Our study abroad and exchange program offers units from a wide range of allied health disciplines that are professionally recognised in Australia. We have partnerships with governments, health organisations and communities to offer real-world clinical and practical training. Study in multi-million-dollar facilities and simulation centres to hone your skills before placements.
Units you can study
Additional course costs
Practical off-campus placements may have some additional compulsory course costs, including vaccinations, uniforms, health tests and courses, equipment, travel and accommodation.
We can package our professional experience units to make your applying process easier. We consider applications for nursing clinical placement units on a case-by-case basis. Approval may depend on your study load.
You can find out more information about the professional experience packages available to you by contacting firstname.lastname@example.org
All students can study these units, regardless of your academic background. These units will be approved on your QUT study plan after you apply.
As part of your foundational level studies and training in disciplines related to biomedical and health sciences, you need to develop knowledge and comprehension of biochemistry in order to describe and explain the biomolecular composition of cells that constitute living systems, such as the human body, the structural nature of biomolecules, and the functions of biomolecules in essential life processes.
Medical laboratory scientists work in clinical diagnostic pathology, performing laboratory based tests on tissue(s) or bodily fluids e.g. tissue biopsies, blood or urine. These assist medical practitioners and allied healthcare workers in the diagnosis of disease, management of patient care and ongoing research into disease. Up to 70% of medical treatments are based on a pathology diagnosis. This first year unit introduces you to the profession of medical laboratory science, the clinical practice of diagnostic pathology and your LS47 course. In a case-study scenario, you will learn and apply laboratory skills required to practice in clinical pathology. You will also be introduced to personal and academic support resources to support transition into first year and the rest of your course at QUT, and academic skills including information literacy and digital technologies.
Cell and molecular biology is an exciting, rapidly evolving, and major field in biomedical disciplines and this unit will expose you to modern examples of applications of cell and molecular biology in medical and research settings. There will be an emphasis on the development of practical skills and knowledge that will support your learning of fundamental concepts. A basic understanding of cell and molecular biology is required for further study in many areas, including the study of clinical sciences, biochemistry, and human physiology. Importantly, this unit will provide you with a strong foundation of knowledge regarding cells, their structures and functions that is applicable to many professional disciplines, including pharmacy, podiatry, optometry, nutrition and dietetics, business, law, humanities, and creative industries.
This introductory unit will provide the foundational knowledge and skills required to equip students for further studies in biomedical sciences. The unit aims to develop an understanding of the importance of biomedical science and an appreciation of career opportunities for biomedical scientists. You will also obtain insight into the importance of academic integrity and ethics (as these relate to biomedical science) and commence your development of key academic competencies such as learning skills, scientitific literacy and scientific communication. This unit will also provide you with an overview of cultural diversity as well as an introduction to Aboriginal and Torres Strait Islander knowledges, experiences and perspectives.
Anatomy, derived from the Greek language and translated literally to mean ‘to cut up’, is the science of morphology or structure of an organism and its various parts. Study of human systematic anatomy requires the identification and description of biological structures of the human body through an investigation of functional organ systems, such as the cardiovascular, nervous, digestive and skeletal systems. This unit will introduce anatomy as a language enabling health professionals, scientists and engineers to effectively communicate with each other through the application of appropriate anatomical terminology to a range of audiences. This introductory unit provides appropriate foundational knowledge and practical skills in anatomy for students enrolled in health, science or engineering courses through the investigation of organ structure using macroscopic and microscopic anatomy. It is an essential prerequisite for further study in anatomical sciences and health.
Infectious agents continue to be an important cause of human morbidity and mortality in the healthcare system, while also posing an occupational risk for healthcare professionals. In your clinical practice as a healthcare professional, a broad knowledge and understanding of infectious diseases is fundamental to developing strategies to reduce the risk of transmission and infection-associated sequelae in the community and in healthcare facilities through prevention, control and treatment of infectious diseases. This introductory unit provides you with foundational knowledge on the range of infectious agents affecting human health and disease, alongside the methods used to limit the growth and transmission of microbial pathogens. This foundational knowledge underpins the practical experience you will gain in dealing with infectious agents in your subsequent clinical practice units of your degree.
This unit reinforces fundamental assumed knowledge of anatomy and physiology and introduces the study of human disease processes or pathophysiology. General concepts underlying human diseases as well as disorders relating to organ systems will be studied and the major diseases affecting Australians, in particular those identified as contributing significantly to disability and death in Australia by the National Health Priority Areas, will be addressed. The ability to understand and interpret the pathophysiology underpinning clinical contexts and to communicate this information using appropriate medical terminology are essential requirements for all students undertaking allied health courses and prepares them for professional practice.
A strong background in human body structure (anatomy) and function (physiology) is essential for students in professional health courses. In this introductory unit you will be provided with opportunities to investigate both theoretical and practical aspects of gross, systematic and microscopic anatomy. You will also review general physiological principles such as homeostasis and investigate how all the organ systems of the body contribute to it. Knowledge and practical skills acquired in this foundational unit will allow you to engage with more advanced studies in regional anatomy, pathophysiology and imaging diagnostics.
A strong foundation in physiology is essential for all allied health professionals and biomedical and exercise scientists. Human physiology is the study of the function of the human body and how it adapts to changes in the internal and external environment and exercise. In this first year foundational unit you will be introduced to the principles of physiology, the major physiological systems and how they relate to each other. This requires an understanding of the endocrine and neurological control systems. You will gain skills in physiological measurement, data analysis and interpretation and an introduction to clinical physiology skills.
