Monash University Handbook 2014 Postgraduate - Units

At completion of this unit it is expected that students will be able to:

• Formulate and answer clinical questions.
• Evaluate the literature for validity and clinical utility.
• Use electronic and paper based resources to assist in patient care.
• Search relevant databases for current best evidence.
• Appreciate the role of guidelines and decision support software in guiding therapy.

At completion of this unit it is expected that students will be able to:

• Describe the pathophysiology of selected disease states and explain the rationale for drug therapy.
• Describe the therapeutic approach to management of these disease states including reference to the latest available evidence.
• Discuss the controversies in drug therapy.
• Comment on new (investigational) approaches to drug therapy.
• Identify the patient-specific parameters relevant in initiating drug therapy, and monitoring therapy (including alternatives, time-course of clinical and laboratory indices of therapeutic response and adverse effects).
• Explain clinical interpretation of selected laboratory results in the context of patient monitoring.
• Understand, define and calculate pharmacokinetic parameters to optimise drug dosing for specific patients.
• Demonstrate clinical skills relevant to each therapeutic area being studied.

At completion of this unit it is expected that students will be able to:

• Describe the pathophysiology of selected disease states and explain the rationale for drug therapy.
• Describe the therapeutic approach to management of these disease states including reference to the latest available evidence.
• Discuss the controversies in drug therapy.
• Comment on new (investigational) approaches to drug therapy.
• Identify the patient-specific parameters relevant in initiating drug therapy, and monitoring therapy (including alternatives, time-course of clinical and laboratory indices of therapeutic response and adverse effects).
• Explain clinical interpretation of selected laboratory results in the context of patient monitoring.
• Understand, define and calculate pharmacokinetic parameters to optimise drug dosing for specific patients.
• Demonstrate clinical skills relevant to each therapeutic area being studied.

At completion of this unit it is expected that students will be able to:

• Describe the pathophysiology of selected disease states and explain the rationale for drug therapy.
• Describe the therapeutic approach to management of these disease states including reference to the latest available evidence.
• Discuss the controversies in drug therapy.
• Comment on new (investigational) approaches to drug therapy.
• Identify the patient-specific parameters relevant in initiating drug therapy, and monitoring therapy (including alternatives, time-course of clinical and laboratory indices of therapeutic response and adverse effects).
• Explain clinical interpretation of selected laboratory results in the context of patient monitoring.
• Understand, define and calculate pharmacokinetic parameters to optimise drug dosing for specific patients.
• Demonstrate clinical skills relevant to each therapeutic area being studied.

At completion of this unit it is expected that students will be able to:

• Assess a clinical trial for validity, importance and applicability.
• Present the results of the assessment in a 20 minute seminar.
• Discuss the trial in depth and respond to questions generated from the audience.
• Read the biomedical literature with a critical approach.
• Demonstrate understanding of critical appraisal and how to teach it.
• Demonstrate insight into running a journal club in the workplace.

At completion of this unit it is expected that students will be able to:

• Describe the pharmacotherapy and patient monitoring relevant to the chosen specialty.
• Describe useful resources available to pharmacists working in the chosen specialty.
• Present comprehensive case studies concentrating on the role of the pharmacist in patient management, and the application of evidence based practice.
• Present a Journal club relevant to the chosen specialty.
• Present a continuing education lecture on an area of practice or therapeutics relevant to the chosen specialty, and pitched at the right level for the chosen audience.

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

• Develop a research proposal for a practice based research project.
• Write a project/grant proposal.
• Write and submit an ethics proposal.
• Decide on the correct methodology and analysis for their chosen project.
• Demonstrate an appropriate level of maturity and independence in developing a practice based research protocol.

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

• Gain ethics approval from their practice site and from Monash University.
• Collect data according to methodology developed in PGC5007 Introduction to clinical research, for subsequent appropriate analysis.
• Present work in progress to a panel.
• Demonstrate an appropriate level of maturity and independence in performing practice based research.

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

• Analyse data in a manner appropriate to the chosen study design and results obtained.
• Draw conclusions from the results obtained.
• Present a verbal report of the research undertaken.
• Submit a written report of their research project.
• Demonstrate an appropriate level of maturity and independence in performing practice based research.

On completion of the unit students will be able to:

• Prepare and analyse treatment plans that optimise the use of anti-infectives.
• Recommend approaches to manage patients requiring anti-infective therapies.
• Demonstrate critical thinking, communication skills relevant to peers and patients and problem-solving, with a focus on infectious diseases related and anti-infectives related topics.

