units

faculty-ug-med

Faculty of Medicine, Nursing and Health Sciences

Monash University

Monash University Handbook 2015 Undergraduate - Units

This unit entry is for students who completed this unit in 2015 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Jaime Wallis

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

Upon successful completion of this unit, students should be able to:

  1. Demonstrate a standardised clinical approach to the assessment and care of patients in the community.
  2. Identify and describe communication theories that are relevant to paramedic practice.
  3. Identify barriers to effective communication and patient assessment that are relevant to paramedic practice.
  4. Examine professional and teamwork behaviours pertinent to paramedic practice.
  5. Develop the ability to reflect and evaluate individual performance in the clinical setting.
  6. Demonstrate appropriate professional behaviours and develop the ability to provide constructive peer feedback within the simulated learning environment.
  7. Discuss and demonstrate the appropriate and safe use of manual handling practices and equipment whilst caring for patients.

Assessment

Mid-semester test (1 hour) (20%)
Clinical portfolio (30%) (Hurdle)
Written exam (2 hours) (50%)
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.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Paul Jennings

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

Upon successful completion of this unit, students should be able to:

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

Assessment

Examination (2 hours) (40%)
Portfolio (60%)

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Chantal Perera

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

Upon successful completion of this unit, students should be able to:

  1. Describe the physical, personal, psychological and social milestones of human development throughout the lifespan.
  2. Identify the social and cultural determinants that impact upon 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 (2,000 words) (25%)
Portfolio (30%)
Community placement portfolio (Pass / Fail)
Examination (2 hours) (45%)

To pass this unit the student must attend community placements AND successfully complete the community placement portfolio. 80% attendance at tutorials is required to pass this unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Peter Jurkovsky

Synopsis

Law, Ethics and Professionalism will provide Bachelor of Emergency Health students with a sound basis for their legal and ethical practice within a chosen profession. The unit is divided into three distinct themes which blend together to assist in their understanding of legal principles, the application of legal standards, assessment and application of ethical practices while analysing the overarching concepts of professionalism in a challenging and continually developing area of health practice.

The unit will offer a broad range of teaching and learning strategies to accommodate the variety of participants in a non-clinical setting with an emphasis in supporting students in these activities. A combination of a prescribed text written specifically for the discipline and referral articles that encompass a wider field of practice will be used in conjunction with lectures, tutorials, online discussion and research tasks. A particularly important area of activity within the unit will be applying the principles in contextualised scenarios that relate directly to paramedic practice to ensure students consider and reflect upon areas of their professional practice, beyond the purely clinical environment.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Demonstrate a requisite level of knowledge of the Australian legal system and its principles whilst also exhibiting an understanding of the requirements of the law in professional paramedic practice.
  2. Identify particularly important legislation, cases and legal concepts while applying their principles to professional paramedic practice.
  3. Identify the basis and application of the fundamental rights and responsibilities of all involved in pre-hospital care while assessing principles of personal autonomy, consent and refusal of treatment by discussing and analysing difficult facts scenarios within the health care paradigm.
  4. Discuss and analyse the significance of regulation and registration in paramedic practice while assessing the various ways in which registration authorities receive, consider and adjudicate on issues affecting professional health practice.
  5. Identify and assess the issues associated with surrogate and end of life decision making in health care generally while analysing the unique requirements in the pre-hospital environment.
  6. Assess and practically apply the requirements of accurate record keeping, confidentiality and mandatory reporting in health care generally and paramedic practice specifically.
  7. Identify and discuss the essential ethical and bioethical theories while applying them to the role of the paramedic.
  8. Accurately describe contemporary models of professionalism and their application to the role of the paramedic while practically applying the appropriate models in problem based scenarios.

Assessment

Research paper (50%)
Final examination (50%)

Workload requirements

The unit is structured around two, two-hour lectures and one one-hour tutorial each week (Weeks 2 - 11 inclusive). In addition to attending lectures and tutorials it is expected that students complete a minimum of 1 hour of personal study per one hour of contact time (approximately 10 hours per week) in order to satisfy the reading and assignment expectations.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Jaime Wallis

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 focus and is designed to assist students to understand the scope of practice and clinical pathways available in community based emergency healthcare.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Demonstrate and enhance the standardised clinical approach and assessment to patients in the community.
  2. Demonstrate the required standard in each of the core clinical skills of a physical examination in the pre-hospital setting.
  3. Demonstrate the ability to appropriately manage the unconscious patient and devise an appropriate clinical management plan for that individual.
  4. Identify the need for a thorough clinical assessment and examine triage pathways for specific patient presentation in the pre-hospital setting.
  5. Explore and identify the impact of evidence based practice that informs paramedic practice.
  6. Identify and describe facets of the pre-hospital work environment that can impact on the delivery of care to a patient and ambulance paramedics.

Assessment

Mid-semester test (1 hour) (20%)
Clinical portfolio (30%) (Hurdle)
Written exam (2 hours) (50%)
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.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Janet Curtis

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

Upon successful completion of this unit, students 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 hour) (20%)
Clinical portfolio (30%)
Written examination (2 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.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Damien Dambrosi

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. 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

Upon successful completion of this unit, students should 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 and fluids used by paramedics for the management of injury 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 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.

Assessment

End of semester written examination (2 hours) (40%)
Clinical portfolio or written assignment (2,000 words) (40%)
Mid-semester written examination (1 hour) (20%)
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.

Workload requirements

6 hours per week involving lectures, tutorials, practical simulation.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Summer semester A 2015 (Day)
Coordinator(s)Mr Peter Jurkovsky

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 through clinical placements with ambulance service providers and other health agencies. The unit will also place an emphasis on the insightfulness that is required to deliver quality patient care through a range of reflective tasks that challenge the student to consider their practice from a variety of alternative perspectives.

Outcomes

Upon successful completion of this unit, students should 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.

Fieldwork

Clinical placement: 160 hours.

Assessment

Clinical skills logbook (Pass / Fail)
Reflective case reports (3 x 1,000 words each) (75%)
Discussion forums (5 x meaningful discussion post of at least 200 words each) (25%)

Hurdle: A pass grade must be achieved on all assessment tasks.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have passed one of (BEH1011 or NUR1102) AND must have passed two (BEH2012 and BEH2022)

Co-requisites

Must be enrolled in course 3445


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Peter Jurkovsky

Synopsis

The unit establishes an extended scope of practice in the pre-hospital environment where the paramedic explores a range of diseases and conditions and deals with their consequences in out-of-hospital situations. The content of the unit and the practical application of skills will prepare the paramedic for a potential extended care role within a variety of settings in communities and workplaces, locally and internationally.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Evaluate a range of local and international disease aetiologies and epidemiologies that impact on a community setting and the role pre-hospital professionals play in addressing these diseases.
  2. Analyse and apply the practices of advanced prescribing practice, health promotion, health assessment, discharge planning and a range of treatment schedules.
  3. Outline the clinical presentations, signs and symptoms and treatments associated with various ailments, diseases and conditions commonly encountered in the community practice setting.
  4. Consider the purpose of pathology collection and testing, including prohibited substance testing, and the common types of pathology testing procedures that the paramedic may perform in a community setting.
  5. Evaluate and apply the general principles of wound closure including the administration of local anaesthesia, assess the types of wounds that may be sealed using suturing techniques and become proficient in the correct procedure for suturing, including pre/post procedure care of the wound.
  6. Assess and apply the management of a range of impact and sporting based injuries within the community care setting.
  7. Assess and apply the management of a range of acute and chronic geriatric and paediatric conditions that arise in the community care setting.
  8. Develop strategies targeted at leadership and education to inform change in models of paramedic practice to meet evolving community needs.

Assessment

Clinical portfolio (50%)
Final examination (50%)

Workload requirements

The unit is structured around one three-hour lecture and one two-hour practical session each week (Practical sessions: weeks 2 - 11 inclusive). In addition to attending lectures and practical sessions, it is expected that students complete a minimum of 1 hour of personal study per one hour of contact time (approximately 10 hours per week) in order to satisfy the reading and portfolio expectations.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr Damien Dambrosi

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 both theory, and case based. It will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. This will be supported by a significant theoretical component including pathophysiology and ECG interpretation. 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

Upon successful completion of this unit, students 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 hour) (20%)
Clinical portfolio (30%) (Hurdle)
Written examination (2 hours) (50%)
Case simulation (30 minutes) (Pass / Fail) (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr Peter Jurkovsky

Synopsis

This unit aims to develop paramedic awareness and understanding of the cross-cultural and demographically diverse community groups they will encounter as primary health care providers, and extend their capacity to communicate, build rapport and meaningfully engage with these groups. Students will gain valuable community engagement and participation experience through structured volunteer placements within strategically selected private, public and indigenous health related settings. Students will actively participate within these facilities in all aspects of the care programs being delivered allowing them to develop communication, listening and teamwork and skills whilst acquiring an insight into community health issues. In addition students will explore the valuable role they play as health care professionals in educating the community about the paramedics' role, and contributing to patient understanding of medical emergencies and the range of health care services and options available to them. Finally, through their community participation students will be expected to identify real or perceived gaps within the community health sector and devise strategies to narrow those gaps and achieve better health outcomes.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Compare and contrast the unique health concerns and requirements of the diverse population that paramedics care for within the community.
  2. Demonstrate an appreciation for the role interpersonal skills play in gaining patient trust and promoting better health outcomes.
  3. Identify ways in which community engagement can develop the scope of practice of the paramedics and enhance community relationships.
  4. Explore the role of the paramedic in developing community capability and awareness to better manage medical emergencies.
  5. Investigate the diverse needs of Indigenous Australians in the context of community based emergency health and identify ways in which the ambulance professional can enhance their awareness and participation in these needs.
  6. Propose and plan strategies designed to strengthen community relationships and promote initiatives to improve community health outcomes.

Assessment

Community health project (50%)
Volunteer community participation portfolio (50%)
Volunteer community participation (Hurdle)

Hurdle requirements: To pass the unit the student must complete 50 hours of Volunteer community participation and attend at least 80% of tutorials.

Workload requirements

Six hours per week involving community participation, lectures and tutorials.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Chantal Perera

Synopsis

Paramedics encounter an abundance of pharmaceutical agents within their practice. This unit is designed to assist students to develop foundational knowledge, skills and clinical judgements 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.

Outcomes

Upon successful completion of this unit, students should be able to:

  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.

Assessment

Worksheet: Quizzes (15%)
Drug calculations exam (15%)
Written report (30%)
Final examination (40%)

Workload requirements

6 hours per week involving lectures, tutorials and practical exercises.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Janet Curtis

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

Upon successful completion of this unit, students 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.
  10. 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.
  11. Investigate the special needs of Indigenous persons and those from non-English speaking backgrounds during a mental health event.

Assessment

Mental status assessment (20%)
Pamphlet (20%)
Mid-semester exam (1 hour) (20%)
Exam (2 hours) (40%)
Attendance (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Malcolm Boyle

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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the epidemiology, population health, and pathology related to acute and chronic emergency medical conditions commonly encountered in paramedic practice;
  2. Describe the clinical manifestations of the selected medical conditions commonly encountered in paramedic practice;
  3. 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;
  4. Relate the pharmacology of drugs and fluids used by paramedics in the management of common medical conditions, including drug indications and actions.

Assessment

Mid-semester examination (1 hour) (40%)
Written examination (2 hours) (60%)
Scenario-based clinical examination (30 minutes) (Pass / Fail)

Workload requirements

6 hours per week involving lectures and simulation.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Chantal Perera

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 explores disaster planning, response and recovery, and the roles and responsibilities of the paramedic when managing multiple patients or a complex setting, during a major health emergency or during a humanitarian disaster.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the roles and responsibilities of paramedics, emergency services and other health agencies in relation to a multi-casualty or major incident.
  2. Compare and contrast the management of major incident in a rural, remote or complex setting compared to the urban environment.
  3. Describe the broader requirements of para medics, emergency services and other health agencies during disaster management, in particular the management of public health issues and logistics management.
  4. Describe the importance of clinical leadership and clinical governance in community based emergency health system during a major incident or disaster and the requirement of an integrated approach to a major incident.
  5. 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, particularly compared to normal operations.
  6. Outline 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. Demonstrate effective logistical management, patient triage or participation in a response team during a simulated mass-casualty situation or major incident.

Assessment

Written assignment (2,000 words) (40%)
Clinical worksheets (20%)
Final examination (2 hours) (40%)
Major incident simulation (Pass / Fail) (Hurdle)

Hurdle requirement: 80% attendance at tutorials and clinical simulations is mandatory to pass this unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3445


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Malcolm Boyle

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

Upon successful completion of this unit, students should 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;
  8. outline the process for implementing research findings into CBEH practice;
  9. generate a research proposal using contemporary research methods.

Assessment

Assignment (1,000 words) (25%)
Group poster presentation (1,000 words) and oral presentation (30%)
Research proposal (3,000 words) (40%)
Online participation (5%)

Workload requirements

6 hours per week involving lectures and tutorials.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have passed BEH1032.

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Full year 2015 (Day)
Coordinator(s)Ms Linda Ross

Synopsis

This unit provides the student with the opportunity to integrate knowledge acquired in their study in the primary emergency health care environment. The various tasks allow for the development of advanced skills with a focus on the study of health care within the emergency and community-based primary health care environments to assist in the transition to the workplace.

The unit will review of the graduate attributes needed to be an effective practitioner within the area of primary health care. The unit will focus on the knowledge, skills and values needed to practice as a paramedic. Each student is encouraged to identify their personal strengths, develop effective teamwork, situational awareness and personal skills through a process of reflection and continual improvement. Students will then apply this learning through simulations and actual workplace placements to enhance their role-readiness.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically evaluate the standard paramedic clinical approach to the assessment and care of patients in the community, hospital or other related health setting;
  2. Analyse and appraise the communication techniques utilised to inform, instruct and empower patients to manage their care;
  3. Provide appropriate care for patients at an advanced level within the simulation environment and while under supervision in a range of authentic clinical settings;
  4. Demonstrate appropriate professional, inter-professional and teamwork behaviours within the community and primary health care settings;
  5. Work as an effective team member with fellow paramedics and other health care professionals to provide high level evidence-based patient care;
  6. Demonstrate a culturally sensitive approach to personal reactions and those of patients and their families or carers to acute or chronic illness and or injury;
  7. Critically reflect on performances in the clinical setting to identify the adequacy of personal judgements and the internal and external factors influencing clinical decision making and higher order thinking;
  8. Appraise the care given by peers within simulations and where possible within the authentic environments through public reflection to learn from these actions and inform future practice;
  9. Evaluate the experiences gained within the simulation environment through reflection and judge the influence these may have on future practice within the workplace.

Fieldwork

Throughout the study period each student will complete 32 placement days of eight to ten hours duration.

Assessment

2 x Case studies (1,500 words) (40%)
2 x Case study presentations (30%)
2 x Simulation self-critiques (1,000 words) (30%)
Clinical skills log book (Pass / Fail)

Workload requirements

The students will be required to complete thirty two clinical placement days and attend timetabled clinical practicum days.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Students in the single degree must have successful completed all clinical units within the second year of the degree. If completing the double degree then all clinical units leading to the final year of that 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Damien Dambrosi

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

Upon successful completion of this unit, students should 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

Portfolio (60%)
Examination (2 hours) (40%)
Objective Structured Clinical Examination (OSCE) (Pass / Fail)

The examination and OSCE must be be passed (Hurdle) to successfully complete this unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have passed BEH3011 OR must have passed one of BEH2012 or BEH2022.

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Janet Curtis

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

Upon successful completion of this unit, students 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

Poster (30%)
Mid-semester exam (1 hour) (20%)
Final exam (2 hours) (50%)
OSCE (Pass / Fail) (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms 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

Upon successful completion of this unit, students should be able to:

  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

Online quiz assessment (10%)
Assignment (2,500 words) (40%)
End of semester examination (2 hours) (50%)
Compulsory attendance at simulation x 4 (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3445.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Coordinator(s)Dr Paul Jennings

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

Upon successful completion of this unit, students should be able to:

  1. Identify areas of knowledge deficit in community-based emergency health practice and research and plan a study approach to address their learning needs;
  2. Demonstrate a commitment to learning by identifying resources within the university and community-based emergency health services that can be accessed to address their learning needs;
  3. Accurately locate and critically assess research literature, with an emphasis on community-based emergency health;
  4. Demonstrate suitable oral presentation skills to an audience of peers, superiors and academic staff;
  5. Demonstrate an advanced knowledge of an aspect of community-based emergency health.

Assessment

Negotiated skills development (10%)
Literature review (3,500 words) (70%)
Seminar presentation (20%)

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Coordinator(s)Dr Paul Jennings

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.

Outcomes

Upon successful completion of this unit, students should 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 the ability to pursue higher studies in community-based emergency health.
  11. Demonstrate competence in locating, assessing and storing research literature with an emphasis on community-based emergency health.
  12. Design an appropriate research methodology to address an identified research issue/question in consultation with the supervisor.

Assessment

Ethics application (40%)
Research proposal (2,500 words) (40%)
Seminar presentation (20%)

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Community Emergency Health and Paramedics
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Coordinator(s)Dr Paul Jennings

Synopsis

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

Outcomes

Upon successful completion of this unit, students should 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.
  13. Plan and implement a research project and prepare the associated report.

Assessment

Research report (3,500 - 5,000 words) (80%)
Seminar presentation (20%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3881.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Wayne Sturrock

Synopsis

This unit is the first in a sequence of two biomedical science units that provides foundation knowledge of human anatomy and physiology relevant to the allied health professions of ambulance and paramedic studies, nursing, midwifery and occupational therapy. In this unit you will learn about the biological basis of human health and the working of human body.

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. The major themes of study are the structural levels of body organisation, communication via the nervous and endocrine systems, the reproductive system and early stages of human development. Topics include the chemical and cellular basis of human life; integration of body functions and homeostasis; the structure and function of the integumentary system; the structure and function of the nervous and the effect of drugs on this system; the endocrine system; the reproductive system; and the major changes in embryonic development in early pregnancy.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply the concept of homeostasis to physiological processes;
  2. Describe the basic structure and function of cells and tissue types;
  3. Relate the structure of the integumentary system to its function;
  4. Relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
  5. Explain how electrochemical signals are conducted within the nervous system;
  6. Compare the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system;
  7. Discuss the basic principals of pharmacology;
  8. Relate the structure of the endocrine system to the integration of body functions;
  9. Relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
  10. Describe the major changes in embryonic and fetal development, and maternal adaptations in pregnancy;
  11. Observe, measure and present clinical data and discuss the validity of the data; and
  12. Apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online tests (10%)
Mid-semester exam (1 hour) (20%)
Laboratory test (30%)
Examination (2 hours) (40%)

Hurdle: Attendance at 100% of tutorials and laboratory sessions, unless a medical certificate is provided.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

Co-requisites

Must be enrolled in courses 0727 or 2552 or 3445 or 3562 or M3001 or 3892 or 3953 or 3963 or 4506 or 4514.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Elise Randle-Barrett

Synopsis

This unit is the second in a sequence of two health science units that provides foundation knowledge of human anatomy and physiology relevant to the allied health professions of occupational therapy, ambulance and paramedic studies. The unit develops further the critical evaluation of evidence and an awareness of the changing nature of knowledge in the health sciences. The major themes in this unit of study are; body support and movement, and cardiopulmonary anatomy and physiology, the respiratory system, the urinary system and the control of body fluids; the digestive system and the processing of nutrients in the body; the lymphoid system and immunity, and microbes and infection.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Relate the structure of the major bones, joints and muscles to the functions of support and movement;
  2. Relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;
  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 digestive system to digestive, absorptive, and metabolic functions;
  5. Relate the structure of the urinary system to excretory functions and fluid balance;
  6. Describe the major groups of microbes which interact with humans and explain the nature of these interactions, incorporating the protective roles of the body's innate and adaptive defences;
  7. Observe, measure and present clinical data and discuss the validity of the data; and
  8. Apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online test (10%)
Mid-semester exam (1 hour) (20%)
Laboratory test (30%)
Examination (2 hours) (40%)

Hurdle: Attendance at 100% of tutorials and laboratory sessions, unless a medical certificate is provided.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

Prerequisites

Co-requisites

Must be enrolled in courses 3445 or M3001.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Natalie Bennett

Synopsis

This unit is the second in a sequence of two health science units that provides foundation knowledge of human anatomy and physiology relevant to the allied health professions of nursing and midwifery. The unit develops further the critical evaluation of evidence and an awareness of the changing nature of knowledge in the health sciences. The major themes in this unit of study are; body support and movement, and cardiopulmonary anatomy and physiology, the respiratory system, the urinary system and the control of body fluids; the digestive system and the processing of nutrients in the body; the lymphoid/immune system, and microbes and infection.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Relate the structure of the major bones, joints and muscles to the functions of support and movement;
  2. Relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;
  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 digestive system to digestive, absorptive, and metabolic functions;
  5. Relate the structure of the urinary system to excretory functions and fluid balance;
  6. Describe the major groups of microbes which interact with humans and explain the nature of these interactions, incorporating the protective roles of the body's innate and adaptive defences;
  7. Observe, measure and present clinical data and discuss the validity of the data; and
  8. Develop skills in linking underlying physiological principles to the care of a client in a clinical scenario.

Assessment

Online test (10%)
Mid-semester exam (1 hour) (20%)
Laboratory test (30%)
Examination (2 hours) (40%)

Hurdle: Attendance at 100% of tutorials and laboratory sessions, unless a medical certificate is provided.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 2552 or 3562 or 3892 or 3953 or 3963 or 4506 or 4514.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Andrew Davies

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

Upon successful completion of this unit, students should be able to:

  1. Describe the major causes of cell damage and responses to such damage;
  2. Explain how cell, organ and whole-body functions are affected by various disease processes;
  3. Demonstrate an understanding of pathological processes in selected genetic diseases, and explain the modes of inheritance of those diseases;
  4. Develop skills in the observation, presentation and critical evaluation of clinical data; and
  5. Relate the above accounts of disease processes to the presentation of relevant diseases, and discuss rationales for their management.

Assessment

Examination (2 hours) (60%)
Online tests (5% each x 2) (10%)
Laboratory/tutorial work x 5 (30%)

Chief examiner(s)

Prerequisites

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

Prohibitions

BMS2011, BMS2031, PHY2021 or PHY2032.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Andrew Davies

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%)
MCQ tests (2 in class) (10% each - total 20%)
Written case report (30%)

Workload requirements

4 hours on campus, 1 hour online.

See also Unit timetable information

Chief examiner(s)

Prerequisites

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

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Helen Ackland

Synopsis

This unit examines the ways in which health systems are organised and health services are delivered. The broader context in which disease and illness occur is also discussed. The unit 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, and health and human rights.

Outcomes

Upon successful completion of this unit, students should be able to:

  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 determining health policy.
  4. Recognise key determinants and models of health.
  5. Understand the complexities of improving population health and the ways in which this is evaluated.
  6. Recognise the basis of human rights in health care.
  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%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Obstetrics and Gynaecology
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Megan Wallace and Associate Professor Tim Moss

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis.

Synopsis

This unit 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 and newborn 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

Upon successful completion of this unit, students should be able to:

  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%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

Prerequisites

Any two of BMS2011, BMS2031, DEV2011, DEV2022, PHY2011, PHY2021, PHY2032, PHY2042 or with 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Associate Professor Janet Macaulay

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

Upon successful completion of this unit, students should be able to:

  1. Identify the chemical and biochemical aspects of functional groups in biological molecules.
  2. 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.
  3. Explain the role of equilibrium and kinetic processes in biology and the describe concepts of enzyme catalysis.
  4. Describe biological oxidation and the metabolic release of energy.
  5. Describe the chemistry of important biological polymers and lipids and the reactions they undergo in the cell.
  6. Describe the biochemistry of molecules and reactions of biomedical importance.
  7. 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%) (online quizzes are less than 10%)
Mid-semester test (15%)

A pass in the final examination must be obtained to pass the unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Chantal Hoppe

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

Upon successful completion of this unit, students should be able to:

  1. Describe the structure and function of cells and their diversification into multicellular functional systems and organisms;
  2. Describe the tools and techniques used to study the structure and function of single cells, tissues and organisms;
  3. Explain the principles behind the practical use of the microscope as a key tool in biomedical sciences.

On successful 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

Essay (1,000 words) (15%)
Practical class reports (25%)
Mid-semester summative test (1 hour) (10%)
Final exam (3 hours) (50%)

A pass in the final examination must be obtained to pass the unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Professor Kristian Helmerson and 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 should be able to apply concepts of physics and introductory physiology as they relate to biomedical sciences in the following areas:

  1. The laws of motion and the concepts of work, energy and power as they relate to human movement and biomechanics.
  2. Heat transfer and thermal properties, the behaviour of gases and fluids applied to the cardiovascular and respiratory systems.
  3. Principles of electricity, potential difference, current, resistance and capacitance; the basis of Nerst potential and the biological membrane potential, nerve conduction, ECG.
  4. Wave motion, the physics of sound and the properties of light and their relationship to auditory and visual phenomena, the function of the human eye and ear.
  5. Radiation physics underlying the medical use of x-rays and radiation in medicine and biomedical sciences including the effect of ionising radiation on living matter.

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

Assessment

Written examination (3 hours) (50%)
Practical work (25%)
Assignments (3 items consisting of set questions, online quizzes and a fact sheet A4 poster) (25%)

A pass in the final examination must be obtained to pass the unit.

Workload requirements

3 lectures and 3 hours laboratory and problem solving per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Emergency Health (Paramedic)

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr 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

Upon successful completion of this unit, students should 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 (3 hours) (50%)
Mid semester MCQ test (10%)
Assignments (30%)
Oral presentations (10%)

A pass in the final examination must be obtained to pass the unit.

Workload requirements

Biostatistics: 3 hours per week, Epidemiology/Ethics: 3 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Emergency Health (Paramedic)


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Nicholas Price

Synopsis

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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the fundamental concepts of nervous system organisation and communication;
  2. Have gained some insight into how the brain enables us to sense our environment and to move, feel, think and communicate with others;
  3. Describe how the human brain and behaviour evolved;
  4. Explain how behaviour can be influenced by genetic makeup, environmental and social factors and drugs; and
  5. Acquire some basic skills in obtaining, interpreting and presenting scientific data.

Assessment

Theory examination (60%) (20% in semester assessment, 40% end of semester (3 hours))
Practical work (4 worksheets and quizzes) (40%)

A pass in the final examination must be obtained to pass the unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Mark Prescott

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

Upon successful completion of this unit, students should be able to:

  1. Have a theoretical and practical understanding of the biological molecules which make up the blueprint of life;
  2. Describe the interactions of biological molecules which constitute essential processes in living cells;
  3. Acquire the basic technical skills essential for experimental molecular biology;
  4. Have a sound basis for advanced studies in molecular biology and recombinant DNA technology in later years of the course; and
  5. Have the skills required to use the Internet molecular biology resources to complement conventional written information.

Assessment

Theory examination (3 hours) (60%)
Practical course (30%)
Mid semester MCQ test (1 hour) (10%)

A pass in the final examination must be obtained to pass the unit.

Workload requirements

3 lectures per week and 3 hours laboratory per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

Prohibitions

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Justin Adams and 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

Upon successful completion of this unit, students should be able to:

  1. Demonstrate a basic anatomical literacy; i.e. describe and discuss the composition and relationships of the tissues, organs, systems, and regions that make up the human body.
  2. Relate anatomical structures (tissues, organs, systems) to basic developmental processes and contexts.
  3. Use comparative approaches to identify evolutionary and functional contexts of anatomical structures.
  4. Describe the specific evolutionary context of human anatomy.
  5. Use creative techniques (e.g. drawing, photography, body painting) to illustrate internal and external anatomy.
  6. Communicate anatomical information and concepts using a range of media (visual, oral presentation, writing).
  7. Relate sectional radiographic images to topological anatomy using digital 3D models.
  8. Work collaboratively to collect and analyse anatomical data.

Assessment

In-semester tests (30%)
Group research project and presentation (15%)
Log book (for recording learning in practical classes) (25%)
End-of semester exam (2 hours) (30%)

A pass in the in-semester tests and the final exam must be obtained to pass the unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Nutrition and Dietetics

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Associate Professor Janet Macaulay

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

Upon successful completion of this unit, students should be able to:

  1. Discuss how energy and nutrients are supplied to mammalian cells and how metabolism is regulated and integrated.
  2. Discuss the mechanisms by which cells communicate to coordinate metabolism, cell growth, differentiation and cell death.
  3. Describe the mechanisms by which precursor cells differentiate into mature cells.
  4. Explain the biochemical basis of selected diseases.
  5. Demonstrate an ability to present, analyse and interpret data from biochemical/cell biological experiments clearly and concisely in oral and written form.
  6. 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%)
Online quizzes (15%)

A pass in the final exam must be obtained to pass the unit.

Workload requirements

3 lectures per week and 3 hours practical or equivalent.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Behavioural Neuroscience

Prohibitions

BCH2022, BND2021.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. Achieve an understanding of the functions and internal controls of the major body systems.
  2. Integrate the specific knowledge and insights gained in the pursuit of the first objective into a logical appreciation of whole body physiology and the maintenance of homeostasis, through consideration of central and peripheral control systems linking the functions of the individual body systems.
  3. Relate it to the content of the first year prerequisite units and the contemporaneous core units BMS2011 and BMS2021.
  4. Develop an appreciation of the variability inherent in biological systems through laboratory exercises.
  5. Develop skills in locating appropriate resource materials using contemporary technologies, critical appraisal of those materials and application of the knowledge gained to problem solving situations.
  6. Promote the abilities of students to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments.
  7. Develop skills in written and oral communication through written reports and oral presentations of research findings by small groups.

Assessment

Examination (50%)
Assignment (20%)
Reports and tests (30%)

A pass in the final exam must be obtained to pass the unit.

Workload requirements

3 lectures per week and 3 hours practical or equivalent.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Associate Professor Coral Warr

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

Upon successful completion of this unit, students should be able to:

  1. Be aware of the value of model organisms in human genetic studies;
  2. Know how human genes and their functions are identified;
  3. Be able to perform gene mapping analyses and understand the interaction of clinical genetics practice with molecular biological techniques;
  4. Understand the relationship between cancer, gene and cell regulation, mutation and development;
  5. Understand the significance of the Human Genome Project and the techniques and strategies involved;
  6. Appreciate the ethical issues raised be modern human genetics practice; and
  7. Develop skills in the analysis and presentation of data and scientific ideas as well as skills in problem solving and self-directed learning.

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

Assessment

Examination (50%)
Continuous assessment (Mini-quizzes, laboratory reports and oral presentation) (35%)
Essay (15%)

A pass in the final exam must be obtained to pass the unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Biotechnology

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Prof Brian Cooke and Mr Mohamed Mohideen

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

Upon successful completion of this unit, students should be able to have gained an understanding of:

  1. the history of infectious disease identification and research;
  2. basic mechanisms of immunity to infection;
  3. the immune response to infection;
  4. the development and use of vaccines;
  5. host and pathogen factors and how they affect the outcome of infection;
  6. mechanisms of pathogenesis; emerging diseases;
  7. the spread and control of infection; antimicrobial agents; and
  8. a detailed knowledge of selected infectious diseases.

Upon successful completion of this unit, students should be able to 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%)

A pass in the final exam must be obtained to pass the unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Associate Professor Jackie Wilce

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

Upon successful completion of this unit, students should be able to:

  1. Have a basic understanding of the theoretical and practical aspects of information technology and its wider application to the medical sciences.
  2. 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.
  3. Develop their communication and presentation skills and understand the involvement of information technology in the biomedical sciences.

Assessment

Written examinations (50%) made up of:
Revision quiz (3%)
Mid-semester test (12%)
Final exam (35%) (Hurdle)
Projects and assignments (50%)

A pass in the final exam and mid-semester test must be obtained to pass the unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Professor Michael Ryan

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

Upon successful completion of this unit, students should be able to:

  1. Describe the mechanisms by which molecular defects cause human disease, including the mechanisms by which gene abnormalities may lead to various abnormalities in protein structure and function.
  2. Give examples of the role of molecular techniques in contributing to the diagnosis of specific human diseases.
  3. Discuss the use of current and emerging molecular biotechnology techniques to determine the molecular pathology of diseases and to design targeted therapies 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%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

BMS2042 and one of BCH2022 or BMS2021.
(Note for Biotechnology students: Students only need to pass BCH2022)

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Bachelor of Biotechnology


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Professor Richard Kitching

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

Upon successful completion of this unit, students should 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%)

Workload requirements

6 hours per week plus 6 hours private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in one of the following:
+ Bachelor of Biomedical Science (including double degree programs)
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (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

Upon successful completion of this unit, students should be able to:

  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;
  8. Conduct appropriate statistical analysis of results;
  9. Perform routine laboratory measurements and manipulations;
  10. Maintain efficient and meaningful communication with a project supervisor;
  11. 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%) (Hurdle)
Assessment of laboratory work (20%)

Hurdle requirement:
Requirement of a pass grade on the theory component (literature review worth 10% and final report worth 50%).

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A grade point average of at least 70 over 24 points in the Biomedical Science area at 2nd year level.

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

Co-requisites

BMS3021 or BMS3042 or by approval of course coordinator.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Summer semester A 2015 (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

Upon successful completion of this unit, students should be able to:

  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;
  8. Conduct appropriate statistical analysis of results;
  9. Perform routine laboratory measurements and manipulations;
  10. Maintain efficient and meaningful communication with a project supervisor;
  11. 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%) (Hurdle)
Assessment of laboratory work (20%)

Hurdle requirement:
Requirement of a pass grade on the theory component (literature review worth 10% and final report worth 50%).

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A grade point average of at least 70 over 24 points in the Biomedical Science area at 2nd year level.

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

BMS3021 or BMS3042 or by approval of course coordinator.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Full year 2015 (Day)
Clayton Second semester to First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. Be able to critically review the scientific literature in their discipline;
  2. Understand the processes involved in the design, development and implementation of a research project;
  3. Be able to execute and analyse an appropriate set of studies;
  4. Be proficient in computer-based data acquisition, analysis, presentation, and word processing;
  5. Be able to write up scientific work in a potentially publishable way;
  6. Show communication skills in both oral and written presentation to a scientific audience;
  7. Have acquired a range of technical skills appropriate to their discipline;
  8. Have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;
  9. Have the ability to pursue higher studies in selected disciplines of biomedical science; and
  10. Have gained insight into the breadth and diversity of the biomedical sciences.

Assessment

Literature review (10%)
Seminars (10%)
Research report (80%)

Chief examiner(s)

This unit applies to the following area(s) of study

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 and must be enrolled in course 3418.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Biomedical Sciences
OfferedClayton Full year 2015 (Day)
Clayton Second semester to First semester 2015 (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

Upon successful completion of this unit, students should 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)

This unit applies to the following area(s) of study

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 course 3418.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms 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

Upon successful completion of this unit, students should be able to:

  1. 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)
  2. Develop self awareness, express areas for development as an adult learner and describe strategies to support health enhancement and self care
  3. Identify their own personal learning style and explore strategies to support their learning
  4. Develop practice using the principles of effective basic communication skills
  5. Describe the benefits and challenges associated with giving and receiving feedback and practice feedback models
  6. Develop skills in reflective writing and reflective dialogue
  7. Recognise and begin to practice the professional attitudes and behaviours required as a healthcare professional student
  8. Identify the diverse roles of nutrition and dietetic practice
  9. Collaborate in inter and intra-professional learning groups examining factors which determine effective teamwork and respecting diversity of opinion and approaches to tasks
  10. 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
  11. Recognise the potential influence of culture on health behaviour, beliefs and choices
  12. Experiment with a range of diverse foods in relation to flavour, texture and palatability
  13. Investigate the foods, food ingredients and varied cultural eating patterns found in Australia
  14. Compare the influences on food and eating for individuals, groups and populations
  15. 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%) (Hurdle)

Workload requirements

24 hours per week including contact hours and private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

BND1101 and must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (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

Upon successful completion of this unit, students should 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 and outline 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 and explain primary, secondary and tertiary prevention paradigms and strategies for individuals and populations
  6. Explain and compare the main study designs used in population health and nutrition research and explain the 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. Explain common methods used to survey the nutrient intake and the nutritional status of populations.

Assessment

Assignments (60%)
Exam (40%) (Hurdle)

Workload requirements

8 hours contact per week plus 16 hours self directed study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

BND1102 and must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Online)
Clayton Second semester 2015 (Online)
Coordinator(s)Dr Tracy McCaffrey

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis.

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

Upon successful completion of this unit, students should be able to:

  1. Distinguish the role(s) of macro and micronutrients in the human body
  2. Identify foods which are rich sources of particular nutrients, and which foods are important sources of particular nutrients in specific diets
  3. Recognise the clinical signs and symptoms of particular nutrient deficiencies and excesses, and explain the reason for their development
  4. Appreciate the strengths and weaknesses of different methods of assessing food intake and to critically assess the information derived from them
  5. Appreciate the effects that nutrients may have on the absorption and utilization of other nutrients, and on medications.

Assessment

Online quiz assessment (10%)
End of semester examination (3 hours) (50%)
Assignments (40%)

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Aimee Dordevic

Synopsis

This unit focuses on developing students' fundamental scientific knowledge as the basis for dietetics practice and nutrition science. This unit takes a scientific approach to growth and development of the human body incorporating biochemistry, genetics and physiology 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

Upon successful completion of this unit, students should be able to:

  1. Demonstrate sound foundation knowledge of basic sciences to include biochemistry, genetics and physiology relevant to human nutrition and dietetics.
  2. Describe the chemical and biochemical aspects in biological molecules and the common reactions found in metabolic systems.
  3. Describe mechanisms of genetic inheritance and the mechanisms governing the flow of formation from DNA to RNA to protein.
  4. Describe mechanisms of gene expression and regulation, gene replication and repair and the causes and implications of genetic mutations.
  5. Describe the structure and function of cells and their diversification into tissues and major organ systems.
  6. Describe the general function of major organ systems and their interconnection in the human body.
  7. Explain the aspects of cellular metabolism in terms of energy release and dietary input.
  8. Briefly describe the main stages of human development and compare cellular growth, change in metabolism and nutrient requirements across the lifespan.
  9. Demonstrate basic knowledge and skill in laboratory experimentation and in the reporting and collation of experimental data.

Assessment

Assignments (40%)
Exams (60%) (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

BND1001 and must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Aimee Dordevic

Synopsis

The unit will introduce food and nutrition science particularly the chemistry and nutritional importance of food components in their raw and cooked state and their relevance to the nutrition of healthy individuals. It will review cooking skills and food knowledge required for purchase and preparation of healthy inexpensive meals in a 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 kitchen practical sessions for the acquisition of basic skills in food selection, preparation, storage and cooking.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the chemistry and nutritional importance of macronutrients and micronutrients in food and identify rich food sources of particular nutrients.
  2. Effectively communicate information about specific foods and/or nutrients and their importance in the health of individuals.
  3. 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.
  4. Discuss the optimal organisation of a domestic kitchen, and describe the principles of safe food handling for individuals.
  5. Compare and contrast common methods of food preparation, processing, storage and cooking, and discuss the chemical and nutrient changes that can occur due to these methods.
  6. Design meal plans and food budgeting for healthy individuals from a range of cultural groups.
  7. Evaluate different methods for the collection of food intake data from individuals and a range of basic anthropometric indicators used for assessing individual nutritional status.
  8. Read and analyse food labels and identify the information required on a nutrition information panel in Australia.
  9. Describe common additives found in foods and investigate how their presence is recorded by food labelling.
  10. Compare and contrast Australian and International food composition data including the varying methods used to analyse nutrient content of foods and apply these data to calculate the nutrient intake of healthy individuals.

Assessment

Assignments (50%)
Final exam (50%) (Hurdle)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

BND1002 and must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Evelyn Volders

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis.

Synopsis

This unit focuses on health behaviours, growth and development, physical activity and nutritional requirements for groups across the lifespan from infancy to old age. It will focus on normal nutrition, physiology, physical activity and growth and development for lifespan groups and vulnerable groups. The unit will draw on principles from psychology that will allow students to understand how health beliefs, illness and other factors impact on actions. Concepts of health education and promotion will enhance students' knowledge and ability to communicate nutrition messages effectively to groups. The unit will incorporate elements of personal and professional development such as cultural competency, social justice, translation of technical information into practical advice about food and eating, communication skills, reflection and teamwork.

This unit will focus on Theme 3 (Nutrition fundamentals in Health and Disease) and Theme 2 (Determinants and Influences on Population Health and Nutrition) and Theme 2 objectives but will also include aspects of Theme 1 (Personal development and professional practice) and Theme 4 (Food: from Science to Systems) with an integrated assessment task and Theme 4 (From Science to System.

Site visits to care settings such as child care and/or aged care will enhance the learning experience and provide an applied real life context to theory.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss and apply links between growth and development and health (including nutrition) and human behaviour across the lifespan
  2. Develop skills in integrating knowledge into practice consistent with best available evidence in nutritional needs and health education of groups
  3. Discuss how psychological, cultural, personal, economic and social factors influence health behaviours
  4. Discuss physical activity guidelines, evidence and recommendations across the lifespan
  5. Relate the theoretical basis of health education and health promotion to practice
  6. Plan, implement and evaluate a group education session
  7. Present an innovative approach to nutrition education for groups
  8. Apply the knowledge of health education, nutrition and human behaviour to describe, develop and evaluate education resource material
  9. Extend communication skills in a safe environment considering social, physical and cultural factors
  10. Practice professional attitudes and behaviours including reflection and team work
  11. Apply social justice principles in practice
  12. Evaluate practice of self and peers.

Fieldwork

Students will be expected to complete a child care and an aged care centre visit to fulfill the requirements for this unit.

Assessment

Exam (Hurdle) (40%)
Menu planning for groups (20%)
Group education assignment and presentations (25%)
Professional portfolio development (15%)

Workload requirements

4 x 2 hours per week lectures/tutorials on campus
2 x 2 hours practical sessions/tutorials on campus
12 hours self study and assessment related work are recommended per week in addition.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Zoe Davidson

Synopsis

This unit will focus on developing students as researchers. It builds on knowledge and skills developed in Year 1 on the role of evidence in nutrition science, statistics, epidemiology and research methods.It will embrace the concepts and application of systematic literature review and quantitative and qualitative data related to nutrition. Students will be supported to apply and practice these research skills in a safe classroom environment and via hypothetical models while applying real and relevant data collection and analysis tools to current, pertinent and important research questions in nutrition. The key theme explored in this unit is Theme 2: Determinants and Influences on Population Health and Nutrition coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 3: Nutrition Fundamentals of Health and Disease.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Design a simple research study relating to a nutrition issue
  2. Define the process of systematic review
  3. Develop and implement a systematic review protocol
  4. Apply methods of qualitative and quantitative data analysis in confined settings
  5. Compare and contrast different research methodologies
  6. Applies principles of nutrition research project management via a hypothetical model
  7. Synthesise and communicate findings from scientific literature in the field of nutrition
  8. Extend communication skills and practice in the context of nutrition research
  9. Extend critical appraisal and enquiry skills.