Nutrition forms the focus of many health initiatives. Reducing the burden of poor nutrition has the potential to produce major change in the health status of Australians. This introductory unit provides you with foundation skills and knowledge of food and nutrition systems, food constituents, energy balance, changing nutritional requirements throughout the life course, and the application of dietary assessment methodologies and food selection guides to maintain and improve health at the individual and population level. In this unit you will develop your skills to critique common food fads and myths in nutrition, as well as introductory skills in reflection and foundations for inter-professional practice. The skills in searching and appraising scientific literature, which are introduced in this unit, are critical to establishing your academic writing and research literacy skills to the expected tertiary level.
This introductory unit explores the scope of practice of an exercise scientist, sports scientist and clinical exercise physiologist and how these relate to other professions. It also introduces the professional skill competencies essential to practice. You will envision potential career pathways, develop the skills and competencies required for practice and begin to develop essential communication skills for both academic and professional context. This unit also explores how research informs evidence based practice. The foundation understanding and basic skill development will provide the basis for learning more advanced knowledge and competencies as the course progresses.
As the prevalence of many chronic diseases is increasing in Australia, prevention of these diseases is a major health priority of Australian state and territory governments. This unit promotes understanding, measurement and promotion of physical activity for improved health outcomes, with a focus on individual, community and population level health determinants. Awareness of health status, factors influencing health and their impact, is an essential foundation for future work of health professionals. This important prospective work will provide the rationale and knowledge for the importance of maintaining and promoting a physically active lifestyle.
This unit introduces students to the notion of integrating of Health and Physical Education into other key learning areas in the Australian Curriculum. Students learn the connection between physical activity and health and how physical activity contributes to the the developmental needs of children. Additionally, students will be exposed to the skills and knowledge required to plan and deliver safe learning in an open environment. Topics include Australian Curriculum; Health and Physical Education F-10; Fundamental Movement Skills; Executive Function Skills; Functional Movement of Children; HPE Pedagogies; Connecting principles of the health and physical education years 1-10 syllabus; motor skill development and ability related expectations for teaching HPE; classroom management and safety issues
The dynamic health status of children and adolescents is influenced by a range of health determinants. Knowledge of health issues and the underlying factors involved may be beneficial for any person required to work with children and adolescents, including teachers and health professionals. Understanding factors that impact on the health and wellbeing of children and adolescents is necessary for facilitating the holistic development of children and adolescents. You will be encouraged to explore health issues from a contextualised position, for the purpose of developing greater awareness of measures that can be undertaken to promote the health and wellbeing of children and adolescents.
The unit offers the opportunity to study, explore and understand a range of qualitative research methodologies and methods. In so doing, the unit exposes students to a knowledge base that may inform post graduate qualitative research. It encourages students to question and contest knowledge and to constructively defend points of view. Key principals, concepts and skills will be developed to inform qualitative research across a range of disciplines and contexts. The dominance of the positivist or natural science approach in health research has come into question because of its singular emphasis on producing 'objective' truths. In response, it is argued that culture, power and ideology must be understood as integral components of any research. Qualitative inquiry, in all its forms, is underpinned by the assumption that the social world can only be interpreted.
As healthcare providers, nurses need knowledge, skills, and attributes to implement culturally safe, person-centred, inclusive care for people from all backgrounds across the lifespan. To meet regulatory requirements, ethical, professional, and quality standards, this foundational unit introduces cultural safety as a model underpinning professional nursing practice. Nursing practice maintains national and public safety, so requires a sound understanding of National Health Priority Areas and the expectations of consumers, employers, the profession, and the wider community. Knowledge of the impact of our own cultures and those of professions and systems is essential to provide inclusive nursing care that is respectful and compassionate, free of racism, stigma, and other forms of discrimination across all practice settings. This unit introduces social determinants of health that underpin cultural safety, societal responses to diversity and the impacts of these responses on health.
An understanding of the social determinants of health and the impact of historical and contemporary policy and practice influencing the health and well-being of Aboriginal peoples and Torres Strait Islanders is essential to providing optimal health care. This unit privileges cultural safety as the preferred model to contemporary health care delivery in Australia. It promotes the position of the contemporary health practitioner as a fundamental member of the partnership with the health care recipient, and thus is necessary to enhancing Aboriginal and Torres Strait Islander health and well-being. Cultural safety also makes conspicuous manifestations of racism which impact on Aboriginal and Torres Strait Islander health and well-being. Importantly, a culturally safe approach values the pivotal role of Aboriginal peoples and Torres Strait Islander peoples' self-determination in leading health care advances associated with their own care.
PYB007 is a multidisciplinary unit that introduces you to the clinical communication skills that are the foundation of many allied health work roles. This introductory unit gives you the opportunity to build your knowledge of the factors that contribute towards effective communication and will help you develop core communication skills. These foundation skills will aid with client communication, multidisciplinary team communication, clinical interviews, mediation, and leadership, many of which you will be required to demonstrate later in your course.
Psychology is a broad-ranging and multifaceted discipline which encompasses the scientific study of human behaviour, and the systematic application of knowledge gained from psychological research to a broad range of applied issues. The goal of this foundational unit is to introduce you to major subfields and perspectives in psychology, to develop your understanding of the research methods used in psychological research and to develop your critical thinking skills. This unit provides a strong basis for future learning in the discipline. Topics covered in PYB100 will include child and adult development, social psychology, and an overview of the diagnosis and treatment of mental health problems.
Psychology is the scientific study of behaviour and cognition. This unit is designed to introduce students to the scientific method of research in psychology, research design, and data analysis. The unit includes the following: an overview of the purposes and strategies of research; elementary research design; operationalising variables; descriptive statistics; distributions; measures of central tendency and spread; standard scores and percentiles; understanding relationships between variables through correlation; an introduction to hypothesis-testing procedures using t-tests; qualitative methods.
