide a range of image options in these modalities;
  7. critically explain the use of quality assurance measures relevant to medical multislice CT and MRI to enable proficient discussion of the safety issues related to these modalities;
  8. critically apply the knowledge of psychophysics of vision to patterns seen in radiographic images of the skeleton, chest and abdomen;
  9. synergise image appearances and health assessments using appropriate terminology, to propose further imaging or appropriate treatment management referral through the use of a radiographer opinion form;
  10. identify personal learning goals with respect to CT and MRI scanning, and radiographic image interpretive and patient management skills.

Assessment

1500 word evidence based psychophysics essay 10%
3 hour written exam with 4 elements: CT methods; MRI methods; CT technology and Image analysis 40%
Clinical workbook and portfolio to include competence based assessments 30%
2 x 1000 word Evidence Based Radiographer Health Assessment case reports 10%
1 hour computer based pattern recognition test 10%

Chief examiner(s)

Mrs Imelda Williams

Contact hours

The academic elements comprise a 4 hour workshop, 8 hours of lectures, a 12 hour distance education package. The student is expected to undertake one hour of self-directed study for each contact/directed hour. Clinical experience comprises: 4 extended periods of 20 hours of supervised and directed clinical practice in MSCT and MRI.

Prerequisites

An overall pass at Level 3 of the BRadMedImag.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2012 (Day)
Gippsland Second semester 2012 (Day)
Gippsland Second semester 2012 (Off-campus)
Coordinator(s)Associate Professor Marlene Drysdale

Synopsis

This unit looks at the impact of colonisation and government legislation on the health and well being of Indigenous Australians. It also provides students with an overview of the complexity of Aboriginal health and ill health and examines access to health care systems and evaluates how Indigenous communities, remote, rural and urban practice self determination in the delivery of health care and well-being. The unit also moves the student from being a culturally aware to a culturally safe health professional.

Outcomes

At the conclusion of the Unit, students will be able to:

  1. Analyse the perspectives on health and well-being, and the social organisations of Australian Aboriginal and Torres Strait Islander peoples and other cultures.
  2. Discuss of the impact of colonisation and past and present policy on Australian Aboriginal and Torres Strait Islander peoples' health at the organisational, community, and individual level.
  3. Describe different indigenous worldviews (at the international level), speaking positions and goals in relation to their health and well-being.
  4. Relate interdisciplinary perspectives to Aboriginal and Torres Strait Islander peoples' health and well-being.
  5. Critically analyse information sources and be able to develop and sustain arguments in oral and written communication.

Assessment

Online Short Answer Test (1000 words) 20%; Essay (2000 words) 30%; Two Hour Examination (2000 words) 40%; Tutorial Attendance and participation (80% attendance required) 10%.

Chief examiner(s)

Associate Professor Marlene Drysdale

Contact hours

2 hr lecture/tutorial per week.


6 points, SCA Band 2, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Off-campus)
Coordinator(s)TBA

Synopsis

This unit, Alcohol and Other Drug (AOD) Issues in Rural Communities explores the context in which AOD use and management occurs in rural areas of Australia. The unit introduces students to current debates and issues in the AOD field and examines responses to these issues in the community and in alcohol and other drug services in rural areas. The focus of the unit is to critically appraise AOD issues and apply these understandings to particular rural communities.
This unit primarily takes the form of a series of case studies or scenarios that highlight particular issues relevant to the unit's broader topic areas. Students are required to respond to the case studies via small research style activities (for example sourcing information from local council or AOD services or studying readings) and then relate the findings to key topic questions in an online forum. The Case Study Discussion Forum will allow information to accrue that provides a valuable resource for use in unit assessment and allows students to interact with the unit advisor, fellow students and practitioners in the field.

Outcomes

  1. Identify some current health issues facing AOD users and AOD service providers in rural areas.

  1. Demonstrate a basic knowledge of interventions to reduce AOD related harm in rural Australia.

  1. Reflect on the ways that some key social factors influence AOD use and service provision in rural areas.

  1. Demonstrate an awareness of some theories about drug use and addiction in rural areas.

  1. Describe the relationship of the AOD issues identified during the unit to alcohol or drug use and service provision in a particular rural context.

Assessment

Discussion ongoing group forum (40%) Objectives 1-5.
One short Critique (20%) Objective 3.4
Essay (40%) Objective 1- 5

Chief examiner(s)

TBA

Contact hours

156 hours; 12 hours per week


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Off-campus)
Mildura First semester 2012 (Off-campus)
Coordinator(s)Ms Susan Armstrong

Synopsis

This unit examines health and illness patterns in rural/remote communities and factors that shape these such as differences in culture, social and economic demographics, lifestyle choices and differential access to health care services. Students will learn to critically analyse the psychosocial dimensions of health and relate this to the epidemiological data on health and illness patterns in Australia, including that of Aboriginal and Torres Strait Islanders (ATSI). Students will develop skills in effective evidence based planning for rural health services.

Outcomes

On completion of this unit students are expected to be able to:

1. evaluate the impact of geographic, environmental, social and cultural perspectives on diversity in the rural context/setting; 2. explain the nature of rurality from a global, national, state and cultural perspective; 3. critically analyse the characteristics of 'community'; 4. describe the health advantages and risks associated with living and working in a rural/remote community; 5. describe the psychosocial dimensions of health and their relationship to the epidemiological data on rural health; 6. critically examine the notion of 'Burden of Disease' as it relates to rural health; and 7. apply data related to rural/remote communities' health patterns and needs to critically evaluate the planning and delivery of rural health services and programs.

Assessment

Participation in on-line discussions: 10%
Community health services profile: 40%
Assignment: 50%

Chief examiner(s)

Ms Philippa Greene

Co-requisites

Must be enrolled in the Bachelor of Nursing and Rural Health Practice.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Off-campus)
Mildura First semester 2012 (Off-campus)
Coordinator(s)Ms Jenny Moloney

Synopsis

This unit aims to provide students with introductory counselling skills to assist both themselves and rural clients, families and communities when the need arises for a nurse counselling practitioner. Students will be equipped to respond effectively, while learning professional self care to sustain themselves in their rural context. The unit also incorporates the legal and ethical implications of providing counselling support in a diverse range of small communities where discretional judgement, sensitivity and possible referral may be required.