Assessment

Group literature review (4,000 words) (50%)
Individual scientific report (4,000 - 5,000 words) (50%)
Assessment task ethics forms (Hurdle)

Workload requirements

3 hours contact per week lectures/tutorials/teaching sessions on campus
9 hours self study and assessment related work.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Maxine Bonham

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis.

Synopsis

This unit provides a strong foundation in supporting students to become experts in the area of food - from the cellular scientific makeup and composition to food microbiology, food regulations and standards coupled with skill based acquisition, exploring the diversity of food and eating practices with an application to nutrition and dietetic practice. Theme 4 (Food from Science to Systems) is the key theme explored in this unit with integration from Theme 1 (Personal Development and Professional Practice) as students extend their skills in cultural competency and communication and the scientific underpinnings from Theme 3 (Nutrition Fundamentals of Health and Disease). In this unit, students will acquire food preparation skills; become familiar with Australia's diverse foods and modify recipes and menus to meet specific nutritional goals. They will also compare food service settings providing food for the general population and to outline the training and skills required for food service staff. Students will gain an appreciation of micro-organisms and the important role they play in food production and in food-borne disease; becoming proficient in risk assessment and safe food handling practices. They will discuss the regulatory system set up in Australia to control food safety, food labelling and food content and gain experience in evaluating the role of science and politics within the regulatory decision-making process.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Identify foods macronutrient and micronutrient composition from the main food groups and cultures found in Australia and evaluate the impact of globalisation on Australia's food supply
  2. Demonstrate a basic competence in cooking
  3. Explain the chemistry of food during its production, processing, cooking and storage and relate this chemistry to food taste, texture, palatability and nutritional value
  4. Describe the diversity of microorganisms and discuss their relationships in the context of food, nutrition, health and disease
  5. Exhibit laboratory skills required to culture and identify micro-organisms
  6. Compare food processing systems and design procedures to promote a safe food supply particularly for food service operations
  7. Describe the role of the Commonwealth and State governments in Australia in formulating, implementing and enforcing modern food law, including international standards
  8. Explain the format and content of the Australian Food Standards Code including the FSANZ processes required to ensure a safe Australian food supply
  9. 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
  10. Critically evaluate regulations relating to food labelling, food composition and food-related claims in Australia and assess compliance across the food supply
  11. Describe the process of HACCP (Hazard Analysis and Critical Control Points) in food production and supply and be able to design a HACCP plan
  12. Develop and apply written and oral communication skills with peers in a supportive environment
  13. Evaluate practice of self and peers.

Assessment

Food portfolio (30%)
Assignments (30%)
Exams (40%) (Hurdle)

Hurdle: End of semester exam - MCQ, short answer and essay-style questions.

Workload requirements

24 hours/week including contact hours and private study.
3 x 2 hours lectures/week; one 2 hours practical class or demonstration per week; one 4 hours practical class per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

BND1101, BND1102, NUT1001.

Co-requisites

Must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Ricardo Costa and Dr Julia Choate

Quota applies

This unit is quota restricted. Selection is on a first-in, first enrolled basis.

Synopsis

This unit will focus on developing students' fundamental scientific knowledge in the areas of biochemistry, physiology, anatomy and immunology as the basis for nutrition and dietetics practice. The areas of pharmacology and genetics will be included as the role of nutrition in these sciences is increasingly emphasised. The key theme explored in this unit is Theme 3: Nutrition Fundamentals of Health and Disease coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 4: Food from Science to systems. This unit will take a scientific approach to understanding the anatomy and physiology of the human body in growth and development and the impact of dietary input on cellular and metabolic processes whilst recognising the neuroendocrine control of nutrients within the body and the role of essential micronutrients in immune function. Teaching will focus on a case based learning approach to knowledge application.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Relate the structure and function of the gastrointestinal, cardiovascular, respiratory, immune, urinary, skeletal and muscular systems to nutrition, health and disease
  2. Describe the organisation and function of the peripheral and central nervous systems and discuss neuroendocrine control within the body
  3. Explain the anatomy of the GI system and explain the physiological and biochemical processes associated with digestion and metabolism of food
  4. Discuss the role of innate and acquired immunity in health and disease states
  5. Examine the protective roles of some dietary components in health and chronic disease
  6. Describe the pharmacokinetics of common drugs, their distribution and metabolism in the body and their interaction with nutrients
  7. Apply the main biochemical, clinical and physical measures for assessing nutritional status and the signs and symptoms of micronutrient inadequacy and/or deficiency
  8. Discuss introductory concepts in the nutrient modulation of gene expression
  9. Interpret and critically evaluate the scientific literature
  10. Exhibit problem based learning skills and the ability to apply scientific knowledge to nutrition-related scenarios
  11. Interpret data and demonstrate skills in the reporting of laboratory experiments and scientific communication.

Assessment

Practical reports including anthropometrical (body composition) assessment (20%)
Case studies (10%)
Structured essay (3,000 words) (10%)
Mid-semester exam (10%)
2 x End of semester exams (50%) (25% per exam)
Examinations are a hurdle requirement.

Workload requirements

6 x 2 hours per week lectures/tutorials on campus.
1 x 3 hours practical on campus.
21 hours self study and assessment related work.

See also Unit timetable information

Chief examiner(s)

Dr Ricardo Costa and Dr Julia Choate

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Simone Gibson

Synopsis

This unit uses chronic disease as the foundation and basis for dietetic students to develop and extend their core dietetic practice skills and build on what they have learnt in BND3102.

Students are able to apply their skills within the academic setting in a case based learning approach and via experience in the healthcare setting which includes a 3 week individual case management placement. Students will also extend their foundation skills in evaluating evidence and applied research methods applying to nutrition and dietetic practice.

The key themes explored in this unit are: Theme 1: Personal Development and Professional Practice, Theme 3: Fundamentals of Health and Disease coupled with partial integration of content and application from Theme 4: Food from Science to Systems.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Extend knowledge of the role of diet and relevant non dietary factors in the aetiology, prevention, and management of disease incorporating into practice
  2. Synthesise and communicate to peers key findings from the scientific literature and their relevance and application to nutrition and dietetic practice
  3. Conduct nutrition assessments and formulate dietetic practice recommendations and management strategies using an evidence based approach
  4. Practice individual case management in a simulated and healthcare setting
  5. Practice safely and professionally as part of a healthcare team working towards Entry Level Dietetic Competency (as defined by the DAA)
  6. Communicate appropriately and broadly using a range of methods extending into the healthcare environment
  7. Extend teamwork skills in the academic and practice settings
  8. Reflect on practice and evaluate self and peers.

Fieldwork

Students are required to complete an Individual Case Management placement experience to successfully fulfil the requirements for this unit. The placement is for a total of 3 weeks in Weeks 10-12 at the same placement partner network the student has been orientated to in BND3102 in Weeks 1-6 of semester.

Assessment

Assignments (35%)
Exam (3 hours) (35%)
Evidence based cases (1 formative, 2 summative) (30%)

Workload requirements

This unit will run over Weeks 7-12 of semester with an average of 48 hours per week allocated including contact and private study hours. The majority of time allocated will be contact hours/placement hours with remaining time for private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 96 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator. A student must successfully complete BND3102 in order to commence with BND3101.

Co-requisites

BND3102 and must be enrolled in courses 3404 or 4530.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Simone Gibson

Synopsis

This unit uses chronic disease as the foundation and basis for dietetic students to develop their core dietetic practice assessment skills whilst learning and applying core knowledge of chronic disease related to nutrition and dietetic practice. There is an emphasis and focus on person centred care and simulation provides a key platform for learning in this unit. A formative and summative Objective Structured Clinical Examination (OSCE) sits within this unit to assess students readiness for placement. Students are introduced to the healthcare system and a range of health care settings via a one day/week placement for part of the semester. Food service competencies (Operating Systems and Menu standards) are introduced and integrated practical experiences in the healthcare environment supports learning across this domain.

The key themes explored in this unit are Theme 1: Personal Development and Professional Practice, Theme 3: Fundamentals of Health and Disease, Theme 4: Food from Science to Systems coupled with partial integration of content and application from Theme 2: Determinants and Influences on Population Health and Nutrition.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the role of diet in the aetiology, prevention, and management of major lifestyle related chronic disease.
  2. Apply and integrate knowledge of chronic disease into nutrition assessment and management plans using case based learning, simulation and placement experience in the healthcare environment.
  3. Develop and extend core dietetic practice skills - including interpretation of data, collection and analysis of dietary data, nutrition assessment and intervention strategies.
  4. Develop working knowledge and experience in a healthcare setting to begin practicing safely and professionally.
  5. Apply food service, food science and food system knowledge to individuals and healthcare settings.
  6. Communicate appropriately and broadly using a range of methods.
  7. Extend teamwork skills in the academic and practice settings.
  8. Reflect on their practice and extend self-awareness, insight and cultural competency.

Fieldwork

Students will undertake an embedded placement experience within a healthcare setting of one of the key placement providers for Monash University Department of Nutrition and Dietetics. This will be a total of 4 days in Weeks 1-6 of the semester, which includes 2 days specifically related to food service experience. The aim of this embedded placement is to orientate and familiarise students to the healthcare environment including medical history documentation, following patient journeys, observing healthcare teams, practice linked to chronic disease and food service operating systems.

Assessment

Summative OSCE (25%)
Written exam (35%)
Assignments (40%)

Workload requirements

This unit will run over Weeks 1-6 of semester with an average of 48 hours per week allocated including contact and private study hours. The majority of time allocated will be contact hours with remaining time for private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 96 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND3101 and must be enrolled in courses 3404 or 4530.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Andrea Bryce

Synopsis

This unit is focussed on extending students' food composition, food therapeutic and food systems knowledge to support dietetic practice with integration and application in the practical and placement setting. There is extension of students' research and problem solving skills in managing placement based food service challenges. Students' personal and professional competencies are further developed. This unit supports fulfilment of prescribed competencies as outlined by the Dieticians Association of Australia.

The teaching and learning strategies will encompass lectures, group teaching, tutorials, practical sessions, self-directed learning and a placement based project.

The key themes explored in this unit are Theme 4: Food from Science to Systems and Theme 3: Fundamentals of Health and Disease, coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 2: Determinants and Influences on Population Health and Nutrition.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Integrate food composition and practical food knowledge to a range of therapeutic applications to support dietetic practice
  2. Compare and contrast food service systems across healthcare settings including key regulatory and accreditation systems relevant to food service management.
  3. Develop and communicate plans to provide safe and nutritious food in food service settings
  4. Implement, evaluate and disseminate results of activities that support delivery of quality nutrition and food standards within a food service
  5. Apply research practice skills and innovative problem solving to food service management challenges
  6. Apply the principles of management in food service including organisational management, human resource management and production management
  7. Utilise reflection, professional and personal communication and teamwork skills.

Fieldwork

Clinical placement: 15 days.

Assessment

Project report (3,500 words) (Group) (35%)
Oral presentation (10 minutes) (Group) (10%)
Food therapeutic manual (2,500 words) (25%)
Training module for food service/health care staff (Individual oral presentation) (20 minutes) (15%)
Placement portfolio including guided reflection (2,000 words) (15%)
Professional Behaviour Appraisal Form (Hurdle)

Workload requirements

12 hours/week plus 15 day placement for project and 5 day project write up/presentation = additional 20 days at 8 hours/day. Average over semester = 22.3 hours/week plus self study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 120 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND3302 and must be enrolled in courses 3404 or 4530.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Janeane Dart

Synopsis

This unit uses a range of clinical conditions and diseases as the foundation and basis for dietetic students to:

  • further develop their core dietetic practice skills and
  • develop skills in dietetic education and case management in the academic setting in preparation for placement.

There is an emphasis and focus on person centred care and using simulation and case based learning to provide a key platform for learning in this unit. Preparing students for individual case management clinical placement is a key focus of this unit.

Broader issues regarding healthcare systems and healthcare provision, management, ethics in healthcare and quality improvement are covered in this unit. Students' professional competencies are further developed and this unit supports fulfilment of prescribed competencies as outlined by the Dieticians Association of Australia.

The key themes explored in this unit are Theme 1: Personal Development and Professional Practice and Theme 3: Fundamentals of Health and Disease, coupled with partial integration of content and application from Theme 4: Food from Science to Systems.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Examine the role of diet in the aetiology, prevention, and management of a range of clinical conditions and diseases in preparation for clinical case management
  2. Apply and integrate knowledge of science and disease into nutrition assessment and management of clinical cases including consideration of broader issues regarding healthcare systems and provision, management, ethics and quality improvement
  3. Progress core skills in the clinical dietetic process towards case management including prioritisation and discharge planning
  4. Integrate personal, social, clinical, cultural, physiological, ethical, environmental and economic factors into clinical reasoning and decision making in case management
  5. Apply an evidence based approach to clinical case management
  6. Identify and critically review evidence in clinical dietetics communicating practice applications
  7. Incorporate theories of behaviour change and learning theory in counselling and education skills to support effective dietetic case management
  8. Communicate appropriately and broadly using a range of methods both written and oral
  9. Reflect on practice extending self-awareness, insight and cultural competency linking to professionalism.

Assessment

Exam (1 hour MCQ/EMQ mid semester exam and 3 hours exam) (40%) (Hurdle)
Case based portfolio (including guided reflection & evidence based education resource) (Individual) (6,000 words) (50%)
Self-developed placement resource (10%)

Workload requirements

24 hours/week contact time for week 1-9 plus self study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 120 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND3202 and must be enrolled in courses 3404 or 4530.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
Monash Passport categoryIndustry Linkage (Act Program)
OfferedNot offered in 2015
Coordinator(s)Dr 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 should 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
  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%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

NUT3082 or equivalent

Co-requisites

Must be enrolled in courses 3404 or 4530.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Liza Barbour

Synopsis

This unit will be classroom based and develop student's knowledge of the foundations of public health and public health nutrition as a discipline. Students will explore the role of population nutritional intake and its relationship to health and the strategies and approaches at a population level that are effective in improving health, including legislation, policy, social marketing, community development, health education and screening. The focus of content will be on the practical application of the principles, theories and processes used to develop population based approaches to improving health through nutrition, with a focus on capacity building. This unit will prepare students for a practical placement in public health nutrition (BND4092).

The key theme explored in this unit is Theme 2: Determinants and influences on population health and nutrition coupled with partial integration of content from Theme 4: Food: from science to systems.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the key health and nutrition issues affecting the Australian population and the political, environmental, social and economic determinants of these.
  2. Apply the key steps in the public health nutrition intervention cycle and explain the importance of integrating capacity building within this framework.
  3. Evaluate the role of public health policy in shaping public health nutrition practice.
  4. Analyse the continuum of population based approaches for addressing nutrition issues and evaluate the level of evidence of effectiveness in improving health.
  5. Evaluate a socio-ecological, systems based, approach to understanding and managing population nutrition issues.
  6. Differentiate between effective and non-effective public health advocacy approaches.

Assessment

Individual report (2,500 words) (40%) (Hurdle)
Group oral presentation (30 mins and 10 mins questions) (10%)
6 x Discussion paper (3,000 words) (50%)

Workload requirements

Week 1: 3 workshops x 4 hours per day = 12 hours
Week 2-12: 3-4 hours per week face to face teaching and learning sessions supported by group work and self-directed learning and an additional 12 hours per week of self-study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 144 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND4092 and BND students only.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Coordinator(s)Dr Claire Palermo

Synopsis

This unit is predominantly a fieldwork experience that will challenge students to integrate their academic training and to synthesise knowledge into a practical public health nutrition project based in a community setting. The unit requires students to manage a project that addresses a public health nutrition issue. Students will participate in program planning within a work environment and provide tangible benefit to their participating organisation. Students will be responsible for designing a project, collection and analysis of data and synthesis of findings into a report. Principles of information evaluation, workload management, communication, teamwork and responsibility for project management will also be developed.

The key theme explored in this unit is Theme 2: Determinants and Influences on Population Health and Nutrition coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 4: Food from Science to Systems.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply the social, environmental, economic and political determinants of nutrition status to a priority public health nutrition area.
  2. Plan, implement and evaluate systems based, population health approaches and solutions to priority nutrition issues.
  3. Apply the research process using appropriate methods of collection and analysis for both qualitative and quantitative data.
  4. Contribute to an evidence-based, population approach to improve population nutrition health in a community setting.
  5. Advocate for policy change to benefit health and nutrition outcomes for populations.
  6. Employ critical and scientific writing and communication skills to document and report findings to professional and scientific audiences.
  7. Practice professional leadership to promote the role of nutrition.
  8. Establish effective working partnerships, networks, collaborations with a range of team members and stakeholders.
  9. Adopt a questioning and critical approach in all aspects of practice and evaluate practice on an on-going basis.
  10. Achieve entry level competencies to support community and public health nutrition practice.

Fieldwork

30 hours per week for 7 weeks plus an additional 2 days site/project orientation.

Assessment

Project proposal (Group) (20%)
Project report (Group) (40% which includes 10% worth of Individual Peer Assessment)
Poster presentation (Individual) (10%)
Objective structured oral exam (30%) (Hurdle)
Portfolio (Ungraded) (Hurdle)

Workload requirements

30 hours practicum per week for 9 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 3404, 4530 or 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Evelyn Volders

Synopsis

This unit extends students' integrated knowledge and skills with application to strategic practice problems and scenarios. This unit prepares students to enter the profession and the workforce and completes the final stage of students' research skill development.

The key theme in this unit is Theme 1: Personal Development and Professional Practice. As this unit is pulling together many of the final dietetic competencies, there is partial integration of content and application from the other themes, Theme 2: Determinants and Influences on Population Health and Nutrition, Theme 3: Fundamentals of Health and Disease and Theme 4: Food from Science to systems with research underpinning all of these themes.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically review nutrition and dietetic practice, identifying gaps in knowledge and apply valid and relevant conclusions and recommendations for practice improvement.
  2. Utilise research, leadership, communication (including negotiation, advocacy and conflict resolution) and management principles and skills in approaching solutions to practice problems.
  3. Work effectively as a member of a team creating innovative solutions to nutrition and dietetics practice problems.
  4. Apply the principles of human resource management, budgeting and risk management to project management and research.
  5. Synthesise and analyse information/data collected from practice and communicate scientifically.
  6. Plan and evaluate own personal and professional development in preparation for entry into the profession.

Assessment

Scientific paper (Quantitative research project - 4,000 words & Qualitative research project - 5,000 words) (Individual) (40%) (Hurdle)
Peer review (1,000 words) (10%)
Small grant proposal (2,000 words) (20%)
Oral presentation (20 mins) & questions (Teamwork) (5%)
Report (2,500 words) (Teamwork) (25%)
Attendance and participation (Hurdle)
Professional practice (Ungraded hurdle)

Workload requirements

This 12 credit point unit requires an equivalent of 24 hours per week of study including contact and private study hours. This unit will be front loaded at the beginning of the semester and towards the end of semester Week 10-12 with an intensive teaching block. The remaining time during semester is allocated for self-directed learning and private study to progress learning in the unit during the clinical placement. A significant amount of learning is self-directed and autonomous in this unit.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 168 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND students only.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Professor Helen Truby and Dr Kate Huggins

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

Upon successful completion of this unit, students should be able to:

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

Assessment

Assessment from BND4111 will contribute to 15% to the final mark for Bachelor of Nutrition (Honours) degree comprising:
Multiple choice quiz (10%)
Critique of a scientific paper (70%) including a hurdle oral presentation
Reflective commentaries on seminars (20%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Full year 2015 (Day)
Coordinator(s)Professor Helen Truby and Dr Kate Huggins

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

Upon successful completion of this unit, students should be able to:

  1. gain experience in undertaking an evidenced-based review of the scientific literature in their discipline;
  2. discuss the strengths and weaknesses of the proposed study design for their research project;
  3. describe the methodology required for their research project and summarise the logistical process involved in data collection;
  4. 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;
  5. demonstrate a high level of competency in oral communication skills to a specialist scientific audience.

Assessment

Assessment from BND4121 will contribute 20% to the final mark for Bachelor of Nutrition (Honours) degree comprising:
Evidenced-based literature review (100%)*
Oral research proposal
Draft methods chapter

*Note that full quantitative assessment of this task will be undertaken at the end of Semester 2 in conjunction with Thesis examination.

Workload requirements

Research project related work: 36 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Full year 2015 (Day)
Coordinator(s)Professor Helen Truby and Dr Kate Huggins

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 a systematic review, results and discussion of the research project. Students will present their research results in a seminar format.

Outcomes

Upon successful completion of this unit, students should be able to:

  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

Assessment from BND4122 will contribute to 65% to the final mark for Bachelor of Nutrition (Honours) comprising:
Written thesis of not more than 20,000 words (100%)
Oral thesis presentation

Workload requirements

Research project related work: 42 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Simone Gibson

Synopsis

This unit is predominantly a placement based unit to support students' progression and entry level competencies in individual case management in a healthcare setting.

The key themes explored in this unit are Theme 3: Fundamentals of Health and Disease, Theme 1: Personal Development and Professional Practice and Theme 4: Food from Science to Systems as students' progress and integrate their dietetic practice skills and competencies working in the healthcare environment. There is partial integration of content and application from Theme 2: Determinants and Influences on Population Health and Nutrition.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply knowledge of science, nutrition, diet and disease into assessment, education, and management of clinical cases in a healthcare environment
  2. Integrate personal, social, clinical, cultural, dietary, economic, environmental, ethical, medical and physiological factors into clinical reasoning and decision making in client centred case management in the healthcare environment
  3. Achieve entry level competencies to support individual case management across a range of clients
  4. Apply an evidence based approach to clinical case management
  5. Integrate knowledge of food service systems and processes into case management
  6. Exhibit excellent oral and written communication skills in all professional interactions with peers, colleagues, clients and other stakeholders in the healthcare and academic environments.
  7. Work effectively as a member of the dietetic and broader healthcare team
  8. Practice safely, effectively and professionally
  9. Reflect on practice extending self-awareness, insight and cultural competency.

Fieldwork

Each student will be allocated to a healthcare site of a placement partner of Monash University and the Department of Nutrition and Dietetics for a total of 36 placement days. University staff are involved in final placement assessment and signing off of entry level competency for the profession for the relevant units.

Assessment

Oral presentation & extension questions (20 mins) (15%)
Abstract development (250 words) (5%)
Executive summary of case (1,500 words) (15%)
Inter-professional teamwork assignment (2,000 words) (20%)
Critical incident related to patient management - guided reflection & action plan (2,000 words) (20%)
Oral interview (15 mins) (10%)
Case summary (1,500 words) (15%)
Placement Portfolio (Hurdle) (Pass / Fail)
Practical competencies (Ungraded hurdle)

Workload requirements

Students will spend the majority of time for this unit allocated to a healthcare setting (8 Weeks of either 4 or 5 days per week - a total of 36 days). Students will also be expected to attend tutorials and presentations in the academic setting (scheduled around placement commitments) with the remaining time allocated for private study. Students are expected to attend placement for the equivalent of full time hours (7 hours/day) during their scheduled placement weeks. It is also expected that students undertake private study outside of placement hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

A student must have passed a minimum of 144 credit points of units deemed satisfactory and relevant in content and depth by the Nutrition and Dietetic Department Selection Officer in conjunction with the Unit Coordinator.

Co-requisites

BND students only.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
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

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

  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%)

Workload requirements

4 contact hours + 8 additional hours per week.

See also Unit timetable information

Chief examiner(s)


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
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

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

  1. Explain the methods used by the nervous system to exchange information by releasing neurotransmitters and the interaction of these neurochemicals with specific receptors;
  2. Describe how the nervous system regulates the homeostasis of the body and behaviour via neural connections and the release of neurochemicals and hormones from the brain and other organs;
  3. Recognise the role that glial cells have in controlling the biochemical balance of the nervous system and how they protect neurones from stressors and pathogens;
  4. Identify and describe how synaptic function and plasticity are altered through physiological and environmental influences, and how synaptic plasticity and biochemical changes promote memory formation;
  5. 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 1,000 words) (30%)
Blackboard quiz on research design and ethics (10%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

Prohibitions

BNS3031, BNS3041.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
Coordinator(s)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%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

Prohibitions

PSY3102.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
Coordinator(s)Dr Glenn Melvin

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;
  2. understand how imaging techniques can assist the diagnosis of some neurological disorders, and be able to interpret some of the features revealed by these images;
  3. understand the neurobiological correlates of some common neurological disorders and how they are diagnosed and treated;
  4. understand the behavioural and cognitive deficits that accompany some neurological disorders;
  5. appreciate the impact of disorders and their treatment from the point of view of patients and their carers;
  6. have developed confidence in communicating effectively with clinicians, patients and their carers; and
  7. have acquired the ability of writing case reports based on clinical evaluation and interview with patients.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 2 hours) (30%)
End of semester written theory examination (MCQ, 2 hours) (40%)
Multi-disciplinary neuroimaging assignment (15%)
Patient case reports (15%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)


42 points, SCA Band 2, 0.875 EFTSL

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

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Full year 2015 (Day)
Coordinator(s)Associate Professor Antonio Verdejo-Garcia

Synopsis

The aims of the Honours year in behavioural neuroscience are 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 may undertake one major project or two separate, though typically closely-related, research projects in an area within behavioural neuroscience. The project(s) will provide training in both discipline specific and generic research skills and form the basis of a literature review, research paper(s) and oral poster presentation.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Be able to critically review the scientific literature in their domain of behavioural neuroscience research,
  2. Have acquired sound knowledge of the processes involved in research design, development and implementation through the completion of a research project,
  3. Be able to execute and analyse the outcomes of a laboratory-based and/or field-based study,
  4. Be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software,
  5. Be able to prepare a report of a research project in a potentially publishable way,
  6. Show communication skills in both oral and written presentations to both audiences who are specialists in the student's field of study of research and non-specialist scientific audience,
  7. Have acquired a range of technical skills appropriate to their research area,
  8. Have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project.

Assessment

Research proposal (1,500 words) (10%)
Honours research thesis (12,000 - 15,000 words) (80%)
Communication of results (Oral) (5%)
Graduate attribute assessment (5%)

Hurdle: Students must pass the thesis to achieve a pass for this unit.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

Prerequisites

Co-requisites

Must be enrolled in course 3514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Katrina Simpson

Synopsis

The aim of the Honours year in behavioural neuroscience is 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. In this unit students will complete 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

Upon successful completion of this unit, students should 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 (SPSS).
  4. Have the capability to pursue research-related postgraduate studies in behavioural neuroscience.

Assessment

Assessment (MCQ) (10%)
Exam (3 hours) (50%)
Journal (2,000 words) (40%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

BNS4100 and must be enrolled in course 3514.


48 points, SCA Band 3, 1.000 EFTSL

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

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health Churchill
OfferedGippsland Full year (extended) 2015 (Day)
Coordinator(s)Associate Professor Shane Bullock

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 procedural skills through clinical skills tutorials and clinical placement activities. Community partnership placements are also a part of the unit.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Identify and develop strategies for their own health enhancement.
  2. Examine the similarities and differences between ethical issues in personal and professional life.
  3. Appreciate the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship.
  4. Differentiate ethical debates about the following: doctor-patient relation; health and illness; ideas of personhood and body.
  5. Apply concepts of professional responsibility and public accountability with reference to the role of the courts and common law statutes and professional self-regulation.
  6. Develop a perspective on issues of social equity, welfare, advocacy and justice, particularly as they relate to the practice of medicine.
  7. 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.
  8. Develop the concept of the 'whole person' and in particular, the social and economic context of health and illness.
  9. Discuss different perspectives on health, illness and medical practice through application of the 'sociological imagination'.
  10. Describe associations between health and illness and social influences such as culture, disability, place, rurality, social position, gender, ethnicity, ecology and access to healthcare.
  11. Consider appropriate adaptations of healthcare practice to suit particular cultural and social circumstances.
  12. Demonstrate basic skills in accessing and critiquing research materials from personal, print and electronic sources.
  13. Discuss the basic concepts and methods of biostatistics in medical research and epidemiology.
  14. Evaluate the strengths and weaknesses of different epidemiological study designs.
  15. Explain how rural diversity can impact on rural health, illness and health service delivery.
  16. Articulate the relationship between data, information, evidence, knowledge and informed care.
  17. 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).
  18. Discuss the theories and approaches to health promotion.
  19. Participate in the basic health promotion process of program development, planning, implementation and evaluation.
  20. Identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies.
  21. Recognise the conceptual and practical implications of a Community Based Practice program.
  22. Describe and discuss the health, illness and community services and facilities available in a rural, regional and outer urban location.
  23. Describe normal cell and tissue structure and formation.
  24. Identify the role of genes in health and disease.
  25. Describe the immune system and immune responses in health and disease.
  26. Discuss the pathophysiology and management of conditions caused by microbes.
  27. Describe the pathophysiology of neoplasia.
  28. Discuss the general principles, concepts and language of neuroscience that will provide a basis for understanding the neural control of body systems and neurology.
  29. Outline the structure and functions of neurons, signalling mechanisms, drug actions and receptors, and the organisation, inter relationship and general function of all divisions of the nervous system.
  30. Describe the function of peripheral sensory systems, the sensory pathways, the motor pathways and the importance of sensory feedback.
  31. Explain the general and detailed organisation and function of the musculoskeletal system.
  32. Discuss the theories associated with human psychology and describe the neurobiological basis of human behaviour.
  33. Describe the structure and function of the healthy cardiovascular, respiratory, renal, endocrine, gastrointestinal and reproductive systems and the formation and function of blood.
  34. Describe the general pharmacological principles and the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive systems.
  35. Describe the mechanisms and effects of selected common pathologies affecting the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive system.
  36. Describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception.
  37. Discuss how fetal conditions can determine adult disease, recognising how specific anomalies can be diagnosed prenatally and how some of them may be corrected or managed.
  38. Describe the trajectory of human development and explain the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood.
  39. Demonstrate clear and appropriate communication skills and active learning with clarity, consideration and sensitivity to patients and other health professionals.
  40. Describe the framework for taking a comprehensive medical history.
  41. Demonstrate an awareness of basic ethical and legal issues when communicating with patients.
  42. Describe the principles of clinical reasoning.
  43. Describe the elements of a Mental State Examination and perform a Mini Mental State examination.
  44. Recognise the importance of context in medical history taking and the development of health conditions.
  45. Apply a framework for taking a focused medical history in the cardiovascular, respiratory, gastrointestinal, renal, reproductive, haematological and endocrine systems.
  46. Apply a framework for taking a sexual history using a patient centred, non-judgemental approach.
  47. Perform a basic examination of the musculoskeletal, neurological, cardiovascular, respiratory, gastrointestinal, renal, haematological and endocrine system using a systematic patient-centred approach.
  48. Perform a systematic patient-centred examination of the breast recognising the importance of communication during intimate examinations.
  49. Demonstrate a structured approach to describing the features of normal basic investigations including Chest X-ray, Abdominal X-ray and 12 lead electrocardiograph.
  50. Describe the elements of the patient safety framework including hand hygiene, teamwork and communication.
  51. Demonstrate a structured and empathic approach to dealing with emotion in the patient encounter in a simulated environment.
  52. Perform a series of procedural skills in a simulated environment using patient centred communication.
  53. Recognise the social and health needs of Indigenous communities in urban, rural and remote locations.
  54. Discuss traditional Indigenous culture and the complexities of contemporary Indigenous societies in urban, rural and remote locations.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Attendance (80% mandatory class attendance) (Hurdle)
Professionalism and engagement (7.5%)
Clinical skills competencies (5%)
Critical reflection on a learning experience (5%)
Indigenous health assignment (5%)
Mid-semester 1 exam (5%)
Community-Based Placement (CBP) program assignment (7.5%)
End-of-semester 1 written examination (5%)
Population health assignment (5%)
HHB / HLSD assignment (5%)
End-of-year summative OSCE (20%)
End-of-semester 2 written examination (10%)
Vertically Integrated Assessment (VIA) examination (20%)

Workload requirements

On-campus: Class contact hours: 24 hours per week. Students would be expected to do a minimum of 24 hours private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must be enrolled in course 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health Churchill
OfferedGippsland Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Shane Bullock

Synopsis

GMA2000 provides an overall result for Year A Graduate entry MBBS based upon achievement in GMA1010 and includes the Vertically Integrated Assessment (VIA) examination undertaken at the end of Year A. Teaching and learning activities for GMA1010 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. Upon successful completion of this unit, students should have demonstrated the necessary integration of knowledge and skills developed during Year A of the medicine course.

Assessment

GMA1010 (80%)
VIA examination (20%)

Chief examiner(s)

Co-requisites

Must be enrolled in courses 3952 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Tess Tsindos

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

Upon successful completion of this unit, students should be able to:

  1. Identify key components of health and social care systems
  2. Define key roles in health and social care systems
  3. Identify key influences on the development of health and social policy
  4. Describe the key domains of health and social policy and explain the relationships between them
  5. Compare health systems with respect to structure, performance and relevant contextual factors.

Assessment

Individual presentation (10 minutes) (15%)
Group presentation (15 minutes) (20%)
Written assignment (2,500 words) (40%)
In-class quizzes (25%)

Hurdle requirements: 80% attendance at tutorials unless medical or other certification provided and completion of in-class activities.

Workload requirements

3 hours per week (1 hour lecture, 2 hour tutorial) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Associate Professor Dragan Ilic

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

Upon successful completion of this unit, students should be able to:

  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 communicate evidence for health professional audiences.

Assessment

Evidence ranking and summary (750 words) (20%)
Online quiz: Quantitative data test (20 minutes) (5%)
Online quiz: Qualitative data test (20 minutes) (5%)
Project proposal (group presentation) (oral) (20 minutes) (30%)
Written examination (2 hours) (40%)

Hurdle:
Tutorial attendance (80% attendance)
Workshop attendance (80% attendance)

Workload requirements

4 hours per week - (1 hour lecture, 2 hour tutorial, 1 hour workshop) plus approximately 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedNot offered in 2015
Coordinator(s)Dr Biswajit Banik

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 (1 hour) (20%)
Research report (2,000 words) (30%)
In-tutorial participation (10%)
Examination (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

1 hour lecture and 2 hours tutorial per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Caulfield Second semester 2015 (Day)
Coordinator(s)Dr Rosalie Aroni

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

Upon successful completion of this unit, students should be able to:

  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. discuss the critical relationship between human rights and public health, and identify 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

2 x Quizzes (in-class) (10 minutes reading time and 20 minutes completion time per quiz) (20%)
Group presentation (oral) (15%)
Essay (1,500 words) (25%)
Examination (2 hours) (40%)

Hurdle:
80% attendance at tutorials.

Workload requirements

Lecture 1 hour and tutorial 2 hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Dr Basia Diug

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

Upon successful completion of this unit, students should be able to:

  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

Online quizzes (10%)
Mid-semester test (50 minutes) (15%)
Oral case presentations (Group work) (30%)
Written examination (2 hours) (45%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week (1 lecture hour and 2 tutorial/workshop hours) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Basia Diug

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

Upon successful completion of this unit, students should be able to:

  1. Identify 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

Online quizzes (10%)
Mid-semester exam (50 minutes) (15%)
Oral case presentations (30%)
Written examination (2 hours) (45%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week (1 lecture hour and 2 tutorial/workshop hours) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1101, PHH1101).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Michaela Riddell

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

Upon successful completion of this unit, students should be able to:

  1. Explain the place of health and its social determinants in a globalising 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

Formative assessment (not graded) include:
Tutorial participation: Students will participate in small group and self-directed activities across the whole semester (mid and end semester)

Summative assessments:
Group presentation (30%)
Class test (1 hour) (30%)
Assignment (3,000 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours per week (1 hour lecture, 2 hour tutorial) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Rosalie Aroni

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

Upon successful completion of this unit, students should be able to:

  1. Apply key principles of sociological and anthropological thought to the lived experience of individuals and populations
  2. Apply the themes associated with the sociological imagination to examine the social production, construction and organisation of health locally and globally
  3. Apply sociological theories as analytical tools to critically examine cultural, social, political and economic factors influencing health
  4. 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 assessment:
Weekly quiz (Weeks 2 to 11)

Summative assessment:
Individual journal (1,200 words) (15%)
Individual analysis of media coverage of a health issue (1,500 words) (30%)
Group presentation of a contentious health issue (15 minutes) (15%)
Individual essay (2,000 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours contact time per week (1 hour lecture 2 hour tutorial / workshop) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1081, HSC1082, HSC1112, PHH1081, PHH1112).

Prohibitions

ATS2717.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Ms Micaela Drieberg

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

Upon successful completion of this unit, students should be able to:

  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;
  9. describe the links between project planning and evaluation and the key steps in evaluation planning.

Assessment

Seminar participation (10%)
Health profile (30%)
Intervention map (40%)
Project implementation plan (20%)

Hurdle: 80% attendance at tutorials.

Workload requirements

2.5 hour seminar per week plus approximately 9.5 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1081, HSC1082, PHH1081) AND one of (HSC1072, HSC2101, PHH2101).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Ms Micaela Drieberg

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

Upon successful completion of this unit, students should 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

Essay (2,000 words) (30%)
Group oral presentation (20 minutes) (20%)
Report and advocacy package (3,000 words) (50%)

Hurdle: 80% attendance at tutorials.

Workload requirements

1 hour lecture and 2 hours tutorial per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions

PBH1102.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Ms Cathie Hillman

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

Upon successful completion of this unit, students should be able to:

  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

Essay (2,000 - 2,500 words) (30%)
Case study (Oral group presentation) (30%)
Written report (3,000 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hour seminar plus 9 hours of private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1072, HSC2101, PHH2101).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (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 this 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

Upon successful completion of this unit, students should 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. discuss 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;
  9. discuss ethical challenges that are presented by health promotion.

Assessment

Class test (1 hour) (10%)
Research report (30%)
In-class presentation (20%)
Examination (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

1 hour lecture and 2 hours tutorial per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (BND1002, HSC1081, HSC1082, HSC1112, PHH1081, PHH1112).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Associate Professor 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

Upon successful completion of this unit, students should 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

2 x Online quizzes (10%)
3 x Group presentations (Oral with Powerpoint presentation) (20%)
Critical Appraisal Task (CAT) (30%)
Written examination (2 hours) (40%)

Hurdle: Tutorial attendance (80% attendance).

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (BMS1042, HSC2141, PHH2141).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Dr Biswajit Banik

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

Upon successful completion of this unit, students should be able to:

  1. Describe the processes by which drugs act on, and are handled by, the human body.
  2. Explain the role of drugs in prevention and treatment of specific diseases.
  3. Explain the role of other therapeutic (non-drug) interventions in prevention and treatment of specific 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

Tutorial participation (5%)
Class test (1 hour) (10%)
Oral presentation and written report (1,000 words) (15%)
Written assignment (2,000 words) (30%)
Exam (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (BMS1011, HSC1101, PHH1101) AND one of (BMS1021, HSC1102, PHH1102).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Caulfield Second semester 2015 (Day)
Coordinator(s)Ms Kelly Allen

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, reviewing how health and disease are measured, and how patterns of health and disease in populations are investigated. Students are introduced to different study designs, analysing and interpreting health data and the concepts of bias and confounding. Case studies include local, national and global examples of epidemiological research.

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 the measurement of health and well-being of indigenous and other population groups.

Assessment

2 x Written assignments (1,500 words each) (35%)
Group presentation (Oral) (15%)
2 x In-class biostatistics tests (20%)
Exam (2 hours) (30%)

Hurdle: At least 80% attendance at tutorial/computer laboratory classes.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1061, PHH1061).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Rosalie Aroni

Synopsis

This unit builds on the introduction to research methods provided in HSC1061. In that unit 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

Upon successful completion of this unit, students should be able to:

  1. Develop researchable questions by completing a literature review to determine gaps in current knowledge
  2. Develop and prepare a viable research protocol (which includes detailing the chosen research design, sampling and recruitment procedures, data collection and analysis strategies and a rationale for choices made in each of these arenas)
  3. Explain different types of research design and how to choose the most appropriate design to answer explanatory and exploratory research questions
  4. Design effective research instruments (questionnaires, interview schedules, focus group schedules)
  5. Recognise and outline ethical dilemmas associated with planning and executing morally responsible, culturally sensitive research.

Assessment

Written assignments (3,500 words) (55%)
Exam (2 hours) (30%)
Tutorial participation (completion of required reading(s) and/or other preparation for classes and contribution to class discussions) (15%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1061, HSC1082, PHH1061).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (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

Upon successful completion of this unit, students should 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. describe medical and professional ethics and different ethical perspectives as related to healthcare
  5. discuss the importance of confidentiality and informed consent.

Assessment

Written assignment: Response to 10 short answer questions (2,500 words) (50%) (Hurdle)
Written assignment: Major paper chosen from one of three provided topics (2,500 words) (50%) (Hurdle)

Hurdle: 80% attendance at tutorials.

Workload requirements

2 hour seminar per week plus approximately 10 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Michaela Riddell

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 bilateral donors (AusAID, USAID etc) in giving development 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. This 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

Upon successful completion of this unit, students should be able to:

  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 (2,000 words) (30%)
Project plan (1,000 words) (20%)
Project proposal (3,000 words) (50%)

Hurdle:
Formative assessment task Twitter report (800 words)
80% attendance at tutorials.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. discuss in depth some key contemporary health challenges demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
  2. demonstrate understanding of key 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', particularly in the context of the role that evidence and other factors, including the media, play in this process;
  4. demonstrate understanding of 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

Written outline of research topic (500 words) (15%)
Literature review (1,500 words) (25%)
Research essay (3,000 words) (50%)
Class presentation (in class oral presentation) (10%)

Hurdle: 80% attendance at tutorials.

Workload requirements

A one hour lecture and a two hour tutorial per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (BMS1042, HSC1081, HSC1082, HSC2022, PHH1081, PHH2022).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Dr Michaela Riddell

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

Upon successful completion of this unit, students should be able to:

  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. Describe the role of social and political factors in disease prevention and control
  7. Explore similarities and differences in prevention and control strategies for non communicable diseases and communicable diseases.

Assessment

2 x Written assignments (Total of 2,000 words) (30%)
Group presentation (Oral) (15%)
Tutorial exercises (10%)
Final exam (2 hours) (45%)

Hurdle: At least 80% attendance at tutorial classes.