More than half the population experiences trauma across the lifetime. Trauma is acknowledged as playing a key role in the development of mental and physical health issues. There is an increased understanding and interest in society around the prevalence and impact of trauma including domestic violence, child abuse, sudden bereavement and war. Despite this, most professionals across disciplines including psychology, social work, education and law, receive no systematic training in trauma. This introductory unit provides you with foundational knowledge about the psychology of trauma and vicarious trauma as it applies to people who experience trauma firsthand or those in professions likely to assist people who have experienced trauma. This elective complements learning across disciplines including social work, psychology, law, education and nursing. The unit is linked to core psychology units PYB100 and PYB102 and is linked to PYB304 regarding neurobiological aspects of trauma.
This unit takes a holistic perspective to engage you in exploring the historical, socio-cultural, political and cultural beliefs that influence Indigenous health and well-being in Australia today. You will be supported to develop your skills, knowledge and understanding of Indigenous health and well-being utilising a population health approach to addressing health disparities and applying evidence based care within the framework of the social determinants of health.
A well-developed knowledge of medical terminology is required by all health professionals to facilitate effective communication between clinical groups. To be able to accurately interpret health records, reports and other health related information and to communicate with clinical staff, a Health Information Manager requires a high level of competence in medical terminology. This competency will then be applied to the development of a detailed knowledge of the clinical science of anatomy and physiology. This consolidated knowledge is essential for the development of future skills in the classification of diseases and procedures using ICD-10-AM/ACHI/ACS, the uses of clinical data for funding, management and research and its use for health care evaluation.
This unit is relevant for students in various professional roles including public health, clinical care and health service management. The unit is designed to give a broad overview of the system of health care in Australia and its operation. This knowledge is essential for anyone who is seeking to achieve the best outcomes for patients and the broader community.
This unit introduces you to the concepts and methods that underpin decisions about resourcing and managing health budgets. It covers topics at the system, organisation and departmental levels. An understanding of financing and resource allocation concepts, planning and resourcing change initiatives will provide you with the knowledge and skills required to effectively manage the resources under your responsibility and to contribute to discussion and debate about health care funding decision making. By the end of the semester, you will be expected to have developed sufficient knowledge and skills to be able to describe and critically evaluate health care financing priorities and systems and make recommendations for their implementation.
This unit gives an introductory overview to public health professionals of the uses and applications of health information in the health industry. Understanding the diversity of health information resources available will assist public health professionals to recognise the potential of health information as a valuable resource. The unit provides context to the quality of health information by providing an understanding of the data quality frameworks, data organisation, data standards and management principles relevant to systems within the health industry.
In this unit we study social and cultural dimensions of the human body, mind, and health. The unit focuses on public health from sociological and anthropological perspectives, with a core emphasis on the ways in which social, cultural, political, and economic systems shape human health behaviours and outcomes. We examine the practical relevance of key social theories in relation to understanding complex phenomena, such as cultural safety, risk-taking behaviours, life-expectancies, and death. We examine links between ethnicity, class, gender, sexuality, geography, and health. The fundamental message is that identifying and addressing social and cultural factors that shape people's experiences of health, illness and health systems is integral to reducing health inequalities, delivering appropriate services and ultimately improving population health outcomes.This is a multidisciplinary and interprofessional unit and welcomes students from a wide range of range of courses.
This introductory unit provides you with foundation knowledge and skills about Public Health principles, scope and practice. You will gain an insight into a range of multidisciplinary approaches which are necessary in addressing the health needs of communities and populations. The unit also provides you with an overview of the conceptual framework that underpins the Bachelor of Public Health (PU52) and its associated double degrees. You will get an understanding of how the core public health skills and principles are linked throughout the course. The other core units you do as part of the Bachelor of Public Health will build on the knowledge and skills gained in this introductory unit.
There is increasing evidence that the integrity of the environments in which we live are under substantial pressure, particularly from the way we live. The end result of such pressure is that the basic and fundamental pre-requisites for human health are threatened. The practice of Environmental Health has always been concerned with the study of the human - environment interface and in particular the quest for developing sustainable environments for health. In recognition of the multi-disciplinary effort required to maintain and sustain such environments, this Unit is relevant to many discipline areas (e.g. public health, environmental science, education, social science, engineering and planning) and provides a valuable insight into the contributions that each discipline can make to establishing sustainable environments for health.
Gender is a powerful determinant of human health globally. Men’s and women’s health are driven strongly by social constructions of gender performance across the life-course. Men live shorter lives, have higher cancer, cardiovascular disease, and higher suicide rates. Women suffer from higher rates of anxiety, depression, eating disorders, dementia, interpersonal violence, rape, and poverty globally. Further, a binary view of gender is no longer considered useful from a public health perspective, as transgender people continue to suffer some of the highest rates of interpersonal violence and suicide globally. This unit will adopt a non-binary, social determinants approach to defining and studying gender from an intersectional perspective. It will deepen student learning about how a focus on gender equity generates improvement in population health globally. This is a multidisciplinary and interprofessional unit and welcomes students from a wide range of range of courses.
Casemix describes the nature of health service outputs or the type of cases treated. In the past, broad patient groups such as medical, obstetric, surgical, outpatients have been used to describe the casemix of a health care facility. However, in recent years Commonwealth and State health authorities have introduced requirements for more detailed casemix reporting, based on demographic and coded clinical data abstracted from medical records and information systems. A Health Information Manager needs to understand how to source, analyse and report on health data to facilitate its use for assessment of activity and for purchasing of services.