Outcomes

Having completed this unit it is expected that the student will be able to:

  1. construct a learning portfolio which demonstrates integration of rural counselling theory, practice and reflection;
  2. differentiate the skills associated with counselling practice;
  3. Evaluate the impact of self on the counselling role;
  4. competently apply basic counselling skills to appropriate situations;
  5. distinguish formal and informal referral services/networks and access;
  6. assess the legal and ethical implications of providing counselling support in small communities and
  7. explore the diversity of issues that may need to be considered when counselling people in rural and remote communities.

Assessment

Assignment: 30%
Oral assignment: 20%
Learning portfolio: 50%

Chief examiner(s)

TBA

Contact hours

Ms Annette Woodhouse

Prerequisites

NUR1401, NUR2104, NUR3104

Co-requisites

Must be enrolled in the Bachelor of Nursing and Rural Health Practice.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2012 (Off-campus)
Mildura First semester 2012 (Off-campus)
Coordinator(s)Ms Jenny Moloney

Synopsis

This on-line unit introduces students to the conceptual and analytic tools that will enable them to make informed judgements about the types of health services that best meet the needs of rural communities. On completion, students will be able to identify key stakeholders that influence the health agenda and rural environmental issues. The unit will focus on the relationship between the health needs of rural communities, health policy and rural health service models, such as multipurpose services (MPS), health streams, case management, nurse practitioner and primary health care models.

Outcomes

On completion of this unit students are expected to be able to:

  1. distinguish between the ideas that underpin the characteristics of health systems and service delivery models;
  2. demonstrate understanding of the policy process;
  3. describe the rural/regional health policy framework;
  4. explain the interrelationships between the health needs of rural communities, health policy and rural health service models;
  5. critically analyse health policy decision-making and implementation processes in the context of rural health care; and
  6. analyse and explain the relationship between rural health policy and a specific rural health issue.

Assessment

On-line poster presentation and discussion: 50%
Case study: 50%

Chief examiner(s)

TBA

Prerequisites

SRH3001


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2012 (Off-campus)
Mildura Second semester 2012 (Off-campus)
Coordinator(s)TBA

Synopsis

This on-line unit is designed to sensitize students to the dynamics of expanded rural health practice roles, enable them to negotiate the rural practice environment and sustain a career in rural health practice. The unit focuses on the dynamics of rural health practice by exploring the impact that living and working in a rural environment has on individuals, health services and rural health outcomes. The unit requires students to undertake a clinical health project relevant to a contemporary health issue within a rural or remote community.

Outcomes

On completion of this unit students are expected to be able to:

  1. discuss the impact that living and working in a rural environment has on nursing and nurses;
  2. critically appraise the issues confronting health professionals who work in rural settings;
  3. describe the range of expanded practice roles that rural nurses undertake;
  4. critically examine the contribution of rural nursing practice to improving health outcomes of rural communities;
  5. evaluate the impact of the rural environment on health service planning and delivery;
  6. critically analyse the dynamics of expanded rural health practice roles; and
  7. integrate concepts of dynamics of rural practice in development of a clinical project that addresses a specific health need of a rural/remote community.

Assessment

Assignment: 20%
Assignment: 40%
Clinical poster: 40%

Chief examiner(s)

TBA


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Caulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Grace Brown

Synopsis

This subject is an introduction to the profession of Social Work. It will cover the history and contemporary context of practice. Students will be introduced to the values and ethics of the profession, and will consider contemporary issues in the field - such as climate change, Indigenous issues, human rights, diversity, the role/reality of the welfare state, globalization. Sessions will focus on methods of Social Work practice - for instance case work, research, policy development- and/or a field of practice- such as child protection, aged care, drug and alcohol, mental health.

Outcomes

Upon successful completion of this unit the student will be able to:

  1. Identify the various methods and fields of social work practice
  2. Articulate the importance of research, policy and evaluation on practice
  3. Describe the historical and contemporary issues that influence social work practice
  4. Recognize the impact of self on practice
  5. Demonstrate how social work knowledge, values and ethics impact on the development of a social work identity.

Assessment

ASSESSMENT TASK 1
Essay 1,500 words 30%
ASSESSMENT TASK 2
ON CAMPUS:Small group in-class presentation 1,000 words 30%.
OFF CAMPUS LEARNING:Small group (5 students) posting of 1,000 words 30%
ASSESSMENT TASK 3
Individual assignment 2,000 words 40%.

Chief examiner(s)

Ms Grace Brown

Contact hours

ON CAMPUS: lecture - 1 hour; tutorial/ workshop - 2 hours; reading - 3 hours; preparation of assignments - 3 hours; library and internet searches - 3 hours
OFF CAMPUS LEARNING: On-line and independent workbook based exercises - 3 hours; reading - 3 hours; preparation of assignments - 3 hours; library and internet searches - 3 hours. There is no residential component.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Kerry Brydon

Synopsis

This unit introduces students to the nature of social work and social issues in contemporary society. A range of intervention methods will be explored and some key contemporary debates explored.

Some of the issues that will be examined will be definitions of social work and reflective practice. Social issues to be considered will include children's issues, disability and ageing. Students will be encouraged to consider case examples and to examine social responses with a view to determining the effectiveness of response.

Outcomes

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

  1. articulate an understanding of the nature of contemporary social work and analyse critical challenges to social work;

  1. demonstrate and articulate an initial understanding of the key methods of social work intervention;

  1. discuss the structural factors that impact on social problems;

  1. reflect on their own values and responses to the issue presented and to articulate the values and ethics that underpin these responses;

  1. identify tensions between international perspectives and local social work practice; and

  1. locate and evaluate relevant academic resources including electronic resources.

Assessment

Essay (2500 words in twp parts): 50%
essay (2000 words): 30%
class presentation (equivalent to 1500 words): 20%

Chief examiner(s)

Dr Kerry Brydon


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Kerry Brydon

Synopsis

This unit introduces students to a life course perspective on human development. The course emphasises the importance of human development to social work practice and the development of social work interventions.