Workload requirements

3 contact hours per week plus 9 hours per week private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Ms Micaela Drieberg

Synopsis

This unit introduces students to settings and characteristics of health promotion delivered in various settings including hospitals, schools, workplaces and sporting organisations. Students will be introduced to settings frameworks, theories and approaches and the role of health professionals in diverse settings will be examined. Additionally approaches to building health promotion capacity among staff in these settings will also be explored. Students will gain a sound understanding of the evidence base for health promotion work in different settings and will critically examine the challenges for health promotion in these settings.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Define settings approaches and distinguish key features of the settings approach to health promotion;
  2. Identify sources of data to inform evidence-based approaches to health promotion in different settings;
  3. Describe different approaches to health promotion in settings including organisational change and policy development;
  4. Demonstrate skills in planning and implementation for health promotion in different settings;
  5. Identify systems level changes in settings that will support the use of health promotion strategies;
  6. Describe capacity building approaches to improve the quality and sustainability of health promotion in these settings.

Assessment

Evidence review (2,000 words) (35%)
Settings audit and program plan (2,500 words) (40%)
Case study group presentation (Oral with Powerpoint or Prezi presentation) (25%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (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

Upon successful completion of this unit, students should 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

Evaluation design exercise (template provided) (10%)
Project evaluation plan (template provided) (40%)
Presentation of data collection tools (20 min oral presentation + 30 min class activities) (20%)
Data collection instrument (2,000 words) (30%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (BND1002, HSC1061, HSC1082, PHH1061) AND one of (BND2001, HSC1072, HSC2051, HSC2101, PHH2051, PHH2101).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. develop an understanding of health policy as a key dynamic element of the determinants of health, with effects on the health of populations and societies
  2. identify the structures, systems and institutions that contribute to the South African or any country's 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
  7. use policy analysis skills to critique existing policy using a case study approach.

Assessment

Group presentation (20 minutes) (25%)
Individual case study essay (1,500 words) (25%)
Research essay (2,500 words) (Hurdle) (50%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours per week (1 hour lecture and 2 hours tutorial) plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC1052, PHH1052).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Darshini Ayton

Notes

The first compulsory seminar will be held during Orientation week of semester 2.

Quota applies

This unit is quota restricted. Selection in based on academic performance in second year health science units.

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

Upon successful completion of this unit, students should 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.

Fieldwork

Each student will undertake a health promotion placement at a relevant organisation. The placement is 100 hours in duration and students need to be able to committ at least one day a week to complete their placement by mid-November.

Assessment

Half-way practicum reflection report (750 words) (20%)
Final reflection report (2,000 - 2,500 words) (40%)
Career portfolio including career goals, cover letter, resume and placement work plan (40%)

Hurdle:
100 hours field placement
12 hours of seminars
Participation in Moodle group discussions between weeks 5-12

Workload requirements

144 hours including 100 hours of field placement, 12 hours of seminars, contact time of 1 hour online discussion group between weeks 5-12, and 2 hours of private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

HSC2062 AND one of (HSC3061, PHH3061).

Co-requisites

Must be enrolled in courses 3882, 4503 or 4505.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. Describe the essential principles of hazard identification, risk assessment, risk management and risk communication.
  2. Demonstrate fluency with the basic concepts and terms used to describe chemical, physical and biological hazards.
  3. Describe basic principles of identifying common hazards and nominate ways to assess the risks presented.
  4. 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.
  5. Critically evaluate environmental health research evidence and to explain the limitations, relevance and application of the evidence to specific situations.

Assessment

In-class quiz (1 hour) (20%)
2 x Written assignments (2,500 words each) (80%)

Hurdle: 80% attendance at seminars.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield First semester 2015 (Day)
Coordinator(s)Dr Stephanie Tanamas

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

Upon 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

2 x Written assignments (Total 3,000 words) (30%)
Group presentation (Oral) (15%)
In-class group work (15%)
Final report (3,500 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week plus 9 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

One of (HSC2141, PHH2141) AND one of (HSC2142, PHH2142).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedCaulfield Second semester 2015 (Day)
Coordinator(s)Dr Ewan MacFarlane

Notes

Students are required to attend induction sessions in the week prior to the start of semester.

Quota applies

This unit is quota restricted. Selection is based on academic performance.

Synopsis

This unit provides an opportunity for high achieving students to experience public health research in practice. Application forms for this unit can be obtained from med-sphpm-ugenq@monash.edu. A strict quota applies and entry is based on academic performance. Students will be placed with a current public health/epidemiological research project and will undertake specific tasks within the project as well as being exposed to the broader research environment. The specific tasks undertaken will vary, but may include, for example, dealing with recruitment of study participants, data collection and management and analysis of findings. Students will apply research skills acquired in years 1-2 of their degree, in areas such as dealing with bias and confounding, developing data collection tools, managing and analyzing data, and ethical practices in the research environment. Students will prepare oral and written presentations relating to: their specific task/s; the research project with which they are working; and the research process more generally. This unit is particularly designed for students who are considering a research career, via an Honours degree and postgraduate study.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply knowledge and skills of research design, methodology and data analysis in the practice of public health/epidemiological research
  2. Demonstrate an in-depth understanding of the practical and methodological issues in conducting public health/epidemiological research
  3. Critically reflect on the skills required for good research practice, including professional, ethical and practical issues
  4. Present oral and written reports of research processes and research outcomes.

Assessment

First oral presentation (10 mins) (15%)
Written assignment (1,500 words) (20%)
Final oral presentation (20 mins) (15%)
Final written report (3,000 words) (35)
Supervisor's assessment, including attendance (15%)

Hurdle: Progress report checklist signed by both the student and supervisor.

Workload requirements

12 hours per week of on-site research work and private study. Students are also required to attend induction sessions in the week prior to the start of semester.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 3882 or 4503.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedAlfred Hospital First semester 2015 (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

Upon successful completion of this unit, students should 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: 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:
An individual presentation during the semester on students' project methodologies (20%)
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%)
A word assignment based on students' project methodologies which will form the basis of the student's methods chapter of the thesis (3,000-3,500 words) (60%)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3971.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedAlfred Hospital Second semester 2015 (Day)
Alfred Hospital Second semester to First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  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: 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 assessment:
An individual presentation and feedback on students' completed projects - to occur prior to submission
Feedback during supervision throughout the semester.

Summative assessment:
Research-based honours thesis (15,000 words) (100%). Students' theses will be examined as per normal Faculty of Medicine, 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.

Workload requirements

Two 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 40 hours per week in private study/self-directed learning (i.e. a total of 48 hours per week).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3971.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Epidemiology and Preventive Medicine
OfferedAlfred Hospital First semester 2015 (Day)
Coordinator(s)Dr Michaela Riddell

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

Upon successful completion of this unit, students should be able to:

  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: Students are required to attend 80% of seminars.

Formative assessment: Feedback during seminar participation and presentations delivered.

Summative assessment:
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%)
A 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 (4,000 - 5,000 words) (70%)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3971.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Primary Health Care
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Tsharni Zazryn

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

Upon successful completion of this unit, students should 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 patient 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

Essay (2,000 words) (25%)
Written assignment (2,500 words) (35%)
Examination (Multiple choice) (2 hours) (20%)
Class preparation activities and participation (20%)

Hurdle: Students are required to attend 80% of all tutorials.

Workload requirements

12 hours per week including contact time (1 hour lecture, 2 hour tutorial), fieldwork and self-directed learning.

See also Unit timetable information

Chief examiner(s)


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester 2015 (Day)
Malaysia First semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and 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 Society Teaching 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 problem based learning activity
(PBL). Each PBL 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:

Upon successful completion of this unit, students should be able to:

  1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Discuss issues related to justice, the importance and role of advocacy within the health system
  4. Practice principles of ethical decision making and consultation with peers and teachers
  5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
  9. Recognise the importance of research and quality improvement
  10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify available support services
  12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
  13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
  15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II:

Upon successful completion of this unit, students should be able to:

  1. Describe the concept of primary healthcare and the interrelated themes of social justice and human rights in the context of population health.
  2. Describe the effects of the key social determinants of health on health status and outcomes in marginalised groups, including the Indigenous population.
  3. Explain the effects of cultural, geographic and economic factors on access to healthcare and health status.
  4. Discuss the components, organisation and goals of health systems, and the relationship between health system quality and health outcomes.
  5. Define levels of disease prevention.
  6. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs.
  7. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations.
  8. Describe the purpose of health promotion programs.
  9. Describe key concepts in population health, epidemiology and measurement of health and disease in populations.
  10. Describe key concepts in biostatistics and interpret biostatistical information in medical research publications.
  11. Describe the characteristics of different study designs used in population health and clinical research.
  12. Describe the role of health care services in maintaining health and in monitoring, managing and preventing disease.
  13. Describe the interaction between health care consumers and health care services
  14. Identify sources of information used to support clinical decision making and management in health care.
  15. Identify human and organisational factors that may impact upon patient care.
  16. Outline the principles involved in efficient allocation of health care funding.
  17. Outline the structure of medical literature and the roles of the different academic styles of writing.
  18. Search for medical research information and data from personal, print and electronic sources.
  19. Organise and manage information sourced from medical research publications and popular information sources.
  20. Critique information on health and health care provided to the public.

Theme III:

Upon successful completion of this unit, students should be able to:

  1. Discuss normal cell and tissue structure and formation;
  2. Describe and compare genes in health and disease;
  3. Describe the immune system in health and disease;
  4. Explain the interaction between microbial organisms and the human host and the role of parasites and fungi in infectious disease;
  5. Describe injury and the host response;
  6. Discuss the nature of neoplasia and genetic and environment factors leading its progression and spread.
  7. Explain the key concepts of human psychology and the neurobiological basis of human behaviour
  8. Outline and explain 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:

Upon successful completion of this unit, students should be able to:

  1. Conduct a structured patient centred interview in simulated environments
  2. Elicit a structured, comprehensive and logical history in simulated environments
  3. Perform an appropriate examination for specified systems in simulated environments.
  4. Perform specified clinical procedures and tasks in simulated environments
  5. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
  6. Identify the required information for completion of requests for investigations.
  7. Provide a basic interpretation of results for specified investigations
  8. Outline the reasons for prioritising patient care
  9. Generate a problem list
  10. Formulate a differential diagnosis (list)
  11. Identify the function of management plans in patient care
  12. For specified conditions identify clinically appropriate medications
  13. Explain the importance of monitoring patients
  14. Explain the importance of fluid and electrolyte management
  15. Identify the importance of procedures and documentation for continuity of care
  16. Provide structured and effective case presentations
  17. Recognise the basic elements of patient case files.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Examinations and written assignments to account for 30% of the end of Year 1 result. Assessment of materials presented in the result for MED1011 will be a pass grade only (PGO).

Hurdle: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and 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:

Upon successful completion of this unit, students should be able to:

  1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Discuss issues related to justice, the importance and role of advocacy within the health system
  4. Practice principles of ethical decision making and consultation with peers and teachers
  5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
  9. Recognise the importance of research and quality improvement
  10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify available support services
  12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
  13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II:

Upon successful completion of this unit, students should be able to:

  1. Describe the concept of primary healthcare and the interrelated themes of social justice and human rights in the context of population health
  2. Describe the effects of the key social determinants of health on health status and outcomes in marginalised groups, including the Indigenous population
  3. Explain the effects of cultural, geographic and economic factors on access to healthcare and health status
  4. Discuss the components, organisation and goals of health systems, and the relationship between health system quality and health outcomes
  5. Define levels of disease prevention
  6. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs.
  7. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
  8. Describe the purpose of health promotion programs
  9. Describe key concepts in population health, epidemiology and measurement of health and disease in populations
  10. Describe key concepts in biostatistics and interpret biostatistical information in medical research publications
  11. Describe the characteristics of different study designs used in population health and clinical research
  12. Describe the role of health care services in maintaining health and in monitoring, managing and preventing disease
  13. Describe the interaction between health care consumers and health care services
  14. Identify sources of information used to support clinical decision making and management in health care
  15. Identify human and organisational factors that may impact upon patient care
  16. Outline the principles involved in efficient allocation of health care funding
  17. Outline the structure of medical literature and the roles of the different academic styles of writing
  18. Search for medical research information and data from personal, print and electronic sources
  19. Organise and manage information sourced from medical research publications and popular information sources
  20. Critique information on health and health care provided to the public.

Theme III:

Upon successful completion of this unit, students should be able to:

  1. Explain the function of peripheral sensory systems, sensory pathways, motor pathways and the importance of sensory feedback
  2. Describe 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. Discuss the detailed structure and function of the tissues of the musculoskeletal system, including bone, muscle, tendon, articular cartilage, ligaments and connective tissue
  6. Explain key concepts of human psychology and the neurobiological basis of 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 cardiovascular 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
  14. Discuss 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.

Theme IV:

Upon successful completion of this unit, students should be able to:

  1. Conduct a structured patient centred interview in simulated environments
  2. Elicit a structured, comprehensive and logical history in simulated environments
  3. Perform an appropriate examination for specified systems in simulated environments.
  4. Perform specified clinical procedures and tasks in simulated environments
  5. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
  6. Identify the required information for completion of requests for investigations.
  7. Provide a basic interpretation of results for specified investigations
  8. Outline the reasons for prioritising patient care
  9. Generate a problem list
  10. Formulate a differential diagnosis (list)
  11. Identify the function of management plans in patient care
  12. For specified conditions identify clinically appropriate medications
  13. Explain the importance of monitoring patients
  14. Explain the importance of fluid and electrolyte management
  15. Identify the importance of procedures and documentation for continuity of care
  16. Provide structured and effective case presentations
  17. Recognise the basic elements of patient files

Rural Attachment:

Upon completion of this Rural Attachment, students should be able to:

  1. Recognise the importance of place to health, illness, injury and health service delivery
  2. Describe the health, illness, community services and facilities available in a rural location
  3. Recognise how rural health differs across gender, age, race and sexual orientation
  4. Compare and contrast medicine in a rural context with their metropolitan experiences to date.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Examinations and written assignments to account for 70% of the end of Year 1 result. Assessment of materials presented in the result for MED1022 will be a pass grade only (PGO).

Hurdle: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and 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. Upon completion of this unit, students should have demonstrated the necessary integration of knowledge and skills developed 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)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryInternship (Act Program)
OfferedClayton First semester 2015 (Day)
Malaysia First semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and 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:

Upon successful completion of this unit, students should be able to:

  1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Discuss issues related to justice, the importance and role of advocacy within the health system
  4. Practice principles of ethical decision making and consultation with peers and teachers
  5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
  9. Recognise the importance of research and quality improvement
  10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify available support services
  12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
  13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II:

Upon successful completion of this unit, students should be able to:

  1. Discuss the interplay of medical, scientific, social, cultural, political, economic and ethical factors in health promotion
  2. Describe and compare medical, behavioural and socio-environmental approaches to health promotion
  3. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs
  4. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
  5. Appraise a health promotion program
  6. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, refugee vulnerable/'at-risk' populations)
  7. Describe the characteristics of different study designs used in population health and clinical research
  8. Describe the role of health care services and the essential roles of systems in maintaining health and in monitoring, managing and preventing disease across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  9. Describe sources of information used to support clinical decision making and management in health care
  10. Describe human and organisational factors that may impact upon patient care
  11. Outline the structure of medical literature and the roles of the different academic styles of writing
  12. Search effectively and efficiently medical research information and data from personal, print and electronic sources
  13. Organise and manage information sourced from medical research publications and popular information sources
  14. Critically appraise articles in medical and health care literature.

Theme III:

Upon successful completion of this unit, students should be able to:

  1. 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
  2. describe the structure and function of the healthy respiratory and renal, endocrine systems and the formation and function of blood
  3. discuss the mechanisms and effects of selected common pathologies affecting these systems
  4. outline therapeutic agents commonly used to deal with disorders of these systems
  5. give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters
  6. 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
  7. describe the role of endocrine systems in normal and pathological function
  8. 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
  9. describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract
  10. outline therapeutic agents relevant for endocrine, gastrointestinal conditions.

Student Project Cases:

On the completion of this activity students will be able to:

  1. integrate information from the four curriculum themes based on the range of learning activities, including self-directed research
  2. integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues
  3. identify relevant resources and critically analyse information from a variety of sources
  4. develop skills in problem solving and apply in a medical context
  5. develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine
  6. 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
  7. discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum
  8. apply skills in audiovisual presentations on particular topics in medicine
  9. develop skills in preparation of written summaries in the form of notes suitable for effective communication and education
  10. apply constructive critiques to verbal and written presentations.

Theme IV:

Upon successful completion of this unit, students should be able to:

  1. Conduct a structured patient centred interview in simulated environments
  2. Elicit a structured, comprehensive and logical history in simulated environments
  3. Perform an appropriate examination for specified systems in simulated environments
  4. Perform specified clinical procedures and tasks in simulated environments
  5. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
  6. Describe the requirements for requests/ordering relevant investigations.
  7. Interpret results of specified investigations in simulated settings/scenarios
  8. Outline the reasons for prioritising patient care
  9. Generate a problem list
  10. Formulate and discuss their reasoning for a differential diagnosis (list)
  11. Outline a basic management plan for specified common problems and conditions
  12. For specified conditions identify clinically appropriate medications
  13. Explain the importance of monitoring patients
  14. Recognise the need for the management of conditions using fluid, electrolyte and blood products
  15. Identifies the importance of procedures and documentation for continuity of care
  16. Provide structured and effective case presentations
  17. Recognise the basic elements of patient case files.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Examinations and written assignments account for 30% of the end of Year 2 result. Assessment of materials presented in the result for MED2031 will be a pass grade only (PGO).

Hurdle: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

The following in semester assignments are carried out across the full year:
CBP
Rural assessment
Urban assessment

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

MED2000 and must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and Professor Shah Yasin

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

Upon successful completion of this unit, students should be able to:

Theme 1

  1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Discuss issues related to justice, the importance and role of advocacy within the health system
  4. Practice principles of ethical decision making and consultation with peers and teachers
  5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
  9. Recognise the importance of research and quality improvement
  10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify available support services
  12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
  13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
  15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II

  1. Discuss the interplay of medical, scientific, social, cultural, political, economic and ethical factors in health promotion
  2. Describe and compare medical, behavioural and socio-environmental approaches to health promotion
  3. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs
  4. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
  5. Appraise a health promotion program
  6. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, refugee vulnerable/'at-risk' populations)
  7. Describe the characteristics of different study designs used in population health and clinical research
  8. Describe the role of health care services and the essential roles of systems in maintaining health and in monitoring, managing and preventing disease across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  9. Describe sources of information used to support clinical decision making and management in health care
  10. Describe human and organisational factors that may impact upon patient care
  11. Outline the structure of medical literature and the roles of the different academic styles of writing
  12. Search effectively and efficiently medical research information and data from personal, print and electronic sources
  13. Organise and manage information sourced from medical research publications and popular information sources
  14. Critically appraise articles in medical and health care literature.

Theme III:

  1. 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
  2. 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
  3. Outline therapeutic agents relevant for neurological, reproductive, and psychological conditions
  4. Describe the anatomy of the head and neck including the intracranial region
  5. Describe the physiology of central nervous system function
  6. Demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
  7. 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.

Theme IV

  1. Conduct a structured patient centred interview in simulated environments
  2. Elicit a structured, comprehensive and logical history in simulated environments
  3. Perform an appropriate examination for specified systems in simulated environments
  4. Perform specified clinical procedures and tasks in simulated environments
  5. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
  6. Describe the requirements for requests/ordering relevant investigations.
  7. Interpret results of specified investigations in simulated settings/scenarios
  8. Outlines the reasons for prioritising patient care
  9. Generate a problem list
  10. Formulate and discuss their reasoning for a differential diagnosis (list)
  11. Outline a basic management plan for specified common problems and conditions
  12. For specified conditions identify clinically appropriate medications
  13. Explains the importance of monitoring patients

Rural placement:

Upon successful completion of this placement, students should be able to:

  1. Describe and discuss how rural contexts impact on the assessment of health conditions
  2. Recognise the importance of context and clinical reasoning in relation to focused history taking
  3. Describe and discuss how a rural context impacts on the clinical and non-clinical management of patients
  4. Analyse the ways in which rural diversity can impact on rural health, illness and clinical practice
  5. Reflect on the nature of a rural clinical practice from a clinician's perspective.

Student Project Cases:

Upon successful completion of this activity, students should be able to:

  1. Integrate information from the four curriculum themes based on the range of learning activities, including self-directed research
  2. Integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues
  3. Identify relevant resources and critically analyse information from a variety of sources
  4. Develop skills in problem solving and apply in a medical context
  5. Develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine
  6. 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
  7. Discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum
  8. Apply skills in audiovisual presentations on particular topics in medicine
  9. Develop skills in preparation of written summaries in the form of notes suitable for effective communication and education
  10. Apply constructive critiques to verbal and written presentations.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Examinations and written assignments account for 70% of the end of Year 2 result.
Assessment of materials presented in the result for MED2042 will be a pass grade only (PGO).

Hurdle: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.

The following in semester assignments are carried out across the full year:
CBP
Rural assessment
Urban assessment

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

MED2000 and must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2015 (Day)
Malaysia First semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion of this unit, students should be able to:

Theme I: Personal and Professional Development

  1. Apply the legal requirements and protocols to clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Recognise issues related to justice and the role of advocacy that are evident within the health system
  4. Practice and discuss ethical decision making and consultation in clinical environments
  5. Display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Describe factors that contribute to risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
  9. Identify the activities in clinical settings that contribute to research and quality improvement in healthcare
  10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify support strategies
  12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Identify the roles and responsibilities of patient centred health care team members and their professions and opportunities to assist the health care team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement.
  16. Take responsibility for own self-care and health issues.

Theme II: Population, Society, Health and Illness

  1. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
  2. Explain medical, behavioural and socio-environmental approaches to health promotion
  3. Explain the rationale for a health intervention/screening program
  4. Critique appropriate strategies for disease prevention and health promotion for patients
  5. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  6. Identify study designs used in population health and clinical research publications/reports/projects
  7. Describe the delivery of health care and the essential roles of systems to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  8. Discuss the rationale, methodology and application of clinical decision making processes and strategies
  9. Recognise and describe human and organisational factors relevant to risk management in health care settings
  10. Effectively communicate observations and analysis in written and oral formats
  11. Formulate and conduct an effective search for information relevant to the clinical care of a patient
  12. Organise, manage, interpret and apply information sourced from medical research publications and popular information sources
  13. Critique data and information sourced in medical literature
  14. Define and describe a rationale for levels of evidence.

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. Conduct a structured patient centred interview
  2. Elicit a structured, comprehensive and logical history
  3. Perform an appropriate examination (relevant to practice in medical and surgical units)
  4. Perform specified clinical procedures and tasks in clinical environments under direct, structured supervision
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly under structured supervision
  7. Interpret results of investigations and use data to guide patient management under structured supervision
  8. Distinguishes priority of patient care based upon urgency
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and select the most likely options relevant for the patient
  11. Develop management plans for common problems and conditions
  12. Select most appropriate medication, dose and mode of administration for the patient
  13. Monitor the patient, identifies common complications and plans an immediate response under structured supervision
  14. Develop and implement an individualised patient management plan for fluid, electrolyte and blood product use under structured supervision
  15. Outline procedures and documentation for admissions, discharges and referrals.
  16. Provide structured and effective case presentations
  17. Accurately record case details and clinical activities in appropriate formats under structured supervision.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Mini Case Records (MCRs) (70%) - note that the on-time submission of MCRs is a hurdle task
Integrated clinical appraisal activity (30%)

Hurdle:
On time submission of MCRs
Satisfactory attendance of over 80%, log book completion, completion of on-line tasks, satisfactory participation and performance in clinical skills activities and submission of complete portfolio.

Workload requirements

Approximately 13 hours/week of structured teaching and learning, 10 hours/week of unstructured learning in clinical settings and 10 hours/week self directed learning (private study).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

MED3062 and MED3200. Must be enrolled in course 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2015 (Day)
Malaysia Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion of this unit, students should be able to:

Theme 1: Personal and Professional Development

  1. Apply the legal requirements and protocols to clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Recognise issues related to justice and the role of advocacy that are evident within the health system
  4. Practice and discuss ethical decision making and consultation in clinical environments
  5. Display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Describe factors that contribute to risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
  9. Identify the activities in clinical settings that contribute to research and quality improvement in healthcare
  10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify support strategies
  12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Identify the roles and responsibilities of patient centred health care team members and their professions and opportunities to assist the health care team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
  16. Take responsibility for own self-care and health issues.

Theme II: Population, Society, Health and Illness

  1. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
  2. Explain medical, behavioural and socio-environmental approaches to health promotion
  3. Explain the rationale for a health intervention/screening program
  4. Critique appropriate strategies for disease prevention and health promotion for patients
  5. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations).
  6. Identify study designs used in population health and clinical research publications/reports/projects
  7. Describe the delivery of health care and the essential roles of systems to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  8. Discuss the rationale, methodology and application of clinical decision making processes and strategies
  9. Recognise and describe human and organisational factors relevant to risk management in health care settings
  10. Effectively communicate observations and analysis in written and oral formats.
  11. Formulate and conduct an effective search for information relevant to the clinical care of a patient
  12. Organise, manage, interpret and apply information sourced from medical research publications and popular information sources
  13. Critique data and information sourced in medical literature
  14. Define and describe a rationale for levels of evidence.

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. Conduct a structured patient centred interview
  2. Elicit a structured, comprehensive and logical history
  3. Perform an appropriate examination (relevant to practice in medical and surgical units)
  4. Perform specified clinical procedures and tasks in clinical environments under direct, structured supervision
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly under structured supervision
  7. Interpret results of investigations and use data to guide patient management under structured supervision
  8. Distinguishes priority of patient care based upon urgency
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and select the most likely options relevant for the patient
  11. Develop management plans for common problems and conditions
  12. Select most appropriate medication, dose and mode of administration for the patient
  13. Monitor the patient, identifies common complications and plans an immediate response under structured supervision
  14. Develop and implement an individualised patient management plan for fluid, electrolyte and blood product use under structured supervision
  15. Outline procedures and documentation for admissions, discharges and referrals.
  16. Provide structured and effective case presentations
  17. Accurately record case details and clinical activities in appropriate formats under structured supervision.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Mini Case Records (MCRs) (70%) - note that the on-time submission of MCRs is a hurdle task
Integrated clinical appraisal activity (30%)

Hurdle:
On time submission of MCRs
Satisfactory attendance of over 80%, log book completion, completion of on-line tasks, satisfactory participation and performance in clinical skills activities and submission of complete portfolio.

Workload requirements

Approximately 13 hours/week of structured teaching and learning, 10 hours/week unstructured learning in clinical settings and 10 hours/week self directed learning (private study).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have passed an (I/W) unit in {MED3051}.

Co-requisites

MED3200 and must be enrolled in course 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

Notes

Students who fail to progress in MED3051 in semester 1 must discontinue from MED3200. Unit discontinuation penalites will apply.

Synopsis

Introductory Clinical Studies integrates the learning across MED3051 and MED3062. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bed- side tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities.

Outcomes

Upon successful completion of this unit, students should be able to:

  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
  4. Explain the economic perspective on health issues and health care
  5. Critique evaluations of a health intervention
  6. Identify organisational factors which impact on patient care and participate in quality improvement processes
  7. Identify the impact of public health policy on the delivery of health care to the individual
  8. Identify relevant programs and community resources available to patients and their families
  9. Identify relevant approaches to health education, illness prevention and rehabilitatiom
  10. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions
  11. Identify biological, psychological and social factors pertinent to understanding the illness and its management
  12. Identify common and important illnesses, conditions and disorders
  13. Elicit and record an accurate clinical history appropriate for the patients and the clinical context
  14. Perform and accurately record an appropriate physical examination
  15. Develop differential diagnoses and formulate problems
  16. Competently perform selected clinical practices, techniques and procedures
  17. Formulate appropriate patient-centred management plans and discuss management issues
  18. Identify appropriate and cost-effective investigation strategies.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Objective Structured Clinical Examination (OSCE) (55%)
Written examination (45%)

Hurdle: Satisfactory attendance of over 80%, satisfactory participation and performance in clinical skills activities.

Workload requirements

2 x 18 week semesters in continuous rotations through clinical attachments.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must have completed 2 of MED2031, MED2042, GMA1010, GMA2000.

Co-requisites

MED3051 or MED3062. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2015 (Day)
Malaysia Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

Synopsis

MED4000 provides an overall result for Year 3B and 4C MBBS based upon achievement in Year 3B and Year 4C. A grade will be awarded for MED4000 which is based on student achievement in MED3051, MED3062, MED3200, MED4091 and MED4200.

A student must pass MED4200 and MED4190 before a grade in MED4000 will be awarded.

Outcomes

MED4000 is a hurdle requirement for successful completion of the MBBS course. Upon successful completion of this unit, students should have demonstrated the necessary integration of knowledge and skills develop during Years 1 - 4 of the medicine course.

Assessment

MED3051 (6.125%)
MED3062 (6.125%)
MED3200 (22.75%)
MED4190 (10.0%)
VIA Exam (30.0%)
MED4200 (OSCE & EMQ component, excluding VIA) (25.0%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED3051, MED3062 and MED3200 or GMB3031, GMB3042 and GMB3200.

Co-requisites

MED4190, MED4200. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2015
Coordinator(s)Associate Professor Christopher Wright

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. Apply the legal requirements and protocols to clinical practice including documentation, patient care and safety.
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients).
  3. Recognise issues related to justice and the role of advocacy that are evident within the health system.
  4. Practice and discuss ethical decision making and consultation in clinical environments.
  5. Display a respectful, non-judgemental and empathic approach to others.
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats.
  8. Explain the potential harm created by risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care.
  9. Identify activities in clinical settings that contribute to research and quality improvement in healthcare.
  10. Review and critically reflect upon judgements and health care practices relating to patient outcomes.
  11. Recognise peers experiencing difficulty and identify support strategies.
  12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals).
  13. Acknowledge the roles and responsibilities of patient centred health care team members be willing to assist by taking on appropriate roles.
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
  15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement.
  16. Take responsibility for own self-care and health issues.

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. Conduct a structured and organised patient centred interview
  2. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, and adults
  3. Perform an appropriate examination (relevant to practice in general practice, psychiatry, women's health and children's health).
  4. Perform specified clinical procedures and tasks in clinical environments.
  5. Justify selection of investigations for the patient's presenting problems or conditions.
  6. Request/order relevant investigations correctly.
  7. Interpret results of specified investigations and use to guide patient management.
  8. Prioritise patient care in order of urgency under structured supervision.
  9. Generate a ranked problem list.
  10. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient.
  11. Develop and justify management plans for common problems and conditions for a patient whose illness remains undifferentiated.
  12. Select and justify their choice of medication, dose and mode of administration for the patient.
  13. Monitor the patient, recognise common complications and plan an immediate response under structured supervision.
  14. Develop and implements an individualised patient management plan for fluid, electrolyte and blood product use.
  15. Perform admissions, discharges and referrals including documentation and patient preparation.
  16. Provide structured and effective case presentations.
  17. Accurately record case details and clinical activities in appropriate formats.

Fieldwork

18 weeks in continuous rotations through clinical attachments.

Assessment

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

Hurdle requirements for each area of clinical attachment (i.e. 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.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED3051, MED3062 and MED3200 or GMB3031, GMB3042 and GMB3200.

Co-requisites

MED4182, MED4200 and MED4000; Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2015 (Day)
Malaysia Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should be able to:

Theme I: Personal and Professional Development

  1. Apply the legal requirements and protocols to clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Recognise issues related to justice and the role of advocacy that are evident within the health system
  4. Practice and discuss ethical decision making and consultation in clinical environments
  5. Display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Explain the potential harm created by risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
  9. Identify activities in clinical settings that contribute to research and quality improvement in healthcare
  10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify support strategies
  12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Acknowledge the roles and responsibilities of patient centred health care team members be willing to assist by taking on appropriate roles
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
  16. Take responsibility for own self-care and health issues.

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. Conduct a structured and organised patient centred interview
  2. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, and adults
  3. Perform an appropriate examination (relevant to practice in general practice, psychiatry, women's health and children's health)
  4. Perform specified clinical procedures and tasks in clinical environments
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly
  7. Interpret results of specified investigations and use to guide patient management
  8. Prioritise patient care in order of urgency under structured supervision
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
  11. Develop and justify management plans for common problems and conditions for a patient whose illness remains undifferentiated
  12. Select and justify their choice of medication, dose and mode of administration for the patient
  13. Monitor the patient, recognise common complications and plan an immediate response under structured supervision
  14. Develop and implements an individualised patient management plan for fluid, electrolyte and blood product use
  15. Perform admissions, discharges and referrals including documentation and patient preparation
  16. Provide structured and effective case presentations
  17. Accurately record case details and clinical activities in appropriate formats.

Fieldwork

18 weeks in continuous rotations through clinical attachments.

Assessment

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

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED3051, MED3062 and MED3200 or GMB3031, GMB3042 and GMB3200.

Co-requisites

MED4000 and MED4200. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

Synopsis

Specialty Clinical Practices 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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should be able to:

Theme I: Personal and Professional Development

  1. Apply the legal requirements and protocols to clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Recognise issues related to justice and the role of advocacy that are evident within the health system
  4. Practice and discuss ethical decision making and consultation in clinical environments
  5. Display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Explain the potential harm created by risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
  9. Identify activities in clinical settings that contribute to research and quality improvement in healthcare
  10. Review and critically reflect upon judgments and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify support strategies.
  12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Acknowledge the roles and responsibilities of patient centred health care team members be willing to assist by taking on appropriate roles
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
  15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
  16. Take responsibility for own self-care and health issues.

Theme II: Population, Society, Health and Illness

  1. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
  2. Explain medical, behavioural and socio-environmental approaches to health promotion
  3. Explain the rationale for a health intervention/screening program
  4. Identify and explain relevant programs and community resources available to patients and their families
  5. Critique appropriate strategies for disease prevention and health promotion for patients
  6. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, refugee, vulnerable/'at-risk' populations)
  7. Compare study designs used in population health and clinical research publications/reports/projects
  8. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, refugee, vulnerable/'at-risk' populations)
  9. Evaluate the rationale, methodology and application of clinical decision making processes and strategies
  10. Identify organisational factors which impact on patient care and participate in quality improvement processes
  11. Explain the economic perspective on health issues and health care
  12. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
  13. Formulate and conduct an effective search for information relevant to the clinical care of a patient
  14. Organise, manage, interpret and apply information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
  15. Critique data and information sourced in medical literature
  16. Outline the evidence used to make a clinical decision.

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. Conduct a structured and organised patient centred interview
  2. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, and adults
  3. Perform an appropriate examination (relevant to practice in general practice, psychiatry, women's health and children's health)
  4. Perform specified clinical procedures and tasks in clinical environments
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly
  7. Interpret results of specified investigations and use to guide patient management
  8. Prioritise patient care in order of urgency under structured supervision
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
  11. Develop and justify management plans for common problems and conditions for a patient whose illness remains undifferentiated
  12. Select and justify their choice of medication, dose and mode of administration for the patient
  13. Monitor the patient, recognise common complications and plan an immediate response under structured supervision
  14. Develop and implements an individualised patient management plan for fluid, electrolyte and blood product use
  15. Perform admissions, discharges and referrals including documentation and patient preparation
  16. Provide structured and effective case presentations
  17. Accurately record case details and clinical activities in appropriate formats.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Summative assessment tasks (written and practical) specific for the discipline area of the clinical attachments (i.e. Children's Health, General Practice Women's Health, Psychiatry) with a total of 24 assessment workload points for in-semester assessment (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, Health Economics, and Health Systems Management components.
80% minimum attendance hurdle requirement.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED3051, MED3062 and MED3200 or GMB3031, GMB3042 and GMB3200.

Co-requisites

MED4000 and MED4200. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should 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.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

Assessment

Summative assessment tasks:
OSCEs (40%)
Written examinations (40%)
Written VIA (20%)

Attendance: 80% attendance at clinical attachments.

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED3051, MED3062, MED3200 or GMB3031, GMB3042 and GMB3200.

Co-requisites

MED4000 and (MED4171 or MED4182). Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Clayton Second semester to First semester 2015 (Day)
Coordinator(s)TBA

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

Upon successful 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. retrieve, interpret and evaluate information in medical and other research based publications
  2. describe various methodologies in human, public health and biomedical science research
  3. discuss an aspect, issue or problem within a human, public health or biomedical science research field
  4. describe the ethical requirements for research activities in human, public health and biomedical science research
  5. design, frame, conduct and report on a small-scale project in human, public health or biomedical science research.

Assessment

Summative assessment:
Literature review (75%)
Department oral presentation (25%)

Hurdle: Mid-year progress report.

Workload requirements

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 (e.g. data collection and collation, laboratory work, data analysis and review).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in the Honours Degree of Bachelor of Medical Science.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Clayton Second semester to First semester 2015 (Day)
Coordinator(s)TBA

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

Upon successful 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. retrieve, interpret and evaluate information in medical and other research based publications
  2. describe various methodologies in human, public health and biomedical science research
  3. discuss an aspect, issue or problem within a human, public health or biomedical science research field
  4. describe the ethical requirements for research activities in human, public health and biomedical science research
  5. design, frame, conduct and report on a small-scale project in human, public health or biomedical science research.

Assessment

Department oral presentation (5%)
Minor thesis (80%)
Faculty presentation: Thesis presentation (5 minutes) (7.5%)
Faculty presentation: Scientific poster presentation (10 minutes) (7.5%)

Workload requirements

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 (e.g. data collection and collation, laboratory work, data analysis and review).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in the Honours degree of Bachelor of Medical Science.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton First semester (extended) 2015 (Day)
Malaysia First semester (extended) 2015 (Day)
Clayton Second semester (extended) 2015 (Day)
Malaysia Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion of the unit, students are expected to be able to:

Theme I: Professional attributes and behaviour

  1. Comply with legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Articulate issues related to justice and act as an advocate within the health system
  4. Use ethical decision making and consultation in clinical practice including complex situations
  5. Consistently display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify strategies to address the potential harm created by risks and errors in health care settings and comply with the requirements of health care professionals in ensuring the quality of patient care
  9. Engage in research and quality improvement activities in clinical settings where possible
  10. Evaluate and critically reflect upon judgements and health care practice relating to patient outcomes
  11. Recognise peers experiencing difficulty and refer them to appropriate support.
  12. Arrange appropriate environments and use strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Actively contribute to the health care team to maximize the team's effectiveness by participating as a student member
  14. Engage in learning and teaching opportunities, participate in peer learning, leadership and teaching activities and mentor junior students
  15. Evaluate strengths, acknowledge own limitations that impact upon professional performance and self-advocate and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II: Population, Society, Health and Illness

  1. Analyze social, environmental and occupational factors that impact on the capacity to perform work
  2. Use medical, behavioural and socio-environmental approaches to health promotion
  3. Evaluate a health intervention/screening program
  4. Identify and evaluate relevant programs and community resources available to patients and their families
  5. Justify selection of a health promotion strategy/program
  6. Source, interpret and evaluate biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  7. Critique study designs used in population health and clinical research publications/reports/projects
  8. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  9. Justify clinical decision making processes and strategies at both individual patient and healthcare system levels
  10. Participate in patient health care quality improvement activities
  11. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
  12. Evaluate and critique data and information relevant to the care and management of a clinical problem of a patient
  13. Organise and manage information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
  14. Evaluate research data and evidence sourced in medical and health care literature
  15. Justify the evidence used to make clinical decisions.

Theme III: Scientific Basis of Clinical Practice

  1. Use knowledge of the causative factors and pathophysiology in clinical reasoning
  2. Identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan
  3. Describe the acute, chronic, ambulatory and psychological contexts of illness and analyse how these influence the clinical presentation and management.

Theme IV: Clinical Skills

  1. Conduct a structured and organised patient centred interview
  2. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, adults and the elderly
  3. Perform an appropriate examination (in medical units, surgical units, a specialty unit and aged care)
  4. Perform specified clinical procedures and tasks in clinical environments
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly
  7. Interpret results of specified investigations and use to guide patient management
  8. Prioritises patient care in order of urgency
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
  11. Develop and justify management plans for common problems and conditions an for a patient whose illness remains undifferentiated
  12. Selects and justifies their choice of medication, dose and mode of administration for the patient, including empirical choice of 'best guess' antibiotic
  13. Monitors the patient, recognises common complications and plans and justifies an immediate response under structured supervision
  14. Develops, implements and justifies an individualised patient management plan for fluid, electrolyte and blood product use
  15. Performs admissions, discharges and referrals including documentation and patient preparation
  16. Provides structured and effective case presentations and justifies reasoning
  17. Accurately records case details and clinical activities in appropriate formats.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

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)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

MED5092, MED5102 and MED5100. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Second semester (extended) 2015 (Day)
Malaysia Second semester (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

Upon successful completion of the unit, students should be able to:

Theme I: Professional attributes and behaviour

  1. Comply with legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Articulate issues related to justice and act as an advocate within the health system
  4. Use ethical decision making and consultation in clinical practice including complex situations
  5. Consistently display a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify strategies to address the potential harm created by risks and errors in health care settings and comply with the requirements of health care professionals in ensuring the quality of patient care
  9. Engage in research and quality improvement activities in clinical settings where possible
  10. Evaluate and critically reflect upon judgements and health care practice relating to patient outcomes
  11. Recognise peers experiencing difficulty and refer them to appropriate support
  12. Arrange appropriate environments and use strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
  13. Actively contribute to the health care team to maximize the team's effectiveness by participating as a student member
  14. Engage in learning and teaching opportunities, participate in peer learning, leadership and teaching activities and mentor junior students
  15. Evaluate strengths, acknowledge own limitations that impact upon professional performance and self-advocate and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme III: Population, Society, Health and Illness

  1. Analyze social, environmental and occupational factors that impact on the capacity to perform work
  2. Use medical, behavioural and socio-environmental approaches to health promotion
  3. Evaluate a health intervention/screening program
  4. Identify and evaluate relevant programs and community resources available to patients and their families
  5. Justify selection of a health promotion strategy/program
  6. Source, interpret and evaluate biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  7. Critique study designs used in population health and clinical research publications/reports/projects
  8. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  9. Justify clinical decision making processes and strategies at both individual patient and healthcare system levels
  10. Participate in patient health care quality improvement activities
  11. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
  12. Evaluate and critique data and information relevant to the care and management of a clinical problem of a patient
  13. Organise and manage information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
  14. Evaluate research data and evidence sourced in medical and health care literature
  15. Justify the evidence used to make clinical decisions.