Qualitative methods enable researchers to gain knowledge and understanding of people's lived experiences, the meanings they ascribe to them, and to the social context in which they take place. The nature and complexity of many public health problems require a mix of research methods and the contributions of qualitative inquiry are now well recognised. This unit is an integral component of the public health course because you will learn the skills and knowledge required to appreciate and apply qualitative research in your professional practice. This unit is placed at this point in the course because you acquired in PUB215 a sound knowledge and understanding of the fundamental and complex public health concepts so can now develop specific research knowledge and skills. PUB461 belongs to the suite of four research units available in PU52 and associated degrees.
This unit is designed to provide advanced undergraduate students with an outline of some of the generally accepted processes and procedures for Contract/Project Management, with particular attention to its application to health care delivery in Australia.
As a practitioner working in a variety of health and education settings, you will need to understand and be able to facilitate positive changes in human health behaviour. To bring about changes in individual health behaviours and community action, you need skills in developing health promotion strategies based on theory and evidence. This unit complements studies in health and education courses and prepares you for PUB406 Health Promotion Practice and PUB875 Professional Practice, and subsequently your professional practice.
An understanding of basic statistical concepts and the ability to analyse and interpret quantitative data is an important skill for all graduates in health-related disciplines. Descriptive statistics are required to effectively summarise and communicate important information in data, while inferential statistics enable conclusions to be extended beyond the immediate data. An understanding of the principles underpinning both types of statistical methods is critical not only for the analysis of data, but also for the critical appraisal of health literature. This unit introduces the foundational skills for quantitative research and is a stepping stone into more advanced research methods units.
Environmental health, OHS and environmental management professionals are required to plan, conduct, oversee and/or evaluate risk assessments as part of their work. It is becoming increasingly important for organisations to undertake risk assessments to meet compliance obligations and to work towards longer term health, safety and environmental sustainability goals. This unit explores a range of risk assessment methods available for the assessment of occupational safety, occupational health, environmental management and environmental health risks.
This is a foundational research methods unit which introduces fundamental statistical concepts relevant to describing data and testing scientific hypotheses. An understanding of basic statistical concepts is a fundamental research skill in any scientific or health discipline. Such knowledge is mandatory for critical evaluation of the research literature, for design of efficient research studies, and to inform appropriate interpretation of research results. As such, the concepts taught in this unit are essentail for postgraduate students intending to undertake independent research, and indeed, to any student attempting to critically evaluate research literature. This is an introductory unit and knowledge and skills developed in this unit are relevant to a variety of health disciplines. HLN709 (Advanced Epidemiology and Biostatistics) builds on this unit by extending your knowledge and skills, allowing you to conduct more complex analysis.
Health professionals face a complex and changing health profile locally, nationally, and internationally, and the biomedical model for understanding health problems does not adequately explain these complexities or sufficiently help health professionals successfully intervene to improve the population's health. It is therefore critical for health professionals to reflect upon the social and behavioural factors that influence health and work in partnership to influence these factors. This unit is a foundation unit for graduate public health, environmental health and health safety and environment students, and is taken in the first year of a full-time postgraduate degree. The unit provides postgraduate health students with a population health foundation, and is a building block for postgraduate study in health.
Health system managers require appropriate knowledge, competencies and attitudes to confront the challenges facing the health of modern communities. Acquisition of management competencies can best occur by application of an extensive knowledge of the theoretical principles that underlie organisational behaviour and the systems, structure and processes that characterise modern health services. This unit forms the knowledge and competency basis for health managers and lays the groundwork for more advanced education in the leadership role of health executives.
Technology infrastructure is impacting on the business of delivering health care services. An understanding of information concepts and frameworks for assessing information systems will assist you to realise the potential for using technology to more effectively understand health information as a valuable resource in the health industry. This unit aims to provide you with an understanding of the diversity of health information resources available; the benefits of high-quality and standardised health information; data organisation and management needed within the health industry context.
Quality and risk management are increasingly important areas of focus and activity in the health industry as health service operation and performance is increasingly regulated and monitored by governments and funders. At all levels of the health system, individuals, teams, divisions, organisations, boards and policy makers are expected to contribute to the maintenance of health care quality and safety standards and to participate in the quality improvement of services provided. This unit is the foundation unit in the Quality and Patient Safety major. It introduces students to the concepts, processes and implementation of quality improvement in health services.
This Unit provides an overview of the different law and policy aspects of occupational health and safety at an enterprise level.The Unit focuses on legislative compliance for organisations, the relevant Acts and Regulations, as well as how Policy is used to design implementation and verification strategies. In addition, the Unit has an emphasis on preparing the student with the requirements to appropriately analyse and inform employers within the scope of practice of a senior safety advisor/safety manager.The Unit assessments provide students with the opportunity to apply the knowledge and skills gained in an organisational context. OHS Professionals are expected to appropriately inform an organisation's senior management (Duty Holders) to assist them in exercising their due diligence. The assessments address both strategic analysis of policy and law, as well as application in response to incidents or breaches.
Legal frameworks, such as the Public Health Act 2005, the Environmental Protection Act 1994, the planning legislation, local laws and other State and local legislation, provide the basis for environmental health and environmental management practice. Skills in interpretation and application of legislation, a thorough understanding of environmental health legislation and the prosecution process is vitally important to the practice of an environmental health professional. These legal frameworks have been developed over many years and aim to protect the health of the community. These frameworks encompass scientific principles for the protection of the public's health, but respond to emerging public issues and perspectives. This unit explores legal and legislative issues, public health and environmental health legislation and the legal issues associated with the administration of public health legislation.