Outcomes

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

  1. articulate an understanding of the importance of human development to social work practice;

  1. identify and discuss the developmental tasks that confront people throughout their life course;

  1. critically explore whether human development perspectives are common across ethnic, national and cultural identity even through behaviour is acquired, maintained and changed in different contexts;

  1. demonstrate and articulate a beginning capacity to integrate human development theory with social work skills and intervention; and

  1. begin to develop skills in team work.

Assessment

Essay (2000 words): 30%
Autobiographic analysis (2500 words): 50%
Class presentation (in small groups): 20%

Chief examiner(s)

Dr Kerry Brydon


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Kerry Brydon

Synopsis

This unit introduces students to the context of social work practice. This means that there will be analysis of the impact of globalisation on practice and there will be examination on the links between policy and practice. There will also be discussion of key practice issues and the need to maintain emphasis on professional development.

Some of the topics covered will include globalisation, development of policy, practice issues such as poverty, children's issues and the impact of urban development on practice and policy. Finally there will be examination of professional development with emphasis on supervision and the prevention of professional burnout.

Outcomes

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

  1. explain how global events influence social work practice;

  1. identify, analyse and articulate the nature of social policy;

  1. identify and articulate the factors that determine social policy including international factors;

  1. identify and examine the links between social policy and social work practice with reference to how organisational structure and culture influences practice;

  1. discuss the key issues in practice and professional development and be able to articulate these; and

  1. present their findings in a range of forms including oral, written and electronic.

Assessment

Essay (in 2 parts, 2500 words): 50%
Essay (2000 words): 30%
Class presentation: 20%

Chief examiner(s)

Dr Kerry Brydon


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Ms Kerry Brydon

Synopsis

This unit introduces students to key sociological concepts that influence human development and behaviour. A range of areas will be examined including issues of the psychosocial person, the spiritual person and narrative approaches. Social institutions and structures that influence families and communities will be identified and examined.

This unit is intended to complement Introduction to human development A. Introduction to human development A offers a theoretical overview of human development whereas Introduction to human development B seeks to locate the human experience in the social context.

Outcomes

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

  1. explain the effects on individuals of their physical, social, emotional and political environments;

  1. identify and critique influences of gender, culture, sexuality and political structures on human experience; and

  1. present their knowledge in a range of ways including graphically, written and oral.

Assessment

Essay (2500 words): 50%
Essay (2000 words): 30%
class presentation: 20%

Chief examiner(s)

Dr Kerry Brydon


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

Direct practice skills are an essential component of social welfare practice. This unit offers the opportunity to develop preparatory skills central to the formation of a helping relationship. There will be particular emphasis on working with individuals coming into contact with the child welfare and aged care contexts.

Outcomes

Upon successful completion of this unit students should be able to:

  1. Identify the basic elements of the helping relationship and demonstrate skills in these particularly for working with children, young people and older people;
  2. Discuss a range of ethical issues relating to direct practice particularly for individuals coming into contact with the child welfare and aged care fields of practice;
  3. Identify the role of values in direct practice with individuals, with particular emphasis on the child welfare and aged care fields;
  4. Demonstrate beginning skills appropriate for direct practice with individuals, with particular emphasis on the child welfare and aged care fields; and
  5. Articulate an understanding of the implications of the social context for direct practice with individuals, with particular emphasis on the child welfare and aged care fields.

Assessment

Classroom participation and role plays 20%
Assignment reviewing student skills development 30% worth of the unit mark.
Analysis of a case study worth 50% of the unit mark.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit will broadly explore the legal mandate and legal processes through which policies in social welfare are implemented. It will also consider key legal dilemmas that impact on social welfare service delivery.

Outcomes

Upon successful completion of this unit students should be able to:

  1. Outline the origins and purpose of the law, including human rights considerations, particularly as applicable to children and older people;
  2. Identify the values and principles that underpin the law including the nature of ethics and ethical practice, how these apply in practice and tensions that may arise;
  3. Identify the legal systems and terminology that may affect individuals and families with particular reference to the child welfare and aged care groups; and
  4. Discuss how legal frameworks and welfare service delivery systems interact.

Assessment

One assignment of 2,000 words worth 45% of the unit mark. Report of student attendance at a Court or Tribunal hearing.
One assignment of 2,500 words worth 55% of the unit mark.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

Students will explore two main areas of welfare provision namely child welfare and aged care. This unit will form one specific basis to guide the students in their choice of specialization for the remainder of their studies.

Outcomes

Upon successful completion of this unit students should be able to:

  1. Outline a model of service delivery that encompasses the primary, secondary and tertiary elements of social welfare provision;
  2. Identify and critically analyze the ways in which children and older people have been constructed over time and in the contemporary context;
  3. Construct child welfare and aged care as issues concerned with public health and the promotion of social justice;
  4. Critically analyze child welfare and aged care in terms of development across the lifespan; and
  5. Explain broad policy responses, themes, characteristics and limitations in response to child welfare and aged care.

Assessment

One essay of 2,000 words worth 40% of the unit mark and one essay of 2,500 words worth 60% of the unit mark.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.

Co-requisites

This unit is a co-requisite for students in the Bachelor of Health Promotion wishing to undertake either SWK3380 or SWK3390 at level 3


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick First semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

This is an introductory unit that introduces students to the theories and contemporary debates concerning social welfare, with particular reference to child welfare and aged care, as well as the institutional and organizational settings of social welfare. Throughout the unit there will be a particular emphasis on the practice settings of child welfare and aged care.

Outcomes

Upon completion of this unit students should be able to:

  1. Describe the nature of social welfare and its various activities and fields of practice with particular reference to child welfare and aged care practice;
  2. Locate activities within the spectrum of roles performed by social welfare practitioners ranging from direct casework practice through to research and policy formulation with particular reference to child welfare and aged care practice;
  3. Describe some key theories which apply to direct practice and demonstrate a beginning understanding of when and how to use these theories; and
  4. Debate the current roles and future directions for social welfare practice with particular reference to child welfare and aged care practice.