Theme III: Scientific Basis of Clinical Practice

  1. Use knowledge of the causative factors and pathophysiology in clinical reasoning
  2. Identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan
  3. Describe the acute, chronic, ambulatory and psychological contexts of illness and analyse how these influence the clinical presentation and management.

Theme IV: Clinical Skills

  1. Conduct a structured and organised patient centred interview
  2. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, adults and the elderly
  3. Perform an appropriate examination (in medical units, surgical units, a specialty unit and aged care)
  4. Perform specified clinical procedures and tasks in clinical environments
  5. Justify selection of investigations for the patient's presenting problems or conditions
  6. Request/order relevant investigations correctly
  7. Interpret results of specified investigations and use to guide patient management
  8. Prioritises patient care in order of urgency
  9. Generate a ranked problem list
  10. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
  11. Develop and justify management plans for common problems and conditions an for a patient whose illness remains undifferentiated
  12. Selects and justifies their choice of medication, dose and mode of administration for the patient, including empirical choice of 'best guess' antibiotic
  13. Monitors the patient, recognises common complications and plans and justifies an immediate response under structured supervision
  14. Develops, implements and justifies an individualised patient management plan for fluid, electrolyte and blood product use
  15. Performs admissions, discharges and referrals including documentation and patient preparation
  16. Provides structured and effective case presentations and justifies reasoning
  17. Accurately records case details and clinical activities in appropriate formats.

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

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: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

2012 pre-reqs: MED4071, MED4082 and MED4000
2014 pre-reqs: MED5091 or GMD5071.

Co-requisites

MED5100 and MED5102. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Gippsland Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Coordinator(s)Associate Professor Christopher Wright

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

MED2000 or GMA2000 (30%)
MED4000 or GMC4000 (60%)
Year 5D (10%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MED4171, MED4182, MED4200, MED4000 or GMC4151, GMC4162, GMC4200 and GMC4000.

Co-requisites

MED5091, MED5092 and MED5102. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedClayton Full year (extended) 2015 (Day)
Malaysia Full year (extended) 2015 (Day)
Clayton Second semester to First semester 2015 (Day)
Malaysia Second semester to First semester 2015 (Day)
Coordinator(s)A/Prof Christopher Wright

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

Upon successful completion of this unit, students should be able to:

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

Fieldwork

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.

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. Online assessment tasks

Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

2012 pre-reqs: MED4071, MED4082 and MED4000
2014 pre-reqs: MED4171, MED4182, MED4200 and MED4000 or GMC4151, GMC4162, GMC4200 and GMC4000.

Co-requisites

MED5091, MED5092 and MED5100. Must be enrolled in courses 0040, 1074, 3856, 3952, 4531, 4533 or 4532.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (Off-campus Day)
Overseas Summer semester A 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedKing's College London First semester 2015 (Day)
Overseas First semester 2015 (Off-campus Day)
King's College London Second semester 2015 (Day)
Overseas Second semester 2015 (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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Helen Hall

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

Upon successful completion of this unit, students should 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

Practice enquiry (written assignment) (2,500 - 3,000 words) (40%)
Examination (2 hours) (60%) (Hurdle)
Clinical skills assessment (Pass / Fail)

Workload requirements

12 hours per week over 11 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Flexible)
Coordinator(s)Ms Gayle McLelland

Synopsis

This unit will provide the foundational knowledge required by midwifery students to effectively care for women during preconception through to early parenting. The focus will be on the knowledge required by midwives to be able to apply both the physiological and psychological adaptations of women during pregnancy, birth, and the first weeks after birth.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the anatomy and physiology of the female and male reproductive systems;
  2. List key events in the continuum of embryonic and fetal development including the adaptation of the baby at birth;
  3. Describe the anatomical, physiological and hormonal changes and processes that occur in the woman's body during pregnancy, labour, birth and the puerperium;
  4. Describe the process of labour and birth;
  5. Briefly describe the anatomy of the breast and physiology of lactation;
  6. Describe the routine screening and basic diagnostic tests in pregnancy assessment;
  7. Explain the connection between normal physiological of pregnancy and the minor disorders of pregnancy.

Assessment

2 x Paper based in class test (1 hour each) (1,000 words each) (Tested in week 4 & week 8) (30%)
Exam (2 hours) (50%)
Group assignment including peer assessment, group assessment & lecturer assessment (20%)

Students must achieve a pass in the examination to pass the unit.

Workload requirements

2 hours tutorial each week, 3 - 4 hours each week directed online learning activities.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

BMA1901 and must be enrolled in courses 3563, 3953 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedGippsland First semester 2015 (Flexible)
Peninsula First semester 2015 (Online)
Coordinator(s)Ms Carolyn Bailey

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

Upon successful completion of this unit, students should be able to:

  1. demonstrate knowledge regarding comprehensive assessment and care of a woman and her baby during the birth process;
  2. explore the philosophical, physiological, psychosocial, spiritual, cultural and environmental factors influencing the birth process;
  3. identify a woman's need for privacy, dignity and respect, as well as the right to be informed and make decisions regarding care;
  4. explore principles of clinical decision-making and evidence-based practice when providing women-centred care during the process of birth;
  5. examine theoretical concepts surrounding pain assessment in midwifery practice during the birth process;
  6. identify the role of the midwife in assisting women work with pain associated with childbirth;
  7. examine pharmacological and non-pharmacological methods utilized to assist women to work with pain during childbirth;
  8. explore the role of the midwife in assisting the woman requiring assisted vaginal and operative birth;
  9. identify the midwife's scope of practice and collaboration with other members of the healthcare team, where appropriate;
  10. critique the implications of obstetric interventions, and use of technology upon the woman and her family; and
  11. demonstrate beginning level competency based upon the ANMC National Competency Standards for the Midwife.

Assessment

Written assignment (2,000 words) (40%)
2 x Online quizzes (multiple choice) (invigilated) (20%)
Examination (2 hours) (40%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

BMA1901, MID1002, MID1003 and one of (BMA1912, BMS1902).

Prohibitions

MID2005.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula First semester 2015 (Flexible)
Coordinator(s)Dr Mary Anne Biro

Synopsis

The focus of this 12 credit point unit is to develop midwifery knowledge and skills related to working with women throughout labour and birth. This unit will enable the student to develop skills and confidence clinical assessment of the woman and her baby. Assessment of labour progress, common interventions and pain management are explored. Students will also analyse the mechanisms of labour, and be introduced to the management of childbirth complications. They 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. The clinical practice component will provide students with opportunities to incorporate theoretical learning directly into midwifery practice.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Demonstrate knowledge regarding comprehensive assessment and care of a woman and her baby during the birth process;
  2. Critically analyse the philosophical, physiological, psychosocial, spiritual, cultural and environmental factors influencing the birth process;
  3. Discuss the midwife's scope of practice and collaboration with other members of the healthcare team, when working with women during childbirth;
  4. Describe variations from normal that may arise during pregnancy, labour, birth and the postnatal period and the midwife's role in managing these
  5. Critique the implications of obstetric interventions, and use of technology upon the woman and her family;
  6. 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; and
  7. Demonstrate beginning level competency based upon the ANMC National Competency Standards for the Midwife.

Fieldwork

Students are required to participate in 160 hours clinical placement. They are also required to continue with their Continuity of Care relationships with women (~20 hours per woman) x 4.

Assessment

Written assignment (3,000 words) (50%)
Exam (3 hours) (50%)
Continuity of care clinical (20 hours x 4) (Pass / Fail)
Continuity of care case report (500 words x 4) (Pass / Fail)
Clinical placement (160 hours) with clinical practice assessment (Pass / Fail)

Workload requirements

Lectures: 2 hour x 8 weeks = 16 hours
Tutorials: 2 hours x 8 weeks = 16 hours
Self directed study: 40 hours
Clinical: 160 hours
Continuity of Care clinical hours: 80 hours
Total: 312 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedGippsland First semester 2015 (Day)
Peninsula First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. Critically examine the socio-political and cultural debate in the provision of birthing services to women and their families in Australia and globally;
  2. Debate on the accessibility and equity to maternity services for women in the rural setting;
  3. Demonstrate safe clinical practice based on sound theoretical knowledge and reasoning;
  4. Discuss and critically analyse variations from normal that may arise during labour and birth and the midwife's role in managing these;
  5. Undertake comprehensive assessment of birthing women and their babies during the childbearing process;
  6. 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;
  7. Demonstrate their developing knowledge and application of the variety of pharmacological and non pharmacological pain management methods for labouring women;
  8. Demonstrate skills in advocacy, decision making and referral when working as part of the multidisciplinary team especially in an environment of complexity;
  9. Implement evidence-based holistic care for women, babies and their families across the childbearing process;
  10. Employ reflective practice strategies to develop understanding of diverse midwifery practice; and
  11. Demonstrate midwifery competency based upon the ANMC National Competency Standards for Midwives.

Fieldwork

Clinical placement 160 hours

Assessment

Written assignment (2,500 words) (50%)
Exam (3 hours) (50%)
Clinical practice assessment (Pass / Fail)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Peninsula First semester 2015 (Flexible)
Coordinator(s)Dr Helen Hall

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

Upon successful completion of this unit, students should be able to:

  1. Demonstrate an understanding of the history and philosophy of CAM
  2. Explore the reasons people integrate CAM into their health care
  3. Identify the advantages and challenges of an evidence based approach to CAM
  4. Demonstrate an understanding of the major CAM modalities
  5. Critically discuss the role of CAM in modern health care
  6. Describe the ethical, legal and professional issues when integrating CAM into midwifery/nursing practice.

Assessment

Written assignment (3,000 words) (50%)
Oral presentation with summary handout (Group activity) (40%)
Workshop participation (10%)

Workload requirements

Attendance at 4 x 1/2 day workshops, plus online activities and self-directed learning.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Gayle McLelland

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

Upon successful completion of this unit, students 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.

Fieldwork

Clinical placement: 2 days per week (16 hours) for 10 weeks (160 hours).

Assessment

Cumulative assessments includes:

Formative assessment:
Guided study activities

Summative assessment:
Group presentation (20 mins) and report (1,000 words) (20%)
Written assignment (2,000 words) (30%)
Examination (3 hours) (50%) (Hurdle)
Clinical placement (160 hours) skills assessments (Hurdle) (Pass / Fail)
Continuity of care report (1,000 words) (Pass / Fail)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Bachelor of Midwifery: MID2102, Bachelor of Nursing Practice and Bachelor of Midwifery: MID1002, MID2105.

Co-requisites

Must be enrolled in courses 3562 or 3953 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2015 (Flexible)
Coordinator(s)Ms Janet Jones

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

Upon successful completion of this unit, students should be able to:

  1. evaluate 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. discuss 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 ANMAC National Competency Standards for the Midwife.

Assessment

Written assignment (2,000 words) (30%)
Guided study activitiy (1,000 words) (20%)
Examination (2 hours) (50%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MID2004, and MID2006 or MID2105.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2015 (Day)
Coordinator(s)Ms Janet Jones

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

Upon successful completion of this unit, students should be able to:

  1. apply appropriate knowledge in the care of a woman experiencing obstacles in childbearing;
  2. develop plans of care for women experiencing obstacles in childbearing;
  3. demonstrate understanding of specific conditions that affect pregnancy, labour and birth, and the first few weeks after birth;
  4. evaluate the implications of obstetric interventions in maternity care;
  5. critique the use of technology in maternity care;
  6. demonstrate beginning skills in the use of technology in midwifery and obstetric practice;
  7. demonstrate the ability to manage emergencies;
  8. demonstrate the ability to practice within a multidisciplinary team;
  9. facilitate woman's access to appropriate community resources;
  10. document the ongoing relationship with the women and families that the midwifery student follows through in a way that reflects their own involvement and actions and the rationale for these, as well as the families' actions and attitudes and responses to midwifery care; and
  11. demonstrate midwifery competency based on the selected ACMI Competency Standards.

Fieldwork

Clinical placement: 160 hours.

Assessment

Reflective exercise (1,500 - 2,000 words) (40%)
Creative project and presentation (30%)
Emergency skill assessment - OSCEs x 2 (Note: this is a hurdle requirement)
Associated class test (30%)
OSCE (Pass / Fail) (Must be passed in order to pass the unit)

Workload requirements

Lectures - 2 hours per week (24 hours)
Tutorials/Clinical Laboratories - 2 hours per week (24 hours)
Clinical placement - 160 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Two units in 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Online)
Coordinator(s)Dr Kay McCauley

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

Upon successful completion of this unit, students should be able to:

  1. describe the essential components to be considered when performing a comprehensive women's health assessment;
  2. 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;
  3. discuss common health problems women may experience throughout various life stages;
  4. 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;
  5. explore strategies to promote women's participation in informed decision-making and taking responsibility for self-care;
  6. 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 (10%)
Written assignment (2,000 words) (30%)
Examination (60%) (Hurdle)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

MID1001, MID1002, MID1003, MID2004, MID2006, MID2102.

Co-requisites

Must be enrolled in Bachelor of Midwifery, Honours degree of Bachelor of Midwifery or Bachelor of Nursing and Bachelor of Emergency Health (Paramedic).


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Suzanne Willey

Synopsis

This unit provides students with a comprehensive and clinically meaningful final preparation for transition to practice as a competent beginning level midwife. The unit provides students with the opportunity to explore in detail a range of midwifery and medically led models of care and the midwifery leadership necessary to promote the profession, providing childbearing women with choice in the care they receive. Students are provided with the opportunity to explore contemporary midwifery practice, regulatory and professional issues and identify evidence informed midwifery practices.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. reflect critically upon the role that women-centred care and midwifery led models of care play in the Australian maternity care context;
  2. appraise contemporary and evidence-based midwifery practice;
  3. discuss challenges of autonomous practice and midwifery leadership;
  4. demonstrate skill in ethical decision making in the identification of appropriate solutions to complex midwifery issues;
  5. demonstrate proficiency in the implementation of planned midwifery care; and
  6. demonstrate midwifery competency based on the ANMC National Competency Standards for the Midwife.

Fieldwork

Clinical placement: 240 hours.

Assessment

Essay (3,000 words) (40%)
Case study (3,000 words) (60%)
Clinical placement with clinical assessment (160 hours) (Pass / Fail)
Clinical portfolio with all minimum requirements completed (Pass / Fail)

Students must pass the clinical assessment to pass the unit. Students must submit the clinical portfolio for audit in order to be course completed.

Workload requirements

This is a flexible unit with a number of compulsory on campus workshops.
One four hour orientation session and three four hour compulsory on-campus workshops: 16 hours
Self-directed learning: 60 hours
Clinical placement: 240 hours
Total: 316 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2015 (Day)
Coordinator(s)Ms Carolyn Bailey

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

Upon successful completion of this unit, students should be able to:

  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:

  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.

Fieldwork

Clinical placement: 240 hours.

Assessment

6 x Online discussions to expand and explore knowledge (500 words each) (30%)
Complex case study of mother and baby (3,000 words) (70%)
Clinical assessment (Pass / Fail) (Students must pass the clinical assessment to pass the unit)

Workload requirements

4 hours teacher directed learning and 240 hours clinical placement.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in Bachelor of Midwifery 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedGippsland Second semester 2015 (Day)
Peninsula Second semester 2015 (Flexible)
Coordinator(s)Dr Mary Anne Biroand Dr Maureen Miles (Gippsland)

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

Upon successful completion of this unit, students should be able to:

  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.

Fieldwork

Clinical placement: 96 hours.

Assessment

Written assignment (2,500 words) (25%)
Case study (2,500 words) (25%)
Exam (3 hours) (50%) (Students must achieve a pass in the final examination to pass the unit) (Hurdle)
Clinical practice assessment (Pass / Fail) (Students must pass clinical placement to pass the unit) (Hurdle)
Linked neonatal skills assessments x 5 (Pass / Fail)

Workload requirements

Lectures, Tutorials, Laboratories: 54 hours
Clinical: 96 hours
Individual Study: 162 hours
Total: 312 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

{MID2004, MID2105} OR Must have passed {MID2010}.

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedGippsland First semester 2015 (Day)
Coordinator(s)Dr Maureen Miles

Synopsis

This unit focuses on the interplay between the socio-political issues that pervade the clinical arena of midwifery and population health consideration. 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

Upon successful completion of this unit, students should be able to:

  1. identify common vulnerabilities within society and how these impact on childbearing women;
  2. interpret the incidence, prevalence and clinical relevance of population health information presented in health research publications;
  3. 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;
  4. incorporate and evaluate ethically and culturally relevant midwifery interventions for vulnerable women across the birthing journey including cultural identity and racism;
  5. 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;
  6. develop strategies of leadership, management, teamwork and interdisciplinary collaboration in the provision of quality midwifery care when being with vulnerable women, and
  7. demonstrate beginning level competency based upon the ANMC National Competency Standards for the Midwife.

Fieldwork

Clinical placement: 80 hours.

Assessment

Poster and abstract and presentation that address a socio-political issue that influences childbearing women, families and midwifery practice (1,500 words) (60%)
Reflective essay on specific vulnerabilities of the student's choice, that affect childbearing women and their families (2,500 words) (20%)
Critical analysis of a contemporary journal article that addresses socio-political issues of vulnerability in midwifery practice (2,000 words) (20%)
Clinical practice (Clinical hurdles) (Pass / Fail)

Workload requirements

Lectures 2 hours/week and tutes 2 hours/week x 6 weeks (12 hours lectures, 12 hours tutes) and clinical placement 80 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Lorraine Walker

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

Upon successful completion of this unit, students should 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.

Fieldwork

1. Four week nursing clinical placement in a hospital emergency department.

Assessment

Written assignment (60%) (Hurdle)
Reflective assignment (2,000 words) (40%)
Nursing clinical assessment (Pass / Fail)
Paramedic clinical skills logbook (Pass / Fail)

Workload requirements

Lectures and laboratory sessions throughout the semester. This unit involves two clinical placements:

  1. Four week nursing clinical placement in a hospital emergency department
  2. Approximately 120 hours paramedic clinical placements in a range of paramedic settings.

See also Unit timetable information

Chief examiner(s)

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Lorraine Walker

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 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

Upon successful completion of this unit, students 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
  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.

Fieldwork

Clinical placement: approximately 120 hours in a range of paramedic and hospital settings.

Assessment

Reflective practice assignment (55%) (Hurdle)
Inter-professional case reviews (45%)
Clinical practice portfolio (Pass / Fail)

Workload requirements

Lectures and laboratory sessions through the semester. Clinical Placement: approximately 120 hours in a range of paramedic and hospital settings.

See also Unit timetable information

Chief examiner(s)

Prerequisites

Co-requisites

Must be enrolled in course 3892 and BEH3032.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Katrina Recoche (Peninsula), Dr Louisa Lam (Clayton), TBA (Berwick)

Synopsis

This introductory unit will introduce the student to the ANMC competency domain of collaborative and therapeutic practice. Content in this unit will compliment theory and skills taught in other units in semester one of the course. Students will be provided the opportunity to explore important professional aspects of being a nurse or midwife and the significance of fitness for practice. Students will:

  • describe the basic psychological process of human behaviour;
  • demonstrate effective communication with individuals and groups and other members of the healthcare team;
  • discuss how evidence is translated into clinical practice.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply, at a beginning level, critical thinking and reflection in the development of self as an independent learner and a future health professional.
  2. Demonstrate knowledge of psychological processes related to development, conflict, stress and attitudes.
  3. Describe modes of therapeutic communication employed by healthcare professionals including key issues, barriers and strategies that must be considered in each focussed on person-centredness.
  4. Explain the modes of professional communication within professional relationships focussed on fitness for practice.
  5. Discuss the importance of evidence-based practice in the provision of safe, effective, holistic health care.
  6. Explore differing models for translation of evidence to practice.

Assessment

Online quiz (10%)
Tutorial participation (10%)
Writing task (35%)
Examination (45%)

Workload requirements

  • Lectures one hour per week
  • Tutorial one hour per week
  • Guided self-directed learning two (2) hour per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0727 or 3562 or 3892 or 4506 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2015
Coordinator(s)Dr Pamela Wood

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

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

  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 (2,500 - 3,000 words) (40%)
Group work (20%)
Examination (2 hours) (40%)

Workload requirements

Attend lecture 2 hours and tutorial 2 hours/week over 12 weeks and 9 hours of self directed study/week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Louise Sparkes (Berwick), Dr Louisa Lam (Clayton), Mr James Bonnamy (Peninsula)

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

Upon successful completion of this unit, students should 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.

Fieldwork

Clinical fieldwork 2 hours per week (24 hours).

Assessment

Written assignment (2,000 words) (40%)
Written examination (2 hours) (60%)
OSCE Clinical skills examination (Pass / Fail)
Fieldwork report (Pass / Fail)

To pass this unit the student must pass the examination and the OSCE and submit a completed fieldwork report.

Workload requirements

Lectures:

  • two (2) hours per week

Laboratory:

  • two (2) hours per week

Guided self-directed learning:

  • one (1) hour per week

Clinical Fieldwork:

  • two (2) hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0727 or 2552 or 3562 or 3892 or 4514.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedNot offered in 2015
Coordinator(s)Ms Catherine Chung

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;
  3. perform selected basic care skills in a simulated environment using evidence-based approach;
  4. demonstrate knowledge and skills for the assessment of health and development of individuals over the lifespan;
  5. accurately collect and record data for health profiles and/or health histories for either individuals, groups or communities;
  6. demonstrate a beginning understanding of the theories and the effects of pain; and
  7. demonstrate an ability to maintain safe body mechanics and comfort for clients/patients.

Fieldwork

Clinical placement: 96 hours.

Assessment

Written examination (50%) (Hurdle)
Clinical fieldwork (50%)
Practical skills examination (Pass / Fail) (Hurdle)

Students must attend 90% of all scheduled laboratories - refer to school guidelines for details.

Workload requirements

12 weeks x 2 hours lectures, 12 weeks x 2 hours laboratories, 8 hours student directed learning activities, 96 hours of clinical placement.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Only available to students enrolled in: Bachelor of Nursing Practice, Bachelor of Nursing Practice/Bachelor 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mr Mark Browning (Berwick), Mrs Gulzar Malik (Clayton) and Mr Clifford Connell (Peninsula)

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

Upon successful completion of this unit, students should 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%) (Hurdle)
Clinical placement (Pass / Fail) (Hurdle)
Clinical skills examination (Pass / Fail) (Hurdle)
Drug calculation and mastery (Pass / Fail) (Hurdle)

Students must pass the clinical placement, clinical skills assessments, calculation and exam hurdle to pass this unit.

Workload requirements

Lectures:

  • two (2) hours per week

Laboratory:

  • two (2) hours per week

Guided self-directed learning:

  • one (1) hour per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 2552 or 3562 or 3892 or 4506 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Suzanne Willeyand Ms Georgina Willets (Clayton)

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 leadership in nursing/midwifery. The social construct of 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/midwifery practice.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Identify the contexts in which health care is provided in Australia including primary care, acute care, sub acute care, maternity care and supportive care;
  2. Discuss the philosophical and ethical values that underpin nursing/midwifery as a profession, and health care;
  3. Describe the attributes and roles of leaders and leaders in nursing/midwifery;
  4. Conceptualise the relationship between nursing/midwifery, leadership and teamwork;
  5. Explain the principles underpinning standards and codes of practice related to the nursing and midwifery profession and the health professional - client relationship;
  6. Explore the application of ethical theories to issues in everyday life and health care;
  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

Tutorial attendance and participation (10%)
Student-led discussion (50%)
Final examination (2 hours) (40%)

Workload requirements

Lectures:

  • two (2) hours per week

Tutorials:

  • two (2) hours per fortnight

Guided self-directed learning:

  • one (1) hour per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2015
Coordinator(s)Dr Joanne Porter

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%)

Workload requirements

4 hours per week (lecture and tutorial).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mr Mark Browning (Berwick), TBA (Clayton), TBA (Gippsland), Ms Lorraine Walker (Peninsula)

Synopsis

The aim of this unit is to introduce nursing and midwifery 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

Upon successful completion of this unit, students should be able to:

  1. Demonstrate knowledge and relevance of common law and statute law pertinent to health professional practice;
  2. Demonstrate an awareness of the legal implications of actions taken in professional practice;
  3. Analyse the legal implications of the health care professional relationship with clients, their families and other health care providers;
  4. Identify strategies, which may provide assistance in resolving legal issues that arise in the various domains of the health professional;
  5. Discuss the legal obligations of registered nursing and midwifery practitioners in the health care environment; and
  6. Critically reflect on own values about health illness, dying and death affects professional responses and interactions with others.

Assessment

Online quiz (10%)
10 x Worksheets (10%)
Written assignment (1,500 words) (35%)
Exam (45%)

Workload requirements

Lectures/workshops two (2) hours per week, Tutorial one (1) hour per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Only available to students enrolled in: 0727 Bachelor of Nursing or 2552 Diploma of Tertiary Studies or 3892 Bachelor of Nursing and Bachelor of Emergency Health (Paramedic) or 3953 Bachelor of Nursing Practice and Bachelor of Midwifery or 3963 Bachelor of Nursing Practice or 4506 Bachelor of Nursing (Community Health) or 4514 Bachelor of Nursing 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2015
Coordinator(s)Ms Catherine Chung

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.

Workload requirements

6 hours on-campus, 1 hour online learning per week plus 120 hours clinical practicum.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Students enrolled in 2552 must have passed: ATS1369 and NUR1101. Otherwise must have passed NUR1101, NUR1201.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Lin Zhao

Synopsis

This unit aims to explore the connection between the science of public health and health outcomes of a diverse range of individuals and populations. Current research evidence incorporating epidemiology and the social determinants of health will be introduced. The unit will focus on vulnerable populations, infectious disease, population screening, health care systems, health promotion, global health and climate change, equipping students with cultural competence and rudimentary knowledge and skills in population health.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss the impact of population health demographics on health outcomes, with a focus on 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 presentation (20 minutes) and written synopsis (2,000 words) (30%)
Online quiz (20 minutes) (10%)
Written examination (2 hours) (60%)

Workload requirements

Lectures:

  • two (2) hours per week

Tutorials:

  • one (1) hour per week

Guided learning activities:

  • two (2) hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0727 or 3892 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2015 (Day)
Coordinator(s)Ms Ainsley Jamesand Mr 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

Upon successful completion of this unit, students should 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 utilising 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.

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2015 (Day)
Gippsland Second semester 2015 (Day)
Coordinator(s)TBA (Berwick), Dr Sonia Allen (Gippsland), Ms Lin Zhao (Peninsula), TBA (Clayton)

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

Upon successful completion of this unit, students should 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
  7. compare and contrast the various theoretical approaches to ethical reasoning in the context of ethical and clinical decision making.

Assessment

Written assignment (3,000 words) (50%)
Online quiz (20 minutes) (20%)
Group presentation (1,000 words) (30%)

Workload requirements

Three (3) hours lectures per week supported with one (1) hour of online guided learning activities per week for 10 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 0727 or 3953 or 3963 or 4506 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2015 (Day)
Coordinator(s)TBA (Berwick), Ms Ainsley James (Gippsland), Mr 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

Upon successful completion of this unit, students should 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 utilising 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.

Workload requirements

  • Five
  • hours lectures per week supported by two
  • 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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing and Bachelor of Emergency Health (Paramedic), Bachelor of Nursing Practice and Bachelor of Midwifery 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Flexible)
Clayton Second semester 2015 (Flexible)
Peninsula Second semester 2015 (Flexible)
Coordinator(s)Ms Suzanne Willey

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

Upon successful completion of this unit, students should be able to:

  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 workbooks (2,000 words each) (20% each)
Examination (2 hours) (60%)

Students must pass the examination to pass the unit.

Workload requirements

Four (4) hours lecture/tutorial/laboratory.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Only available to students enrolled in: Bachelor of Nursing, Bachelor of Nursing and Bachelor of Emergency Health (Paramedic) 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland First semester 2015 (Day)
Coordinator(s)Ms Anita Raymond

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

Upon successful completion of this unit, students should 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 (2,000 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.

Workload requirements

4 hours per week (lectures, tutorials, labs) x 9 weeks; 1 hour per week on line guided learning x 9 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedPeninsula Second semester 2015 (Flexible)
Coordinator(s)Ms Katrina Recoche

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. This unit is a prerequisite for NUR3007 'Clinical experience in the palliative approach'.

Outcomes

Upon successful completion of this unit, students should be able to:

  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%)

Workload requirements

Three 3 hour compulsory workshops in weeks 1, 2 and 3 of the semester, followed by weekly 1 hour podcast lectures.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedGippsland Second semester 2015 (Day)
Coordinator(s)Associate Professor John Field

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

Upon successful 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
  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 (30%)
Online quizzes (10%)
Formal examination (60%)
Clinical assessment (Pass / Fail)

Students must attend 100% of all scheduled tutorials, unless a medical certificate is provided - refer to school clinical guidelines for details.

Workload requirements

  • Two (2) hours lecture per week
  • Two (2) hours tutorial per week
  • One (1) hour for self directed reading and quizzes per week
  • Two (2) - five (5) hours of private study weekly
  • Clinical placement - 80 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Janet Delange (Berwick), Ms Robyn Fairhall (Peninsula), Ms Loretta Garvey (Clayton)

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

Upon successful completion of this unit, students should 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. describe the underpinning 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

Case study (2,000 words) (30%)
Examination (60%)
Quizzes (10%)
Clinical placement (Pass / Fail)
Clinical skills examination (Pass / Fail)
Medication mastery hurdle (100%)

Workload requirements

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 certificate 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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Karen Harder (Peninsula), Dr Ruth Desouza (Berwick), TBA (Clayton).

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

Upon successful completion of this unit, students should 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
  4. identify and respond to consumer specific issues such as culture, age and gender to optimise therapeutic communication
  5. describe and discuss Mental Status Examination (MSE) and risk assessments conducted with clients who are experiencing disturbances in thought, mood, behaviour and perception
  6. discuss the utilisation of the legal and ethical issues related to the care of clients when admitted under the Victorian Mental Health Act (2014)
  7. describe the aetiological factors, epidemiology and clinical manifestations of a range of disorders including affective disorders, eating disorders, anxiety disorders, psychosis, child and adolescent issues and cognititive issues in the elderly client
  8. describe a range of therapeutic modalities utilised in the care and treatment of people with mental health issues and disorders.

Assessment

Essay (2,000 words) (30%)
5 x Online quizzes (10%)
Examination (2 hours) (60%) (Hurdle x 1 attempt permitted)
80% Attendance at tutorials (Hurdle)

Workload requirements

Lectures:

  • two (2) hours per week

Tutorials:

  • two (2) hours per week (with a minimum of 80% attendance requirement)

Guided learning activities:

  • one (1) hour per week

Online quizzes:

  • one (1) hour per week

Self-directed learning:

  • six (6) hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Flexible)
Clayton First semester 2015 (Flexible)
Peninsula First semester 2015 (Flexible)
Coordinator(s)Ms Suzanne Willey

Synopsis

This unit introduces nursing students and other professionals to the key principles, philosophies and frameworks that guide health promotion practice in Australia and internationally. Students will examine concepts and theories of health promotion and the primary health care sector, including medical, behavioural and socio-environmental approaches to health care. Health promotion is underpinned by a philosophy of health for all; therefore concepts such as partnership development, community participation, health equity, social justice, capacity building and advocacy are described to empower nurses and other professionals with the means to plan, implement and evaluate health promotion practice across all sectors of the Australian health care system. By the end of this unit, students will have examined and described these key concepts of health promotion in relation to the Australian context.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss and critically reflect on key principles, philosophies and frameworks that underpin health promotion practice and activity;
  2. Compare and contrast primary care, primary health care, medical, behavioural, and socio-environmental approaches to health promotion and discuss their strengths and limitations;
  3. Analyse the concepts of partnership development, community participation, health equity and inequity, social justice, capacity building and advocacy in relation to the nurses' role in empowering and enabling individuals, families and communities;
  4. Recognise the importance of effective communication strategies to include examining health literacy in the context of health promotion;
  5. Outline the different types of evidence that guides health care and sources of evidence that can assist nurses in planning health promotion;
  6. Critically reflect on the importance of appropriate planning, implementation and evaluation to ensure sustainability when engaging in health promotion activity;
  7. Recognise the contribution of health policy development to health promotion and the role of nursing in ongoing developments in health policy;
  8. Discuss ethical challenges that are presented by health promotion.

Assessment

Online quiz (10%)
Essay (2,000 words) (40%)
Tutorial participation (10%)
Examination (2 hours) (40%)

Workload requirements

This is a flexible unit with compulsory on campus tutorial sessions.
Four x 4 hour workshops (Podcast): 16 hours
Online guided learning activities: 20 hours
Self-directed learning: 120 hours

Total: 156 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedNot offered in 2015
Coordinator(s)Ms Arlene Parry

Synopsis

This unit introduces the concept of working with families from a strengths-based framework. The concept of family strengths has been studied for several decades and describes a family that functions optimally in support of the individual members. When nurses and other professionals use a family strengths theoretical framework in their daily practice, they contribute to providing health care that focuses on the whole rather than only the individual and begin to support families when accessing health care. A healthy family may be stronger in one area than another, and strengths may overlap with each other. It is well known that the family environment may have a positive or a negative effect on individuals in the family, depending on the family's values, beliefs, and ability to manage change. The composition and structure of contemporary families are wide-ranging, and include families from varying cultures, with composition including single and extended families, and families at differing socioeconomic levels. This unit aims to bridge the gap in theoretical content related to family care across the lifespan so that nurses and other professionals can explore the factors that shape their capacity to develop caring relationships with individuals, families, groups, populations, and communities.

Outcomes

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

  1. Compare and contrast strengths, supports, protective factors and vulnerabilities within differing families
  2. Discuss the impact of contemporary issues on the health and wellbeing of the family in the context of multicultural families and communities living in Australia
  3. Explore how a strengths-based approach to working with families is developed and defined within the nursing context and the broader health care system
  4. Critically appraise the concept of building trusting relationship with individuals, families and communities to facilitate health and wellbeing
  5. Describe the nurses' and other professionals role and responsibilities when working with at risk families
  6. Discuss the role of the health professional in promoting health and wellbeing within families across the life span.

Assessment

Simulation based learning (1,000 words) (30%)
Written assignment (3,000 words) (40%)
Group assignment (3,000 words) (30%)

Workload requirements

This is a flexible unit with compulsory on campus simulation based tutorial sessions. Two hour lecture per week (Podcast): 24 hours, One hour tutorial / simulation based learning activities per week: 12 hours, Self-directed learning: 120 hours.

Total: 156 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Janet Delange (Berwick), Mr Nadim Rahman (Peninsula), Ms Loretta Garvey (Clayton)

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

Upon successful completion of this unit, students should 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 utilising an appropriate assessment tool; and
  12. reflect and evaluate self-performance in terms of the delivery of quality nursing care.

Fieldwork

Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 80 hours in total).

Assessment

4 x Quizzes (10 questions each) (10%)
Written assignment - paired clinical case study assignment (3,000 words) (30%)
Peerwise - online creation and critique of evidence based multiple choice questions (15%)
End of semester exam (2 hours) (45%)
Clinical practice assessment (Pass / Fail)
Students must achieve a pass in the clinical placement to pass the unit (100%). Attendance at clinical is mandatory.
Drug Calculations Exam (Hurdle) (100% mastery)
Laboratory attendance (Hurdle) (100% attendance)

Workload requirements

Module 1: Online learning (4 hours), Master class/intro (1 hour), Workshop (4 hours), Clinical laboratory (2 hours online) = Total: 11 hours.
Module 2: Online learning (5 hours), Master class (1 hour), Workshop (5 hours), Clinical laboratory (2 hours) = Total: 13 hours.
Module 3: Online learning (5 hours), Master class (1 hour), Workshop (5 hours), Clinical laboratory (2 hours), Medication hurdle (1 hour) = Total: 14 hours.
Module 4: Online learning (4 hours), Master class (1 hour), Workshop (3 hours), Clinical laboratory (2 hours) = Total: 10 hours.

Two (2) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 80 hours in total).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mr Charanjit Singh (Peninsula), Dr Ruth DeSouza (Berwick), Mr Eddie Robinson (Clayton).

Synopsis

This Mental Health Nursing unit draws upon student's prior theoretical knowledge, skills and attitudes from NUR2107. 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

Upon successful completion of this unit, students should 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: Four (4) weeks (160 hours).

Assessment

Essay (2,000 words) (35%)
One online MH nursing quiz (10%) (Complete prior to clinical)
Examination (2 hours) (55%) (Hurdle)
Clinical practice (Pass / Fail) (Satisfactory completion of clinical practice is required to pass this unit)

Workload requirements

Tutorials 2 hours per week x 6 weeks, Guided work (Case based studies) 1 hour per week x 6 weeks, Online quiz 1 hour, Self directed readings 1 hour per week x 6 weeks, Clinical placement (Mental health) x 4 weeks (160 hours).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedNot offered in 2015
Coordinator(s)Dr Grace Stankiewicz

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 should be able to:

  1. analyse health assessment data using a problem solving approach in order to develop an appropriate plan for client care;
  2. relate the concept of holistic health to nursing health assessment and nursing practice;
  3. identify communication skills that will enhance the nurse/client therapeutic relationship;
  4. discuss the importance of using a practical framework for delivering appropriate client care;
  5. completely assess and record a client's health history; and
  6. perform and document a systematic physical assessment.

Assessment

Assignment 1 (25%)
Assignment 2 (25%)
Exam (50%)

Workload requirements

  • One (1) hour of lecture per week
  • Two (2) hours of tutorial per week
  • Two (2) - four (4) hours private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 0727.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedNot offered in 2015
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;
  2. apply the concepts and methods of management to plan and organise coordinated delivery of nursing care;
  3. demonstrate a knowledge of leadership and its role in promoting quality of health care;
  4. evaluate an aspect of nursing administration of a health care unit or agency utilising appropriate tools and methods;
  5. assess the need for and plan change within a health care unit or agency; and
  6. use a variety of management skills to improve effectiveness of nursing care delivery.

Assessment

Assignment 1 (2,000 words) (40%)
Assignment 2 (3,000 words) (60%)

Chief examiner(s)

TBA

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 0727.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedClayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Lorraine Walkerand Ms Georgina Willetts (Clayton)

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

Upon successful completion of this unit, students should be able to:

  1. explore the physiological aspects that influence wound healing;
  2. demonstrate the ability to undertake a comprehensive wound assessment, and to discuss wound characteristics and their relationship to type of dressing product selected;
  3. identify the principles of infection control relating to wound care;
  4. discuss the impact of appropriate wound assessment and provision of comprehensive wound management in the health care setting;
  5. examine the physiological and psychological effects of chronic and acute pain;
  6. analyse and develop a framework for the assessment of pain, disability and physical function, including the use of appropriate tools;
  7. identify current therapeutic and complementary measures to manage pain in the health care setting; and
  8. 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)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 0727.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Dr Melissa Bloomerand Associate Professor Jenny Newton (Berwick & Clayton)

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

Upon successful completion of this unit, students should 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%)
Final exam (40%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Ms Julia Morphetand Ms Noelleen Kiprillis (Berwick & Clayton)

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

Upon successful completion of this unit, students should be able to:

  1. demonstrate in-depth knowledge of a range of complex health problems experienced by clients throughout the lifespan;
  2. describe the nursing application of diagnostic, therapeutic and preventative techniques associated with caring for a person with a complex body system health breakdown;
  3. employ clinical and critical decision making skills to identify, analyse and resolve problems in the practice environment;
  4. demonstrate the ability to apply time management and problem solving skills in the safe delivery of patient care;
  5. evaluate the clinical application of evidence based research and the ethical principles in the safe management of complex health care issues;
  6. develop and implement patient centred care interventions that encompass patient's complex health, cultural, ethical and developmental needs;
  7. reflect critically on the role of the multidisciplinary team in provision of safe patient care;
  8. practice with increasing independence in accordance with the Australian Nursing and Midwifery Council Competencies for Registered nurse, code of ethics and code of professional conduct for nurses.

Fieldwork

Clinical placement: Two (2) weeks (80 hours).

Assessment

Case study / written assignment (2,500 - 3,000 words) (40%)
Examination (2 hours) (60%) (Hurdle)

Hurdle:
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 90% of all scheduled laboratories, unless a medical certificate is provided - refer to school's clinical policy for details.

Workload requirements

  • Two (2) hours of lectures per week
  • Two (2) hours laboratory practice 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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 3892 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBairnsdale First semester 2015 (Day)
Berwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Gippsland First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Coordinator(s)Professor Lisa McKenna (Clayton), Ms Robyn Eames (Berwick), Mr Cliff Connell (Peninsula), Ms Anita Raymond (Gippsland)

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

Upon successful completion of this unit, students should 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. participate in a 3 hour IPL delirium workshop;
  7. conduct effective basic peer teaching sessions; and
  8. reflect upon their own perspectives on teaching and learning.

Assessment

Peer teaching preparation (40%)
Essay (1,500 words) (40%)
Reflective activity (1,000 words) (20%)

Hurdle:
Peer teaching practical
IPL Delirium workshop
90% Tutorial attendance.

Workload requirements

  • Two (2) hours of lecture per week
  • One (1) hour of tutorial per week
  • Two (2) - four (4) hours private study per week
  • Plus hurdle requirements.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Kelli Innesand Ms Arlene Parry (Berwick)

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

Upon successful completion of this unit, students should 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. incorporate, 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 (ANMAC) competencies.

Fieldwork

Clinical placement: Four (4) weeks (160 hours).

Assessment

Learning project (2,500 words) (45%)
Written assignment (2,500 words) (45%)
Reflective assessment (1,000 words) (10%)
Clinical placement (160 hours) (Pass / Fail) (Hurdle)

Hurdle:
Students must achieve a pass in the clinical placement to pass the unit.
Students must attend 90% of all scheduled tutorials - refer to school clinical guidelines for details.

Workload requirements

Two (2) hours of lecture per week, Two (2) hours of tutorial fortnightly, Two (2) - four (4) hours private study per week, Four (4) weeks of clinical placement at five (5) days/week (based on an 8 hour day/40 hour week, 160 hours in total).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Robyn Eamesand Dr Melissa Bloomer (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

Upon successful completion of this unit, students should 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 and apply this to discharge planning bridging the transition from acute care to primary care and palliative care
  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 and people with chronic and life limiting illness in relation to physical, psychosocial and spiritual needs
  6. demonstrate and evaluate a range of evidenced based interventions that support the person experiencing complex care needs associated with living with a chronic illness
  7. identify the primary care resources for people with issues related to ageing, chronic and life limiting illness in the community
  8. utilise 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: Two (2) weeks (80 hours).

