Monash University Handbook 2015 Undergraduate - Units

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

On successful completion of this unit, students will:

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

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

4. acquired experience in a variety of laboratory-based research paradigms and demonstrated a satisfactory level of competence in obtaining and interpreting scientific data and its presentation in written reports;
5. acquired skills and experience in electronic data acquisition and the presentation of reports using modern techniques of information technology; and
6. developed experience in self-directed group work and the instruction of others.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.