Assessment

Assignment of 2,250 words analyzing the nature of social welfare practice in the contemporary setting, worth 50% of the unit mark.

Assignment of 2,250 words outlining a vision for future practice, worth 50% of the unit mark.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

The unit intends to help students develop knowledge and insight into the everyday activities of community work and the theoretical assumptions that underpin community work and how these relate, in particular, to the child welfare and aged care contexts.

Outcomes

Upon completion of this unit students should be able to:

  1. Discuss the concept of community and community work, including that ways it may apply to child welfare and aged care contexts;
  2. Compare different models community work including community development, community organization, social action and social planning;
  3. Understand the value and ideological bases of community work, including that ways these may apply to child welfare and aged care contexts; and
  4. Understand appropriate ethical behaviors and standards in community work.
  5. Critically analyze how different types of organizations influences community work with emphasis on child welfare and aged care settings.
  6. Understand the roles, strategies and skills central to community work.

Assessment

Assignment of 1,000 words worth 40% of the unit mark - interview of a community development worker or attendance at a community group meeting or forum.
Assignment of 3,500 words worth 60% of the unit mark - analysis of a contemporary community development project

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit investigates the major political and ideological debates that have, and do, influence social welfare provision in historical and contemporary context, particularly with respect to the fields of child welfare or aged care.

Outcomes

Upon successful completion of this unit students should be able to:

  1. Understand the meaning and nature of social policy and that ways it can be understood from different theoretical and practical points of view;
  2. Critically evaluate the way political parties deal with key issues and describe key trends and philosophies that underpin the position of major political parties;
  3. Discuss key theories and ideological perspectives in social policy and apply these to selected practice fields with particular emphasis on child welfare and aged care;
  4. Discuss the link between social policy and the goals and values of social welfare practice how these relate to child welfare and aged care;
  5. Critically analyze the impact of structure and social policy on the users of social welfare services with particular reference to child welfare and aged care service users; and
  6. Implement social policy interventions in their everyday practice.

Assessment

One 1,500 word written analysis of media coverage of a social policy issue worth 40% of the unit mark.
One 3,000 word essay, worth 60% of the unit mark analyzing recent developments in a selected area of policy debate in either child welfare or aged care.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to three hours of direct teaching classes per week and are expected to complete nine hours of independent study each week.


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBerwick Second semester 2012 (Day)
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit has two components and focuses on the development of direct assessment, planning and intervention skills utilizing through

  1. classroom teaching and
  2. direct supervised clinical placement.

Outcomes

Upon successful completion of this unit students should be able to:

  1. Demonstrate beginning competence in interviewing, assessment, planning and intervention skills with particular reference to child welfare and aged care settings.
  2. Demonstrate an understanding of selected theoretical approaches and the ways in which these theories can be integrated in practice.
  3. Evaluate the ways in which theory and practice can be integrated.
  4. Understand the multi-dimensional nature of social welfare assessment and intervention with particular reference to child welfare and aged care settings.
  5. Critically evaluate some of the strengths and limitations of working within human service organizations.
  6. Critically evaluate the impact of 'self' in the social welfare context.

Assessment

Students are required to successfully complete both components of the unit in order to pass the unit. The unit is marked as pass grade only (PGO). Students will complete a clinical placement and submit assessment reports and also a number of in-class role play assessments. The fieldwork component is worth 50% of the unit mark and the skills component is worth 50% of the unit mark with each assignment is the skills component worth 25% of the unit mark.

Chief examiner(s)

Dr Kerry Brydon

Contact hours

Students will attend up to two hours of direct teaching classes per week and are expected to complete one hour of independent study each week. Students are also required to attend a clinical placement agency for a minimum of three days per week for a total of 320 hours during which time they will not be required to attend any on-campus lectures or tutorials.

Prerequisites

SWK2100 and SWK2120
Students will also be required to satisfactorily undertake National Police Checks and Working with Children checks (where the WWC is required by the organization).


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Caulfield Full year 2012 (Day)
Caulfield Full year 2012 (Off-campus)
Singapore Full year 2012 (Flexible)
Coordinator(s)Ms Marija Dragic

Synopsis

The unit focuses on the development of assessment and planning skills and related issues of practice.

Outcomes

To enable students to develop beginning competence in assessment of and intervention into clients problems.

Assessment

Students need to complete both components (Skills and Fieldwork Placement) in order to pass the unit. Students are required to submit two pieces of work (1000 words each) for the Skills component of this unit. While on placement for 70 days, students are required to complete a case study or report of 1500 words and a critical incident analysis of 1500 words in addition to a learning agreement and comments on their mid and final placement reports. This unit is pass grade only (PGO).

Chief examiner(s)

Ms Marija Dragic

Contact hours

2 hours per week skills practice workshops and seminars plus 14 weeks full time practicum

Prerequisites

Must have passed an one of SWK3240 or SWK3400


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Robyn Mason

Synopsis

This unit is an introduction to the field of social work, its history, theory and knowledge base, ethics, and role in the human services. The application of social work research knowledge in tackling disadvantage is highlighted.

Outcomes

At the conclusion of this unit students should be able to understand and debate the nature of social work, its role and function in society; to begin to critically analyse that role; to understand and debate the role of ethics in social work; and to articulate the role of research in tackling human disadvantage.

Assessment

Essay (2250 words): 50% Essay (2250 words): 50%

Chief examiner(s)

Dr Robyn Mason

Contact hours

3 hours per week

Prerequisites

Completion of 48 Points at tertiary level. Social Work units are available only within the context of the Bachelor of Social Work degree, or with permission.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Catherine Flynn

Synopsis

This unit covers the place of research in social work and in the development of social work knowledge; the process and utilisation of social work research, the most commonly used social work research techniques and skills, emphasising how the various quantitative and qualitative methods may be synthesised within the one research project, and quantitative and qualitative data analysis.

Outcomes

After studying this unit students should be able to articulate the place of research in social work; understand and articulate the most commonly used research techniques in social work and the skills required to implement them; demonstrate the ability to critically evaluate existing research literature and understand and demonstrate the capacity to use common data analysis techniques.