Food is a fundamental human need and a prerequisite to good health. Ensuring that the food we eat is safe is a major function of both government and industry. The food sector is one of the largest industries in Australia, with over 20 billion meals provided each year. Even though the food supply in Australia is one of the safest in the world, government data indicates that each year over 5 million cases of gastroenteritis are believed to be caused by contaminated food (most of these being unreported to health authorities). The aim of this unit is to develop a detailed understanding of food contaminants, food safety principles and legislation and their application so that future health professionals are able to identify and implement processes to ensure a safe food supply and prevent food-borne illness in the community. The material in this unit focuses on food safety regulation, but is also relevant to professionals working in the areas of food service management and nutrition.
This is a foundational disaster risk management unit that introduces the core concepts, frameworks and underpinning principles that guide the effective management of emergencies, and man-made, weather and climate-related disasters and health impacts. This introductory unit explores the types, nature and impact of disasters and emergencies on communities in local, national and international contexts, and the range and role of national and international agencies working in emergency and disaster risk management. It provides a preliminary pathway to work on disaster risk management. Upon completion of this unit you will have a greater understanding of the disaster risk management and emergency industry and the career and voluntary opportunities within the sector.
This unit addresses the key concepts and skills related to inclusive disaster response and recovery in local, national and international contexts. It examines and provides students practice in the real-world processes of responding to and providing inclusive relief to communities due to human-made, technological, weather and climate-related disasters, and providing an enabling environment for affected individuals, communities and broader society to recover from and strengthen inclusive and sustainable resilience to the physical, social, environmental and economic impacts of future emergency and disaster events. Upon completion of this unit you will have a greater understanding of how to implement a disaster inclusive response and develop funding proposals.
A pollutant is defined as 'a particular chemical or form of energy that can adversely affect the health, survival, or activities of humans or other living organisms' (Miller 2000). Pollutants in the form of solids, liquids, gases or energy emissions enter our environment by natural or anthropogenic means. With the potential for pollution to severely impact the life support system of humans and other organisms, it is necessary to implement a variety of approaches to protect the environment and ensure its sustainability. This unit builds on the environmental health concepts covered in PUN620 and the legal concepts of environmental protection covered in PUN363.
Public health practice originated from the study and prevention of communicable diseases. Whilst public health practice has widened in scope, reducing the incidence of both existing and emerging communicable diseases (nationally and internationally) remains one of the greatest challenges to public health practitioners. Relevant activities undertaken by local/state health agencies include public health surveillance and outbreak investigation measures, immunisation programs, monitoring and enforcing infection control standards, and vector control programs.A comprehensive overview of communicable diseases is provided at the start of this unit, followed by a focus on the prevention and control of communicable diseases.
This Unit provides an overview of the different aspects of managing occupational health and safety at an enterprise level. The Unit focuses on various OHS management approaches, the role and requirements of relevant standards and legislation, and major OHS management areas including risk management, safe design and OHS performance, emergency preparedness, investigations, auditing and culture. Furthermore, the Unit emphasises the combination of systematic and systems thinking and the development of resilient organisations
To successfully manage health, safety and environmental hazards, practitioners need to be able to communicate effectively and select and implement appropriate tools and management strategies. Recognising and developing leadership skills is also crucial for achieving their full potential in the field, This unit is therefore designed to integrate the theory and practice covered in other environmental health/occupational health and safety units, and equip students with management, leadership and communication tools and strategies that can be applied in a range of contexts.
There is increasing evidence that the integrity of the environments in which we live are under substantial pressure, particularly from the way we live. The end result of such pressure is that the basic and fundamental prerequisites for human health are threatened. The science of environmental health has always been concerned with the study of the human–environment interface, and now, even more than ever, practitioners are needed who understand not only this link, but also the strategies available to control and minimise risks associated with environmental health challenges, especially in our rapidly warming world.
In the challenging environment of the contemporary health system, managers will be required to provide organisational leadership to ensure that services continue to evolve to meet the changing community needs and the changing service delivery challenges. Such leadership requires the acquisition of knowledge and the development of competencies in leadership that may enable the future manager to address the current and future challenges. The unit further develops skills in addressing contemporary problems in public health related to the management of health services and prepares students to consider the strategic importance of leadership throughout all public health areas. You will be challenged to critically evaluate your leadership capabilities and philosophy.
In the challenging contemporary health system environment, rapidly adopting digital health technologies, managers will be required to provide organisational leadership to ensure that services meet continuously changing community needs and address service delivery challenges. Strategic leadership in the digital health domain requires the acquisition of knowledge and the development of competencies in leadership that may enable the future manager to address the current and future challenges that come with use of these complex technologies. The unit further develops skills in addressing contemporary problems in public health related to the management of digital health services. Students will be challenged to critically evaluate their leadership capabilities and philosophy.
A detailed understanding of the structure and function of health systems is essential for health service managers. This unit explores concepts that form the basis for the way health systems are designed and operate. It also examines several issues that influence how health services are delivered and resourced. There is a particular focus on the Australian health system, but within an international context. These issues are critically analysed, along with the health reform agenda and key drivers for change, nationally and internationally. This unit is relevant to health professionals seeking to lead and influence the future direction of health systems.
This unit provides you with foundation knowledge and skills in health promotion. You are introduced to health promotion theories and their use for understanding determinants of health behaviours and for the development of health promotion programming. The unit is usually taken concurrently with PUP038, which provides the scope of health promotion. In the following semester, PUP034 and PUP037 build on this knowledge and skills and allow you to fully plan for the development, implementation and evaluation of a health promotion program.