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

• Understand common morphological terms used in dermatology, and use these terms to describe dermatological lesions.
• Appreciate the differences between vehicles used in the treatment of dermatological conditions and choose an appropriate vehicle to treat skin conditions.
• Confidently diagnose and treat common skin infections.
• Understand the underlying pathology of inflammatory skin conditions such as acne, dermatitis, rosacea and psoriasis and appreciate the variety of treatment regimes available to treat these skin conditions.
• Confidently identify (and where applicable treat) a number of miscellaneous skin conditions such as alopecia, hyperhidrosis, disorders of pigmentation and drug induced reactions.

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

• Clarify their role as a clinical educator.
• Review personal expectations of the role of a clinical educator.
• Identify the benefits of being a clinical educator.
• Explore the characteristics of an effective clinical teacher.
• Recognise professional issues that impact on the clinical educator role.
• Recognise the need to evaluate clinical education and identify potential evaluation strategies.
• Clarify the learning process as an individual search for meaning.
• Present a model of experiential learning.
• Explore individual preferences for different learning activities.
• Explore the domains of learning underpinning professional competencies.
• Recognise the relationship assessment has on motivation for the learning task.
• Explain learning activities and methods which encourage self directed learning.
• Highlight the importance of reflection and suggest activities which encourage learners to reflect.
• List the roles of the clinical educator.
• Explore personal attributes which impact on the clinical educator role.
• Apply a framework for managing different phases of the clinical placement.
• Explore the tasks associated with the roles of the clinical educator.
• Identify strategies for developing a positive working learner/clinical educator relationship.
• Explore individual differences (e.g. age, gender, culture) as they impact on clinical education.
• Implement effective group management skills.
• Apply a problem solving approach to potential learner-clinical educator difficulties.
• Use a framework (based on social learning theory) to develop competence as a clinical educator.
• Develop clinical education skills and activities that are relevant to the context of the workplace.
• Explore ethical and legal issues related to the workplace.
• Describe the mentoring process.
• Modify the mentoring process to meet individual requirements.
• Compare the similarities and differences between the role of mentor and clinical educator.
• Recognise the importance of looking after yourself and avoiding burnout.
• List the benefits and limitations of mentoring.
• Identify the skills required to manage each phase of the mentoring process.

After completing this unit, students will be able to:

• Describe physiological and pathophysiological changes that occur in the ageing population.
• Describe the principles of prescribing and medication management in older patients.
• Identify and manage medication related problems in older patients.
• Conduct medication management interviews with elderly patients.
• Write professional medication management review reports.
• Navigate the Aged Care system and refer patient's to relevant health care services where appropriate.

After completing this unit, students should be able to:

• Describe the effects of ageing and disease on cognitive function, falls and balance, bone health, bladder and bowel function and pain.
• Recognise the signs and symptoms of cognitive disorders, falls, dizziness, osteoporosis, bladder and bowel problems and pain in older people.
• Identify patients who are at increased risk of developing the aforementioned problems.
• Identify potential medication-related causes of cognitive impairment, falls, dizziness, osteoporosis, and bladder and bowel problems.
• Recommend appropriate pharmacological and non-pharmacological management for prevention and management of cognitive disorders, falls, dizziness, osteoporosis, bladder and bowel problems and pain.
• Prepare management plans and medication management reports for elderly patients with the aforementioned problems.

The unit focusses on medication-related issues and the pharmacist's role, associated in the care of patients with mental health conditions. On completion of the unit students will be able to:

• Demonstrate knowledge of mental health conditions and associated treatments.
• Apply this knowledge to cases studies of mental health patient.
• Critically evaluate currently available treatments (pharmacological and non-pharmacological) used in the management of patients with these mental health conditions.

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

• Describe the principles of palliative care.
• Discuss the multi-disciplinary approach to palliative care within the Australian palliative care system.
• Apply pharmacological and non-pharmacological pain management knowledge to their professional practice.
• Recognise, monitor, and pharmacologically and non-pharmacologically manage common non-pain symptoms and treatment side-effects.
• Have a working knowledge of how palliative cancer care medicines can be administered and accessed.
• Apply the principles of prescribing and de-prescribing in palliative care.

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

• Demonstrate a sound understanding of the legal, professional and ethical framework for pharmacy practice in Australia.
• Demonstrate strong problem solving skills and apply professional judgement in a range of areas including prescription problems, therapeutic problems, and legal and ethical problems.
• Apply evidence-based principles to the practice of pharmacy.
• Promote and contribute to optimal use of medicines.
• Provide primary health care, including: identifying symptoms, knowing when to refer patients for medical evaluation, and recommending appropriate non-prescription products.
• Effectively communicate medication-related information to patients and other health professionals.
• Solve simple and complex pharmaceutical calculations.
• Understand the nature and importance of multi-disciplinary care.
• Apply organisational skills and manage work issues and interpersonal relationships in pharmacy practice.