Assessment

Three assessment tasks:
Assessment task 1: 750 words (15%) - Critique of a published research article

Assessment task 2: 1500 words (35%) - Identification of social problem, review of literature and development of a research question

Assessment task 3: 2250 (50%) - Proposed methodology

Chief examiner(s)

Dr Catherine Flynn

Contact hours

3 hours per week

Prerequisites

Completion of 48 points at first-year level. Social Work units are available only within the context of the Bachelor of Social work degree, or with permission.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Uschi Bay

Synopsis

This unit introduces students to direct social work practice with individuals. It examines the nature and definition of direct social work practice; examines some of the value-based and contentious issues in social work practice; considers some of the theories which have influenced direct social work practice; and examines a problem solving model for working with individuals. It also provides an opportunity for students to apply social work skills in small group class exercises and role-plays.

Outcomes

At the conclusion of this course students will be able to:

  1. articulate the nature of direct social work practice (casework) and how it differs from other forms of interpersonal helping;

  1. apply a range of social work practice theories, models and research findings to particular case situations;

  1. identify and debate controversial issues in direct social work practice;

  1. identify the basic elements of the casework process including assessment, the relationship, and the problem solving process; and

  1. demonstrate through role - played interviews their ability to apply social work skills and interventions.

Assessment

A class examination or essay (2 hours): 50%
Role play: 10%
Analysis of role play (1,800 words): 40%Students must gain 50 percent for theory (examination or essay) and 50 percent for practice (role play and analysis of role play) and practice sections in order to pass this unit.

Chief examiner(s)

Dr Uschi Bay

Contact hours

3 hours per week

Prerequisites

Social Work units are available only within the context of the Bachelor of Social Work degree, or with permission.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Uschi Bay

Synopsis

A life course approach to human development with particular emphasis on life stage transitions, including death, variations in human behaviour, and the impact of specific life crises, and consideration of the implications for social work practice.

Outcomes

Students who have completed this unit should be able to understand and explain the specific developmental tasks confronting individuals throughout the lifespan, including the courses of variation in individual development; critically evaluate the values and assumptions underpinning various theoretical approaches to human development; demonstrate an awareness of the impact of gender, disability, sexuality, class and culture on development, as well as the impact on individuals of non-normative events such as family violence and family breakdown; and be able to apply this knowledge to professional, ethical social work practice.

Assessment

Assignment (2000 words): 40%
Assignment: 60%.

Chief examiner(s)

Dr Louise Oliaro

Contact hours

3 hours per week

Prerequisites

Completion of 48 points at first-year level. Social Work units are available only within the context of the Bachelor of Social Work degree, or with permission.


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Uschi Bay

Synopsis

This unit covers child, adolescent and adult development with an emphasis on the development of resilience across the life course. A particular focus is on relevant contextual factors at individual, family, community and societal levels that impede or enhance development. The unit includes a social work practice theory section that provides an orientation to the theory of direct social work practice with individuals and families focusing on one to one work with individuals and on working with family groups. The unit has a skills component that includes assessment, engagement and the development of intervention strategies through the use of role plays, case studies.

Outcomes

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

  1. Explain the specific developmental needs that arise in childhood, adolescence and adulthood
  2. Outline the biopsychosocial model of child, adolescent and adult development in relation to relevant contextual factors
  3. Analyse the values and assumptions underpinning various theoretical approaches to working with individuals and families
  4. Summarize the key evidence in relation to the effectiveness of different approaches to social work practice (with individuals and families)
  5. Demonstrate the basic elements of the social work process including assessment, the worker/client relationship.
  6. Recognise and articulate practice implications for working with individuals, children and families from different cultural groups
  7. Demonstrate basic skills in engaging with assessment of and intervention with clients
  8. Demonstrate the ability to show self-awareness and critically reflective on your own social work practice

Assessment

Essay (1500 words 20%), a case study analysis (3,000 words 30%) and completion of role play(2000w) (25%) assessment activity with a critical reflection of their role play(2000 words and 25%).

Chief examiner(s)

Dr Uschi Bay

Contact hours

The unit runs for 12 weeks. Students are expected to undertake 312 hours per semester study. Students are expected to use their study time to attend on-campus lectures and workshops to undertake the weekly unit tasks as set out in the Unit Outline and in the off-campus Unit Guide, which include set readings; and, to complete three assignment tasks: an essay (1500 words), a case study analysis (2,500 words) and completion of role play assessment activity with a critical reflection of their role play.

Off-campus attendance requirements

Mandatory attendance is required by off-campus students for a 3 days workshop which is held at the Caulfield campus in the first week of May.

Prohibitions

SWK3240


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Associate Professor Philip Mendes & Dr Robyn Mason

Synopsis

This unit explores the concept of 'community' and its applications in Australian society; the theory and practice of the various community work models (social planning, community development and social action); the role of community work in social work activities; and the skills involved in the practice of community work.

Outcomes

On completion of this unit students should be able to understand and evaluate different perspectives on the nature of community; understand and evaluate the different models of community work, their ideological bases and the skills they involve; and apply this knowledge to the practice of community work within social work setting.

Assessment

Interview with community development worker (1000 words): 30%
Essay (3500 words): 70%

Chief examiner(s)

Associate Professor Philip Mendes

Off-campus attendance requirements

Mandatory attendance is required by off-campus students for a 1 day workshop which is held at the Caulfield campus in the first week of June.

Prerequisites

SWK3400 or SWK3240

Prohibitions

SWK4410


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Grace Brown

Synopsis

Most social work is practiced in an organisational setting. In order to work effectively, social workers need to understand organisational processes and how they impact on practice. This unit studies organisational theory and structure and research knowledge about organisations as a basis for assessing human service organisations. This knowledge is applied particularly in the areas of program planning and evaluation and organisational change.

Outcomes

By the end of this unit students should be able to use knowledge gained from theory and research to assess organisations; and have beginning competence in program planning, program evaluation, and organisational change.