Assessment

Examination (3 hour) (50%)
Assignment (40%)
Online guided activity (10%)
Clinical placement assessment (100% attendance) (Pass / Fail)

Hurdle:
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.

Workload requirements

Two (2) hours of lecture per week, Two (2) hours of tutorial, Four (4) hours guided 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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Flexible)
Clayton First semester 2015 (Flexible)
Peninsula First semester 2015 (Flexible)
Coordinator(s)Dr Ruth DeSouza

Synopsis

This unit provides students with resources to understand their own culture, the culture of healthcare and the historical and social issues that contribute to differential health outcomes for particular groups in order to discern how to contribute to providing culturally safe care for all Australians. Australian society has an indigenous foundation and is becoming increasingly multicultural. In Victoria 26.2 percent of Victorians and 24.6 per cent of Australians were born overseas, compared with New Zealand (22.4 per cent), Canada (21.3 per cent), United States (13.5 per cent) and The United Kingdom (10.4 per cent). An important aspect of cultural safety is the recognition that the health care system has its own culture. In Australia, this culture is premised on a western scientific worldview. The unit will examine how social determinants of health such as class, gender, race, sexual orientation, gender identity; education, economic status and culture affect health and illness. The influence of politics, economics, social-cultural environment and other contextual factors will be discussed, with an emphasis on how policy, planning, organisation and delivery of health and healthcare have an impact on Aboriginal and Torres Strait Islander (ATSI) and culturally and linguistically diverse (CALD) communities.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically evaluate the dominant values and beliefs that shape the organisation of health care in Australia.
  2. Discuss historical and contemporary influences on the health outcomes for Aboriginal and Torres Strait Islander peoples.
  3. Discuss historical and contemporary influences on the health outcomes for Culturally and Linguistically Diverse peoples in Australia.
  4. Critically reflect on how their own cultural identity can impact on the care they provide to individuals and communities with different understandings of health from their own.
  5. Demonstrate effective communication skills and attitudes required of nurses in providing culturally safe care for Aboriginal and Torres Strait Islander and Culturally and Linguistically Diverse people.
  6. Apply the principles of cultural safety to nursing care.

Assessment

Group poster presentation (1,000 words) (20%)
Critical reflection (1,500 words) (30%)
Written assignment (3,000 words) (50%)

Workload requirements

This is a flexible unit with compulsory on campus workshops. Two (2) hours of lecture per week (Podcast): 24 hours. Two (8) hour workshops (one for poster presentations, one for mask making):16 hours. Self-directed learning: 116 hours.

Total workload: 156 hours

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2015 (Day)
Gippsland Second semester 2015 (Day)
Coordinator(s)Dr Joanne Porter

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

Upon successful completion of this unit, students should be able to:

Educational Objectives:

  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;
  3. evaluate a range of strategies to effectively manage challenging and critical incidents commonly associated with the Division 1RN role;
  4. critically analyse the importance of professional affiliation and life-long learning in advancing health outcomes;
  5. apply the principles of adult learning to identify your specific learning needs;
  6. 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;
  2. manage clinical problems appropriately;
  3. practise with increasing independence demonstrating AN&MC competencies;
  4. demonstrate safe evidence-based practice in the clinical setting.

Assessment

Assignment (3,000 words) (50%)
Clinical learning contract (20%)
Clinical report (reflective) (30%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBairnsdale First semester 2015 (Day)
Gippsland First semester 2015 (Day)
Coordinator(s)Ms Annie Churchilland Mr Charanjit 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

Upon successful completion of this unit, students should 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.

Workload requirements

  • 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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 0727 or 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale First semester 2015 (Day)
Gippsland First semester 2015 (Day)
Coordinator(s)Ms 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

Upon successful completion of this unit, students should be able to:

Educational Objectives:

  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

Essay exploring the management of a high acuity patient (3,000 words) (30%)
Written examination (3 hours) (60%)
Online activities (10%)
Clinical assessment (Pass / Fail)

Hurdle:
Students must attend 100% of all scheduled laboratories, unless a medical certificate is provided - 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.

Workload requirements

7 hours a week (lectures, tutorials, labs) plus 160 hours clinical. Guided Learning: One (1) hour per week for self directed reading.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 4514.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
OfferedBairnsdale Second semester 2015 (Day)
Gippsland Second semester 2015 (Day)
Coordinator(s)Ms Catherine Wilkin

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

Upon successful completion of this unit, students should be able to:

  1. analyse the concepts of primary health care and population health;
  2. demonstrate knowledge of contemporary rural and remote community needs;
  3. assess factors that predispose, enable, or reinforce behaviours contributing to health risks;
  4. describe the roles and functions of the members of the multidisciplinary primary health care team;
  5. analyse ethical issues which pertain to primary health care;
  6. apply a range of therapeutic interventions to meet the physical, psychosocial and spiritual needs of patients/clients in the community;
  7. communicate effectively with people who are experiencing complex health issues;
  8. demonstrate cultural sensitivity and deep respectful listening to all rural and remote community members;
  9. provide evidence based interventions and resources that support the person and their family experiencing complex care needs;
  10. practice in accordance with ANMC Competencies for the Registered Nurse and other professional standards.

Assessment

Critique of a journal article (2,000 words) (20%)
Literature review (2,000 words) (30%)
Written assignment: Journal article format (3,000 - 4,000 words) (50%)
Clinical practice assessment (Pass / Fail)

Workload requirements

Lectures: 4 hours x 4 weeks = 16 hours; Tutorials: 2 hours x 4 weeks = 8 hours;
Clinical: 160 hours; Individual Study: 128 hours.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedNot offered in 2015
Coordinator(s)Dr 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

Upon successful completion of this unit, students should be able to:

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:

  1. Work effectively with members of an interdisciplinary team;
  2. Access interdisciplinary resource networks to facilitate appropriate referral and optimal utilisation of limited health care resources;
  3. Demonstrate sensitivity and commitment to enhancing independent practice and teamwork;
  4. Practice with increasing independence.

Assessment

Assignment (40%)
Poster presentation (30%)
Case study (30%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedNot offered in 2015
Coordinator(s)Dr 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

Upon successful completion of this unit, students should 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

  1. undertake advanced clinical assessment and first-line treatment of clients of all ages who experience health crises in a rural setting;
  2. demonstrate competent resuscitative skills across the lifespan;
  3. appropriately triage, manage, refer and transfer clients experiencing a health crisis;
  4. practice safely with increasing independence.

Assessment

Assignment (30%)
Case study (30%)
Examination (40%)
Clinical OSCE (20%)
Clinical evaluation (Pass / Fail)

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Berwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Julia Morphet

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

Upon successful completion of this unit, students should be able to:

  1. evaluate and utilise appropriate philosophical foundations of research;
  2. distinguish and critique quantitative and qualitative methodologies;
  3. develop and utilise research skills in the following areas:
    • advanced online searching;
    • documentation management;
    • data collection methods and analysis; and
  4. begin formulating research question and proposed study.

Assessment

Written assessment (3,500 - 4,000 words) (60%)
Oral presentation (40%)

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 1249 or 3564.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Berwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Julia Morphet

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

Upon successful completion of this unit, students should be able 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

Research proposal (3,500 - 4,000 words) (Hurdle)
Oral presentation (15 minutes) (Hurdle)

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in courses 1249 or 3564.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Berwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Julia Morphet

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

Upon successful completion of this unit, students should be able to:

  1. generate a critical review of the literature and theoretical frameworks relevant to their field of study;
  2. accurately collect, manage and secure data for research activities;
  3. demonstrate an awareness of ethical and privacy issues as they apply to their research proposal;
  4. work collaboratively with a research supervisor to achieve research milestones (e.g. submission of ethics proposal);
  5. finalise the ethics approval process for the project;
  6. respond appropriately to the realities of research project issues including identification of a research site (or sites) and recruitment of participants;
  7. conduct a pilot study (if appropriate) to anticipate and address practical problems that may arise in the course of data collection;
  8. undertake data collection both accurately and ethically;
  9. discuss issues arising during the research process;
  10. demonstrate effective progress towards research plan;
  11. write to an academic standard by incorporating existing research findings and supervisor feedback; and
  12. present research findings in a seminar context.

Assessment

Research report (3,500 - 4,000 words) (Hurdle)
Oral presentation (15 minutes) (Hurdle)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 1249 or 3564.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Nursing and Midwifery
OfferedBerwick First semester 2015 (Day)
Clayton First semester 2015 (Day)
Peninsula First semester 2015 (Day)
Berwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Dr Julia Morphet

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

Upon successful completion of this unit, students should 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

Submission of a portfolio consisting of
a literature review (5,000 words) and at least one academic paper suitable for publication (5,000 words)
Or
Dissertation (10,000 words).

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in courses 1249 or 3564.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Full year 2015 (Day)
Coordinator(s)Dr Maxine Bonham

Synopsis

This unit provides the opportunity for students to work with an academic supervisor to conduct a focused research project in the broad area of human nutrition. The research project may be chosen from a list of projects available at the beginning of semester from the Department of Nutrition and Dietetics. During this unit you will have the opportunity to utilise and apply knowledge and intellectual, practical and other skills acquired throughout your studies to enable you to undertake your research project. A major output of this unit is the final project report.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Apply appropriate research methods in order to carry out scientific research and recognise the significance and relevance of the data and results obtained.
  2. Integrate knowledge in the identification, description, analysis and solution of a research problem in the field of human nutrition.
  3. Articulate clear research aims, methods and rationale.
  4. Show appropriate skills in applying methods and techniques relevant to your chosen project.
  5. Show initiative and independence, and manage your time and resources effectively to complete a project within allocated time scales.
  6. Utilise relevant information sources for the planning, conduct and writing up of a project.
  7. Maintain accurate, accessible records of data collection, decisions made and their rationale in a reflective workbook.
  8. Utilise suitable software packages for data manipulation and the preparation of typewritten documents.
  9. Evaluate the experimental approach adopted and recognise its strengths and limitations, and compare and integrate your project findings with findings from previous work reported in the literature or elsewhere.
  10. Prepare a structured, coherent project submission, via a series of drafts that are subject to repeated improvement and updating.
  11. Engage in critical discussion of the conduct of your project and the significance of its findings in an oral defence (three minute thesis).

Assessment

Oral presentation (10%)
Submission of thesis or systematic review (Project proposal 20%; Scientific paper 50%) (70%)
Reflective workbook or laboratory notebook (10%)
Supervisor report (10%)

Workload requirements

24 hours per week of project work and private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 3956.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Lisa Ryan

Synopsis

Diet and disease is an integrated study of the role of diet in the causation and treatment of chronic diseases that are endemic in westernised societies. This unit builds upon the scientific concept of disease aetiology explored in Integrated Science Systems (BND2103) and the critical interpretation of scientific literature and research skills developed in years 1 and 2. Learners will explore the epidemiology of the major nutrition related diseases, their causal pathways and population based recommendation for prevention. The rationale for the application of dietary modifications for patients with specific disease states and the means of evaluating dietary treatment is explored. Nutrition related emerging issues in disease aetiology and management are also explored and the emphasis on the important role of genetic susceptibility in nutrition science is continued.

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 extending their scientific communication skills.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Outline the role of diet in the aetiology, primary and secondary prevention, and management of major lifestyle related chronic disease and the strengths and limitations of diet in the prevention and management of conditions
  2. Explore lifestyle and additional risk factors implicated in chronic disease aetiology
  3. Integrate the science of the metabolic and molecular interactions implicated in chronic disease
  4. Explore the role of genetics and nutrition (nutrigenomics) in the development of disease
  5. Discuss the functional role of nutriceuticals in disease management and prevention
  6. Apply the epidemiology, medical and nutritional principles in the nutritional management of chronic lifestyle related diseases conditions
  7. Investigate appropriate dietary assessment methodologies in chronic disease
  8. Discuss emerging trends in diet related disease risk and treatment approaches
  9. Analyse and interpret the scientific literature using an evidence based approach
  10. Synthesise the scientific evidence and dietary assessment methodologies into practical research tools and nutrition education.

Assessment

Scientific essay (3,000 words) (30%)
Development of an evidence based nutritional resource (e.g. dietary assessment tool, pamphlet) for specific population groups (20%)
End of semester examination (50%)

Workload requirements

Lectures: 3 hours/week, Tutorials: 1 hour/week, SDL: 10 hours/week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must pass BND1002, BND1101, BND2002 and BND2103
or
BND1010 and a combination of any two relevant units (at the discretion of the unit convenor) from the Faculty of Medicine, Nursing and Health Sciences with a biochemistry and physiology component such as: PHY2032, PHY2042, BMS2031, BMS2021, BCH2022.

Master of Dietetics students are exempt from this prerequisite.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Ricardo Costa

Synopsis

This unit is focused on students' developing knowledge, skills, and competencies to critically evaluate current developments in sport and exercise nutrition, targeting both health and sports performance outcomes in a variety of populations. The scientific disciplines of exercise physiology, biochemistry and immunology will be emphasised as students critically evaluate the underlying evidence supporting benchmark nutritional guidelines and recommendations given to individuals/groups partaking in exercise. Laboratory sessions will provide practical experience of various anthropometrical, nutritional and hydration assessment techniques; alongside applying knowledge of area specific theories into practice through a kitchen laboratory session. Particular reference to the roles and responsibilities of the sport and exercise nutrition expert when working in multi-disciplinary teams will be emphasised.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Evaluate the role of macro- and micro-nutrients in human energy transfer systems active during different types of exercise and recognise the nutritional implications.
  2. Evaluate physiological and anthropometric measurements to assess fitness / body composition and interpret these results for dietary intervention.
  3. Appraise the physiological effect of the environment upon sport and exercise performance and demonstrate awareness of dietary strategies for preparation and management of environmental stressors.
  4. Describe immune responses to exercise and evaluate the role of nutrition and hydration within exercise-induced immune perturbations.
  5. Evaluate nutritional and hydration assessment techniques that can be used to assess status of individual/s involved in sport and/or exercise.
  6. Appraise evidence-based nutritional and hydration requirements for active individual/s over a wide range of sporting activities and levels.
  7. Create suitable evidence-based practical food and fluid strategies which take into account the assessment data and unique characteristics of the individual/team.
  8. Apply theories of behaviour change to support compliance of dietary intervention.
  9. Analyse the evidence base for nutritional supplements and their suitability at differing levels of sport and/or exercise participation.
  10. Recognise the role and responsibilities of the sport and exercise nutrition expert within the sporting multi-disciplinary team.

Assessment

Critical essay (30%)
Laboratory practical report (20%)
Case study (30%)
Oral presentation (20%)

Workload requirements

12 x 2 hour per week lectures/tutorials on campus, 12 x 2 hour per week seminars on campus (delivered twice, seminar groups A and B), 3 x 3 hour practical sessions (physiology, hydration, kitchen lab) - (delivered twice, seminar groups A and B).

36 hours self-study and formative/summative assessment related work.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must pass BND1002, BND1101, BND2002 and BND2103
or
BND1010 and a combination of any two relevant units (at the discretion of the unit convenor) from the Faculty of Medicine, Nursing and Health Sciences with a biochemistry and physiology component such as:
PHY2032, PHY2042, BMS2031, BMS2021, BCH2022.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Lisa Ryan

Synopsis

Nutrition controversies will focus on developing student's fundamental scientific knowledge and critical reasoning skills in the area of nutritional science. Building from earlier units that taught principles relating to evaluation of evidence and advanced research methodologies combined with a solid background in physiology, immunology and biochemistry this unit will link diet and disease outcomes using available evidence.

This unit will enable nutritionists to develop an appreciation for the controversial and unresolved nature of the reported associations between dietary factors and disease processes by providing the opportunity for in-depth, critical evaluation of the underpinning evidence and identification of unresolved questions and/or alternative opinions. Examples of current nutritional controversies will be drawn from topics studied across the range of other units on the course and students allocated to two topics.

Teaching activities in this unit will have an emphasis on student centered enquiry supported by a series of student-led seminars and discussions and a written synthesis of assigned topics.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Detail the scientific background and current consensus of opinion in a selected area of controversial research in human nutrition
  2. Identify the major sources of nutritional literature in a systemic way in order to collect information in a selected topic
  3. Critically evaluate scientific evidence underpinning a selected area of research in human nutrition
  4. Discuss scientific literature and draw reasoned conclusions
  5. Formulate an opinion based on a critical review of the existing evidence for a specific topic in topics related to human nutrition
  6. Engage in critical discussions on the nutritional controversies assigned
  7. Competently communicate scientific knowledge and understanding in oral and written formats.

Assessment

Critical report 1 and 2 (60%)
Oral presentation 1 and 2 (40%)

Workload requirements

Seminars: 2 hours/week, Tutorials: 1 hour/week, SDL: 10 hours/week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Students must pass one of the following sets of units:
+ BND1010, HSC1101 and HSC1102; or
+ BND1001, BND1101, BND2002 and BND2103; or
+ BND1010 and 2 units from BCH2022, BMS2021, BMS2031, PHY2032 or PHY2042.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedNot offered in 2015
Coordinator(s)Dr Tracy McCaffrey

Synopsis

Monitoring and evaluation are essential components of determining nutritional status both at the individual and population level. Therefore the interpretation of information from dietary, laboratory, anthropometric and clinical studies is central to the work of nutrition science students. In this unit, students will examine the methodological applications and limitations surrounding dietary assessment, body composition and biochemical tests. Students will be enabled to critically employ research skills when analysing nutrition related data by identifying appropriate methods, in terms of precision, validity and reproducibility for assessing dietary intake, body composition and nutritional status using biochemical tests. Students will be exposed to a number of anthropometric and dietary intake methods, as well as nutrition screening tools routinely used in both the clinical and research settings.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Assess food consumption at national, household and individual levels
  2. Communicate with individuals employing effective interview techniques
  3. Utilise a variety of dietary assessment methods with an understanding of precision, reproducibility and validity
  4. Assess anthropometry and body composition in individuals
  5. Assess nutritional status by interpreting relevant biochemical and pathology tests
  6. Estimate nutritional requirements of individuals
  7. Identify and utilise nutrition screening tools
  8. Employ effective research skills in analysing nutrition-related data.

Assessment

Weighed vs. estimated food diary and individual/group nutrition assessment (3,000 words) (50%)
Anthropometric practical exam (500 words) (25%)
Multiple choice questions (1.5 hours) (25%)
Micronutrient lab test summary (Formative) (Peer assessment)
Interview skills reflection (Formative) (Peer assessment)

Workload requirements

On-campus: 6 hours per week of interactive lectures and workshops + 6 hours self-directed learning and completion of assessment tasks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedNot offered in 2015
Coordinator(s)Dr Claire Palermo

Synopsis

This unit aims to explore the sustainability of the food supply and its impact on health. Students will learn about the components of the food supply system (from paddock to plate) and the factors, including economic, social, political and environmental that drive and influence the food system. Students will compare and contrast the agricultural, retail and consumption differences between an industrial and a local food system. Exposure to several programs and initiatives which aim to mitigate the environmental effects of food production and create a more sustainable food supply with support learning. The impact of environmental challenges, such as climate change, drought and salinity, and the impact of national policy decisions on the food system will be explored. Students will be exposed to the views of the food industry, economists and public health experts on food sustainability and explore their own food intake patterns and its impact on the environment.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the Australian food system and critically evaluate the influences on this system.
  2. Compare and contrast social, economic and environmental differences between an industrial and local food system.
  3. Evaluate the impact of population and individual nutrition and health messages on the food supply.
  4. Describe the impact of food waste and discuss strategies to minimise food waste in food service and household settings.
  5. Evaluate the political, economic, health and environmental drivers impacting on the international food system.
  6. Explore opportunities for beneficial social, environmental and nutritional change to the Australian food supply.

Assessment

Exam (Multiple choice and short answer) (2 hours) (30%)
Individual food eco-friendly food challenge (1,000 words) and resource (500 words) (30%)
Local food system audit (3,000 words) (40%)

Workload requirements

On-campus: 4 hours per week of interactive lectures and workshops + 8 hours self-directed learning and completion of assessment tasks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Flexible)
Coordinator(s)Dr Maxine Bonham

Synopsis

This unit allows students to undertake a work placement within their degree discipline for 12 weeks. The work placement will provide students with the opportunity to gain practical experience in real-life settings. Students will undertake approved projects for an employer, which will contribute to the organisation and facilitate the development of work place skills and application of knowledge to a practical situation. Students will develop understanding and skills relevant to job planning, time management and the requirements of working with others in a position of responsibility. To receive academic credit, students must complete the work tasks assigned to them as part of their placement. They must also complete a series of academic assessment tasks under the joint supervision of a representative of the sponsor and an academic from the Faculty.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Accept responsibility for and manage, implement and evaluate their personal and professional development and show a commitment to life-long learning.
  2. Demonstrates insight and makes plans for continuous professional development in collaboration with peers and mentors to advance learning in Nutrition Science.
  3. Use negotiation, teamwork and conflict resolution skills to promote best practice.
  4. Critically evaluate relevant scientific evidence, communicate and apply findings to practice.
  5. Create solutions which match and solve problems identified in professional setting.
  6. Adopt effective project management, team work and communication skills and work effectively within the placement organisation.
  7. Adopt a questioning and critical approach in all aspects of project work.
  8. Organise, establish and document data, process and communication on a nutrition science issue into written reports and oral presentations to acceptable professional standards.

Fieldwork

Placement component: 3 days a week for 11 weeks to be split between a number of work placement sites. Travel requirements: Domestic travel to some work placement sites may be required (dependent on placement site).

Assessment

Project proposal (1,500 words) (30%)
Project report (1,500 words) (50%)
Project presentation (10 minutes) with reflective account (1,000 words) (20%)
Supervisor report (Ungraded) (Hurdle)

Workload requirements

24 hours a week - as combination of taught component (weeks 1 and 2), work placement (weeks 2 - 12) and assessment tasks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

BNutSc students only.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Nutrition and Dietetics
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Liza Barbour

Synopsis

This unit will review the concepts and approaches of population health in the context of nutrition. The content will explore current public health nutrition practice issues related to priority issues such as obesity, food security and the food supply. A systems based, health promotion framework to addressing priority nutrition issues will be discussed and current public health nutrition practice will be evaluated. Students will explore the political foundations of public health policy in Australia including the impact of public health policies and will develop skills in policy analysis and public health advocacy. This unit will provide students with the foundations knowledge in preparation for the development of skills of the practice of public health nutrition. The key theme explored in this unit is Theme 2: Determinants and influences on population health and nutrition coupled with partial integration of content from Theme 4: Food: from science to systems.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the current key public health nutrition priorities and issues in Australia and the policy frameworks that support these.
  2. Appraise the political, environmental, social and economic influences on public health nutrition goals and practice.
  3. Explore opportunities for beneficial social, environmental and nutritional change to the Australian food supply.
  4. Evaluate how public health policy may influence food consumption and nutrition status.
  5. Apply a socio-ecological, systems based approach to understanding and managing population nutrition issues.
  6. Employ best practice frameworks and approaches for planning, implementation and evaluation of these issues in the development of nutrition interventions.
  7. Explain the use of and process of public health advocacy and apply the advocacy framework to a current public health nutrition issue.

Assessment

Mid-semester test (2 hours) (30%)
Policy analysis assignment (Group) - Written piece of work (3,000 words) and oral presentation (15 minutes) (40%)
Advocacy discussion paper (Individual) (2,000 words) (30%) with class debate (Ungraded)

Workload requirements

Week 1 - 4 x 6 hours workshops, Weeks 2 to 9 - 3 hours per week (interactive classes and tutorials) ^ hours self-directed study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Master of Dietetics (M6002) students are exempt from prerequisite study. Other students must pass either BND1002 and BND1102; or BND1010, HSC1101 and HSC1102.

Co-requisites

Must be enrolled in courses M6002, 3956 or 3882.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (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 unit, students should 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.

Fieldwork

Fieldwork placement: 2 days.

Assessment

Summative tasks:
Disability experience (e.g., visual impairment, limited mobility) (2 hours) and disability experience reflective assignment (1,500 words) (20%)
Reflective journal (1,500 words) (20%)
Team building video assignment (in collaboration with physiotherapy students) (10%)
Outcomes of the occupational and activity analysis (2,000 words) (20%)
Class test (1 hour) (30%)

Hurdle tasks:
You are required to attend 100% of all scheduled unit tutorials;
Successful completion of fieldwork placement as assessed by standard fieldwork education forms, indicated by return of fieldwork placement documents: i) evaluation form signed by supervisor and student; ii) Student review of placement feedback questionnaire; and iii) time sheet signed by supervisor;
Demonstration of professional, courteous, and attentive behaviour at all times during tutorial, seminar, and practical skills sessions;
You are required to provide evidence of completing a Standard First Aid course;
You are required to provide evidence of compliance with FMNHS immunization policy requirements to Student Services;
You are required to provide evidence of Working with Children approval to Student Services;
You are required to provide evidence of Fit to Work / Police Check to Student Services.

Workload requirements

Lecture component: 2 hours per week, Tutorial/Practicum component: 2 hours per week, Fieldwork component: 2 days, Private study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course M3001.

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Carolynne White

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 should 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 (2,000 words) (35%)
Exam (2 hours) (35%)

Hurdle:
Attendance at 100% of all tutorials, skills classes and fieldwork placements, unless a medical certificate is provided.
Participation in inter-professional community-based experience.

Workload requirements

Lecture component: 2 hours per week, Tutorial/Practicum component: 2 hours per week, Private study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (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:
Students are required to attend 100% of tutorials, unless a medical certificate is provided.

Formative assessment:
Feedback during lecture and tutorial participation, as well as following summative assessments (i.e. assessment tasks 1 and 2) will be provided.

Summative assessment:
5 x In-class tests (4% each) (20%)
Examines the relationship among personality, behaviour and health and wellbeing (2,500 words) (35%)
Short and long answer exam (Multiple choice) (2 1/2 hours) (45%)

Workload requirements

2 hour lecture and 2 hour tutorial per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (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 should be able to:

Theme 1: Personal and Professional Development

  1. describe the principles of client-centred occupational therapy practice;
  2. explain the key skills that contribute to critical appraisal, critical reasoning and critical thinking skills in scenario/case-based learning;
  3. 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;
  2. demonstrate an understanding of the clinical reasoning processes in occupational therapy;
  3. describe how different health models and occupational therapy intervention methods may be applied to occupational therapy practice;
  4. 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;
  5. 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

Summative tasks:
Write-up of play/leisure interest profile findings (1,500 words) (20%)
Critique of an occupational therapy assessment (1,000 - 1,500 words) (20%)
Class presentation for peer and tutor feedback (Group presentation) (30 minutes) (10%)
Class presentation for peer and tutor feedback (10 minutes) (10%)
4 x Tests (30 minutes each) (10% each)

Hurdle tasks:
Attendance at 100% of all scheduled tutorials, unless a medical certificate is provided.
Completion of review quizzes in tutorial sessions.

Workload requirements

Lecture component: 2 hours per week, Tutorial/Practicum component: 2 hours per week,
Private Study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (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

Upon successful completion of this unit, students should 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:
Students are required to attend 100% of tutorials, unless a medical certificate is provided. 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:
Report from observation of a child (1,500 words) (25%)
Essay on the relationship between development, and functioning at specific life stages (2,500 words) (30%)
Short and long answer exam (Multiple choice) (2.5 hours) (45%)

Workload requirements

Lecture component: 2 hours per week, Tutorial/Practicum component: 2 hours per week, Private study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Carolynne White and Ms Celia Marston

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 should 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.

Fieldwork

Clinical placement: 15 days.

Assessment

Review of 2 clinical assessment tools (1,500 words) (10%)
Anatomy Flag race (1 hour) (10%)
Exam (1.5 hours) (10%)
Exam (2 hours) (15%)
Clinical workbook (3,000 words) (20%)
Case-based occupational analysis (1,000 words) (10%)
Written/oral exam (1.5 hours) (15%)
Practice skill test (10 minutes) (5%)
Presentation of two case scenarios for peer and tutor feedback (5%)
Satisfactory completion of a 12 day clinical placement as assessed through the Student Placement Evaluation Form - Revised (SPEF-R). Students are also required to submit a time sheet documenting their clinical placement hours and a completed Student Review of Placement form. 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.
Reflective journal (1,000 words)
2 x Self evaluations of group participation
Attendance at 100% of scenario based tutorials, practical skills sessions and seminars, unless a medical certificate is provided.

Note: All assessment items are hurdle requirements.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Mong-Lin Yu and Mrs Celia Marston

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 should 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 (e.g. 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.

Fieldwork

45 hours of volunteer experience.

Assessment

Summative tasks:
Complete a data base search strategy for one research question using a variety of data bases (20%)
Completion of Quantitative and Qualitative MOTRECF Proforma to appraise a research article (40%)
Completion of short answer test #1 (1 hour) (20%)
Completion of short answer test #2 (1 hour) (20%)

Hurdle tasks:
Attendance at 100% of tutorials, practical skills sessions and seminars, unless a medical certificate is provided.
Critically appraise components of articles that uses a quantitative research methodology using the MOTRECF format.
Critically appraise components of articles that uses a qualitative research methodology using the MOTRECF format.
Completion of review test questions in tutorial sessions & online.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Associate Professor Ted Brown and Dr Primrose Lentin

Synopsis

This unit provides an overview of the skills necessary to critique and evaluate the usefulness, relevance and quality of research evidence related to occupational therapy professional practice. Components of evidence-based practice will be introduced related to occupational therapy. Quantitative and qualitative research methodology approaches that underpin evidence-based practice will also be introduced. You will be guided through the process of how to ask clinically relevant questions, search for evidence, and critically appraise published research studies. 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, OCC3030, and OCC3052.

Outcomes

Upon successful completion of this unit, students should 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 designs, quasi-experimental designs, surveys and randomised control trials), data gathering and analysis methods, 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 parametric and non-parametric statistics
  7. Demonstrate a basic understanding of mixed method and evaluation research approaches
  8. Demonstrate an understanding of ethical issues and practices related to research
  9. Exhibit skills related to gathering and interpreting evidence from empirical literature to support professional and 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

Summative tasks:
Data base search strategy for one research question using a variety of data bases (20%)
Quantitative and Qualitative MOTRECF Proforma to appraise a research article (40%)
Short answer test #1 (1 hour) (20%)
Short answer test #2 (1 hour) (20%)

Hurdle tasks:
Attendance at 100% of tutorials, practical skills sessions, and seminars.
Demonstration of professional, courteous and attentive behaviour at all times during tutorial, seminar and practical skills sessions.
Critically appraise components of articles that uses a quantitative research methodology using the MOTRECF format.
Critically appraise components of articles that uses a qualitative research methodology using the MOTRECF format.
Completion of review test questions in tutorial sessions & online.

Workload requirements

Lecture component: 3 hours per week, Tutorial/Practicum component: 3 hours per week, Private study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Suzanne Wakefield and Dr Primrose Lentin

Synopsis

This is the second unit of the occupational therapy intervention units. It comprises 10 weeks of integrated scenario-based learning. 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 should 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.

Fieldwork

Fieldwork: 6 weeks.

Assessment

Completion of five Monash Occupational Therapy Research Evidence Critique Form (MOTRECF) critical reviews for participation in class discussion (15%)
Presentation of one MOTRECF critical review for presentation and evaluation (10%)
Exam (2 hours) (40%)
Oral examination including one hour written exam (20 minutes) (30%)
Discussant of two peer presentations in oral examination (5%)

Hurdle:
Attendance at 100% of scenario-based tutorials, practical skills sessions, and seminars, unless a medical certificate is provided.
Participation in classes and visits, two self evaluations of group presentation, and group evaluation of completion of each case.

Chief examiner(s)

Ms Suzanne Wakefield and Dr Primrose Lentin

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Associate Professor 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

Upon successful completion of this unit, students should 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 (e.g. 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

Summative tasks:
Report (3,500 words) (7000 words if completed in pairs; 10,000 words if completed in three-person group) (60%)
Short answer test #1 (1 hour) (20%)
Short answer test #2 (1 hour) (20%)

Hurdle tasks:
Attendance at 100% of tutorials, practical skills sessions and seminars, unless a medical certificate is provided.
Development of mixed-methods survey questionnaire.
Gathering data using mixed-methods survey questionnaire and analysing it.
Completion of review test questions in tutorial sessions & online.

Workload requirements

Lecture component: 2 hours per week, Tutorial/Practicum component: 2 hours per week, Private study: 4 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Nikos Thomacos and Ms Suzanne 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

Upon successful completion of this unit, students should be able to:

  1. Discuss and apply the principles of working with communities and populations (e.g. consumer rights, advocacy, engagement);
  2. Describe and evaluate the influence of environmental factors, where environment includes: government policy, agencies, services and associated funding systems available, to prevent ill health and promote health and wellbeing in whole communities;
  3. Using an occupational perspective to facilitate health and well-being at a population level;
  4. Discuss and critique the role of occupational therapists in population health delivery;
  5. Demonstrate critical skills that contribute to critical appraisal, critical reasoning and critical thinking skills in learning;
  6. Critique and apply resources to inform understanding about population health and occupation.

Assessment

Contemporary policy analysis presentation (20 minutes) (15%)
Critical analysis of contemporary policy essay (3,000 word essay) (30%)
Written and oral examination (2.5 hour) (45%)
Presentation of two learning objectives in class (10 minutes each) (10%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Primary Health Care
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mrs Karen Richards

Synopsis

This unit examines the key theory, frameworks and practical approaches used in contemporary health promotion to address health inequalities, prevent illness and injury, and promote health and wellbeing. Students examine a range of health promotion strategies, their strengths, limitations, evidence-base and application in clinical care and community settings for occupational therapy. Through a focus on empowerment, participation and capacity-building, students develop skills for working with individuals, community networks, new technologies and the mass media to facilitate health promotion action. This unit covers planning and evaluation of health information and behavioural interventions, health education for empowerment, community engagement, social marketing, professional communication and advocacy for healthy public policy. Students critically analyse the challenges and opportunities for integrating health promotion into occupational therapy practice.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Demonstrate their understanding of the frameworks that underpin health promotion in clinical and community settings by:

a. Identifying structured approaches and distinguishing key features of existing health promotion programs;

b. Describing the values, principles and charters that guide health promotion practice;

c. Critically analyse the challenges and opportunities for integrating health promotion into contemporary occupational therapy practice.

  1. Demonstrate the application of health promotion principles in clinical and community settings for occupational therapy by:

a. Describing community engagement and capacity-building approaches to improve the quality and sustainability of health promotion;

b. Compare and contrast primary care, behavioural and socio-environmental approaches to health promotion (including strengths, limitations, evidence of effectiveness);

c. Describe and discuss the range of health promotion strategies and analyse their application in a range of clinical and community settings.

  1. Demonstrate ability to plan and evaluate a health promotion program focused on a selected issue and population in a clinical or community setting by using key principles and evidence-based approaches (above) to:

a. Developing a community analysis and needs assessment plan (including a range of community subgroups and stakeholders);

b. Describing a health promotion outcomes framework and how it is used in program planning;

c. Developing an appropriate plan for implementation, evaluation and dissemination.

  1. Demonstrate how they operationalize health promotion in their clinical and community settings by:

a. Outlining strategies for developing inter-sectoral and inter-professional partnerships;

b. Planning and producing communication materials appropriate to the selected health promotion issue, setting and strategies (including health information, education and empowerment, advocacy).

Assessment

Essay (2,000 words) (30%)
Evidence review and preliminary program plan (4,000 words) (group submission) (30%)
Group presentation (15 minutes per group) (10%)
Final health promotion program plan (2,500 words) (30%)

Hurdle requirement:
Attendance at 100% of tutorials, unless a medical certificate is provided.

Workload requirements

12 hours per week including contact time (1 hour lecture, 2 hour tutorial), fieldwork and self-directed learning.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

HSC1081, IPE1011 or equivalent units.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
Monash Passport categoryIndustry Linkage (Act Program)
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms 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 be allocated a project from an issue identified by the agency. Tthe first phase of project management begins with contacting the agency then 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

Upon successful completion of this unit, students should be able to:

  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.

Fieldwork

Fieldwork placement: 22 days.

Assessment

Preliminary project proposal (2,000 words) (20%)
Project proposal (5,000 words) (60%)
Oral project presentation (30 minutes) (20%)

Hurdle:
Successful completion of 22 day fieldwork placement. as assessed through fieldwork timesheets, time use diary, Student Placement Evaluation Form - Revised (SPEF-R) and completion of reflective practice journal. 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.
Attendance at 100% of placement and on-campus tutorial sessions including meetings with supervisors, unless a medical certificate is provided.
Submission of 3 project update reports.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

OCC3052. Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Primrose Lentin

Synopsis

The Bachelor of Occupational Therapy (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

Upon successful completion of this unit, students should 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 understand functioning 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 rigor, 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 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 15,000 words for qualitative, including literature review and background information, methodology, results/findings, discussion, evaluation, recommendations and conclusions (OCC4091).

Fieldwork

Fieldwork placement: 22 days.

Assessment

Presentation of research proposal (20 minutes presentation), completion of research proposal (5,000 words) and draft research ethics application and critique (3,000 words) (100%)

Hurdle requirement:
Successful completion of 22 day fieldwork placement.
Attendance at 100% of placement and weekly honours seminars, unless a medical certificate is provided.
Submission of fortnightly project reports.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
Monash Passport categoryIndustry Linkage (Act Program)
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms 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

Upon successful completion of this unit, students should 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.

Fieldwork

Fieldwork placement: 22 days.

Assessment

Two project progress reports to agency stakeholders (1,500 words) (20%)
Oral presentation of project implementation overview report (20%)
Final project report detailing process, findings and recommendations (5,000 words) (60%)

Hurdle:
Attendance at 100% of tutorials, supervisory meetings, fieldwork and placement hours, unless a medical certificate is provided.
Satisfactory completion of placement as assessed through the Student Placement Evaluation Form - Revised (SPEF-R); completion of fieldwork timesheets, time use diary and reflective practice journal.

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.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

OCC3052 and either OCC3062 or OCC3072.

Co-requisites

Must be enrolled in course M3001.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Annette Peart

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

Upon successful completion of this unit, students should 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 (2,000 words) (40%)
Critical analysis (2,500 words) (45%)
Peer evaluation of critical analysis (750 words) (15%)
Attendance at 100% of seminars, participation in mock interview, interview with placement supervisor (if applicable), unless a medical certificate is provided.
Peer evaluation of written task.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course M3001.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Ms Annette Peart

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 should 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.

Fieldwork

Fieldwork placement: 9 weeks.

Assessment

Oral portfolio assessment (45 minutes) (50%)
Written portfolio assessment (50%)

Hurdle requirement:
100% attendance at tutorials, unless a medical certificate is provided.
Satisfactory completion of fieldwork placement as assessed through the Student Placement Evaluation Form - Revised (SPEF-R) (ungraded).

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)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

OCC4071 or OCC4091. Must be 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Full year 2015 (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

Upon successful completion of this unit, students should 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 15,000 words for qualitative, including literature review and background information, methodology, results/findings, discussion, evaluation, recommendations and conclusions (OCC4091).

Fieldwork

Fieldwork placement: 22 days.

Assessment

Research thesis (10,000 to 12,000 words for quantitative studies and up to 15,000 words for qualitative) (100%)

Hurdle:
Successful completion of 22 day fieldwork placement.
Attendance at 100% attendance of placement and weekly honours seminars, unless a medical certificate is provided.
Submission of fortnightly project reports.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Drue Mortlock

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.

Outcomes

Upon successful completion of this unit, students should 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

Online discussion group tasks (3,000 words) (30%)
Critical review (3,000 words) (30%)
Case study (2,000 words) (20%)
Conference abstract (250 words) (5%)
Conference presentation (20 minutes) (15%)

Hurdle: 100% attendance at all tutorials, practical skills sessions and seminars, unless a medical certificate is provided.

Workload requirements

Students are on fieldwork for 10 weeks (they start on O week) with online 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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

OCC4071 or OCC4091. 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedNot offered in 2015
Coordinator(s)Ms Rebekah Beard

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

Upon successful completion of this unit, students should be able to:

  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

Attendance at 100% unless a medical certificate is provided
Attendance at an acute hand therapy clinic
Presentation at a seminar (20 minutes)
Submission and critique of all splints made
1 x 1,000 words and 1 x 2,000 words essays

Workload requirements

40 hours attendance in lectures/practicums (block mode), 4 hours clinic attendance (over 2 separate occasions), 16 hours seminar attendance (including a 20 minute presentation), 2 written assignments (1,000 and 2,000 words), 60 hours of private study.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Summer semester B 2015 (On-campus block of classes)
Coordinator(s)Associate Professor 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

Upon successful completion of this unit, students should be able to:

  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

Attendance at 100% unless a medical certificate is provided.
Presentation at a seminar (20 minutes)
1 x 1,000 words and 1 x 3,000 words essays
Written content examination (1 hour)

Workload requirements

40 hours attendance in lectures/practica (block mode), 4 hours clinic attendance (over 2 separate occasions), 16 hours seminar attendance.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula Summer semester A 2015 (On-campus block of classes)
Coordinator(s)Associate Professor 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 should be able to:

  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

Participation during class and tutorial group discussions (10%)
Critique and scoping review of an instrument, tool or scale used to assess children (2,500 words) (40%)
Mock assessment report of school-age child & professional reflection (3,000 words) (50%)
Achieving a minimum grade of 50% on the AT4, failure to achieve a grade of 50% or more on AT4 may result in failing the unit (Hurdle)
100% attendance requirements for all tutorials, seminars and practical skills sessions, unless a medical certificate is provided (Hurdle)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Occupational Therapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Suzanne Wakefield and Associate Professor Rachael McDonald

Synopsis

This course is about occupational therapy for 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

Upon successful completion of this unit, students should be able to:

  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.
  2. Evaluate the impact of culture and environmental influences on the capabilities and participation of children with neurodevelopmental disability.
  3. Accurately describe the most common causes and co-existing conditions that occur with a diagnosis that results in developmental and functional challenges.
  4. Design an occupational therapy program that is appropriate for a specific child, from the perspective of one of the major approaches that facilitates the participation of children with neurodevelopment disabilities in daily life.
  5. Evaluate impairments of body structure and function in children with developmental and functional challenges.
  6. Evaluate a child with a motor challenge who has limitations in self care, leisure and play skills and preschool or school related productive occupations.
  7. Select appropriate occupational therapy intervention to improve a child's capabilities in childhood occupations.
  8. Develop learner centred goals and explain the occupational therapy management options for improving the child's participation in home, school and community life.
  9. Demonstrate creation of family centred occupational therapy goals and home programs, including professional report writing skills appropriate to the needs of parents.
  10. Critique evidence based practice approaches to occupational therapy children with neurodevelopment disability.