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

• Demonstrate a sound understanding of the legal, professional and ethical framework for pharmacy practice in Australia.
• Demonstrate strong problem solving skills and apply professional judgement in a range of areas including prescription problems, therapeutic problems, and legal and ethical problems.
• Apply evidence-based principles to the practice of pharmacy.
• Promote and contribute to optimal use of medicines.
• Provide primary health care, including: identifying symptoms, knowing when to refer patients for medical evaluation, and recommending appropriate non-prescription products.
• Effectively communicate medication-related information to patients and other health professionals.
• Solve simple and complex pharmaceutical calculations.
• Understand the nature and importance of multi-disciplinary care.
• Apply organisational skills and manage work issues and interpersonal relationships in pharmacy practice.

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

• Describe anatomy and physiology of normal tissue structure.
• Describe the physiology of wound healing.
• Demonstrate an understanding of wound healing across the age continuum.
• Identify local and systemic factors that promote or impede wound healing.
• Recognise different phases of wound healing and explain factors that may impact on the progression of healing.

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

• Identify the components of a wound assessment in the context of the whole person.
• Discuss client characteristics relevant to wound healing.
• Identify and discuss specific characteristics of a wound.
• Utilise a wound assessment framework to diagnose and describe a wound.
• Describe the stages and/or classifications of wounds.
• Identify and discuss criteria used to monitor wound progress.
• Use a wound assessment chart to interpret and communicate the progress of a wound.

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

• Explain a basic history and development of wound dressings.
• Identify the classification and properties of modern wound dressings.
• Demonstrate and justify the selection of appropriate dressing products for different wounds.
• Explain the composition, structure and use of wound dressing products.
• Explain the role of antimicrobial and antibiotic agents in wound care.
• Demonstrate an understanding of new technologies in wound dressings.

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

• Identify and describe the types of acute wounds.
• Demonstrate an understanding of the factors that may delay or interfere with healing of acute wounds and potentially lead to chronicity.
• Discuss infection in acute wounds and strategies for prevention.
• Investigate methods of turning chronic into acute wounds.
• Discuss wound closure techniques, methods and materials.
• Examine techniques in the management of acute wounds, including various forms of wound debridement and topical negative pressure.

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

• Recognise the incidence and significance of chronic wounds in the community.
• Demonstrate an understanding of the aetiology of chronic wounds.
• Explain the types of factors that lead to chronicity in relation to wound factors, client factors, inappropriate treatment.
• Discuss the process of review and management of chronic wounds.
• Discuss the principles of maintenance and prevention of recurrence.

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

• Discuss common assumptions about medications and wound healing.
• Differentiate between medication, drug, medicine and nutrient and demonstrate an understanding medication classification.
• List the routes of medication administration and discuss the implications for absorption and effectiveness.
• Discuss pharmacokinetics and pharmacodynamics.
• Demonstrate an understanding of evidence based practice and its relationship to medication and wound healing.
• Discuss common assumptions of how a medication may impact on wound healing.
• Explore the theoretical rationale and clinical evidence of the impact of the following on wound healing:
1. ) corticosteroids
2. ) non-steroidal anti-inflammatory drugs (NSAIDs)
3. ) immunomodulating agents
4. ) cigarette smoking
5. ) pentoxifylline
• Use a systematic approach to critically appraise the clinical evidence on other agents such as phenytoin, oestrogen, dapsone, colchicine and anticoagulants.
• Discuss the role of antibiotics in the management of wound infection.
• Discuss the management of pain associated with wounds, including:
1. ) types of pain
2. ) pain assessment
3. ) pain management using pharmacological and non-pharmacological methods
• Discuss the role of nutritional supplementation in wound healing.

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

• Demonstrate a comprehension of normal digestive processes, the sources of macro and micronutrients and their roles in body metabolism.
• Explain malnutrition status and how these can be reversed.
• Assess nutritional status and be aware of advantages and disadvantages of the variety of methods for doing so.
• Describe the different methods of enrichment and delivery of nutrition and supplements.
• Correlate nutritional requirements to specific wound states, such as pressure ulcers.

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

• Discuss the common causes of cutaneous ulcers.
• Discuss the diagnosis and treatment of skin cancers.
• Demonstrate an understanding of the diagnosis and management of dermatitis (eczema).
• Demonstrate an understanding of the diagnosis and management of less common cause of cutaneous ulcers.

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

• Identify a number of alternative therapies in wound management.
• Describe the mechanism of action for each modality.
• Determine the plausibility of therapies with no proven mechanism of action.
• Describe the level of evidence to support the use of each modality.
• Describe wound types or conditions that may be suitable for various modalities.
• Critically evaluate other modalities not described in this module based on the level of evidence and plausibility of the mechanism of action.