Assessment

Essay (1500 words): 33%
Major essay (3000 words): 67%

Chief examiner(s)

Ms Grace Brown

Contact hours

3 hours per week

Prohibitions

SWK4440


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Caulfield Full year 2012 (Day)
Caulfield Full year 2012 (Off-campus)
Singapore Full year 2012 (Flexible)
Coordinator(s)Dr Catherine Flynn

Synopsis

The honours research methods unit introduces students to the theoretical methodological and ethical issues that underpin social work research. It provides direction and guidance to honours students in identifying a meaningful research question and develops the skills and knowledge students need to develop a research proposal. It re-introduces students to quantitative and qualitative research frameworks and data analysis techniques they need to both undertake their study and write a research report.

Outcomes

  1. Identify a research topic that addresses a significant social work issue
  2. Utilise acquired knowledge of the research process to develop an honours project proposal
  3. Critically review literature in their research area
  4. Formulate a researchable question
  5. Review research frameworks to inform methodological choices
  6. Present an informed discussion of the ethical issues involved in their research project, including the completion of an ethics application as appropriate

Assessment

Completion of the research proposal - literature review and methodology (4,500 words) and submission of relevant ethics application: 100%

Chief examiner(s)

Dr Catherine Flynn

Off-campus attendance requirements

OCDL students are required to attend at least one on campus workshop.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Dr Catherine Flynn

Synopsis

This unit provides students with the opportunity to deliver a presentation on their research study. Students will describe the research method and data analysis plan for their honours study. The feedback students receive on their presentation assists in the development of the final version of their research report.

Outcomes

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

  1. Collect and prepare data for analysis
  2. Demonstrate skills in data analysis suitable to the data collected
  3. Demonstrate appropriate verbal and written skills in communicating about their research project and findings
  4. Present and lead a discussion with peers on their project, utilising feedback.

Assessment

Hurdle requirement - presentation. Students are required to give an oral presentation of their project (in class, or online for distance students)
Written presentation of the study's findings and discussion of these in the context of prior research (Results and Discussion): 100%

Chief examiner(s)

Dr Catherine Flynn

Prerequisites

SWK4001. Social Work units are available only within the context of the Bachelor of Social Work degree, or with permission.

Co-requisites

SWK4003


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Dr Catherine Flynn

Synopsis

This unit is the preparation for submission of the honours thesis of 10,000 words (minimum length). The dissertation is the final version of the research project undertaken by the student during the honours programme. The research project involves addressing a meaningful research question and selecting an appropriate method that draws on quantitative and qualitative data collection and analysis to gather the findings that complete the research project. The honours thesis is examined by a member of the academic staff (not the supervisor) and a second examiner within the Department of Social Work.

Outcomes

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

  1. Demonstrate sustained collaboration with an academic supervisor
  2. Demonstrate the development, implementation and documentation of a focused research project
  3. Demonstrate well-developed academic writing skills
  4. Prepare and submit the report of the research outcomes in a 10,000-12,000 word thesis
  5. Disseminate research findings

Assessment

Presentation of the honours dissertation (10,000 - 12,000 words): 100%

Chief examiner(s)

Dr Catherine Flynn

Co-requisites

Available to students enrolled in Honours degree of Bachelor of Social Work only


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Marija Dragic

Synopsis

This unit uses a range of case studies to assist the student in working through the complex issues faced by many social work clients. The unit asks the students to reflect on their knowledge and theory to draw upon appropriate assessment and intervention techniques for a range of social work situation.

Outcomes

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

  1. Develop the ability to critically reflect on their own values and how this impacts on social work practice
  2. Develop an understanding and appreciation of the depth and complexity of use of self in professional practice
  3. Develop an understanding of complexity in areas such as but not limited to ageing, cultural and linguistic diversity, class, family dysfunction, violence, poverty and disability.
  4. Develop an understanding of theoretical approaches and models of practice to be able to respond to the complexity of diversity in social work practice.
  5. Develop a framework for dealing with complexity in social work and the ability to develop appropriate strategies and interventions

Assessment

Assignment 1: 1500words - 40%
Assignment 2: 3000 words - 60%

Chief examiner(s)

Marija Dragic

Contact hours

On campus students will be required to attend a 2 hour lecture per week and undertake 10 hours of private research and study.

Off-campus attendance requirements

Off-campus students are expected to undertake 144 hours per semester in private study, completing readings and other tasks as outlined on the Blackboard site in the off-campus Unit Guide, and to complete three assignment tasks.

Prerequisites

SWK3180 for 2012


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Dr Deborah Western

Synopsis

This unit requires students to work in groups, develop a relationship with a community organisation and complete a project nominated by the agency. The unit has a focus on the theory and practice of groupwork, including the historical development of this social work method, planning and implementing a groupwork program, communication in groups, managing group conflict and group leadership. Students will also learn to establish and negotiate relationships with agency personnel in the field, analyse and manage group processes and successfully complete a 'real-world' group project. The unit will introduce students to community engagement, processes of project management and practice challenges in the field.

Outcomes

describe the stages of group development and types of groups

  1. Apply the stages of group development to the student group project
  2. Analyse the impact of different group leadership styles and processes
  3. demonstrate a beginning level of competence in group problem-solving strategies relevant to a range of social work contexts
  4. critically analyse all aspects of their own group experience through engaging in critical reflection
  5. Engage effectively with professionals in a nominated partner agency through the use of community engagement processes
  6. Articulate the features of an effective community engagement process
  7. Examine the group and project processes and outcomes through application of evaluation methods appropriate to a range of groupwork interventions

Assessment

2 hurdle requirements
A structured reflective journal (2500 words) (assessing objectives 1, 2, 3, 4 and 5) (60%).
Contribution to a group project report (2000 words assessing objectives (6, 7 and 8) (40%).

Chief examiner(s)

Dr Deborah Western

Contact hours

The unit runs for 12 weeks. Students are expected to undertake 144 hours per semester study. Students are expected to use their study time to attend on-campus lectures and workshops, undertake tasks set out in Blackboard, which include set readings; and, to complete the assessment tasks.


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Associate Professor Rosemary Sheehan & Dr Melissa Petrakis

Synopsis

This unit provides an ecological approach to the understanding of contemporary health and mental health concerns that impact on the individuals and families who come to the attention of social work. The subject incorporates weekly direct practice skills seminars to develop key skills for effective social work practice in the health and mental health fields. Social Work interfaces with a range of clients and practice contexts in community health and mental health, in disability, in drug and alcohol settings, in rural and regional settings.