Assessment

Presentation at a seminar (30 minutes) (20%) and submission of a summary (1,000 words) (10%)
Active participation in online discussion boards, research reviews and proposals, and short quizzes (3,500 words total over 8 weeks) (70%)
100% Attendance requirements unless a medical certificate is provided.

Workload requirements

3 hours per week.

See also Unit timetable information

Chief examiner(s)

Ms Suzanne Wakefield and Associate Professor Rachael McDonald

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
South Africa October intake 2015 (Day)
Coordinator(s)Mrs Jackie Witthuhn

Synopsis

This unit provides an introduction to health care systems (local and global), including key features and principles as well as the role of policy, politics, ideologies, resources and funding in their design and operation. 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

Upon successful completion of this unit, students should be able to:

  1. Recognise key features of health and social care systems
  2. Identify key principles and processes underpinning the design of health and social care systems
  3. Describe the roles of health professionals in the health system
  4. Explain the role of key factors influencing the design and operation of health and social care systems (including politics, ideologies, resources and funding)
  5. Compare health systems with regard to structure, performance, and context
  6. Work effectively in a group to plan and complete tasks collaboratively.

Assessment

Individual presentation (10 minutes) (15%)
Group presentation (15 minutes) (20%)
Written assignment (2,500 words) (40%)
Quizzes x 3 (in-class) (multiple choice) (25%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 hours per week (2 hour lecture, 2 hour tutorial) PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)TBA

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

Upon successful completion of this unit, students should be able to:

  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 communicate evidence for health professional audiences.

Assessment

Evidence ranking and summary (750 words) (20%)
Online quiz: Quantitative data test (20 minutes) (5%)
Online quiz: Qualitative data test (20 minutes) (5%)
Project proposal (Group presentation) (Oral) (20 minutes) (30%)
Written examination (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 hours per week - 2 hour lecture, 2 hour tutorial PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

TBA

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Ms Natasha Khamisa

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. Examples will be used to illustrate the importance of inter-sectoral and 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. The learnings from this unit can be applied to public health issues and systems in any country.

Outcomes

Upon successful completion of this unit, students should be able to:

  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. Discuss the critical relationship between human rights and public health, and identify the critical ethical considerations for public health practice;
  6. Examine the inter-sectoral and interdisciplinary systems that comprise good public health and implications for the workforce.

Assessment

Quizzes x 2 (in-class) (10 minutes reading time and 20 minutes completion time per quiz) (20%)
Group presentation (oral) (15 minutes) (15%)
Essay (1,500 words) (25%)
Examination (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

Lecture 1 hour and Tutorial 2 hours per week PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Ms Claire Mitchell

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; 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

Upon successful completion of this unit, students should be able to:

  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

Online quizzes x 2 (25 minutes each) (10%)
Mid-semester test (50 minutes) (15%)
Oral case presentation x 4 (group work) (10 minutes each) (30%)
Written examination (2 hours) (45%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week (1 lecture hour and 2 tutorial/workshop hours) PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
South Africa October intake 2015 (Day)
Coordinator(s)Mr Claire Mitchell

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. 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

Upon successful completion of this unit, students should be able to:

  1. Identify 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

Written examination (2 hours) (45%)
Mid-semester class test (50 minutes) (15%)
Online quizzes x 2 (25 minutes each) (10%)
Oral case presentation x 3 (Group work) (10 minutes each) (30%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week (1 lecture hour and 2 tutorial/workshop hours) PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
South Africa October intake 2015 (Day)
Coordinator(s)Ms Natasha Khamisa

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 case studies, 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

Upon successful completion of this unit, students should be able to:

  1. Explain the place of health and its determinants in a globalising 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 determinants of global health;
  6. Critically reflect on contemporary debates regarding globalization and health.

Assessment

Group presentation (20 minutes) (30%)
Class test (1 hour) (30%)
Assignment (3,000 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours per week (1 hour lecture, 2 hour tutorial) PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Ms Jabulani Ncayiyana

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

Upon successful completion of this unit, students should be able to:

  1. Apply key principles of sociological and anthropological thought to the lived experience of individuals and populations
  2. Apply the themes associated with the sociological imagination to examine the social production, construction and organisation of health locally and globally
  3. Apply sociological theories as analytical tools to critically examine cultural, social, political and economic factors influencing health
  4. 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

Individual journal (1,200 words) (15%)
Individual analysis (1,500 words) (30%)
Group presentation (15 minutes) (15%)
Individual essay (2,000 words) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 hours contact time per week (1 hour lecture 2 hour tutorial / workshop) PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Any one of (HSC1081, HSC1112, PHH1081, PHH1112).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Mrs Jackie Witthuhn

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. Case studies, group work, planning tools and evaluations of health promotion programs will be used to develop practical problem-solving skills.

Outcomes

Upon successful completion of this unit, students should be able to:

  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;
  9. describe the links between project planning and evaluation and the key steps in evaluation planning.

Assessment

Group presentation (10 minutes) (15%)
Participation in seminars (10%)
Report (2,000 words) (15%)
Intervention plan (4 page template) (40%)
Project implementation plan (2,000 words) (20%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 contact hours per week PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Mrs Jackie Witthuhn

Synopsis

This unit introduces students to the key principles and frameworks that guide health promotion and disease prevention internationally and locally. 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

Upon successful completion of this unit, students should 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. discuss 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;
  9. discuss ethical challenges that are presented by health promotion.

Assessment

Class test (1 hour) (10%)
Report (2,000 words) (30%)
In-class presentation (15 minutes) (20%)
Exam (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 contact hours per week PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Any one of (HSC1081, HSC1112, PHH1081 or PHH1112).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Dr Samson Muyanga

Synopsis

This unit 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

Upon successful completion of this unit, students should be able to:

  1. Describe the processes by which drugs act on, and are handled by, the human body.
  2. Explain the role of drugs in prevention and treatment of specific diseases.
  3. Explain the role of other therapeutic (non-drug) interventions in prevention and treatment of specific 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

Tutorial participation (5%)
Class test (1 hour) (10%)
Oral presentation (15 minutes) & written report (1,000 words) (15%)
Written assignment (2,000 words) (30%)
Exam (2 hours) (40%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 contact hours per week (2 hour lecture and 2 hour tutorial) PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

(HSC1101 or PHH1101) and (HSC1102 or PHH1102).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)TBA

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 PHH1061, reviewing how health and disease are measured, and how patterns of health and disease in populations are investigated. Students are introduced to different study designs, analysing and interpreting health data and the concepts of bias and confounding. Case studies include local, national and global examples of epidemiological research.

Outcomes

Upon successful completion of this unit, students should 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 the measurement of health and well-being of indigenous and other population groups.

Assessment

2 x In-class tests (45 minutes each) (10% each) (20%)
Written assignment (1,500 words) (15%)
Written assignment (1,500 words) (20%)
Group presentation (15 minutes) (15%)
Written exam (2 hours) (30%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

TBA

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Professor Peter Nyasulu

Synopsis

This unit builds on the introduction to research methods provided in PHH1061. In that unit 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

Upon successful completion of this unit, students should be able to:

  1. Develop researchable questions by completing a literature review to determine gaps in current knowledge
  2. Develop and prepare a viable research protocol (which includes detailing the chosen research design, sampling and recruitment procedures, data collection and analysis strategies and a rationale for choices made in each of these arenas)
  3. Explain different types of research design and how to choose the most appropriate design to answer explanatory and exploratory research questions
  4. Design effective research instruments (questionnaires, interview schedules, focus group schedules)
  5. Recognise and outline ethical dilemmas associated with planning and executing morally responsible, culturally sensitive research.

Assessment

Written assignment (1,500 words) (25%)
Written assignment (2,000 words) (30%)
Tutorial participation and/or other preparation for classes and contribution to class discussions (15%)
Exam (2 hours) (30%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Dr Latifat Ibisomi

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

Upon successful completion of this unit, students should 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. describe medical and professional ethics and different ethical perspectives as related to healthcare
  5. discuss the importance of confidentiality and informed consent.

Assessment

Written assignment: Response to 10 short answer questions (2,500 words) (Hurdle) (50%)
Written assignment: Major paper chosen from one of three provided topics (2,500 words) (Hurdle) (50%)

Hurdle: 80% attendance at tutorials.

Workload requirements

2 hour seminar per week PLUS 10 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Ms Natasha Khamisa

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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically analyse the approaches and outcomes of various programs, actors and agencies in global health according to ethical and culturally appropriate development and aid delivery
  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 and evaluation 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 donors' positions and activity within global health contexts
  6. Explain the current and future threats to global health with reference to various social, economic, environmental and political causes.

Assessment

Essay (2,000 words) (30%)
Project plan (1,000 words) (20%)
Project proposal (3,000 words) (Hurdle) (50%)

Hurdle:
80% attendance at tutorials
Formative assessment task: Twitter report (800 words)

Workload requirements

4 contact hours per week PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Any one of (HSC1112, HSC1081, PHH1112, or PHH1081).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Ms Natasha Khamisa

Synopsis

The unit explores global and local health challenges that are at the forefront of the 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

Upon successful completion of this unit, students should be able to:

  1. discuss in depth some key contemporary health challenges demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
  2. demonstrate understanding of key 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', particularly in the context of the role that evidence and other factors, including the media, play in this process;
  4. demonstrate understanding of 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

Written outline of research topic (500 words) (15%)
Literature review (1,500 words) (25%)
Research essay (3,000 words) (50%) (Hurdle)
Class participation (10%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 hour seminar per week PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Any one of (HSC1081, HSC2022, PHH1081 or PHH2022).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Professor Peter Nyasulu

Synopsis

This unit focuses on prevention and control of communicable diseases and non-communicable diseases. Topics include principles of infection, outbreaks, public health control measures such as tobacco smoking, obesity, hypertension 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. Syphilis). Epidemiological, social, and political perspectives are also discussed.

Outcomes

Upon successful completion of this unit, students should be able to:

  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. Describe the role of social and political factors in disease prevention and control
  7. Explore similarities and differences in prevention and control strategies for non-communicable diseases and communicable diseases.

Assessment

Participation / tutorial exercises & presentation (5-10 minutes) (10%)
Written assignment (500 words) (10%)
Group presentation (20 minutes) (15%)
Written assignment (1,500 words) (20%)
Final exam (2 hours) (45%)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week PLUS 9 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
Coordinator(s)Mrs Jackie Witthuhn

Synopsis

This unit will equip students with skills to undertake the evaluation of health promotion programs, partnerships 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

Upon successful completion of this unit, students should 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

Evaluation design exercise (10%)
Project evaluation plan (40%)
Oral presentation (20 minutes) & class activities (30 minutes) (20%)
Data collection instrument (2,000 words) (30%)

Hurdle: 80% attendance at tutorials.

Workload requirements

4 contact hours per week PLUS 8 hours of private study hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

(HSC1061 or PHH1061) and (Any one of: HSC2051, HSC2101, PHH2051, or PHH2101).

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Dr Samson Muyanga

Synopsis

In this unit, students will examine the political foundations of health promotion and public health policies in South Africa or any other country, 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 South Africa or any other country.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. develop an understanding of health policy as a key dynamic element of the determinants of health, with effects on the health of populations and societies
  2. identify the structures, systems and institutions that contribute to the South African or any country's 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
  7. use policy analysis skills to critique existing policy using a case study approach.

Assessment

Group presentation (20 minutes) (25%)
Individual case study essay (1,500 words) (25%)
Research essay (2,500 words) (50%) (Hurdle)

Hurdle: 80% attendance at tutorials.

Workload requirements

3 contact hours per week Plus 9 hours private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
Coordinator(s)Mrs Chineme Ozumba

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

Upon successful completion of this unit, students should 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 (750 words) (20%)
Career portfolio (40%)
Final reflection report (2,000 - 2,500 words) (40%)

Hurdle:
80% attendance at seminars
Online Moodle discussions
Evidence of successful completion of placement.

Workload requirements

144 hours including 100 hours of field placement, 12 hours of seminars, contact time of 1 hour online discussion groups between weeks 5-12 and 2 hours of private study per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 4502.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
South Africa First semester 2015 (Off-campus)
Coordinator(s)Professor Geoffrey Setswe

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, including the analysis, interpretation and reporting of data from such research. The unit introduces students to the theoretical, methodological and ethical issues underpinning contemporary global public health and health science research. It provides direction and guidance in identifying a meaningful research question and in developing the skills and knowledge needed to design and write a research proposal. It reintroduces students to quantitative and qualitative research frameworks and data analysis techniques needed both to undertake the study and to write a research report.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Produce a research report to meet the standard required at honours level by developing an outline and plan of a research process suitable for the research project;
  2. Critique the outline and plan for a research project;
  3. Explain the characteristics of research questions and formulate a research question relevant to the research project;
  4. Demonstrate a good understanding of the range of quantitative and qualitative research frameworks utilised in public health and health science research. In doing so:
    • Identify the research frameworks used in a range of research projects;
    • Select the most suitable research framework/methodology for given examples of research projects; and justify the research framework/methodology chosen for the 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. In doing so:
    • Identify the most appropriate data analysis methods for different research frameworks;
    • Select the most suitable data analysis methods for the research project; and,
    • Justify the data analysis methods chosen for the research project;
  7. Identify future research activities in which they would be interested to participate.

Fieldwork

Students may be allocated to visit a community site on a fieldwork to learn methods of community entry and how to conduct research fieldwork in different communities. This will be a supervised fieldwork visit done with the lecturer/researcher.

Assessment

Class test (20%)
Class presentation (20%)
Methodology chapter (60%)

Workload requirements

Seminar and/or online learning activity (3 hours).

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

+ Pre-lecture & self-directed learning activity (3 hours)
+ Post-lecture discussion question (1 hour)
+ Unit assessment / assignment (4 hours).

This unit applies to the following area(s) of study

Prerequisites

Completion of the 144 credit point, three year Bachelor of Public Health degree or equivalent.

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa First semester 2015 (Day)
South Africa First semester 2015 (Off-campus)
Coordinator(s)Professor Geoffrey Setswe

Synopsis

This unit aims for students to develop critical and analytic skills as applied to contemporary global public health and health science research. It provides students with advanced knowledge in specific areas of public health and health science from 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

Upon successful completion of this unit, students should be able to:

  1. Discuss contemporary global public health issues.
  2. Analyse the relationship of health policy matters to public health.
  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.
  5. Prepare a report on a public health issue using critical analysis.
  6. Mobilise quantitative and qualitative research skills to analyse public health issues.

Assessment

Assignment (20%)
Class presentation (20%)
Report on a contemporary public health issue (60%)

Workload requirements

Seminar and/or online learning activity (3 hours).

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

+ Self-directed learning activity (3 hours)
+ Preparation of research report (1 hour)
+ Unit assessment / assignment / presentation / report (4 hours).

This unit applies to the following area(s) of study

Prerequisites

Completion of the 144 credit point, three year Bachelor of Public Health degree or equivalent.

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSouth Africa School of Health Sciences
OfferedSouth Africa Second semester 2015 (Day)
South Africa Second semester 2015 (Off-campus)
Coordinator(s)Professor Geoffrey Setswe

Synopsis

This unit aims to develop students' understanding and skills in writing a research report in public health. The unit introduces students to the skills preparing an introduction, literature review, choice of research methods, findings and discussion of these findings, conclusions and recommendations. It provides direction and guidance in identifying a meaningful research question and in developing the skills and knowledge needed to design and write a research report using reputable referencing techniques. It reintroduces students to quantitative and qualitative research frameworks and data analysis techniques needed both to undertake the study and to write a public health research report.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Produce a research report to meet the standard required at honours level;
  2. Develop an outline and plan of a research process suitable for the research project;
  3. Formulate an introduction that clearly explains the structure and purpose of the study;
  4. Justify a choice of quantitative and/or qualitative research methods used in the study:
    • Describe the study design used
    • Describe methods of data collection used
    • Describe data analysis approach used
    • Describe measures used to protect research subjects
  5. Demonstrate skills in data analysis and reporting on findings;
  6. Link research findings with literature review in a discussion section;
  7. Draw conclusions and make recommendations from the study.

Fieldwork

Students may be allocated to visit a community site on a fieldwork to learn methods of community entry and how to conduct research fieldwork in different communities. This will be a supervised fieldwork visit done with the lecturer/researcher.

Assessment

Assignment (20%)
Class presentation (20%)
Research report (60%)

Workload requirements

Seminar and/or online learning activity (3 hours).

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

+ Self-directed learning activity (6 hours) - data collection, analysis
+ Preparation of research report (5 hour)
+ Unit assessment / assignment (6 hours).

This unit applies to the following area(s) of study

Prerequisites

HSC4101, HSC4102.

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Denisa Goldhammer

Synopsis

Each day individuals encounter challenges that impact on their own and others' mental health and wellbeing. These include biological, psychological, and social factors, as well as behaviours such as binge drinking and inappropriate drug use, which can affect both individual health and have wider impact on the community. This unit will employ diverse teaching and learning methods to examine the history of asylums, the move towards deinstitutionalisation, and other advancements in psychological theory and practice that have promoted a push towards community-based mental health care delivery. Students will gain an understanding of the most prevalent mental health issues within the community, including depression, anxiety, drug and alcohol misuse, eating disorders, personality disorders, and psychosis. Common lifespan and developmental challenges for children, adolescents, young adults, and older adults will be discussed.

Students will gain an appreciation of how the mental health system works within Australia, the types of community-based organisations, services, and resources available to individuals experiencing a mental health issue, and the barriers that interfere with mental health promotion and recovery from an episode of illness. In undertaking the unit, students will gain familiarity with real life problems faced by people who struggle with mental health difficulties, skills in critical thinking relevant to mental health and wellbeing, and the capacity to analyse responses to particular social and mental health problems.

The unit will provide students with knowledge to enable them to participate in the multidisciplinary workforce that address these issues in local, state, and federal government departments, as well as in NGOs, small community-based organisations, and other setting where psychologists work.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the most common mental health issues impacting individuals within the community and organisations, services, and resources that may assist recovery;
  2. Appreciate the biological, psychological, and social factors that influence the development of mental health issues, help-seeking behaviours, and recovery;
  3. Critique different approaches to mental health policy and promotion designed to assist recovery;
  4. Demonstrate a capacity for critical thinking in relation to topical social problems; and,
  5. Describe the challenges involved at interpersonal, community, and policy levels in ensuring good mental health.

Assessment

Lab class presentation (10%)
Weekly online pre-lecture quiz (10%) (Assessed on an ongoing basis throughout the semester)
Essay (2,000 words) (30%)
Quantitative examination (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

Lecture attendance: 2 hours per week;
Tutorial attendance: 2 hours per fortnight;
Preparation: 5 hours background reading/preparation for lectures, tutorials, and assessment tasks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 3883.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield First semester 2015 (Day)
Clayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
Clayton Summer semester A 2015 (Off-campus)
Coordinator(s)Dr Shruti Mujumdar

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.

Outcomes

Upon successful completion of this unit, students should be able to:

  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

5 x lecture topic quizzes (15%)
Oral paper report (video) and written summary (1,000 words) (20%)
Critical evaluation exercise (1,000 words) (15% each)
Examination (2 hours) (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

Online preparatory videos: 1 hour per week
Attendance at lectorials: 1 x 2 hour weekly

'Lectorials' are classes that replace traditional lectures and tutorials. These interactive classes provide students with an opportunity to apply and explore concepts in an active, engaging manner, whilst at the same time developing practical skills in effective communication, critical thinking, and problem solving.

Attendance at lectorials is required in order to complete class participation assessment.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Online preparatory videos: 1 hour per week
Participation in (live) online lectorials: 1 x 2 hour weekly

Online lectorials are live (i.e., real-time), web-based classes run by teaching staff that replace traditional lectures and tutorials. These interactive classes provide students with an opportunity to apply and explore concepts in an active, engaging manner, whilst at the same time developing practical skills in effective communication, critical thinking, and problem solving.

Participation in online lectorials is required in order to complete class participation assessment. It is common practice, where possible, to schedule at least two participation options for off-campus students in each core unit of psychology.

This unit applies to the following area(s) of study

Prohibitions

APY1910, ATS1359, ATS1840, AZA1020, PSS1711, PSS1712.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Second semester 2015 (Off-campus)
Malaysia Second semester 2015 (Day)
Malaysia October intake 2015 (Day)
Coordinator(s)Dr Sean Cain

Synopsis

Psychology is a scientific discipline which spans a diverse range of areas. This unit introduces you to a small selection of areas, including:

  • Social psychology: how other people and the social environment influence how we think and behave - e.g., conformity, aggression, stereotypes and prejudice.
  • Cognitive psychology: the exploration of internal mental processes - e.g., the fallible nature of memory, how it works and is influenced by others.
  • Abnormal psychology: what happens when our thoughts, feelings, or behaviour cause distress, and interfere with our ability to function - e.g., depression, anxiety, and schizophrenia.

You will also examine how psychologists acquire further knowledge and test their understanding of the way in which individuals think, feel, and behave. This will involve an introduction to research methodology (e.g., research design, descriptive statistics, and inferential statistics).

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Identify and appreciate key influences on social behaviour;
  2. Identify key types and components of memory, and appreciate the limitations of memory;
  3. Recognize and distinguish between the basic features, causes, and treatment of schizophrenia, mood, and anxiety disorders;
  4. Apply and communicate (both orally and in written form) research methods principles to evaluate data, past research studies, and to plan future research; and
  5. Demonstrate (through written and oral communication) skills in critical thinking.

Assessment

12 x Online quizzes (25%)
Short assignment(s) (1,500 words) (25%)
Examination (2 hours) (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

Online preparatory videos: 1 hour per week
Attendance at lectorials: 1 x 2 hour weekly

'Lectorials' are classes that replace traditional lectures and tutorials. These interactive classes provide students with an opportunity to apply and explore concepts in an active, engaging manner, whilst at the same time developing practical skills in effective communication, critical thinking, and problem solving.

Attendance at lectorials is required in order to complete class participation assessment.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Online preparatory videos: 1 hour per week
Participation in (live) online lectorials: 1 x 2 hour weekly

Online lectorials are live (i.e., real-time), web-based classes run by teaching staff that replace traditional lectures and tutorials. These interactive classes provide students with an opportunity to apply and explore concepts in an active, engaging manner, whilst at the same time developing practical skills in effective communication, critical thinking, and problem solving.

Participation in online lectorials is required in order to complete class participation assessment. It is common practice, where possible, to schedule at least two participation options for off-campus students in each core unit of psychology.

This unit applies to the following area(s) of study

Prohibitions

APY1910, PSS1711, PSS1712, ATS1359, ATS1840, AZA1020.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield First semester 2015 (Off-campus)
Clayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Coordinator(s)Dr 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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. learn how human behaviour, both simple and complex, is underpinned by physiological and neural processes;
  2. acquire 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
  3. develop more advanced skills in report writing.

Assessment

Examination (Multiple-choice) (2 hours) (45%)
Biological lab report (2,000 words) (20%)
7 x Online assessments (25%)
Oral presentation (10 mins) (10%)

Workload requirements

The School strongly recommends attendance at lectures however, they are optional. Laboratory classes are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Participation in (live) online lab classes: 1 x 2 hour bi-weekly.

Online lab classes are live (i.e., real-time), web-based classes run by teaching staff that replace traditional lab classes and tutorials. These interactive classes provide students with an opportunity to apply and explore concepts in an active, engaging manner, whilst at the same time developing practical skills in effective communication, critical thinking, and problem solving.

Participation in online lab classes is required in order to complete associated assessments. It is common practice, where possible, to schedule at least two participation options for off-campus students in each core unit of psychology.

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield Second semester 2015 (Off-campus)
Clayton Second semester 2015 (Day)
Clayton Second semester 2015 (Off-campus)
Malaysia Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Dr Denisa Goldhammer

Synopsis

This unit will cover key themes of social psychology and personality theory. The lectures and learning tasks build on the history and philosophy of different schools of social psychology and personality to highlight the changes in understanding social identity, meaning and relationships. Personality theories that are covered include: 1) psychoanalytic theories of Freud and Jung, 2) phenomenological theories of Kelly and Rogers, 3) Eysenck's trait approach to individual personality, 4) Costa and McCrae's five factor model of personality, and 5) social learning theories of Bandura. Social psychology theories will cover topics such as 1) people in groups, 2) aggression, 3) attraction, 4) dehumanisation, and 5) attitude change. In each case these theories will be applied and critiqued in light of contemporary behaviour and new knowledge. Lectures and labs draw on different modalities to help students apply psychological concepts to understand these issues, and to engage in critical analysis of everyday individual life and interpersonal behaviour.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Summarise, critically analyse and evaluate the major theoretical and research approaches within social psychology.
  2. Compare and contrast historical and current theory on basic social processes, and relate these to both individual factors and interpersonal relationships.
  3. Apply social psychology theories to a range of contemporary social questions, including belonging, identity, attraction, aggression, conflict and negotiation.
  4. Explain the origins and underlying assumptions of the personality theories of Jung, Eysenck, Costa and McCrae, Bandura, Kelly and Rogers.
  5. Critically evaluate and compare the above personality theories.
  6. Discuss the practical applications, experimental procedures and research interests associated with the above social psychological and personality theories.
  7. Critically assess social and personality theories and approaches in relation to gender, ethnicity, and cultural diversity.
  8. Demonstrate competence in oral and written communication skills in various formats (e.g., debate, group discussion, presentation, critical, lab reports and essays).

Assessment

Examination (Multiple-choice) (2 hours) (Personality: 25%, Social: 25%) (50%)
Two laboratory assignments (1,500 words each) (20% each) (40%)
Class presentations (10%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

One 2-hour lecture per week, plus one 2-hour laboratory per fortnight. The School strongly recommends attendance at lectures however, they are optional. Laboratory classes are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

One day Weekend School classes are compulsory in order to complete the assessment associated with attendance. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two Weekend School options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield First semester 2015 (Off-campus)
Clayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Clayton Second semester 2015 (Off-campus)
Malaysia Second semester 2015 (Day)
Coordinator(s)Dr James Coxon

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. Attendance at weekend schools is highly recommended for all off-campus students.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. acquire conceptual and practical skills in designing and analysing psychological research;
  2. acquire an understanding of the appropriate application of a variety of statistical tests; and
  3. develop skills in the use of statistical software.

Assessment

Examination (Multiple-choice) (3 hours) (50%)
Online lecture quizzes (15%)
Two assignments (1,000 and 1,500 words) (15% + 20% = 35%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

The School strongly recommends attendance at lectures however, they are optional. Laboratory classes are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

WESch classes are compulsory in order to complete the assessment associated with attendance. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two WESsch options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

Attendance at a 2-day weekend school is required highly recommended for all off-campus students.

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

COG1112.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedMalaysia Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Dr Tam Cai Lianand Mr Mzamo Ntantiso (South Africa)

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

Upon successful completion of this unit, students should be able to:

  1. understand the key concepts and terms adopted and investigated by organisational psychologists; and
  2. appreciate the practical application of organisation psychology principles in the workplace.

Assessment

Class participation assignments (10%)
Administration and interpretation of a vocational assessment inventory (VPI) (20%)
'Key OB Concepts' PowerPoint report (20%)
Exam (2 hours) (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit

Workload requirements

Two hour lecture per week, plus six 2 hour workshops in the semester.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Completion of 48 points of any degree.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield Second semester 2015 (Off-campus)
Clayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
South Africa Second semester 2015 (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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. relate their knowledge of personality, biological processes and human development to abnormal behaviour;
  2. contrast historical and current major theoretical perspectives of abnormal behaviour;
  3. 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;
  4. demonstrate familiarity with methods of assessing psychological disorders and the main systems of classifying disorders;
  5. discuss the advantages and disadvantages of classifying abnormal behaviour;
  6. describe the major types of psychological disorders and the major therapeutic approaches to abnormal behaviour; and
  7. attain an advanced level of skill in critical evaluation of previous research and psychological report writing.

Assessment

Research report (2,000 words) (25%)
Examination (55%)
Online case report quizzes (15%)
Reflective commentary on clinical application series topic (500 words) (5%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

The School strongly recommends attendance at lectures however, they are optional. Attendance at Laboratory classes, and Research and Application Lectures, is required in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Attendance at Weekend School classes is required in order to complete the assessment associated with attendance. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two Weekend School options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield First semester 2015 (Off-campus)
Clayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Coordinator(s)Dr Megan Spencer-Smith

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. Attendance at weekend school is highly recommended for off-campus students.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. have some insight into the origins and social context in which psychometric testing developed;
  2. understand the principles of reliability, validity and item analysis;
  3. have practical experiences in test construction and administration;
  4. be able to critically evaluate the psychometric properties of psychological tests;
  5. gain knowledge in the interpretation of test scores;
  6. identify diverse applications of psychological testing;
  7. understand the relevant theories of intelligence;
  8. be familiar with genetic and environmental factors which influence human intelligence;
  9. be able to list some causes of intellectual disability;
  10. appreciate group differences in the testing process;
  11. identify the social implications of psychological testing; and
  12. understand the key ethical principles and identify potential ethical dilemmas and their possible solutions.

Assessment

Laboratory-based report (2,000 words) (25%)
Ethics report (1,500 words) (15%)
Lecture topic quizzes (10%)
Exam (3 hours) (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

The School strongly recommends attendance at lectures however, they are optional. Laboratory classes are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

WESch classes are compulsory in order to complete the assessment associated with attendance. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two WESsch options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield First semester 2015 (Off-campus)
Clayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Coordinator(s)Dr Matthew Mundy

Synopsis

The first half of this unit covers sensory, 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 encompasses the acquisition, organisation, and retrieval of knowledge and aims to cover cognitive psychology more generally. It includes emphasis on contemporary research techniques, cognitive architecture, attentional processes, models of learning and memory, mental imagery, language and higher-order thinking.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. understand the most important applications of cognitive psychological research and theory
  2. demonstrate an understanding of the practical and theoretical skills underlying several major methods for conducting cognitive and perceptual psychological research
  3. explain 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
  4. summarise 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
  5. describe the sensory and perceptual processes specific to vision, audition and speech perception
  6. summarise and evaluate the major theoretical and research approaches within cognitive psychology
  7. review historical and current theory on basic cognitive processes, such as learning, memory and attention
  8. understand topics related to the application and manipulation of cognitive information, such as language, problem solving and decision making.

Assessment

2 x Lab assignments (worth 20% each) (40%)
2 x Class presentations (one each for Perception and Cognition worth 5% each) (10%)
Examination (25% Perception; 25% Cognition) (50%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

The School strongly recommends attendance at lectures however, they are optional. Laboratory classes are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

WESch classes are compulsory in order to complete the assessment associated with attendance. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two WESsch options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedCaulfield Second semester 2015 (Off-campus)
Clayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Mr Charles Malpas

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

Upon successful completion of this unit, students should be able to:

  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;
  4. have acquired in-depth knowledge on a specific research area of psychology.

Assessment

Research project assignment (40%)
Examination (40%)
RDA exercises (20%)

Workload requirements

Lectures: 1 x 2 hour weekly
Tutorials: 1 x 2 hour weekly

The School strongly recommends attendance at lectures however, they are optional. Tutorials are compulsory in order to complete the assessment associated with attendance.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

WESch classes are recommended for all off-campus students. Please refer to the specific unit requirements for more detail. It is common practice, where possible, to timetable at least two WESsch options in each core unit. Sessions may be held at Clayton or Caulfield campuses.

This unit applies to the following area(s) of study

Prerequisites

PSY2051, and at least two of PSY2031, PSY2042 OR PSY3041.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Ben Buchanan

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.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. identify a variety of theoretical approaches to counselling including individual, group and systems approaches;
  2. describe techniques used by various theoretical approaches to counselling;
  3. recognise the influence of personal values and belief systems to the counselling process;
  4. identify ethical issues and ethical decision making in counselling; and
  5. conduct research in counselling psychology.

Assessment

Examination (2 hours) (50%)
Laboratory report (2,000 words) (25%)
Essay (2,000 words) (25%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

One 1 hour lecture per week and eight 2 hour labs over the semester.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

12 credit points of Level 2 Psychology.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Clayton First semester 2015 (Off-campus)
Malaysia First semester 2015 (Day)
Coordinator(s)Dr Graeme Hyman

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

Upon successful 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;
  2. explain the importance of psychosocial factors in patient adjustments to illness and dysfunction, treatment and rehabilitation;
  3. indicate how they, as health psychologists, can function as an important member of the health care team; and
  4. design educative programs in health psychology.

Assessment

Examination (2 hours) (50%)
Report (2,000 words) (30%)
Literature review (1,500 words) (20%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

Compulsory attendance at a 1 day weekend school is recommended for all off-campus students.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Compulsory attendance at weekend schools is recommended for all off-campus students.

This unit applies to the following area(s) of study

Co-requisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
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;
  2. 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
  3. 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 (2,000 words) (40%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

Two 1 hour lectures per week and one 2-hour tutorial per fortnight.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

PSY2022, PSY2042.

Prohibitions

PSY3151.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Anne-Marie Ternes

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 (e.g. 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 should be able to have:

  1. Acquired an advanced understanding of the clinical and experimental approaches to the study of neuropsychology.
  2. A knowledge of the brain-behaviour relationship in neurologically normal and abnormal circumstances.
  3. A knowledge of the consequences of brain dysfunction (neurotransmitter, structural and/or functional anomalies) resulting from neurodegenerative disease and neurodevelopmental disorders.
  4. A knowledge of perceptual, attentional, motor, cognitive and emotional dysfunction that may arise as a consequence of the neuropathology underlying neurodevelopmental and neurodegenerative disorders.
  5. 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.
  6. 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.
  7. 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%)
Case study essay (1,500 words) (15%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions

PSY3182.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Clayton Second semester 2015 (Off-campus)
Coordinator(s)Associate Professor Antonio Verdejo-Garcia

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

Upon successful completion of this unit, students should be able 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: Students must pass the examination to achieve a pass for this unit.

Workload requirements

1 x 2 hour lecture each week, and 1 hour tutorial every second week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
Coordinator(s)TBA

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.
  2. 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

Multiple choice exam (2 hours) (60%)
Critical appraisal of current theoretical and research literature (2,000 words) (40%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions

PSY3072, PSY3142.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
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%)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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:


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedNot offered in 2015
Coordinator(s)TBA

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

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

  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%)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Completion of first year in any degree (48 points) at Monash University.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedNot offered in 2015
Coordinator(s)TBA

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.

Outcomes

Upon completion of this unit, student should be have:

  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.

Assessment

Literature search strategy (Hurdle)
Article summaries (30%)
Literature review (40%)
Site visit report (30%)

Workload requirements

One 2 hour lecture per week and one 2 hour workshop/tutorial per fortnight.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Enrolment in course 3883 plus successful completion of PSY2031, PSY2042 and PSY2051.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (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

Upon successful completion of this unit, students should be able to:

  1. Advance 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.
  2. Develop a range of research tools and paradigms used within different domains of neuroscientific research.
  3. Develop skills relating to research design and analysis of neuroscientific technologies that are incorporated across the undergraduate psychology program.

Assessment

Poster (20%)
Online quizzes (20%)
Examination (60%)

Hurdle: Students must pass the examination to achieve a pass for this unit.

Workload requirements

One x 2 hour lectures each week and online workshops every fortnight.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Lisandro Kaunitz

Synopsis

The neural basis of consciousness focuses on the empirical neuroscientific studies of consciousness. In particular, we will focus on the neuronal correlates of visual consciousness. The unit will equip the students with necessary knowledge to think about the problem of consciousness from the neuroscientific point of views; anatomy and physiology of the primate visual system, the relationship between attention and consciousness, and decision-making and freewill and its modulation by neuromodulatory drugs.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Understand the theoretical issues for current debate on the neuronal basis of consciousness. In particular, students will be equipped with necessary knowledge of

a. Neuroanatomy

b. Basic working of the primate visual system

c. Exemplar approaches to find neuronal correlates of consciousness

d. Relationship between attention and consciousness

e. Freewill and decision-making and its modulation by neuronmodulatory drugs.

  1. Critically evaluate the contribution of contemporary research findings and theories in key areas of neuroscience.
  2. Describe the use of a range of research tools and paradigms used within different domains of neuroscientific research.
  3. Design a creative and empirical idea to study certain aspects of consciousness. In the course of developing a new idea for experiments, initial proposal outline will be peer reviewed by other students and receive constructive feedback. This aligns with the faculty/university's objective of education in preparing students for professional scientists where peer review is a critical component in developing ideas.

Assessment

Presentation and participation at the discussion class (30%)
1 x proposal outline and 3 evaluations of the initial proposal by peers (Hurdle)
Mock grant proposal (40%)
Examination (MCQ) (30%)

Workload requirements

One x 2 hour lectures each week and one 2 hour workshop every fortnight.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedMonash Online Teaching Period 1 2015 (Online)
Coordinator(s)Dr Matthew Mundy

Synopsis

In this unit, students will continue their training in research via three components. First, research design and analysis topics presented in earlier units 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 SPSS. Finally, students will continue their training in research design and analysis by undertaking a research project under the supervision of a member of staff.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically evaluate theoretical, methodological and ethical issues associated with designing and evaluating research.
  2. Conduct and reflect on each stage of the research process, from formulating original research questions to interpreting and reporting results.
  3. Utilize teamwork to solve challenges associated with research.
  4. Select appropriate statistical analyses for a range of research designs.
  5. Analyse and interpret factorial analyses of variance and multiple regression.
  6. Apply digital literacy to enter, analyse and interpret data (e.g., using appropriate statistical software).
  7. Communicate scientific ideas, procedures, results, and conclusions using appropriate language, formats, and digital technology.

Assessment

5 x Secure online exams (30 minutes each) (25%)
5 x Critical evaluation tasks (250 words each) (25%)
Research project report (2,500 words) (50%)

Workload requirements

Students should expect to spend an average of 15-20 hours per week on this unit. This time will cover:

  1. video lecture materials (1 hour/week);
  2. skills-based video tutorials (1 hour/week);
  3. synchronous & asynchronous discussion (1 hour/week);
  4. synchronous web-based 'class-time' for skills-based activities (2 hours/week);
  5. weekly readings (4-5 hours); and
  6. weekly skills-based and content assessment tasks (8-10 hours).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedMonash Online Teaching Period 2 2015 (Online)
Coordinator(s)Dr Matthew Mundy

Synopsis

As a specific example of cognitive psychology, 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 of the unit encompasses the acquisition, organisation, and retrieval of knowledge and aims to cover cognitive psychology more generally. It includes emphasis on contemporary research techniques, cognitive architecture, attentional processes, models of learning and memory, mental imagery, language and higher-order thinking.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. demonstrate the practical and theoretical skills underlying several major methods for conducting cognitive and perceptual psychological research
  2. critique the central problem faced by any perceptual system and be able to use this as a framework to evaluate the evolution of perceptual principles and current theories of perception
  3. critically summarise the broad principles of perception which apply to all modalities including neuropsychological mechanisms at the level of receptors, pathways, and brain structures; top down and bottom up processing, feature detection and the constructive nature of perception
  4. examine and compare the sensory and perceptual processes specific to vision, audition and speech perception
  5. evaluate and critique the major theoretical and research approaches within cognitive psychology
  6. critically review historical and current theory on cognitive processes, such as learning, memory, attention, language, problem solving and decision making.

Assessment

Critical essay (30%)
Lab report (40%)
Secure online quizzes (30%)

Workload requirements

Students should expect to spend an average of 15-20 hours per week on this unit. This time will cover:

  1. video lecture materials (1 hour);
  2. synchronous & asynchronous discussion (1-2 hours);
  3. synchronous web-based 'class-time' for skills-based activities (2 hours);
  4. weekly readings (4-5 hours);
  5. weekly skills-based assessment tasks (4-6 hours); and
  6. content-based assessment (4-5 hours, including revision and formative assessment).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedCaulfield Full year 2015 (Off-campus)
Clayton Full year 2015 (Day)
Malaysia Full year 2015 (Day)
South Africa Full year 2015 (Day)
Coordinator(s)Associate Professor Antonio Verdejo-Garcia

Synopsis

The Honours year in psychology aims to increase students understanding of theoretical and methodological aspects of research, develop analytic, research and communication skills, as well as provide students with advanced knowledge in the science and practice of psychology. The Honours program 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

Upon successful completion of this unit, students should be able to:

  1. Critically review the scientific literature in their domain of research in psychology.
  2. Understand the processes involved in the design, development and implementation of a research project.
  3. Execute and analyse the outcomes of a laboratory-based and/or field-based study.
  4. Be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software.
  5. Write up scientific work in a potentially publishable way.
  6. Show communication skills in both oral and written presentations to both a specialist and non-specialist scientific audience.
  7. Have acquired a range of technical skills appropriate to their research area.
  8. Have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project.
  9. Have the capability to pursue higher studies and learning in psychology.

Assessment

Research proposal (15%)
Honours research thesis (9,000 - 12,000 words) (70%)
Communication of results (Oral) (10%)
Graduate attribute assessment (5%)

Hurdle: Students must pass the thesis to achieve a pass for this unit.

Workload requirements

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 supervisor(s) and series of six 2-3 hours seminars/workshops on generic skills required for conducting a research project of approximately 90 minutes duration. 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 Honours Research Thesis and presentation material.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Dr Miriam Park

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

Upon successful completion of this unit, students should be able to:

  1. Critically appraise the role of psychology in explaining a range of social, political and cultural issues.
  2. Review evidence and evaluate contentious theories.
  3. Evaluate important ideas in psychology and its role in broader social issues through group discussion.
  4. Develop 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%)

Hurdle:
Students must pass the essay to achieve a pass for this unit.
Attendance at 75% of tutorials.

Workload requirements

2 hour lectures each week and 2 hour tutorials fortnightly.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedMonash Online Teaching Period 1 2015 (Online)
Monash Online Teaching Period 3 2015 (Online)
Monash Online Teaching Period 5 2015 (Online)
Coordinator(s)Dr Matthew Mundy

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. Online activities, for example interactive skills development, formative quiz presentations) and discussion forums, aim to enhance students' understanding of the lecture material and provide training in research techniques.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discriminate between key psychological theories related to learning, development, sensation and personality.
  2. Summarize the major historical frameworks and biological discoveries that have shaped the modern scientific discipline of psychology.
  3. Apply psychological principles and theories to real-world situations.
  4. Demonstrate communication and IT skills in the presentation of an oral report.
  5. Complete a literature search and synthesize findings in producing a written essay.
  6. Critically reflect upon learning and assessment in the unit and identify ongoing educational needs.