This introductory unit is important because it provides the foundational knowledge and skills you require for health promotion practice. This unit will ensure you understand the fundamental principles and paradigms of health promotion as well as emerging frameworks such as the life-course perspective, advocacy and digital media as a settings based approach. This unit complements other public health units; PUP032 Health Promotion 2: Program Planning, PUP037 Health Promotion 3: Evaluation and PUP034: Health Promotion 4: Program Evaluation.
Occupational hygiene involves the anticipation, recognition, evaluation and control of hazards in the working environment. Workplaces contain numerous hazards which are potentially harmful to the health of workers, other occupants and the public. The role of the occupational health and safety professional is to develop and /or assist in the development of strategies to identify these potential hazards, evaluate the risk they pose to persons and recommend measures to control the risks involved. Throughout the unit, you will be introduced to the identification, monitoring, evaluation and control of a variety of hazards within the workplace.
Although the association between health and occupation has been recognised for centuries, the extent of the impact of work on health and health on work has not been addressed adequately. It is now generally accepted that environmental factors are major determinants on health. As approximately one third of a person's life is spent at work, it is not surprising to note that occupation-linked diseases, injuries, and deaths are receiving greater attention. It is no longer accepted that death, life-shortening, and disablement are an acceptable risk to be faced by working people. This unit concentrates on the various agents in the workplace capable of adversely affecting the health of workers, as well as human response to toxic and imperilling environments. Occupational Health covers identification, prevention and management of risks to health in the workplace, the disease process, occupational rehabilitation and health & wellbeing surveillance and management in the workplace.
Purposefully positioned at the beginning of your course, this unit scaffolds essential learning about the scope of social work or human services, the professional context, and the changing occupational patterns of and service delivery. It is important that you start to explore your own motivation for becoming a social work or human service practitioner and begin to develop your professional identity. This unit also considers it essential that you are provided with the foundation for developing a critical approach to practice, grounded in social justice and social change. The concepts of power, oppression, privilege, and positionality will be explored. An understanding of critical practice, cultural diversity and the construction of 'difference' is presented as fundamental to commencing your reflective learning journey that you will continue throughout the social work or human services course.
Social work and human service students are studying for professional careers that enhance people's personal and social wellbeing and development, enhance problem solving in relationships, and promote human rights, social justice and culturally safe practice. To do this you need to understand how individual development and behaviour are shaped by a range of factors including biological, psychological, socio-cultural, political and economic factors. You will learn about a range of theories of development and behaviour and consider the implications of such ideas for social work and human service practice. You will learn about key aspects of human behaviour such as emotion, motivation and socialisation and integrate and communicate this knowledge. Studying this information in the first year of the course provides you with necessary foundational information about people and the environments that shape their lives.
Graduates across a wide range of professions must have an understanding of human rights and ethics together with an appreciation of their relevance for many contemporary global, regional and national issues. This unit provides an introduction to human rights . It is deliberately located within a broad political, legal, social, cultural and economic framework. It examines the relationship between human rights and thematic challenges including climate change, poverty,and oppressive forms of intolerance and discrimination. It offers the opportunities to investigate present day concerns relating to the human rights of women, Indigenous peoples and minority groups as well as specific topics such as human trafficking, harmful cultural practices, workers' rights and child soldiers. It includes a range of Australian human rights, ethical and social justice issues.
Social work, human services and allied professions are identified as 'helping' professions, yet have been, and in some circumstances continue to be, complicit in enacting discriminatory and harmful social policies. To prevent perpetuation of these practices it is essential that practitioners possess knowledge of their professions' role in colonising practices. Practitioners require a deep understanding of how the profound disadvantage evidenced across social, health, and economic indicators, are embedded in colonisation. Understanding the impacts of dispossession, colonisation and policy directives on self-determination and empowerment as basic human rights provides a requisite platform for culturally safe practice and helps redress social exclusion and marginalisation. Critical self-awareness, reflexivity and reflective practice, along with a strong critical analysis of institutionalized racism and privilege, are essential components of culturally safe practice.
For effective practice, social workers and human services practitioners need a deep, critically informed understanding of the nature and importance of relationships for human well-being, identity and social justice. The immediate social worlds of individuals and families are complex, dynamic and heavily influenced by their socio-political context. Professional practitioners require an appreciation of this aspect, as well as the impact of diversity and difference. Through understanding these complexities social work and human service practitioners can shape their practice to better respond to the needs of individuals, families, groups and communities. This unit provides introductory knowledge for professional practice and is located in first year as a foundation for subsequent critical theory and practice.
This unit focuses on social work and human services with children and families with an emphasis on providing support and services to parents so they are better able to identify and meet their children's needs. It introduces you to the continuum of welfare and family support services in Australia and knowledge and skills central to effective work with children and families. You will critically analyse the application of selected social work and human service practice approaches to work across a range of service contexts for children and families. Students from education, psychology, and health related areas also find this unit useful as it provides a foundation in theories and approaches for inter-professional practice with children and families that is transferable to a wide range of professional settings.
This unit orients students to social and cultural justice through recognition of the uniqueness of each individual and acknowledgment of their own cultural point of reference with regards to the professional relationships as culturally safe. The key tenets of cultural safety are foregrounded for decolonising social work knowledge to produce culturally safe and anti-oppressive practice through recognition of diverse perspectives. Attention is given diverse contexts relating to gender, sexuality, age, race and ethnicity in light of students’ own socio-cultural positioning, professional identities and organisational and community contexts. The unit enables the development of knowledge, skills, values and dispositions for working inclusively with cultural difference and diversity as critical approaches for students to better understand the nature and construction of social problems and formulate gender and culturally specific change responses.