Outcomes

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

  1. identify appropriate competencies for the practice domains that intersect with mental health, including legal and statutory responsibilities;
  2. demonstrate key communication and assessment skills necessary for effective practice with a range of clients in diverse health settings;
  3. reflect critically on their practice- specifically the integration of theory and practice in challenging client situations;
  4. describe specific health problems, recognise the social and psychological components, causes and consequences of ill-health, and have a critical awareness of the socio-economic dimension of health problems;
  5. demonstrate knowledge of the practice and policy frameworks that animate health and mental health and consumer services in Australia;
  6. articulate the factors that influence health and mental health needs of clients and propose distinct and distinctive responses to these;
  7. assess the nature of health and mental health issues and the contributions made by the wide range of professional groups who work with individuals experiencing mental illness;
  8. identify key issues and demonstrate skills in working effectively with clients in health and mental health settings;
  9. structure and present a report on a substantive health issue.

Assessment

Completion of three assignment tasks: a literature review (2,000 words, 25%), a major assignment (5,000 words, 50%) and a skills assessment exercise (2,000 words, 25%). Students must pass all assessment tasks to successfully complete the unit

Chief examiner(s)

Associate Professor Rosemary Sheehan

Contact hours

The unit runs for 13 weeks. Students are expected to undertake 312 hours per semester study. Students are expected to use their study time to attend on-campus lectures and workshops, undertake the weekly unit tasks as set out in the Unit Outline and in the off-campus Unit Guide, which include set readings; and, to complete three assignment tasks of a literature review (2,000 words), a major essay (5,000 words) and a skills assessment exercise (2,000 words).

Off-campus attendance requirements

Mandatory attendance is required by off-campus students for a workshop which is held at the Caulfield campus.

Prerequisites

SWK3400 or SWK3240


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Associate Professor Philip Mendes & Dr Robyn Mason

Synopsis

This unit explores the concept of 'community' and its applications in Australian society; the theory and practice of the various community work models (social planning, community development and social action); the role of community work in social work activities; and the skills involved in the practice of community work.

Outcomes

On completion of this unit students should be able to understand and evaluate different perspectives on the nature of community; understand and evaluate the different models of community work, their ideological bases and the skills they involve; and apply this knowledge to the practice of community work within social work setting.

Assessment

Interview with community development worker (1000 words): 30%
Essay (3500 words): 70%

Chief examiner(s)

Associate Professor Philip Mendes

Contact hours

2 hours per week

Prohibitions

SWK3410


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Rosemary Sheehan

Synopsis

An introduction to the social work knowledge and skills necessary for conceptualising and assessing health and mental health problems. The unit provides a framework for understanding contemporary health concerns which impact on the individuals and families who come to social work attention. The subject also looks at contemporary approaches to service provision for people with general health or psychological disorders, and at relevant legislation and ethical issues that influence the provision of health services in the community.

Outcomes

By the completion of this unit students should have an understanding of the knowledge and skills appropriate for understanding and assessing health and mental health problems; a knowledge of the role of social work in health and mental health settings; and an understanding of the key services in the health and mental health fields.

Assessment

Literature review: 30%
Examination (1 hour): 30%
Major essay (2000 words): 40%

Chief examiner(s)

Associate Professor Rosemary Sheehan

Contact hours

4 hours per week

Prerequisites

SWK 3250. Social work units are only available within the context of the Bachelor of Social Work degree, or with permission.


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Dr Philip Mendes, Grace Brown

Synopsis

This unit will introduce students to an understanding of leadership in the human services in Australia as a requirement for social work practice, one that is not always understood or accepted professionally. Students undertaking this unit will be introduced to theories of leadership of human service organisations, their programs and policies, and leadership of the new organisational phenomena in this sector, large community service departments, non-governmental consortia, and advocacy organisations. They will also be introduced to notions of leadership in social work - leadership through research, advocacy and community action.
In addition, the unit provides students with an advanced understanding of social policy including progressive and conservative critiques of the welfare state, an introduction to the relationship between globalisation and the welfare state, and an introduction to key welfare advocacy and lobby groups such as the Australian Association of Social Workers, the Australian Council of Social Service, and Christian welfare organisations

Outcomes

  1. Critically analyse theories of leadership for the human services in Australia.
  2. Contrast leadership theories with selected leaders' experiences and identify and analyse the differences.
  3. Articulate where leadership opportunities and responsibilities exist within the human services sector.
  4. Identify the components of leadership in the human services sector and the distinguishing features of leadership in the human services field.
  5. Develop a compendium of materials on leadership in the human services.
  6. To debate marxist, feminist, neoliberal and other ideological critiques of the welfare state, and their implications for particular policy areas;
  7. To critique the roles, strategies, and effectiveness of a range of NGO and consumer advocacy/lobby groups in social policy debates;
  8. To articulate the link between local and global welfare trends.

Assessment

Essay (2500 words): 50%
Essay (2500 words): 50%

Chief examiner(s)

Associate Professor Philip Mendes

Contact hours

2 hours per week


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield First semester 2012 (Day)
Caulfield First semester 2012 (Off-campus)
Singapore First semester 2012 (Flexible)
Coordinator(s)Assoc. Prof. Philip Mendes and Grace Brown

Synopsis

Honours students will be introduced to an understanding of leadership in the human services in Australia as a requirement for social work practice, one that is not always understood or accepted professionally. Students undertaking this unit will be introduced to theories of leadership of human service organisations, their programs and policies, and leadership of the new organisational phenomena in this sector, large community service departments, non-governmental consortia, and advocacy organisations. They will also be introduced to notions of leadership in social work - leadership through research, advocacy and community action.
In addition, the unit provides students with an advanced understanding of social policy including progressive and conservative critiques of the welfare state, an introduction to the relationship between globalisation and the welfare state, and an introduction to key welfare advocacy and lobby groups such as the Australian Association of Social Workers, the Australian Council of Social Service, and Christian welfare organisations.