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

• Outline the process of scar formation and how it affects the function of normal skin.
• Define the difference between normal scar and problematic scar.
• Describe methods of scar assessment.
• Critically evaluate the different types of management of scars: medical management, pressure therapy, massage, use of contact media.
• Identify the psychosocial impact of a significant scar on the individuals quality of life.

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

• Demonstrate an understanding of the aetiology and physiology of non-healing wounds.
• Identify the types of wounds that require palliative management.
• Discuss the palliative care and challenges associated with the management of fungating wounds, cancerous wounds, radiation ulcers and non-healing chronic wounds.
• Demonstrate an understanding of the pathophysiology of pain in palliative wound care.
• Demonstrate and understanding of pain assessment techniques in palliative care.
• Identify the treatment modalities for pain and critically appraise their effectiveness.

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

• Review the anatomy and unique weight bearing functions of the foot.
• Review the pathophysiology, general clinical presentation and medical management of diabetes mellitus.
• Describe the aetiology, pathophysiology and clinical presentation of lower limb and foot complications in diabetes mellitus.
• Discuss issues associated with weight bearing functions of the foot and the role of mechanical factors in diabetic foot ulceration.
• Identify and discuss the causes of foot ulceration in diabetes demonstrating an appreciation for the multi-factorial nature of this complication.
• Describe the process of clinical assessment of the foot in diabetes and the diabetic foot wound.
• Identify and discuss what constitutes the 'high risk' foot in diabetes.
• Detail the holistic management of diabetic foot wounds including local wound care, pressure reduction techniques, medical management, psychological/sociological aspects of the care plan and the role of the health care team.
• Outline and describe the potential complications of diabetic foot wounds including infection and amputation.

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

• Demonstrate an understanding of the role of the advanced wound practitioner.
• Demonstrate the role of evidence based practice wound care in the management of complex wounds.
• Identify and critically discuss issues surrounding effective planning, implementation and evaluation of interventions for a variety of complex wounds.
• Critically discuss wound management interventions in light of current research.

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

• Demonstrate an understanding of the mechanisms of injury and physiology of burns. + Explain immediate first aid and emergency management of a burns injury.
• Describe the management of burns in terms of severity of burn, topical management, surgical management, pain control, nutritional support.
• Identify and explain the potential complications associated with burn injury.
• Demonstrate an understanding of the rehabilitation and long-term consequences of burn injury.

At the completion of this subject the participant will be able to:

• Develop a project proposal for a wound-related issue.
• Write a project proposal and submit an ethics proposal.
• Determine correct methodology and analysis for a project.
• Present a project proposal to a panel.

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

• Demonstrate an understanding of clinical risk management in relation to wound prevention.
• Identify and discuss the incidence and prevalence of wounds in the hospital and community setting.
• Discuss the prevention strategies and evidential basis supporting wound prevention.
• Utilise a clinical risk management approach to manage skin tears, leg ulcers, diabetic foot ulcers, pressure ulcers.
• Identify client, local and organisational barriers to wound prevention.
• Determine appropriate measures for monitoring effectiveness of wound prevention strategies for the individual and the health care service.

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

• Describe the attitudes and attributes required to work in a multidisciplinary clinical setting.
• Demonstrate the relationship between the theoretical knowledge and the application of practical skills in a wound management environment.
• Demonstrate skills in a range of management techniques required to diagnose and effectively manage a wound, such as: Doppler and Ankle-Brachial Index assessment, debridement, compression bandaging, selection of hosiery; assessment of complex clients; product selection.

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

• Demonstrate the ability to undertake critical analysis of a wound care related issue.
• Critique a body of research related to wound care.
• Explore the impact of wounds from an individual and population health perspective. + Identify driving forces and barriers to innovations in wound practices.
• Utilise a systems approach to instigate change at an organisational and local level.

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

• Discuss the impact of pressure ulcer development on the community.
• Discuss the aetiology, causes and factors which may lead to the development of pressure ulcers.
• Describe the following: reactive hyperaemia, blanching erythema and non-blanching erythema.
• Differentiate between the terms capillary pressure, capillary closing pressure and tissue interface pressure.
• Distinguish between skin assessment and pressure ulcer risk assessment and discuss the importance of both.
• Compare and contrast the Braden, Waterlow and Norton Scales for pressure ulcer risk assessment.
• Discuss principles of pressure ulcer prevention.
• Discuss principles of pressure ulcer management, including the use of pressure redistributing devices.
• Identify quality of life issues for the person with the pressure ulcer.
• Identify legal and ethical issue relating to pressure ulcers.