Assessment

Critical evaluation task (15%)
Written & oral assignments (35%)
Examination (50%)

Workload requirements

Students should expect to spend an average of 20 hours per week on this unit. This time will cover:

  1. video lecture materials (1 hour);
  2. synchronous & asynchronous discussion (1-2 hours);
  3. synchronous web-based 'class-time' for skills-based activities (2 hours);
  4. weekly readings (4-5 hours);
  5. weekly skills-based assessment tasks (4-6 hours); and
  6. content-based assessment (4-5 hours, including revision and formative assessment).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 4525.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Professor Sean Drummond

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 hypotheses. 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

Upon successful completion of this unit, students should be able to:

  1. Gain advanced knowledge and understanding in current and future research directions in abnormal psychology, biological bases of behaviour and cognition.
  2. Review evidence and evaluated contentious theories.
  3. Evaluate important ideas in psychology and its role in broader mental illness and psychopathology through group discussion.
  4. Develop skills in summarising and presenting ideas in both spoken and written form.
  5. Describe 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%)

Hurdle:
Students must pass the essay to achieve a pass for this unit.
Attendance at 75% of tutorials.

Workload requirements

2 hours lectures each week and 2 hours tutorials fortnightly.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedMonash Online Teaching Period 2 2015 (Online)
Monash Online Teaching Period 4 2015 (Online)
Monash Online Teaching Period 6 2015 (Online)
Coordinator(s)Dr Matthew Mundy

Synopsis

Introduction to the discipline of psychology as a behavioural science. Lecture topics include Social Psychology, Abnormal Psychology, Cognitive Psychology, plus an introduction to research design and analysis. Online activities and discussion forums enhance students' understanding of the lecture and assessment material and provide training in research techniques.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Analyse theories on how behaviour is socially influenced.
  2. Evaluate diagnostic practices related to schizophrenia, mood disorders, and anxiety disorders.
  3. Evaluate aspects of human memory.
  4. Critically analyse empirical studies.
  5. Synthesize testable hypotheses in social, abnormal, and/or cognitive psychology.
  6. Define experimental variables so they can be quantitatively measured (a skill known as operationalising).
  7. Design a simple research study and use basic statistics to analyse the associated data.

Assessment

Critical evaluation task (15%)
Research proposal (35%)
Examination (50%)

Workload requirements

Students should expect to spend an average of 20 hours per week on this unit. This time will cover:

  1. video lecture materials (1 hour);
  2. synchronous & asynchronous discussion (1-2 hours);
  3. synchronous web-based 'class-time' for skills-based activities (2 hours);
  4. weekly readings (4-5 hours);
  5. weekly skills-based assessment tasks (4-6 hours); and
  6. content-based assessment (4-5 hours, including revision and formative assessment).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course 4525.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
Coordinator(s)Associate Professor Jeroen Van Boxtel

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 hypotheses.

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, autism spectrum disorders, genetic disorders, and childhood trauma.

Outcomes

Upon successful completion of this unit, students should be able to:

  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.
  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%)

Hurdle:
Students must pass the essay to achieve a pass for this unit.
Attendance at 75% of tutorials.

Workload requirements

2 hours lectures each week and 2 hours tutorials fortnightly.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Coordinator(s)Dr Katrina Simpson

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

Upon successful completion of this unit, students should 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 (SPSS).

Assessment

Assessment (MCQ) (10%)
Exam (3 hours) (50%)
Journal (2,000 words) (40%)

Workload requirements

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

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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, 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton First semester 2015 (Day)
Malaysia First semester 2015 (Day)
South Africa First semester 2015 (Day)
Coordinator(s)Dr Denisa Goldhammer

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

Upon successful completion of this unit, students should be able to:

  1. 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.
  2. Become familiar with the ethical principles to be adhered to in psychological practice.
  3. Understand the psychologist's responsibilities in relation to clients.
  4. Develop an appreciation of appropriate professional behaviour in a number of potentially complex situations.
  5. Develop decision making strategies to assist in the maintenance of ethical conduct.

Assessment

Essay (2,000 words) (40%)
Group presentation on ethical issues (20%)
Examination (40%)

Chief examiner(s)

This unit applies to the following area(s) of study

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, 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Psychological Sciences
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
South Africa Second semester 2015 (Day)
Coordinator(s)Dr Bei Bei

Synopsis

The unit will provide students with a theoretical and practical overview of individual differences, and how these may be assessed and treated using evidence-based approaches. The course of study will include the theoretical background to the development of classes of tests, detailed examination of a range of models of ability and other individual difference issues. 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 in various psychological settings. An overview of evidence-based interventions for common clinical disorders will also be discussed.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe and discuss theoretical bases for undertaking psychological tests, and the place of psychological assessment in various settings of psychological practice.
  2. Select, administer, score, and interpret psychological assessments, including common psychiatric conditions, neurocognitive abilities, and personality traits.
  3. Integrate and summarise information obtained during psychological assessments in the form of a professional report.
  4. Describe and discuss limitations of psychological assessment tools and how they can be misused, and assess the ethical considerations of administering, interpreting, and reporting of test results.
  5. Appraise approaches to psychological intervention from the theoretical and empirical evidence bases.
  6. Integrate assessment and intervention knowledge and skills for behavioural changes and symptom improvements.

Assessment

Essay (2,000 words) (30%)
Report on psychological assessment (40%)
Close book multiple-choice exam (2 hours) (30%)

Attendance at 75% of lectures is a hurdle requirement.

Workload requirements

Twelve 2 hour lectures (delivered weekly), and two 2 hour practical workshops.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Ms Jo-Anne Corbett and Ms Jodie Dakic

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

Upon successful completion of this unit, students should be able to:

Theme 1:

  1. identify issues that affect transition from school to university and develop strategies for maintaining mental and physical health;
  2. demonstrate a range of effective tertiary level study skills (e.g. effective use of library and information technology and use of writing style guide);
  3. list the attributes that define a profession and societies expectations of a professional;
  4. identify the professionals who make up the health care team and describe their roles and responsibilities;
  5. work collaboratively in interdisciplinary learning groups and recognise the factors which determine effective teamwork;
  6. identify the key ethical and legal principles and theories that underpin health care policy and practice;
  7. demonstrate recommended work practices with respect to manual handling and standard precautions;
  8. develop basic skills professional communication including report and record writing;

Theme 2:

  1. reflect on own values and assumptions regarding health and wellbeing;
  2. discuss health, wellbeing and disability in terms of the diversity of definitions and concepts;
  3. define, compare and contrast biological and ecological models of health;
  4. explain the World Health Organisation International Classification of Functioning, Disability and Health framework and its applications to health and social care practice;
  5. identify the socio-cultural, economic and physical determinants of health;
  6. identify inequalities in health and utilisation of service and the underlying reasons;
  7. critically reflect on contemporary debates regarding responsibility for health and the role for governments and private enterprise;
  8. reflect on the philosophical and ideological underpinnings of various perspectives on health and examine their implications for health and social care practice;
  9. describe the current legislative environmental and implications for Occupational Health and Safety in the clinical environment;

Theme 3:

  1. describe the development and structure of the lower limb;
  2. describe the biomechanics and kinesiology of the lower limb;
  3. describe the physiology of the musculoskeletal system, the effects of damage to structures and mechanisms of repair;
  4. describe the pathophysiology of inflammation;
  5. describe the principles of pharmacological management of pain and inflammation;
  6. detail the theory supporting the use of electrophysical agents: external cooling and superficial heating for conditions of the lower limb;

Theme 4:

  1. use the principles of record keeping to record the outcome of the patient history;
  2. take a patient history and perform a physical examination of the lower limb;
  3. apply physiotherapy techniques to the lower limb in a safe and effective manner;
  4. assess the effectiveness of a physiotherapy technique and modify progress according to re-assessment findings;
  5. apply the principles of manual handling and risk minimisation to oneself and to the simulated client;
  6. apply the principles of biomechanics to the management of lower limb;
  7. 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:

  1. distinguish between beliefs about effective health care and evidence of intervention effectiveness;
  2. recognise uncertainty in health care and the role of research in resolving uncertainty and evaluating health care practices;
  3. frame answerable clinical questions;
  4. recognise sources of bias that confound interpretation of study outcomes;
  5. state the strengths and weaknesses of different epidemiological study designs;
  6. appreciate the role of outcomes measures in the assessment and monitoring of health status; and
  7. define and compare qualitative and quantitative research.

Assessment

Assessment in PTY1011 will be both formative and summative.

Formative assessment task:
Online learning tasks

Summative assessment tasks:
Written assignments (30%)
Practical assignments (35%)
End of semester examination (35%)
All assessment tasks must be completed to a pass grade standard to complete this unit.

Hurdle:
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).

Workload requirements

Workload is 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.

See also Unit timetable information

Chief examiner(s)

Ms Jo-Anne Corbett and Ms Jodie Dakic

This unit applies to the following area(s) of study

Co-requisites

Must be enrolled in course M3002.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Dr Ross Iles

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

Upon successful completion of this unit, students should be able to:

Theme 1:

  1. apply legal and ethical concepts to healthcare practice, clinical research and personal experiences in teaching and learning activities in university and clinical settings;
  2. reflect on developing professional skills and strategies for improving effectiveness;
  3. demonstrate effective communication with clients and students from other health and social care disciplines;
  4. analyse the relationships and professional boundaries of all members of the health care team;
  5. describe potential risks to health and well-being as an undergraduate student and as a future healthcare provider;
  6. implement strategies to identify and manage potential or actual risks to individual and peer health and well-being;

Theme 2:

  1. identify social, economic and environmental determinants that affect health;
  2. describe and discuss the health care services and facilities available;
  3. identify potential issues that relate to service delivery in the rural sector;
  4. explore health promotion strategies that address the National Health priority areas of musculoskeletal conditions;
  5. incorporate health promotion principles into the clinical reasoning process;
  6. analyse personal determinants of health and develop, implement and evaluate a self-management program;

Theme 3:

  1. outline the phases of the human lifespan;
  2. demonstrate knowledge of anatomy of the spine and upper limb;
  3. describe the biomechanics and kinesiology of the spine and upper limb;
  4. describe the physiology of the peripheral nerves, effects of damage to these structures and mechanisms of repair;
  5. summarise the phenomenon and mechanism of referred pain;
  6. explain the theory of electrical stimulation and ultrasound including therapeutic effects and safety considerations;

Theme 4:

  1. apply the principles of biomechanics and kinesiology to the management of the cervical and lumbar spine and the upper limb;
  2. perform physical examination of the spine and upper limb;
  3. perform physiotherapy management skills for the upper limb;
  4. distinguish between local and referred pain;
  5. describe the signs and symptoms of joint disease and distinguish between infection and inflammation;
  6. interpret basic normal and pathological radiographs of the spine and upper limb across the lifespan;
  7. apply the principles of splinting and cast making to construct an upper limb splint;
  8. demonstrate skills in prescribing and instructing a group exercise class for a healthy population;
  9. simulate selected dysfunctions and disabilities to aid in the learning of empathy and the understanding of physical problems;
  10. demonstrate correct body positioning during manual handling in accordance with Workcover legislation;
  11. adhere to the Occupational Health and Safety Act;
  12. assess the environment for any risks to personal and client safety;
  13. compare the roles of urban and rural practitioners; 32. apply electrophysical agents in a safe and effective manner; Theme 5:
  14. demonstrate appropriate use of basic statistical notation and concepts;
  15. create simple graphs in excel;
  16. describe the features of normally distributed data ;
  17. demonstrate the ability to calculate errors in point estimates;
  18. define hypothesis testing;
  19. demonstrate competence in utilising and interpreting the t and z statistics and;
  20. calculate and interpret the effect size index.

Upon successful completion of the Inter-professional activity, students should be able to:

40. recognise the importance of location to health and health service delivery;

41. describe and discuss the health and community services and facilities available in a rural location;

42. begin to recognise how rural health differs across gender, age, race and sexual orientation; and

43. compare and contrast rural and metropolitan physiotherapy experiences.

Assessment

Assessment in PTY1022 will be both formative and summative.

Formative assessment tasks include:
Online learning tasks.
Hurdle requirements include attendance at 80% of tutorials and practical sessions
Attendance 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 examination (3 hours) (30%)
All assessment tasks must be completed to a pass grade standard to complete this unit.

Workload requirements

Workload is 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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3002.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Full year 2015 (Day)
Coordinator(s)Dr Ross Iles

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

Upon successful completion of this unit, students should be able to:

  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:
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 (Formative assessment)
Completion of the systematic review (Summative assessment) (4,500 words) (100%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Dr Rebecca Lane

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

Upon successful completion of this unit, students should be able to:

Theme 1: Personal and Professional Development

  1. Identify the issues surrounding care and treatment of the patient with chronic illness;
  2. Develop a range of strategies that enable effective communication with clients with chronic illness;
  3. Recognise the life-time burden imposed on people with chronic disability;
  4. Discuss the conflict between autonomy and paternalism in the care and treatment of older people;
  5. 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.
  6. Clarify the role of the physiotherapist in Accident & Emergency Care and High Dependency and Intensive care;

Theme 2: Population, Society and Health

  1. Discuss health policy as an historically dynamic process which fundamentally impacts on individuals in their daily activities;
  2. Identify the structures, systems and institutions of the Australian health policy environment;
  3. Analyse a range of public policy issues so as to understand government process and political lobbying by organizations, individuals and communities;
  4. Discuss health policy issues on several fronts, including within the local, federal and international contexts;
  5. Explain the role of governments and their agencies, non-government organisations and the community in the development and implementation of health policy;
  6. Distinguish between power, authority and influence in the development of health policy;
  7. Discuss the role of evidence-based practice in setting policy agendas;
  8. Explore the policy cycle in the context of a National Health Priority Area;
  9. Design a targeted exercise program based on a National Health priority area.

Theme 3: Fundamental Knowledge in Health Science

  1. Explain structure and function of the cardiac, respiratory and circulatory systems;
  2. Describe the normal physiological processes of the cardiac, respiratory and circulatory systems;
  3. Describe pathology of arterial and lung disease and their impact on cardiac, respiratory and circulatory functions;
  4. Explain normal adaptations of the cardiorespiratory system to exercise in the presence of cardiorespiratory pathology;
  5. Explain principles of pharmacological management of cardiorespiratory disorders;
  6. Describe the physiology of exercise;
  7. Describe the use of relevant electrophysical agents in the management of cardiac and respiratory conditions;
  8. Adapt physiotherapy skills to acute care management in the emergency department and intensive care.

Theme 4: Applied Practice

  1. Take a patient history and perform a physical examination of the cardiorespiratory system;
  2. Demonstrate respiratory and cardiac management techniques relevant to the cardiorespiratory patient across the lifespan;
  3. Prescribe appropriate exercises and exercise progression for the acute and chronic cardiorespiratory patient;
  4. Demonstrate appropriate manual handling and positioning of self in performing tests and treatment techniques mindful of risk minimisation;
  5. Analyse normal posture and factors contributing to abnormal posture;
  6. Demonstrate satisfactory manual handling technique when working with clients with disorders of the thorax;
  7. Interpret basic radiographs of the chest and vertebral column;
  8. Apply the principles of exercise physiology to the health and well being of simulated clients;
  9. Use selected electrophysical agents in safe and effective manner for disorders of the thorax;
  10. Demonstrate clinical reasoning skills in the management of people with complex acute conditions;
  11. Apply first aid techniques at a Level 2 standard.

Theme 5: Research

  1. Develop a focussed question, aims, inclusion and exclusion criteria and search strategies
  2. Extend EndNote skills
  3. Write a protocol for a systematic review following Cochrane guidelines
  4. Gain advanced skills in Word
  5. Develop skills in quality assessment of trials of interventions and systematic reviews
  6. Identify and extract data relevant to the review question
  7. Use tables effectively to display data
  8. Calculate and interpret proportions, rates, risk, probabilities, incidence, prevalence, odds
  9. 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 and performance (5%)

Hurdle:
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.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Associate Professor 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 should be able to:

Theme 1:

  1. review and reflect ongoing learning in the development of professional attitudes and skills;
  2. recognise the need to modify clinical reasoning to account for personal and professional constraints;
  3. recognise the life-time burden imposed on people with permanent disability;
  4. demonstrate professional behaviour, respect and compassion when dealing with people with neurological conditions;
  5. demonstrate knowledge, respect and support for the roles of other health care professionals involved in health and social care;
  6. demonstrate effective communication with clients their care givers and others in the health and social care team;
  7. recognise the boundaries of professional competence and refer or consult with other members of the health care team;

Theme 2:

  1. discuss and critically reflect on a range of health promotion theories of change;
  2. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
  3. explain the strengths and limitations of each approach and the strategies used within them;
  4. propose strategies for integrating health promotion into physiotherapy practice;
  5. identify the key developmental stages in a health promotion program;
  6. apply a program planning model to a selected issues and document each stage of the plan;
  7. locate key policies and sources of funding for health promotion;
  8. identify the steps involved in writing a basic project proposal and funding application;
  9. identify and utilise health services and other resources of benefit to people with neurological disorders;
  10. promote lifestyle practices that minimise the risk of neurological conditions across the wider community;

Theme 3:

  1. describe the structure and function of the head, neck and spinal cord;
  2. describe the physiological processes of the brain, cranial nerves and spinal cord;
  3. describe the process of motor skill acquisition and be able to identify how it is affected in neurological conditions;
  4. describe the structure and mechanism for sensory motor control;
  5. describe the pathology of common neurological conditions and the impact on function;
  6. describe how physical rehabilitation strategies enhance sensory-motor skill acquisition;
  7. state the pharmacological management of common neurological conditions, the interaction between the effects of medication and the goals of physiotherapy;
  8. select and locate equipment sources for independent and safe living;
  9. describe the physiological hypotheses of chronic pain and the principles of management;
  10. describe the use of electrophysical agents in the management of neuromuscular conditions;
  11. prepare holistic multidisciplinary care plans for clients with neurological conditions;

Theme 4:

  1. perform assessment of neurological disorders;
  2. apply safe manual handling skills to management of neurological conditions;
  3. plan appropriate treatment strategies for management of neurological conditions;
  4. use information technology to access current information about best health care practices;
  5. select and apply appropriate treatment strategies for management of neurological conditions with consideration of pharmacological management and clinical findings;
  6. appropriately prescribe and instruct in the use of equipment for the disabled client;
  7. appropriately document assessment, treatment and outcome measures in the management of neurological conditions;
  8. effectively and safely use electrophysical agents for neurological conditions;

Theme 5:

  1. demonstrate meta-analysis;
  2. interpret correlation, reliability and measures of association;
  3. recognise valid outcome measures;
  4. articulate the differences between validity and reliability;
  5. apply a range of parametric and non-parametric tests;
  6. create a 2 x 2 contingency table for summarising outcomes of diagnostic tests;
  7. calculate and interpret sensitivity, specificity and likelihood ratios;
  8. find and interpret clinical practice guidelines;
  9. utilise the AGREE instrument to assess clinical practice guidelines.

Assessment

Assessment in PTY2042 will be both formative and summative. Formative assessment tasks include online learning tasks.

Hurdle:
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).
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%)
Anatomy assessment (2.5%)
Anatomy flag race (2.5%)
Physiology assessment (2.5%)
Physiology assessment (2.5%)
Written examination (30%)
OSCE (30%)
Research assignment - systematic review (10%)
Research activities folder (5%)

Workload requirements

Workload is 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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Full year 2015 (Day)
Coordinator(s)Dr Ross Iles

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

Upon successful completion of this unit, students should be able to:

  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:
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.
Minimum of 80% attendance at seminars, presentation of the research proposal (Formative assessment)
Submission of the written research proposal (4,500 words) (Summative assessment) (100%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Coordinator(s)Mr 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

Upon successful completion of this unit, students should be able to:

THEME 1: Personal and Professional Development:

  1. modify communication in response to individual people, clients and families;
  2. integrate counselling to achieve person centred physiotherapy practice;
  3. identify personal biases that impact on care delivery, develop strategies for ethical practice;
  4. explain aims of palliative care;
  5. detail the role of the physiotherapist in women's health; ergonomics, aquatic physiotherapy, and cancer management, continence management and sports physiotherapy;
  6. identify factors that impact on end of life issues;
  7. recognise the role of other members of the health care team working in palliative care, mental health, oncology, continence and amputee management;
  8. explain the importance of good written and verbal communication in achieving continuity of care.
  9. list organizational factors that impact on clinical practice

THEME 2: Population, Society and Health:

  1. identify how ethnicity and culture influence health, healthcare and illness;
  2. recognise symptoms of torture and abuse in people from places of political unrest;
  3. apply ergonomic principles to prevent injury and maintain health;
  4. review key components of the Australian health care system;
  5. describe frameworks of treatment developed by third party insurers;
  6. describe processes for payment and entitlements for people injured in a car or work accident.
  7. describe the impact of health care economics on health care delivery

THEME 3: Fundamental Knowledge in Health Science:

  1. describe the structure and function of the pelvis and its contents;
  2. discuss the kinesiology of the pelvic girdle;
  3. describe the physiology of the endocrine, renal and reproductive systems;
  4. describe the physiological changes that occur during pregnancy, post partum and the menopause;
  5. review the pharmacological management of pain, cancer, gastrointestinal, endocrine, renal and mental health conditions and the pharmacology of substance abuse and poisoning;
  6. outline the use of complementary therapies and their research support;
  7. review psychological frameworks of cognitive, personality and emotional disturbances, suicide and depression;
  8. explain ergonomics and aquatic physiotherapy and develop skills in these areas;
  9. discuss the management of bladder and bowel health difficulties for people across the life span;
  10. describe mental health conditions and their impact upon patient management;
  11. explore the management of cancer for people of all ages and relevant therapeutic, surgical treatment options and physiotherapy management;
  12. analyse relevant management of people following upper and lower limb amputation, the biomechanics of gait and selection and use of prostheses;
  13. outline issues related to progressive illness and relevant management;
  14. review pain related to childbirth, amputation and chronic pain;
  15. describe risk minimization and its influence on physiotherapy practice
  16. adapt physiotherapy skills to acute care management in the emergency department;
  17. review the use of immobilisation in injury healing;
  18. extend skills in the assessment and management of vertebral conditions;
  19. describe causes and presentation of Intellectual impairment and relevant assessment tools, services and programs for people with an intellectual impairment.

THEME 4: Applied Practice:

  1. modify clinical reasoning to account for personal bias, research findings, cultural, cognitive and emotional factors, ethical principles and available workplace resources;
  2. apply physiotherapy management in specialized areas of practice;
  3. extend skills in assessment and management of musculoskeletal conditions including sports injuries, pelvic ring dysfunction, spinal and headache;
  4. devise teaching plans for individual and group education;
  5. demonstrate clinical reasoning skills in the management of people with complex acute conditions;
  6. deliver exercise prescription and education, including functional progression of exercises based on knowledge of pathophysiology and clinical assessment findings;
  7. conduct appropriate patient interviews including the use of augmentative communication and AUSLAN;
  8. select appropriate methods for measurement of relevant health indicators;

THEME 5: Design and describe a systematic review protocol:

  1. prepare a sound project proposal;
  2. describe circumstances when ethics approval for a project would be required and the steps in gaining ethics approval;
  3. describe quality in-depth interviews: applications and key features;
  4. describe a framework for designing and conducting qualitative research;
  5. identify methods of data analysis in qualitative research;
  6. define audit and differentiate audit from research;
  7. identify steps in the audit process;
  8. describe the role of the Australian Council on Healthcare Standards;
  9. apply key features of an effective power point presentation;
  10. discuss attributes of good public speakers;
  11. prepare for the clinical practice guideline (CPG) assignment to be completed in PTY3062;
  12. use the AGREE instrument to analyse a CPG;
  13. describe ways in which research skills can be utilised to enhance practice and the practice environment.

Assessment

Hurdle:
Reflective Portfolio
Attendance and participation in CBL, practical and tutorial sessions
Skills mastery checklist
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:
Online quizzes
Tutorial participation
Reflective portfolio

Summative Assessments:
Written Examination (Hurdle) (30%)
OSCE (Hurdle) (30%)
CBL Assignment (20%)
Anatomy flag race (5%)
Research folio (5%)
Interview assignment (10%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Summer semester A 2015 (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

Upon successful completion of this unit, students should be able to:

THEME 1: Personal & Professional Development:

  1. communicate effectively and appropriately with clients, caregivers, supervisors and professional colleagues;
  2. document physiotherapy interventions accurately and succinctly;
  3. identify student rights and responsibilities, clinician rights and responsibilities and rights and responsibilities of people who seek health care;
  4. review supervision issues and personal learning strategies for effective participation in the clinical affiliation;
  5. demonstrate commitment to learning;
  6. list organizational factors that impact on clinical practice;
  7. demonstrate teamwork;
  8. demonstrate practice that is ethical and in accordance with relevant legal and regulatory requirements;
  9. identify adverse events and near misses and minimises risk associated with assessment and interventions;
  10. discuss quality assurance practices to maintain high standards of health service delivery;
  11. develop a discharge plan appropriate to client needs and workplace resources;

THEME 2: Population, Society & Health:

  1. identify the need for prevention and education programs appropriate to a clinical attachment;
  2. where relevant, assist in the development of appropriate physiotherapy strategies to promote health within the community;
  3. plan, implement and evaluate an individualised education program;
  4. list the principles involved in the development of health promotion material appropriate to a specific client population;

THEME 4: Applied Practice:

  1. conduct appropriate patient interviews (subjective assessment);
  2. select appropriate methods for measurement of relevant health indicators;
  3. perform appropriate assessment procedures (objective assessment);
  4. interpret assessment findings according to accepted clinical guidelines;
  5. collaborate with patient/carer to select appropriate intervention;
  6. progress intervention appropriately;
  7. perform treatments appropriately;
  8. monitor the effect of intervention;
  9. undertake discharge planning;
  10. describe strategies for educating individuals and groups.

Fieldwork

Clinical placement: 34 hours per week.

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.

Workload requirements

PTY3162 comprises five off campus (clinical attachments) weeks. Students will spend 34 hours per week in their clinical attachment.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Summer semester A 2015 (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

Upon successful completion of this unit, students should be able to:

THEME 1: Personal & Professional Development:

  1. communicate effectively and appropriately with clients, caregivers, supervisors and professional colleagues;
  2. document physiotherapy interventions accurately and succinctly;
  3. identify student rights and responsibilities, clinician rights and responsibilities and rights and responsibilities of people who seek health care;
  4. review supervision issues and personal learning strategies for effective participation in the clinical affiliation;
  5. demonstrate commitment to learning;
  6. list organizational factors that impact on clinical practice;
  7. demonstrate teamwork;
  8. demonstrate practice that is ethical and in accordance with relevant legal and regulatory requirements;
  9. identify adverse events and near misses and minimises risk associated with assessment and interventions;
  10. discuss quality assurance practices to maintain high standards of health service delivery;
  11. develop a discharge plan appropriate to client needs and workplace resources;

THEME 2: Population, Society & Health:

  1. identify the need for prevention and education programs appropriate to a clinical attachment;
  2. where relevant, assist in the development of appropriate physiotherapy strategies to promote health within the community;
  3. plan, implement and evaluate an individualised education program;
  4. list the principles involved in the development of health promotion material appropriate to a specific client population;

THEME 4: Applied Practice:

  1. conduct appropriate patient interviews (subjective assessment);
  2. select appropriate methods for measurement of relevant health indicators;
  3. perform appropriate assessment procedures (objective assessment);
  4. interpret assessment findings according to accepted clinical guidelines;
  5. collaborate with patient/carer to select appropriate intervention;
  6. progress intervention appropriately;
  7. perform treatments appropriately;
  8. monitor the effect of intervention;
  9. undertake discharge planning;
  10. describe strategies for educating individuals and groups.

Fieldwork

Clinical placement: 34 hours per week.

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.

Workload requirements

PTY3262 comprises five off campus (clinical attachment) weeks. Students will spend 34 hours per week in their clinical attachment.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Second semester 2015 (Day)
Peninsula Summer semester A 2015 (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

Upon successful completion of this unit, students should be able to:

THEME 1: Personal & Professional Development:

  1. communicate effectively and appropriately with clients, caregivers, supervisors and professional colleagues;
  2. document physiotherapy interventions accurately and succinctly;
  3. identify student rights and responsibilities, clinician rights and responsibilities and rights and responsibilities of people who seek health care;
  4. review supervision issues and personal learning strategies for effective participation in the clinical affiliation;
  5. demonstrate commitment to learning;
  6. list organizational factors that impact on clinical practice;
  7. demonstrate teamwork;
  8. demonstrate practice that is ethical and in accordance with relevant legal and regulatory requirements;
  9. identify adverse events and near misses and minimises risk associated with assessment and interventions;
  10. discuss quality assurance practices to maintain high standards of health service delivery;
  11. develop a discharge plan appropriate to client needs and workplace resources;

THEME 2: Population, Society & Health:

  1. identify the need for prevention and education programs appropriate to a clinical attachment;
  2. where relevant, assist in the development of appropriate physiotherapy strategies to promote health within the community;
  3. plan, implement and evaluate an individualised education program;
  4. 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:

  1. conduct appropriate patient interviews (subjective assessment);
  2. select appropriate methods for measurement of relevant health indicators;
  3. perform appropriate assessment procedures (objective assessment);
  4. interpret assessment findings according to accepted clinical guidelines;
  5. collaborate with patient/carer to select appropriate intervention;
  6. progress intervention appropriately;
  7. perform treatments appropriately;
  8. monitor the effect of intervention;
  9. undertake discharge planning;
  10. describe strategies for educating individuals and groups.

Fieldwork

Clinical placement: 34 hours per week.

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 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.

Workload requirements

PTY3262 comprises five off campus (clinical attachment) weeks. Students will spend 34 hours per week in their clinical attachment.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Second semester 2015 (Day)
Peninsula Summer semester A 2015 (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

Upon successful completion of this unit, students should be able to:

THEME 1: Personal & Professional Development:

  1. communicate effectively and appropriately with clients, caregivers, supervisors and professional colleagues;
  2. document physiotherapy interventions accurately and succinctly;
  3. identify student rights and responsibilities, clinician rights and responsibilities and rights and responsibilities of people who seek health care;
  4. review supervision issues and personal learning strategies for effective participation in the clinical affiliation;
  5. demonstrate commitment to learning;
  6. list organizational factors that impact on clinical practice;
  7. demonstrate teamwork;
  8. demonstrate practice that is ethical and in accordance with relevant legal and regulatory requirements;
  9. identify adverse events and near misses and minimises risk associated with assessment and interventions;
  10. discuss quality assurance practices to maintain high standards of health service delivery;
  11. develop a discharge plan appropriate to client needs and workplace resources;

THEME 2: Population, Society & Health:

  1. identify the need for prevention and education programs appropriate to a clinical attachment;
  2. where relevant, assist in the development of appropriate physiotherapy strategies to promote health within the community;
  3. plan, implement and evaluate an individualised education program;
  4. 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:

  1. conduct appropriate patient interviews (subjective assessment);
  2. select appropriate methods for measurement of relevant health indicators;
  3. perform appropriate assessment procedures (objective assessment);
  4. interpret assessment findings according to accepted clinical guidelines;
  5. collaborate with patient/carer to select appropriate intervention;
  6. progress intervention appropriately;
  7. perform treatments appropriately;
  8. monitor the effect of intervention;
  9. undertake discharge planning;
  10. describe strategies for educating individuals and groups;

THEME 5: Research:

  1. 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 (1,500 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%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Full year 2015 (Day)
Coordinator(s)Dr Ross Iles

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

Upon successful completion of this unit, students should be able to:

  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 - 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)

Workload requirements

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).

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Peninsula Second semester to First semester 2015 (Day)
Coordinator(s)Dr Ross Iles

Synopsis

This unit guides the development of a 4,000 - 6,000 word systematic review of the literature. It also introduces quality assessment and critical appraisal of research reports included in the review. In doing this it serves the important role of enabling learning about best practice in research design, and the relationship between research design and the trustworthiness of research conclusions. As part of this unit, students also complete on-line modules that introduce basic concepts in data reporting and analysis. Students have the option to select modules that address the type of data analysis most frequently encountered in the literature they are reviewing. Students are also supported with individualized supervision to tailor reviews to the planned research undertaken as part of "Honours Research Proposal PTY4020". Reviews are prepared using a structure that facilitates publication of the work.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. identify e journals, databases and learning support; search data bases using sophisticated search strategies
  2. ask focussed and answerable questions
  3. appraise and critically analyse research design of papers included in the review
  4. demonstrate ability to use EndNote to save and sort references and format review for assessment/publication
  5. classify measures of health using World health Organisation classification categories
  6. demonstrate ability to interpret and estimate parameters associated with parametric and non-parametric data and conduct basic statistical tests for differences between two sets of data using Prism or Stata data analysis software
  7. define reliability and validity and compute basic reliability statistics
  8. recognise, define and compute odds, risk, relative risk, absolute risk and parameters associated with diagnostic test accuracy (such as specificity, sensitivity, likelihood ratios)
  9. extract data from reports included in the review and conduct meta-analysis using RevMan software.
  10. collaborate with your supervisor in completing review stages to the required level of competence and according to pre-determined time-lines.

Assessment

Systematic review (Summative) (75%)
Weekly quizzes (Summative) (Hurdle) (25%)
Professional behaviour in communication (Written or verbal) with department staff (Hurdle)

Workload requirements

This 12 CP unit requires 24 contact and private study hours per week over 12 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must be enrolled in course 4516.

Co-requisites

Must be enrolled in course 4516.

Prohibitions

PTY2000 completed as part of the Bachelor of Physiotherapy (Hons) embedded honours programme.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Peninsula Second semester to First semester 2015 (Day)
Coordinator(s)Dr Ross Iles

Synopsis

This unit guides student in the development of a high quality research proposal that underpins the empirical work undertaken as an honours student. It is delivered via face to face meetings and online modules. Students have different research training needs, varying with the nature of the proposed project. Students complete a compulsory ethics module and seven of 13 optional modules that best to meet their specific research training needs.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. apply knowledge of appropriate research design in the development of a high quality research proposal
  2. demonstrate an understanding of the principles of ethical research through the development and submission of an ethics application to conduct research
  3. determine, justify and apply data analysis methods appropriate for a research question.

Assessment

Research proposal (Summative) (Hurdle) (50%)
Weekly quizzes (Summative) (Hurdle) (50%)
Professional behaviour in communication (written or verbal) with department staff (Hurdle)
Ethics application (Hurdle)

Workload requirements

This 12 CP unit requires 24 contact and private study hours per week over 12 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Must be enrolled in course 4516. Must have completed or be enrolled in PTY4010.

Co-requisites

Must be enrolled in course 4516.

Prohibitions

PTY3000 completed as part of the Bachelor of Physiotherapy (Hons) embedded honours programme.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Full year 2015 (Day)
Peninsula Second semester to First semester 2015 (Day)
Coordinator(s)Dr Ross Iles

Synopsis

This unit serves the important role of providing dedicated opportunities for students to document the research undertaken during their honours candidature. Students are supported through individualized supervision and the course coordinator to complete either a 10,000 - 12,000 word thesis or (at least 2) manuscripts in publication format.

Outcomes

Upon successful completion of this unit, students should be able to:

  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 either in a 10,000-12,000 word thesis or in publication format
  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

Thesis submission (Summative) (100%)
Presentation to peers (Hurdle)
Professional behaviour in communication (written or verbal) with department staff (Hurdle)

Workload requirements

This 24 CP unit requires supervisor contact and private study totally 48 hours per week over 12 weeks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course 4516.

Prohibitions

PTY4000 completed as part of the Bachelor of Physiotherapy (Hons) embedded honours programme.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mr Michael Storr

Synopsis

PTY4171 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 a clinical attachment (5 weeks) during this unit and complete self directed learning tasks, providing them the opportunity to apply integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to acute, community or subacute patient care.

Outcomes

There are 42 specific objectives for the Year 4 clinical units that address the five themes outlined in the unit synopsis.

Assessment

Hurdle:
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. Students must submit valid police check, WWC check, first aid certificate and annual CPR update documents to be signed off by administrative staff by the Wednesday prior to the first scheduled clinical placement in order to participate in clinical placements.
Attendance and participation, learning needs form, clinical log, self assessment using APP and feedback conference. Achieving 50% on Items 1-6 and on Items 7-20 inclusive on the APP for each clinical core placement.
Achieve a pass in all summative assessments.

Summative assessment:
Clinical (APP) assessment (80%)
Research proposal (10%)
Research skills seminar (10%)

Students must obtain a minimum of 50% in each of the summative assessments.

Workload requirements

5 weeks of physiotherapy clinical practice and associated self directed learning time. Students will spend approximately 32 hours per week in their clinical placement. Students are expected to complete 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 PTY4171 Unit Guide and Clinical Manual.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Mr Michael Storr

Synopsis

PTY4172 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 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 acute, subacute or community patient care.

Outcomes

There are 42 specific objectives for the Year 4 clinical units that address the five themes outlined in the unit synopsis.

Assessment

Hurdle:
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. Students must submit valid police check, WWC check, first aid certificate and annual CPR update documents to be signed off by administrative staff by the Wednesday prior to the first scheduled clinical placement in order to participate in clinical placements.
Attendance and participation, learning needs form, clinical log, self assessment using APP and feedback conference. Achieving 50% on Items 1-6 and on Items 7-20 inclusive on the APP for each clinical core placement.
Achieve a pass in all summative tasks.

Summative assessment:
Clinical (APP) assessment (80%)
Research poster (summative) (10%)
Research skills submission (summative) (10%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Peninsula Summer semester A 2015 (Day)
Coordinator(s)Ms Kristin Lo

Synopsis

PTY4281 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 unit, students undertake an initial clinical elective attachment of 5 weeks duration .This provides the opportunity to apply and expand integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to patient care in various 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. Additional study time will be required for completion of self-directed assessment tasks.

Outcomes

There are 35 specific objectives for the Year 4 clinical units which address the five themes outlined in the unit synopsis.

Fieldwork

Clinical placement: 34 hours per week.

Assessment

Hurdle:
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.
Students will also be expected to conduct themselves in a professional manner towards staff and clinical educators (Professional conduct hurdle).Students must submit valid police check, WWC check, first aid certificate and annual CPR update documents to be signed off by administrative staff by the Wednesday prior to the first scheduled clinical placement in order to participate in clinical placements.
Achieve a pass in all summative tasks (Hurdle)
Attendance and participation in clinical education (Hurdle)

Summative and hurdle assessment:
Clinician evaluation using APP assessment tool (Hurdle and summative task) (100%)

Workload requirements

PTY4281 comprises five 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. Additional self directed study time is allocated in this unit for completion of self-directed assessment tasks including learning and reflection related to experiences in delivery of physiotherapy services.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula First semester 2015 (Day)
Peninsula Second semester 2015 (Day)
Coordinator(s)Ms Kristin Lo

Synopsis

PTY4282 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 6 week unit, students undertake a clinical attachment of 2 weeks duration in the area of 'Lifespan / Community'.This provides the opportunity to apply and expand integrated knowledge and skills from previous learning in the Bachelor of Physiotherapy to patient care across the Lifespan / Community 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 placement facilities with additional self-directed study hours. An additional four weeks off-campus study is allocated for completion of assignments and self-directed education tasks.

Outcomes

There are 35 specific objectives for the Year 4 clinical units which address the five themes outlined in the unit synopsis.

Fieldwork

Clinical placement: 34 hours per week.

Assessment

Summative assessment:
Case study (20%)
Assessment of Physiotherapy Practice assessment tool (APP) / learning contract (80%)

Hurdle:
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. Students must submit valid police check, WWC check, first aid certificate and annual CPR update documents to be signed off by administrative staff by the Wednesday prior to the first scheduled clinical placement in order to participate in clinical placements.
Paediatric preclinical online tutorial task.
Achieve a pass grade in all summative tasks, participation in clinical placement, and written assignments.
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.

Workload requirements

PTY4282 comprises six off-campus weeks in clinical placement facilities for education and self directed study tasks. Students are expected to spend 34 hours per week during the two weeks of 'Lifespan / Community' clinical education with additional self-directed study to complete learning and reflection related to their experiences in delivery of physiotherapy services. An additional four weeks off-campus study is allocated in this unit for completion of additional self-directed summative tasks.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Physiotherapy
OfferedPeninsula Second semester 2015 (Day)
Coordinator(s)Mr Michael Storr

Synopsis

PTY4283 continues to develop the five themes upon which the four year curriculum is based. This campus based unit occurs in two sections 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 PTY4283 is an Interprofessional Seminar series which will take place in the final week of Semester 2, Year 4. Students will have the opportunity to listen to presentations from multiprofessional 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

Formative and hurdle assessments:
Professional conduct (Hurdle)
Achieve a pass in all summative tasks (Hurdle)
Attendance and participation (Hurdle)
Peer review IPE presentations (Formative)

Summative and hurdle tasks:
Written assignment (3,000 words) (Summative) (20%)
Research oral presentation (IPE conference) (10%)
Written exam (End of semester) (3 hours) (60%)
Reflective assignment (2,000 words) (10%)

Workload requirements

PTY4283 comprises three campus based weeks and additional self directed learning time. 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 PTY4283 Unit Guide. Other written assessment tasks will be completed by students in self directed learning time.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Must be enrolled in course M3003.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Kristal Lee and Mr John McInerney

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

Upon successful completion of this unit, students should be able to:

  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.

Fieldwork

Clinical placement: 4 weeks.

Assessment

Written examination comprising two parts (3 hours) (35%)
Clinical Learning portfolio (35%)
2 x Laboratory reports (500 words each) and 2 x laboratory reports (1,000 words) (10%)
Pre-placement Objective Structured Clinical Examination (OSCE) (40 mins) (10%)
2 x Computer based radiographic image evaluation and methods tests (40 mins each) (10%)

Hurdle: All elements of assessment must be passed to pass the unit.

Workload requirements

8 x one hour lectures, 3 x one hour tutorials, 1 x three hour laboratory practical session, 4 hours clinical studies per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Marcus Kitchen and Dr Kaye Morgan

Synopsis

A review of fundamental physics of concepts relevant to radiographic imaging. 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. Detection of X-rays. X-ray image formation. Introduction to computer-based imaging in medicine. Principles of radioactivity and nuclear transformation. Introduction to radiation therapy principles. Foundation principles of radiation protection together with statutory requirements.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the physical properties of atomic structure;
  2. Understand fundamental principles in mechanics and thermal physics that are relevant to the production and absorption of energy;
  3. Explain the physical laws of interaction of particles and waves, including the mechanisms for absorption and scattering of energy at the atomic level;
  4. Explain in quantitative terms the production of x-rays and the use of exposure factors that control x-ray intensity, penetration and dose;
  5. Use quantitative measures for the absorption of x-rays and to understand why and how x-ray absorption coefficients vary with energy and atomic number and relate these ideas to the sharp depiction of contrast changes in x-ray images of patients;
  6. Understand the effects of ionizing radiation on cellular matter and be able to explain the basic principles underlying radiation dose and radiation safety;
  7. Implement and evaluate appropriate radiation safety strategies and radiation protection measures in the context of diagnostic x-rays;
  8. Understand the fundamental principles of radiation therapy and the production and use of radiopharmaceutical products.