Outcomes

  1. Critically analyse theories of leadership for the human services in Australia.
  2. Contrast leadership theories with selected leaders' experiences and identify and analyse the differences.
  3. Articulate where leadership opportunities and responsibilities exist within the human services sector.
  4. Identify the components of leadership in the human services sector and the distinguishing features of leadership in the human services field.
  5. Develop a compendium of materials on leadership in the human services.
  6. To debate marxist, feminist, neoliberal and other ideological critiques of the welfare state, and their implications for particular policy areas;
  7. To critique the roles, strategies, and effectiveness of a range of NGO and consumer advocacy/lobby groups in social policy debates;
  8. To articulate the link between local and global welfare trends.

Assessment

One oral presentation (70%):
Students will individually present an analysis of their proposed Honours study focusing on the following key areas:
1. The theoretical, political and policy context of the problem they are examining (Meets Learning Objective 6, 7, 8)
2. Relevant leadership theories and styles which could be utilised to implement their study in the human services sector (Meets Learning Objectives 1, 2)
3. The challenges to 'leadership through research' in the current human services sector and strategies for addressing these (Meets Learning Objectives 3, 4, 5)

This assessment is both summative - requiring students to demonstrate understanding of the social and practical context of their research; and formative - students will engage with ideas which they will develop further in the Honours dissertation (SWK4003)

One written paper (30%): outlining the oral presentation.
This can either be a formal written essay (Word limit 1000 words) or a PowerPoint presentation (Limit 10 slides).

Chief examiner(s)

Assoc. Prof. Philip Mendes

Contact hours

2 hours per week


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2012
Coordinator(s)Assoc. Prof. Philip Mendes

Synopsis

Honours students will be introduced to the specific role of social work in social policy analysis, practice and advocacy. Areas covered will include key theories in social policy, understanding the link between social policy and the goals and values of social work, ideological critiques of the welfare state and their implications for particular policy areas, the role of lobby groups in social policy debates, and the link between local and global welfare trends.

Outcomes

  1. To describe the meaning and nature of social policy, from different theoretical and practical points of view;

  1. To describe the key trends and philosophies underlying the positions of major political parties;

  1. To apply key theories and ideological perspectives in social policy to selected fields; and to learn how understanding different philosophical perspectives helps both to explain the nature of current policies influenced by particular philosophies, and to increase the options for policy development and change;

  1. To describe the impact of social structure and social policy on welfare service users;

  1. To discuss the role of social policy implementations upon their everyday social work practice as required by the Australian Association of Social Workers Practice Standards for Social Workers which require social workers to "promote and implement policies and practices which would achieve a fair, equitable and effective allocation of social resources; and identify inappropriate or equitable policy goals and outcomes".

  1. To debate marxist, feminist, neoliberal and other ideological critiques of the welfare state, and their implications for particular policy areas;

  1. To critique the roles, strategies, and effectiveness of a range of NGO and consumer advocacy/lobby groups in social policy debates;

  1. To articulate the link between local and global welfare trends.

Assessment

One oral presentation (70%):
Students will individually present an analysis of their proposed Honours study focusing on the following key areas:
1. The theoretical, philosophical and political context of the problem they are examining (Meets Learning Objectives 2, 3 and 7)
2. The intersection of their chosen study topic with current social policy: how their topic is both informed by and can inform policy (Meets Learning Objectives 1, 4, 5, 6, 8 )
One written paper (30%): outlining the oral presentation.
This can either be a formal written essay (Word limit 1000 words) or a PowerPoint presentation (Limit 10 slides).

Chief examiner(s)

Assoc. Prof. Philip Mendes

Contact hours

12 hours per week

Off-campus attendance requirements

Two hour weekly lecture


6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Coordinator(s)Associate Professor Rosemary Sheehan

Synopsis

This unit will introduce students to an understanding of leading sustainable and healthy change in Australia as a requirement for social work practice, with particular emphasis on mental health. Because of the significant social impacts of mental health on health living, this unit provides a social work perspective on the link between people, communities and the policy environment.

This unit examines these perspectives and the potential social work response. It draws on frameworks for practice with a particular emphasis on mental health, and examines policy responses and how these are potentially shaped by key stakeholders and leaders to the exclusion of others. Critical concepts are mental health, social inclusion, resilience and well-being. The unit draws out ways for social workers to become critical change agents.

Outcomes

  1. Articulate a critical understanding of the broader social and policy dimensions of mental health
  2. Identify relevant social work responses to current and emerging social impacts of mental health in the community context
  3. Critically analyse the factors used to construct mental health problems, and the predominating paradigms which influence thinking and understanding of mental health problems.
  4. Demonstrate knowledge of social work's role in policies and practices relating to well being and social sustainability
  5. To consider the broader social and policy dimensions of mental health problems; specifically in relation to a broad notion of health.

Assessment

Group task (1500 words): 30%
Journal critique (1500 words): 30%
At home exam (2000 words):40%

Chief examiner(s)

Associate Professor Rosemary Sheehan

Contact hours

2 hours per week

Prerequisites

SWK4420 Individual, Health & Society


12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedCaulfield Second semester 2012 (Day)
Caulfield Second semester 2012 (Off-campus)
Singapore Second semester 2012 (Flexible)
Caulfield Full year 2012 (Day)
Caulfield Full year 2012 (Off-campus)
Singapore Full year 2012 (Flexible)
Coordinator(s)Ms Marija Dragic

Synopsis

The unit focuses on the practice of social work in specific settings and/or with particular client groups.

Outcomes

To enable students to develop the assessment and intervention skills required of a beginning graduate practitioner.

Assessment

Students need to complete both components (Skills and Fieldwork Placement) in order to pass the unit. Students are required to submit two pieces of work (1000 words each) for the Skills component of this unit. While on placement for 70 days, students are required to complete a case study or report of 1500 words and a critical incident analysis of 1500 words in addition to a learning agreement and comments on their mid and final placement reports. This unit is pass grade only (PGO).

Chief examiner(s)

Ms Marija Dragic

Contact hours

2 hours per week skills practice workshops and seminars and 14 weeks full time practicum

Prerequisites

SWK3400 or SWK3240