Units requiring approval
Students need specific academic background knowledge to study these units. We will assess your eligibility and determine if you’re able to take these units after you apply. We will let you know the outcome as soon as possible.
Molecular genetics underpins the diagnostics and treatment of many inherited and acquired diseases. Central to the approaches currently being applied to understand complex life processes is the ability to interrogate and interpret the molecular genetic information stored in DNA, RNA or protein (i.e., bioinformatics and genomics). Such information not only underpins our identification and understanding of the particular disease state but also points to potential options for treatment. Higher-level studies in the life sciences, and specifically the health-related sciences, require an understanding of these basic theoretical and practical concepts and approaches to interrogating the genomes of humans and other organisms.
Quantitative Skills for Health Scientists develops key numerical literacy, practical and quantitative skills which are required for practicing biomedical and/or medical laboratory scientists. The unit provides opportunities to apply these skills through collaborative work, development of teamwork skills, effective interpersonal skills and scientific communication. This unit is designed to expand students' knowledge of important skills and competencies, including studies in quantitative data analysis and biostatistics that provide a strong foundation for continuing studies in the broad range of biomedical disciplines and related health areas.
Medical microbiology involves research into human infectious diseases from multiple viewpoints including: spectrum of disease, diagnosis, aetiology, treatment, prevention, control and epidemiology. An integral part of the practice of medical microbiology is the laboratory processing of specimens derived from patients with infectious diseases, with a focus in this unit on bacterial, fungal and parasitic species. Ultimately, you will need to have both a comprehensive and in-depth knowledge and understanding of theoretical concepts in infectious disease microbiology and be able to apply that knowledge and understanding safely, competently and skilfully in a PC2 diagnostic laboratory context.
The study of biochemistry provides knowledge to fully appreciate the structure and function of biological macromolecules and their roles within living cells. You will learn how the activity of macromolecules impact the function and metabolism of the cells and tissues of the human body and how these may impact health and disease. This unit builds on the chemistry and biology elements of first year units and prepares you with a broad foundational knowledge for the study of biochemistry and allied disciplines of biomedical and health sciences.
The human body is very responsive to its environment, both in terms of genetic cues during embryological development and hormonal and mechanical signals during post-natal ageing. This unit will explore a number of key embryological processes where tissue patterning results in the formation of the nervous, muscular, skeletal and cardiovascular organ systems, and provides the foundational understanding of the mechanisms responsible for anatomical variation in the human body. Furthermore the ability of tissues to adapt to their environment will be discussed by building understanding of tissue biomechanics and the effects of trauma and ageing on the human body; where you will have the opportunity to design, implement and analyse experimental data in a bone strength research project. This developmental unit builds on foundational knowledge gained in first year anatomy and provides keystone knowledge and skills to advance into further units in Anatomical Sciences.
The human genome shapes who we are. In this unit, we will learn how, why, when and where genes are expressed. We will also learn about the importance of regions in our genome that do not encode genes and what the consequences are of genetic variation and mutations, which may cause genetic diseases. An important part of the unit is the hands-on development of molecular biology skills in the laboratory and bioinformatics skills on the computer. We will extract, amplify, sequence and clone DNA. We will also use the Nobel prize-winning technology CRISPR, a gene-editing tool that has shown early successes in the treatment of patients by correcting genetic defects. Finally, we will use bioinformatics approaches to analyse DNA, RNA and amino acid sequences, including in the context of disease, and learn data analytics approaches, which are invaluable in the current era of big data and precision medicine.
Many aspects of human health and disease rely on the interaction of the components of the immune system. The principles of some of these interactions are also used in the laboratory for the diagnosis of disease states. In order for you to work effectively and with confidence as a medical laboratory scientist it is essential you have knowledge relating to the immune system and application of basic immunological procedures. This unit is positioned in the introductory phase of the course and assumes knowledge and practical skills from your first year units LSB250 and LQB281. This unit also provides you with critical foundation knowledge and practical skills for the clinical units LQB462, LSB466, LQB562, LSB555, LSB566, LSB625, LQB683, LSB655, LSB665 and Work Integrated Learning Internship in later Semesters of the course.
An appreciation of how the human body works is an important prerequisite to understanding the basis of health, disease, diagnostic technologies and treatment strategies. This unit deals specifically with the physiological systems that are responsible for the maintenance of health in humans. It therefore provides a useful frame of reference for students enrolled in biomedical science, nutrition science, nutrition and dietetics, exercise science, medical engineering or any of the biological sciences. In the course of the semester you will investigate half the systems that constitute the human body with the remainder dealt with in the second semester unit Medical Physiology 2 (LQB488).
A detailed knowledge and understanding of regional and cross-sectional anatomy is a basic requirement for radiation therapists working in clinical and diagnostic settings to excel in their performance in radiotherapeutic procedures. This unit exposes the student to the theoretical and practical concepts of the anatomical regions of the human body. These regions include the head, neck, back, thorax, abdomen, pelvis and perineum, with a focus on the lymphatic system.
A detailed knowledge and understanding of regional and cross-sectional anatomy is a basic requirement for diagnostic and therapeutic radiographers to excel in their performance in imaging procedures. This unit exposes the student to theoretical and practical concepts of the anatomical regions of the human body. These regions include the head, neck, back, thorax, abdomen, pelvis and perineum, and the upper and lower limbs with a focus on the major joints.