Assessment

Mid-semester test (1 hour) (20%)
End-semester exam (2 hours) (50%)
Laboratory experiments (20%)
Formal laboratory report (5%)
Assignment (5%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Entry to the BRadMedImag.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Associate Professor Norman Eizenberg

Synopsis

Students will learn the principles of human biology and genetics, and the chemical, cellular and tissue organization of the human body. In addition, they will develop an understanding of the gross anatomical structure of the appendicular skeleton together with their radiographic appearances.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the life processes which distinguish living forms from non-living things and the structure and properties of molecules associated with the life processes;
  2. Define the structure and physiological processes of the typical human cell, the mechanisms which control growth and differentiation and cellular transport;
  3. List the structure and functional relationships of the four principal types of body tissues;
  4. Describe the bony and soft tissue elements and joints which comprise the pelvic girdle and lower limb, the associated process of ossification and their radiographic appearances;
  5. Name the bony and soft tissue elements and joints which comprise the shoulder girdle and upper limb, the associated process of ossification and their radiographic appearances;
  6. Recognise the relationship between the musculature and distribution of fat in the superficial tissues;
  7. Apply knowledge of the surface body contours to radiographic positioning for the upper and lower limbs;
  8. Recall anatomical position and regional names, anatomical directional terms, body sections planes and sections of the body.

Assessment

Written end-of-semester exam (3 hours) (60%)
Mid-semester exam (1 hour) (20%)
Osteology test (30 mins) (10%)
Image recognition exam (30 mins) (10%)

Hurdle:
Participation in anatomy practical
All elements of assessment must be passed to pass the unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Entry to the BRadMedImag.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Kristal Lee and Mr John McInerney

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

Upon successful completion of this unit, students should be able to:

  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

Written exam (3 hours) (50%)
Pre-placement objective structured clinical exam (OSCE) (40 mins) (15%)
2 x Computer based radiographic image evaluation and methods test (20 mins each) (10%)
Clinical learning portfolio (25%)

Hurdle:
3 x maximum 750 word written reports
All elements of assessment must be passed to pass the unit.

Workload requirements

3 x one hour lectures, 3 x one hour tutorials, 1 x two hour laboratory practical session, 4 x hours clinical practice per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Entry to the BRadMedImag.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Wendy MacLeod

Synopsis

Students will develop a sound understanding of the principles of pathology, and specifically that of the respiratory and osteoskeletal systems, along with their radiographic appearances. Students will also develop a sound understanding of the structural and functional relationships of the vertebral column and the bony thorax. They will be introduced to the nervous system and the innervation of muscles together with relevant radiographic anatomy.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the aetiology, pathology and sequelae of pathology in respect to cells, tissues and organs
  2. Identify the causes of neoplasia and state how neoplasia is staged and graded
  3. Compare and contrast the processes of acute and chronic inflammation
  4. Analyse the factors that determine the tissue repair process
  5. Describe the anatomical structures of the respiratory system including skeletal, musculature and nervous structures
  6. Identify the structural and functional relationships of the vertebral column and bony thorax and compare their appearances on radiographic images
  7. Describe principles of embryology and in particular, the development of the vertebral column and spinal cord
  8. Compare the process of ossification for the vertebral column and bony thorax with the stages of this process on radiographic images
  9. Describe pathological processes that occur in the respiratory system and osteoarticular skeleton and identify their radiographic representation.

Assessment

Mid-semester exam (15%)
Essay (1,500 words) (15%)
Image recognition exam (1 hour) (20%)
Written exam (3 hours) (50%)

Hurdle: All elements of assessments must be passed to pass the unit.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Mrs Imelda Williams and Ms Ruth Druva

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. Patient care requirements for all diagnostic imaging examinations using contrast media. Evidence based practice in diagnostic imaging and the evaluation and application of research in diagnostic imaging.

Outcomes

Upon successful completion of this unit, students should be able to:

Theme 1

  1. review and apply the scientific principles, technological characteristics and relevant applications of digital imaging systems;
  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. 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;
  2. critically apply ethical concepts, and knowledge of the Australian medico- legal framework to the practice of radiography while adhering to the Code of Conduct for Registered Health Practitioners promulgated by the Medical Radiation Practice Board of Australia;
  3. critically evaluate the ethical and legal implications of research within medical radiation science;

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. 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;
  3. 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.

Fieldwork

Clinical placement: 5 weeks.

Assessment

Written examination (3 hours) (40%)
Clinical learning portfolio (30%)
Evidence based practice assignment (3,000 words) (20%)
4 x Image processing laboratory reports (10%)

Workload requirements

Workload 5 x one hour lectures, 2 x one hour tutorial, 1 x one hour laboratory practical session, 4 hours directed study using Moodle, 6 hours clinical studies.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Level 1 of BRadMedImag course, RAD2051 and RAD2061.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Ms Lori Boyd and Ms Ruth Druva

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 vascular, 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

Upon successful completion of this unit, students should be able to:

  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 and the physics of fluid flow, image intensifiers and planar conventional tomography and apply them in clinical situations to produce and evaluate images of the vascular, 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 vascular, 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

Written examination (3 hours) (50%)
2 x SOLAR case studies (in-pairs) (1,000 words) (5% each)
1 x SOLAR case study (individual) (1,000 words) (10%)
4 x Imaging laboratory reports (10%)
Clinical learning portfolio (20%)

Workload requirements

3 x one hour lectures, 2 x one hour tutorials, 1 x one hour laboratory practical session, 1 hour directed study, 5 hours clinical studies.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Level 1 of BRadMedImag course.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (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

Upon successful completion of this unit, students should be able to:

  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

Written exam (3 hours) (40%)
2 x Mid-semester tests (1 hour each) (25%)
Group assignment (15%)
Multi-station recognition exam (1 hour) (20%)

Hurdle: All elements of assessments must be passed to pass the unit.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Level 1 of BRadMedImag course.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Ms Lori Boyd

Synopsis

The focus of this unit is on the structure and function of the central nervous system and the pathological basis of disease and injury affecting this system. The anatomical representation and relationships of the bones, organs, blood vessels, nerves and muscles comprising the cranium, chest, abdomen, male and female pelvis, spine, limbs and girdles in multiple planes will be demonstrated through computed tomography (CT), magnetic resonance images (MRI) and digital subtraction angiographic (DSA) imaging. Organization, structure and physiology of nervous tissue, the spinal cord and its nerves and the senses will provide students with a more in-depth understanding of the common disorders affecting the central nervous system including developmental malformations, neoplasia, demyelinating and degenerative disease processes, infective processes, cerebrovascular disease and traumatic brain injury. The unit is particularly designed to prepare students for their CT studies in year three of the course.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the basic components, structure and function of the central nervous system including the special senses of sight, smell, hearing and equilibrium;
  2. Describe the anatomical structure of the cranium and bones comprising the face and the brain including its vascular supply;
  3. Describe important pathological processes involved in diseases affecting the central nervous system including the special senses of sight, smell, hearing and equilibrium;
  4. 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;
  5. 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;
  6. Compare and contrast the computed tomography, magnetic resonance and digital subtraction angiographic appearances of the vascular supply to the head and neck;
  7. 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;
  8. 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

Written exam (2 hours) (50%)
Image labelling test (50 minutes) (10%)
Anatomy test (1 hour) (10%)
Case study presentation (1,000 words report) (10%)
Image labelling computer (1.5 hours) (20%)

Hurdle: All elements of assessments must be passed to pass the unit.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Level 1 of BRadMedImag course.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (Day)
Coordinator(s)Dr Matthew Dimmock and Ms Ruth Druva

Synopsis

This 3rd year Unit expands upon the knowledge, skills and judgment acquired in year's one and two of the Course through more in-depth study of five themes that are relevant to radiographic practice.

Theme 1: Sonographic Practice and Science
Sonographic anatomy and pathology of abdominal organs and related structures. Scanning techniques including Doppler ultrasound for the sonographic visualisation of abdominal organs and related structures. Ultrasound artefacts and the bio-effects and bio-hazards of diagnostic ultrasound.

Theme 2: Radiographic Practice
Ongoing development in general radiography examinations and professional communication to the level of competent practice. The application and impact of ethics, registration and legal principles to radiographic practice.

Theme 3: Breast Imaging
The scientific principles of breast imaging, instrumentation, positioning methods and radiation protection. Principles of breast ultrasound and localisation techniques.

Theme 4: Research and Dosimetric Techniques
Scientific principles of radiation dosimetry. Calculating the biological effects of ionising radiation. Applications of dosimetry in radiographic practice. Handling quantitative and qualitative data. Using statistical analyses to understand the relevance of data handling and research to radiographic practice.

Theme 5: MRI Practice
Contraindications for MRI, emergency situations and screening methods. MRI imaging sequences and methods for MRI examinations of the upper abdomen, pelvis and breast.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Perform and evaluate correct patient preparation and sonographic imaging methods employed in examinations of the upper abdomen.
  2. Identify and interpret normal structures, function and common pathological appearances of abdominal structures in ultrasound images.
  3. Describe the function, application and potential pitfalls of ultrasound instrumentation used in abdominal ultrasound scanning.
  4. Explain the role of the radiographer in respect to the safe application of MRI imaging techniques to patients presenting for examination of the upper abdomen, pelvis and breast.
  5. Correlate the appropriate MRI imaging sequence with the clinical indications for the upper abdomen, pelvis and breast.
  6. Apply advanced radiographic techniques and radiation protection strategies within an ethical and appropriate medio-legal framework in the clinical context.
  7. Critically evaluate the biological effects of ultrasound and ionising radiation, radiosensitivity of specific organ systems and describe the relevant theories of radiation damage and repair mechanisms.
  8. Collect data using quantitative and qualitative methodologies, perform basic statistical or thematic analyses and evaluate results in the context of radiographic practice including radiation dosimetry calculations.
  9. Synthesize and apply information regarding the instrumentation, quality assurance techniques, relevant protocols and methods employed in breast imaging including medical ultrasound.

Fieldwork

Clinical placement: 4 weeks.

Assessment

Ultrasound written examination (120 minutes) (20%)
Mammography & dosimetry written examination (60 minutes) (15%)
MRI image analysis online examination (30 minutes) (10%)
MRI clinical case assignment delivered via the online iSAP program (integrating Science with Practice) (2,000 words) (10%)
Ultrasound skills assessment (20 minutes) (5%)
2 x Written data analysis reports (500 words each) (5% each) (10%)
Clinical learning portfolio (4,000 words) (20%)
Medico-legal professional journal (2,000 words) (10%)

Workload requirements

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 Moodle.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1 and 2 of BRadMedImag course, RAD3051 and RAD3061.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Dr Matthew Dimmock and Ms Ruth Druva

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

Upon successful completion of this unit, students should be able to:

  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

Written examination (3 hours) (40%)
MCQ CT postclinical exam (1 hour) (5%)
Online tests (20 minutes) (Hurdle) and Radiographic image evaluation exam (1 hour) (10%)
2 x SOLAR assignments (1,000 words each) (10%)
Clinical learning portfolio (25%)
Evidence based assignment (2,000 words) (10%)

Hurdle: All elements of assessment must be passed to pass the unit.

Workload requirements

5 x 1 hour Lectures, 2 x 1 hour Tutorials, 5 hours Online (Moodle) study periods, 5 academic hours per week spent in clinical practice.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1 and 2 of BRadMedImag course.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Coordinator(s)Mr Paul Lombardo

Synopsis

This unit delivers theoretical and practical knowledge in abdominal ultrasound that also forms a foundation for subsequent ultrasound studies in RAD3042 and RAD4080. The unit introduces the student to the requisite knowledge required to perform an ultrasound examination of abdominal organs, including the physics of ultrasound and instrumentation, sonographic anatomy and pathophysiology, scanning principles and practice. Students will participate in the scanning of models under supervision to enable them to apply these principles and develop basic practical skills in a simulated clinical environment.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the function, application and potential pitfalls of ultrasound instrumentation used in abdominal ultrasound scanning, including B- mode, spectral Doppler and imaging artefacts.
  2. Discuss the likely bio-effects and bio-hazards of diagnostic ultrasound.
  3. Describe patient preparation and sonographic imaging methods employed in ultrasound examinations of the upper abdomen.
  4. Recognise and describe normal structures, function and common pathological appearances of abdominal structures in ultrasound images.
  5. Demonstrate the integration of theoretical knowledge of anatomy, physiology and ultrasound instrumentation in abdominal ultrasound scanning to a beginner sonographer level.

Assessment

Exam (3 hours) (60%)
Imaging essay (1,500 words) (15%)
SOLAR case study (15%)
Ultrasound skills assessment (10%)

Hurdle:
Attendance at practical sessions
Must pass all elements of assessment to pass the unit.

Workload requirements

Blended learning approach including a combination of online learning material, face-to-face lectures and practical sessions.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1 and 2 of BRadMedImag course.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Second semester 2015 (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

Upon successful completion of this unit, students should 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

Exam (3 hours) (60%)
Assignments (2,500 words) (20%)
Mid-semester exam (1 hour) (20%)

Workload requirements

3 hours of lectures, 1 hour tutorial and 2 hours of Laboratory per week for a 12 week semester plus one week for revision.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1 and 2 of BradMedImag, RAD3051 and RAD3061.

Co-requisites


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton Full year (extended) 2015 (Day)
Clayton Second semester to First semester 2015 (Day)
Coordinator(s)Ms Ruth Druva

Quota applies

Enrolment in Second semester to First semester (Day) offering is only available to international students with permission of the Department of Medical Imaging and Radiation Sciences.

Synopsis

Students enrolled in the Bachelor of Radiography and Medical Imaging must complete the placement in order to satisfy the professional requirements that a period of supervised practice be completed prior to graduation and application for registration issued by the Medical Radiation Practice Board of Australia.

Fieldwork

Clinical placement: 24 weeks.

Assessment

Work based performance appraisal at weeks 12 and 24.

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1, 2 and 3 of the BradMedImag.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Full year 2015 (Day)
Coordinator(s)Associate Professor Michal Schneider

Quota applies

Enrolment in Semester 1 or Semester 2 offerings are only available to international students with permission of the Department of Medical Imaging and Radiation Sciences.

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 article, poster and oral presentation will be undertaken.

Outcomes

Upon successful completion of this unit, students should 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 literature review and 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 in the format of a journal article;
  7. Communicate the findings of the research project via an oral presentation and poster.

Assessment

Literature review (5,000 words) (15%)
Research proposal (1,500 words) (10%)
Final report (10,000 words) (55%)
Oral presentation (10 mins) (10%)
Poster (10%)

Hurdle:
Research diary
All elements of assessment must be passed to pass the unit.

Workload requirements

A blended learning approach comprising a combination of online, face-to-face and self-directed learning.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1, 2 and 3 of the BRadMedImag.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Full year 2015 (Day)
Coordinator(s)A/Prof Michal Schneider

Quota applies

Enrolment in Semester 1 or Semester 2 offerings are only available to international students with permission of the Department of Medical Imaging and Radiation Sciences.

Synopsis

Element one provides students with the opportunity to undertake directed in depth study in one of the following specialities: medical ultrasound, advanced multislice CT, advanced paediatric imaging or professional education and leadership.

Element two builds upon the foundation established in earlier years of the course and examines in greater depth the scientific method and the various research designs available to clinicians seeking answers to health related questions. This element will equip students with the capacity to differentiate between quantitative and qualitative research methods, evaluate the veracity of research claims, understand current trends in research in medical imaging and their implications for evidence based health care.

Element three provides students with the opportunity to apply the knowledge developed in element two and complete a critical analysis of a specified topic either directly related to the speciality addressed in element one or to another broader aspect of modern medical imaging. Students will learn how to communicate effectively using written and oral communication through the creation of a written report and a formal oral presentation.

Outcomes

Upon successful completion of this unit, students should be able to:

  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

Literature review (5,000 words) (35%)
Exam (2.5 hours) (20%)
Research methods assignment (1 hour) (10%)
2 x Stream-specific assignments (1,500 words each) (20%)
Oral presentation (10 minutes) (15%)

Workload requirements

5 x 2 hour Lectures; 2 x 2 hour face to face tutorials with the designated literature review supervisor; 6 x 2 hours engagement with on line 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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1, 2 and 3 of the BRadMedImag.

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Medical Imaging and Radiation Sciences
OfferedClayton First semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Full year 2015 (Day)
Coordinator(s)Mrs Imelda Williams

Quota applies

Enrolment in Semester 1 or Semester 2 offerings are only available to international students with permission of the Department of Medical Imaging and Radiation Sciences.

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

Upon successful completion of this unit, students should be able to:

  1. comprehensively and critically describe the physical principles involved in multislice CT imaging including volume imaging, multimodal imaging and cardiac imaging;
  2. implement multislice CT imaging methods and protocols and related interventional procedures including dose reduction strategies in a problem-solving capacity across a diverse range of clinical settings and patients;
  3. 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, whilst being cognisant of safety issues including the use of contrast agents;
  4. correlate the appropriate MRI imaging sequence with the clinical indications for the brain, spine and joints of the upper and lower limbs;
  5. recognise and describe the CT and MRI appearance of a range of anatomical structures and pathologies so the technical quality of clinical images may be evaluated;
  6. explain the use of quality assurance measures relevant to multislice CT and MRI;
  7. critically apply the knowledge of psychophysics of vision to patterns seen in radiographic images of the skeleton, chest and abdomen;
  8. synergise image appearances and health assessments using appropriate terminology and critically evaluate medical images with reference to the clinical presentation and exercise professional judgement in respect to providing an informed comment concerning these images to propose further imaging or appropriate treatment management referral through the use of a radiographer opinion form;
  9. critically reflect upon advanced radiographic practice and identify on-going professional development needs especially in relation to CT and MRI scanning, and advanced radiographic patient management.

Assessment

Written examination including image analysis (CT imaging and methods) (3 hours) (20%)
Written examination including image analysis (MRI imaging and methods) (3 hours) (20%)
General radiography image interpretation examinations (60 minutes each) (20%)
2 x Advanced medical imaging clinical case reports (1,500 words each) (10%)
Evidence based psychophysics essay (1,500 words) (10%)
Clinical portfolio (6,000 words) (20%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Levels 1, 2 and 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health
OfferedMoe First semester 2015 (Online)
Coordinator(s)Mr Hilton Gruis

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

Upon successful completion of this unit, students should 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, family 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

Journal (1,600 words) (30%)
Essay (2,000 words) (30%)
Examination (2 hours) (2,000 words) (40%)
Tutorial attendance and participation (On-campus students: 80% attendance required)

Workload requirements

2 hours lecture/tutorial per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of 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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health
OfferedMoe Second semester 2015 (Online)
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

Upon successful completion of this unit, students should be able to:

  1. Identify some current health issues facing AOD users and AOD service providers in rural areas.
  2. Demonstrate a basic knowledge of interventions to reduce AOD related harm in rural Australia.
  3. Reflect on the ways that some key social factors influence AOD use and service provision in rural areas.
  4. Demonstrate an awareness of some theories about drug use and addiction in rural areas.
  5. 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%)
One short critique (20%)
Essay (40%)

Workload requirements

156 hours; 12 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health
OfferedMoe First semester 2015 (Online)
Peninsula First semester 2015 (Online)
Coordinator(s)Dr Julie Willems

Synopsis

This unit examines health and illness patterns across different communities. Health and illness is examined according to 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 health services in communities in different locations and of various population sizes.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. evaluate the impact of geographic, environmental, social and cultural perspectives on diversity in the community context/setting
  2. explain the nature of geographical classification systems 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 communities of differing sizes and locations.
  6. critically examine the notion of 'Burden of Disease' as it relates to different communities
  7. apply data related to communities' health patterns and needs to critically evaluate the planning and delivery of health services and programs.

Assessment

Participation in on-line discussions (10%)
Community health services profile (40%)
Assignment (50%)

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitSchool of Rural Health
OfferedMoe First semester 2015 (Online)
Coordinator(s)TBA

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

Upon successful completion of this unit, students should 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
  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)

This unit applies to the following area(s) of study

Prerequisites

NUR1401, NUR2104, NUR3104.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Dr Susan Fletcher

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, students should 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

Essay (1,500 words) (30%)
On-campus: Small group in-class presentation (1,000 words) (30%)
Off-campus learning: Small group (5 students) (1,000 words) (30%)
Individual assignment (2,000 words) (40%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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%)
Analysis of a case study (50%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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

Report of student attendance at a Court or Tribunal hearing (2,000 words) (45%)
Assignment (2,500 words) (55%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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

Essay (2,000 words) (40%)
Essay (2,500 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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

Analysing the nature of social welfare practice in the contemporary setting (2,250 words) (50%)
Outlining a vision for future practice (2,250 words) (50%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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

Interview of a community development worker or attendance at a community group meeting or forum (1,000 words) (40%)
Analysis of a contemporary community development project (3,500 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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 written analysis of media coverage of a social policy issue (1,500 words) (40%)
One essay analysing recent developments in a selected area of policy debate in either child welfare or aged care (3,000 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
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:

  • classroom teaching
  • 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.

Fieldwork

Clinical placement: Minimum of three days per week for a total of 320 hours.

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.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
Coordinator(s)Dr Grace Brown

Synopsis

The unit is a structured educational program which provides students with the opportunity to undertake a 14 week field education placement. The placement is undertaken in an organisational or community setting under the supervision of a professional and experienced Social Worker.

Outcomes

The purpose of supervised professional practice is to enable students to operationalise the professional social work role. In doing so, students are expected to be able to conceptualise, articulate and explain the progress they are making in relation to their development of a professional social work identity. Placements provide students with an opportunity to reflect on and apply theory that they learn at University to practice under the supervision of a social worker.

Assessment

While on placement for 70 days, students are required to complete:
Learning agreement and assessment report
Mid placement oral presentation
Case study or report (1,500 words)
Critical learning analysis (1,500 words)

This unit is pass grade only (PGO).

Workload requirements

14 weeks full time placement.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

SWK3240 or SWK3400.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Ms Marija Dragic

Synopsis

This unit offers an overview of the history and contemporary context of social work practice within a framework of understanding the connection between social issues, policy development and strategies for sustainable change at both local and global levels. The unit is underpinned by notions of social justice and human rights and offers a preview of topics that will be studied in greater depth in subsequent units within the course.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the nature of social work in a range of contexts and settings as well as describe contemporary debates about the nature of social work.
  2. Critically analyse the ethical value base of social work with particular reference to human rights and the promotion of social justice.
  3. Critically analyse key global social policy issues including, but not limited to, mass movement of people, climate change, reconstruction, and poverty.
  4. Critically review and analyse contemporary trends in the delivery of social work services.
  5. Articulate the nature of social change and the strategies to achieve this.

Assessment

Major essay (55%)
Written assessment (30%)
In-class presentation/online contribution (15%)

Workload requirements

3 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Dr 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

Upon successful completion of this unit, students should be able to:

  1. articulate the place of research in social work;
  2. understand and articulate the most commonly used research techniques in social work and the skills required to implement them;
  3. demonstrate the ability to critically evaluate existing research literature;
  4. understand and demonstrate the capacity to use common data analysis techniques.

Assessment

Critique of a published research article (750 words) (15%)
Identification of social problem, review of literature and development of a research question (1,500 words) (35%)
Proposed methodology (2,250 words) (50%)

Workload requirements

3 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

The group work aspects of the unit examine the historical aspects of the development of group work including group leadership styles, establishment and termination of groups. The family work aspects consider family work from a variety of theoretical frameworks and make links for the delivery of family work in direct practice in organizational context. Throughout the unit there will be exploration of the ways the various concepts may apply in child welfare or aged care.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Explain the development of family work and group work from a human service perspective and, in particular, the implications of this for work in child welfare or aged care fields;
  2. Understand the diversity present in the definition and understanding of families and groups;
  3. Identify key theories and practice guidelines for working with families and groups;
  4. Critically analyze the strengths and limitations of theoretical approaches for working with families and groups, with particular emphasis on the fields of child welfare and aged care;
  5. Explain a conceptual framework for understanding the key processes involved in family work and group work including beginning, ending and enhancing communication during the helping process; and
  6. Critically review the impact of 'self' on helping processes in family work and groupwork.

Assessment

One group assignment (2,000 words) (40%)
One individual assignment (1,500 words) (40%)
One reflective journal (1,000 words) (20%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

The unit will equip students with basic research techniques, emphasizing how the various quantitative and qualitative methods may be synthesized within one research project and the ways in which data may be analyzed.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the place of research in social welfare practice and in the development of knowledge for social welfare practice;
  2. Discuss the most commonly used techniques in social welfare research and the skills needed to implement them;
  3. Critically evaluate existing research literature; and
  4. Demonstrate the capacity to use common data analysis techniques.

Assessment

One critique of a published research article (750 words) (15%)
Identification of a social problem and review of literature and development of the research question (1,500 words) (35%)
Development of proposed methodology (2,250 words) (50%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit will examine historical and contemporary trends in the definition and understanding of child abuse. The unit will also consider legal and policy frameworks for protecting children and critical practice issues such as risk assessment and risk management.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss historical and contemporary trends in the definition and understanding of child abuse, including the social construction of these phenomena;
  2. Identify the relative strengths and limitations of legal and policy frameworks for the protection of children;
  3. Discuss key practice concepts in ensuring the safety and well-being of children including, but not limited to, risk and need assessments, case management strategies and inter-agency collaboration; and
  4. Critically analyze cross-cultural perspectives on child abuse with particular and specific reference to the needs of indigenous children and their families.

Assessment

Assignment (equivalent 2,000 words) (40%)
Assignment (2,500 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit will focus on developing an understanding of the complexity of risk that is present in many instances and ways to address such risk that takes into account professional skills and the interplay of personal, structural, policy and legal frameworks.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss some of the complexities and challenges of working with clients who present with problems encompassing a number of domains of service delivery;
  2. Critically analyze the interplay of personal and structural characteristics of selected special needs groups including, but not limited to, indigenous children and young people and children and young people with dual diagnoses;
  3. Understand the key features of inter-agency collaboration including its strengths and limitations;
  4. Critically review standards of care provided to children and young people including analysis of issues involved in abuse in care; and
  5. Develop appropriate case plans and care plans to meet criteria concerned with amelioration of risk, client wishes and interests, available resources and policy and legal considerations and constraints.

Assessment

Analysis of a case study (2,000 words) (45%)
Literature review (2,500 words) (55%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit will examine historical and contemporary trends in the definition and understanding of elder abuse. The unit will also consider legal and policy frameworks for protecting older people and critical practice issues such as risk assessment and risk management.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss and historical and contemporary trends in the definition and understanding of elder abuse, including the social construction of these phenomena;
  2. Identify the relative strengths and limitations of legal and policy frameworks for the protection of older people;
  3. Understand key practice concepts in ensuring the safety and well-being of older people including, but not limited to, risk and need assessments, case management strategies and inter-agency collaboration; and
  4. Critically analyze cross-cultural perspectives on aged care with particular and specific reference to the needs of indigenous children and their families.

Assessment

Assignment (equivalent 2,000 words) (40%)
Assignment (2,500 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit will focus on developing an understanding of the complexity of risk and client characteristics that are present in many instances and ways to address such risk that takes into account professional skills and the interplay of personal, structural, policy and legal frameworks.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Discuss the complexities and challenges of working with older clients who present with problems that encompass a number of domains of service delivery;
  2. Critically analyze the interplay of personal and structural characteristics of selected special needs groups within the ageing population;
  3. Understand the key features of inter-agency collaboration including its strengths and limitations with respect to older people;
  4. Critically review standards of care provided to elderly people including analysis of issues involved in abuse in care; and
  5. Develop appropriate care plans and care plans, for older people, to meet criteria concerned with client wishes and interests, available resources and policy and legal considerations and constraints.

Assessment

Analysis of a case study (2,000 words) (45%)
Literature review (2,500 words) (55%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Co-requisites

Prohibitions


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

This unit builds on the theoretical and practice learning gained in SWK2160 as well as from other units in the course. It is expected that students completing this unit will demonstrate a level of skills and knowledge that enables them to be considered beginning social welfare practitioners.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Demonstrate developed engagement, assessment, planning, intervention and evaluation skills required to commence professional practice, with particular reference to child welfare and aged care;
  2. Critically analyze the ways and extent to which theory can be integrated with practice in direct service delivery with particular reference to child welfare and aged care;
  3. Critically and reflectively review their own skills and the role of the social welfare practitioner;
  4. Evaluate the practice of case management; and
  5. Review the principles and practice of multi-disciplinary collaborative work, advocacy and negotiation.

Fieldwork

Clinical placement: Minimum of three days per week for a total of 320 hours.

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-calls 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.

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

SWK2160 and either SWK3320 and SWK3330, or SWK3340 and SWK3350.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

Most social welfare practitioners deliver their services in an organizational setting. In order to work effectively it is important to understand organizational processes and the ways these may impact on practice. This unit studies organizational theory and structure and research knowledge about organizations as the basis for assessing social welfare organizations. The unit will have a focus on child welfare and aged care organizations.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe the nature and special attributes of human service organizations, with particular reference to child welfare and aged care;
  2. Review the major theories of organizations and apply these analyses to how human services organizations operate and how they might operate differently with particular reference to child welfare and aged care;
  3. Critically review other important concepts such as organizational structure, the distribution of power, and formalization and centralization and how these attributes affect the operation of human service organizations;
  4. Apply the key concepts on program planning and evaluation and have beginning skills in planning and evaluation; and
  5. Apply key principles concerned with planning and carrying out of organizational change.

Assessment

One essay (1,500 words) (40%)
One major essay (3,000 words) (60%)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

On the basis that the young and the elderly are particularly vulnerable to such global trends some topics in this unit will be delivered jointly with students undertaking SWK3390. The unit will explore global issues relating to child welfare, including, but not limited to, child labour, child sex trafficking, the role of children in armed conflict and international adoption.

Outcomes

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

  1. Critically review contemporary debates in globalization and their implications for professional practice in the child welfare context;
  2. Discuss critical global issues that affect practice in the child welfare sector including, but not limited to, global poverty, climate change, the gendered construction of roles in society, and mass movement of people;
  3. Identify issues relating to children including, but not limited to, child labour, child sex trafficking, international adoption, and the role of children in armed conflict; and
  4. Develop skills in researching global issues about which there may be limited local knowledge and critically review how such issues may influence local practice.

Assessment

One hurdle assignment (500 words)
Two assignments (2,000 words each) (50% each)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Bachelor of Social Welfare students - SWK3320 and SWK3330.
Bachelor of Health Promotion students - SWK2120. Consult with Bachelor of Health Promotion course coordinator and then contact the Faculty of Medicine, Nursing and Health Sciences at Berwick campus to enrol.

Prohibitions

Bachelor of Social Welfare students cannot complete SWK3340, SWK3350 and SWK3390.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedNot offered in 2015
Coordinator(s)Dr Kerry Brydon

Synopsis

On the basis that the young and the elderly are particularly vulnerable to such global trends some topics in this unit will be delivered jointly with students undertaking SWK3380. The unit will explore global issues relating to aged care, including, but not limited to, cross-cultural approaches to aging, implications of movement of people to urban areas, and the implications of the movement of people across borders for employment.

Outcomes

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

  1. Review contemporary debates in globalization and their implications for professional practice in the aged care context.
  2. Discuss critical global issues that affect practice in the aged care sector including, but not limited to, global poverty, climate change, the gendered construction of roles in society, and mass movement of people.
  3. Identify issues relating to older people including, but not limited to, cross-cultural approaches to aging, implications of movement of people to urban areas, and the implications of the movement of people across borders for employment.
  4. Develop skills in researching global issues about which there may be limited local knowledge and critically review how such issues may influence local practice.

Assessment

One hurdle assignment (500 words)
Two assignments (2,000 words each) (50% each)

Workload requirements

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.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

Bachelor of Social Welfare students - SWK3340 and SWK3350.
Bachelor of Health Promotion students - SWK2120. Consult with the Bachelor of Health Promotion course coordinator and then contact the Faculty of Medicine, Nursing and Health Sciences Berwick campus to enrol.

Prohibitions

Students in the Bachelor of Social Welfare cannot complete SWK3320, SWK3330 and SWK3380.


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
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

Upon successful 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

Critical reflection on the life-span (1,000 words)
Case study analysis that asks student to apply the theoretical knowledge learned to a typical social work client situation (2,000 words)
A biopsychosocial assessment of a child, adolescent or adult (2,000 words)
Completion of a role play assessment activity (1,000 words)

Workload requirements

On-campus students will attend five hours of face to face contact per week that will include three hours of lecturers and two hours of tutorials. Fours hours will be spent on online activities and eleven hours will be spent on private study.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Off-campus students participate in 20 hours residential workshops, four hours per week on online activities and 18 hours per week on private study. Off-campus students are required to attend a compulsory on-campus workshop for successful completion of this unit, where social work practice skills will be facilitated and practiced. Mandatory attendance is required by off-campus students for a 3 day workshop which is held at the Caulfield campus in the first week of June.

This unit applies to the following area(s) of study

Prohibitions

SWK3240.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
Coordinator(s)Associate Professor Philip Mendes

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

Upon successful completion of this unit, students should be able to:

  1. understand and evaluate different perspectives on the nature of community;
  2. understand and evaluate the different models of community work, their ideological bases and the skills they involve;
  3. apply this knowledge to the practice of community work within social work setting.

Assessment

Interview with community development worker (1,000 words) (30%)
Essay (3,500 words) (70%)

Chief examiner(s)

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 September.

This unit applies to the following area(s) of study

Prerequisites

SWK3240 or SWK3400.

Prohibitions

SWK4410.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
Coordinator(s)Dr Susan Fletcher

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. The human services sector is expanding in the numbers of its component organisations, both governmental and non-governmental, and in the size and complexity of the component parts. Leadership of social change and social justice in the human services is now at a premium, having been given little attention in the past or currently. Little is known of leadership requirements in this sector particularly as contrasted with other service sectors. 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 other notions of leadership in social work - leadership through research, advocacy and community action.

Subsequently, theories of leadership will be placed against the experiences and views of current social work leaders in this sector, who will be active participants in this unit, so that students gain some understanding of what leadership comprises, what priority actual leaders place on the various aspects of leadership, and what research and theory underpins actual leadership in the policy development, planning and delivery of social services today.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Describe leadership within a professional social work framework through analysis of historical and current leadership examples from the human services sector
  2. Critically analyse theories of leadership for the human services in Australia.
  3. Contrast leadership theories with selected leaders' experiences and identify and analyse the differences.
  4. Articulate where leadership opportunities and responsibilities exist within the human services sector.
  5. Identify the components of leadership in the human-services sector and the distinguishing features of leadership in the human services field.

Assessment

A critical analysis of contemporary leadership theories in the light of presentations in the classroom and conveyed online, from social work leaders during the unit (2,000 words) (40%)
An assessment of their own actual and potential contribution to social work leadership, based on critical reflection on practice experience, current data on leadership in a specific field of practice and analysis of relevant literature (2,500 words) (60%).

Students must pass both assessment tasks in order to complete the unit successfully.

Workload requirements

3 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Caulfield Full year 2015 (Day)
Caulfield Full year 2015 (Off-campus)
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

Upon successful completion of this unit, students should be able to:

  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)

Off-campus attendance requirements

OCDL students are required to attend at least one on campus workshop.

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
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

Upon successful completion of this unit, students should 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

Presentation (Students are required to give an oral presentation of their project (in class, or online for distance students) (Hurdle)
Written presentation of the study's findings and discussion of these in the context of prior research (Results and discussion) (100%)

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

SWK4001. Social Work units are available only within the context of the Bachelor of Social Work degree, or with permission.

Co-requisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
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

Upon successful completion of this unit, students should 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)

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Dr Bernadette Saunders

Synopsis

This unit introduces students to the history and evolution of the international human rights regime, current debates about human rights locally, nationally and internationally, as well as ethical codes and decision-making processes as they apply to social work practice. The unit provides opportunities for students to explore the foundations of the Australian legal system in a human rights framework and the legal contexts within which social workers practice. The unit addresses concepts of moral philosophy underpinning the AASW Code of Ethics and explores the foundations of ethical decision-making. In line with Monash University's commitment to human rights and social justice, the unit has an overarching human rights approach, within which legal and ethical practice occurs.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Utilize a human rights framework in a social work practice situation
  2. Describe the history and current context of the international human rights regime
  3. Demonstrate a beginning knowledge of local, national and international legal systems and how they interface with social work practice
  4. Access and consider the implications of legislation relevant to social work practice
  5. Implement a process of ethical decision-making, making use of the AASW Code of Ethics and other relevant tools
  6. Analyse ethical and legal issues relevant to social work practice
  7. Reflect critically on their approach to human rights and ethical issues
  8. Write required reports on human rights, ethics and legal issues.

Assessment

On-campus students - attendance/participation in seminars/tutorials (10%)
Off-campus students - participation in on-line discussion/commentary (10%)
Court/tribunal related short answer questions and/or report (1,500 words) (40%)
A structured written commentary on a human rights, legal and ethical issue or case study (2,000 words) (50%)

Workload requirements

The unit runs for 12 weeks. On-campus students attend a 3 hour seminar/tutorial.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Students are required to observe at least one court or tribunal hearing.

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Professor Christopher Trotter

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

Upon successful completion of this unit, students should 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 (1,500 words) (40%)
Assignment 2 (3,000 words) (60%)

Workload requirements

On campus students will be required to attend a 2 hour lecture per week and undertake 10 hours of private research and study.

See also Unit timetable information

Chief examiner(s)

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.

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Professor Christopher Trotter

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 situations.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. Critically reflect on their own values and how this impacts on social work practice
  2. Articulate the depth and complexity of use of self in professional practice
  3. Identify complexity in areas such as but not limited to ageing, cultural and linguistic diversity, class, family dysfunction, violence, poverty and disability
  4. Respond to the complexity of diversity in social work practice based on an understanding of theoretical approaches and models of practice
  5. Develop frameworks for dealing with complexity in social work and the ability to develop appropriate strategies and interventions.

Assessment

Oral presentation (70%)
Written paper (This can either be a formal written essay (1,000 words) or a PowerPoint presentation (10 slides)) (30%)

Workload requirements

2 hour weekly lecture.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Dr Deborah Western

Synopsis

This unit requires students to work in groups, develop a relationship with a community organisation and develop a group based project. 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, group leadership and facilitation and managing group dynamics. Students will also learn to establish and negotiate relationships with organisational 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

Upon successful completion of this unit, students should be able to:

  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 community group or organisation 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

Group project report (1,500 words) (30%)
Group presentation (15%)
Critical reflection and analysis essay (2,500 words) (55%)

Students must pass critical reflection and analysis essay in order to pass the unit.

Workload requirements

The unit runs for 12 weeks. Students are expected to undertake 144 hours of study per semester. Students are expected to use their study time to attend on-campus lectures and workshops, undertake include set readings for each topic and complete the assessment tasks.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Mandatory attendance is required by off-campus students for a 2 day workshop which is held at the Caulfield campus during the semester break (date to be advised at the beginning of semester one).

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
Coordinator(s)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

Upon successful completion of this unit, students should 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

Literature review (1,500 words) (25%)
Case study (1,500 words) (25%)
Essay (3,000 words) (50%)
Reflective Journal (3,000 words) (Pass Only)

Students must pass all assessment tasks to successfully complete the unit.

Workload requirements

The unit runs for 8 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.

See also Unit timetable information

Chief examiner(s)

Dr Melissa Petrakis and Associate Professor Rosemary Sheehan

Off-campus attendance requirements

Mandatory attendance is required by off-campus students for a 3 day workshop which is held at the Caulfield campus in September.

This unit applies to the following area(s) of study

Prerequisites

SWK3240 or SWK3400.

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Associate Professor Philip Mendes

Synopsis

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

Upon successful completion of this unit, students should be able to:

  1. Describe the meaning and nature of social policy, from different theoretical and practical points of view;
  2. Describe the key trends and philosophies underlying the positions of major political parties;
  3. 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;
  4. Describe the impact of social structure and social policy on welfare service users;
  5. 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";
  6. Debate marxist, feminist, neoliberal and other ideological critiques of the welfare state, and their implications for particular policy areas;
  7. Critique the roles, strategies, and effectiveness of a range of NGO and consumer advocacy/lobby groups in social policy debates;
  8. Articulate the link between local and global welfare trends.

Assessment

Essay (1,250 words) (25%)
Essay (3,250 words) (75%)

Workload requirements

2 hours per week.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield First semester 2015 (Day)
Caulfield First semester 2015 (Off-campus)
Coordinator(s)Associate Professor 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

Upon successful completion of this unit, students should be able to:

  1. Describe the meaning and nature of social policy, from different theoretical and practical points of view;
  2. Describe the key trends and philosophies underlying the positions of major political parties;
  3. 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;
  4. Describe the impact of social structure and social policy on welfare service users;
  5. 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";
  6. Debate marxist, feminist, neoliberal and other ideological critiques of the welfare state, and their implications for particular policy areas;
  7. Critique the roles, strategies, and effectiveness of a range of NGO and consumer advocacy/lobby groups in social policy debates;
  8. Articulate the link between local and global welfare trends.

Assessment

Oral presentation (70%)
Written paper outlining the oral presentation (This can either be a formal written essay (1,000 words) or a PowerPoint presentation (10 slides)) (30%)

Workload requirements

12 hours per week.

See also Unit timetable information

Chief examiner(s)

Off-campus attendance requirements

Two hour weekly lecture.

This unit applies to the following area(s) of study

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


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.

LevelUndergraduate
FacultyFaculty of Medicine, Nursing and Health Sciences
Organisational UnitDepartment of Social Work
OfferedCaulfield Second semester 2015 (Day)
Caulfield Second semester 2015 (Off-campus)
Coordinator(s)Dr Grace Brown

Synopsis

The unit is a structured educational program which provides students with the opportunity to undertake a 14 week field education placement. The placement is undertaken in an organisational or community setting under the supervision of a professional and experienced Social Worker.

Outcomes

This is the final opportunity for Supervised Professional Practice before qualifying as a social worker. The expectation is that students will refine, expand and consolidate the competency that they achieved in their first placement and that by completion of final placement will be able to practise as an independent, responsible and reflective Social Work practitioner.

Assessment

While on placement for 70 days, students are required to complete:
Learning agreement and assessment report
Mid placement oral presentation
Case study or report (1,500 words)
Critical learning analysis (1,500 words)

This unit is pass grade only (PGO).

Workload requirements

14 weeks full time placement.

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study

Prerequisites

SWK3180 or SWK3240.

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