An understanding of how medicines work forms the basis of recognising clinical effects and adverse reactions. All members of the community have a responsibility in understanding drug action as consumers and health professionals. The work of health professionals is variable but may include communicating with consumers about their medicines, monitoring subjects, accurately reading and interpreting medical charts, checking doses, administering medicines, and monitoring for effects such as adverse drug reactions. They need confidence in these areas in order to have discussions with their patients and other health professionals, especially prescribers. This unit provides the principles of pharmacology which will prepare you for your role as a health care professional, medical scientist and/or consumer in administering and monitoring medicine use to improve health outcomes for Australians in accord with quality use of medicines.
Medical microbiologists investigate microorganisms, those found within a human host as normal regional flora and those that cause human infectious diseases. This unit will introduce you to the diversity of microorganisms, the spectrum of infectious disease states, methods for the detection and identification of aetiological agents, and directed and supportive therapies for treating infections. In this unit you will develop expertise in the laboratory techniques applied in the diagnostic microbiology laboratory, the ability to interpret the significance of diagnostic testing results, and to communicate these results and your recommendations to medical professionals.This unit is positioned in the developmental phase of your course and assumes proficiency in the laboratory skills and theoretical learning from first and second year in LQB181, LQB281 and LQB362. Combined with LQB562 in third year, LQB462 will prepare you for employment in a diagnostic microbiology laboratory.
The study of biochemistry, along with cell and molecular biology, provides you with the knowledge required for an effective understanding of the structure and function of living organisms at the molecular level. This unit advances the studies begun in LQB381 Biochemistry and further develops your knowledge and understanding of biochemical and molecular studies into metabolic pathways and processes occurring in living cells with a focus on human metabolism in health and disease. This unit provides you with a knowledge base and skills for advanced studies in biochemistry, as well as support for higher level units in life science and allied health courses.
In order to recognise human pathology in a clinical setting, an understanding of the anatomical presentation of organs in health is essential. This unit focuses on the acquisition and application of knowledge of the organ systems of the thorax, abdomen, head and select regions of the limbs to a medical imaging context. Imaging modalities in plain and contrast radiography, computed tomography and magnetic resonance imaging will be explored to understand the context of their application in the clinical setting. Furthermore an understanding of typical patterns of anatomical variation will be examined through case studies and exploration of human donor material, where you will further develop effective teamwork and self-management skills, essential attributes of clinicians and biomedical scientists. This unit will build on your knowledge gained in first level anatomy and provide relevant knowledge and skills for more advanced studies in Anatomical Sciences.
Understanding the role of cells and how their cellular components are fundamental to a healthy life is crucial for your understanding of how they become disregulated in disease and how individual components might be targeted to treat diseases. This unit builds on your knowledge of cellular components to examine how these come together structurally and functionally to build cells and tissues that function as part of a whole organism capable of surviving and protecting itself from disease and trauma. It will provide a platform for students undertaking the final year cell and molecular biotechnology units. This unit will provide hands on laboratory experience working with cells and will enhance skills in assessing, summarising and placing biomedical research in the context of health and disease.
An appreciation of how the human body works is an important prerequisite to understanding the basis of health, disease, diagnostic technologies and treatment strategies. This unit deals specifically with the physiological systems that are responsible for the maintenance of health in humans. It therefore provides a useful frame of reference for students enrolled in biomedical science, nutrition and dietetics, exercise science, medical engineering or any of the biological sciences. In the course of the semester you will investigate half the systems that constitute the human body with the remainder dealt with in the first semester unit Medical Physiology 1 (LQB388).
Skills in cytogenetics and molecular biology are now widely used across all of the pathology disciplines. These two specialties represent one of the fastest growing test request areas in diagnostic laboratory medicine, with demand increasing nearly 200% over the last five years. Through alignment of theoretical concepts and practical skills, this lab-based unit expands on the themes introduced in your earlier cellular, molecular, genetic and bioinformatic studies to introduce the knowledge and practical skills used routinely in modern pathology genetic testing. You will apply your learning and skills from this unit in your third year clinical units.
This unit is designed for students in biomedical sciences, to provide a strong grounding in the field of virology and to expand on the fundamental mechanisms and processes that underpin the pathogenic potential of select viruses. This unit is a core unit in the infection and immunity strand, building on concepts introduced in Principles of Infection and Immunity (LQB292). LQB494 continues the study of the virus-host interactions with a focus on microbe-specific factors that underlie infectious disease progression, knowledge necessary for further studies of more advanced molecular virology analyses. You will develop a strong, fundamental knowledge of virology and industry-relevant skills, using cutting-edge technology in laboratory classes, to prepare you for a career in biomedical research, medical biotechnology and postgraduate studies in biomedical science.
LQB508 Pathophysiology is an advanced unit that will build upon your existing knowledge of disease processes and practical skills gained in LSB258, LQB388 and LQB488. This unit will give you an in-depth understanding of the pathophysiology of a wide range of diseases/disorders with particular emphasis conditions identified as areas of national health priority by the Australian National Medical Health and Research Council (NHMRC) such as cardiovascular disease, cancer and metabolic syndromes. The lecture content is complemented by case study workshops and the practical component, which will assist you in developing the technical skills required to perform a number of important clinical physiology techniques (including EEG, ECG, and spirometry) as well as understanding the significance of the physiological variables that they report. Critical evaluation and communication of complex pathophysiological research data is also a key component of this unit.
An integral part of the practice of diagnostic microbiology is the laboratory processing of clinical specimens derived from patients with infectious diseases. Ultimately you will need to have a comprehensive and in-depth knowledge and understanding of theoretical concepts in infectious disease microbiology and be able to apply that knowledge and understanding safely, competently and skillfully in a PC2 diagnostic laboratory context.LQB562 is part of a structured progression from your earlier LS47 units, including: LQB182 Human Cell and Molecular Biology, LQB281 Human Health and Disease Concepts, LQB362 Microbiology: Principles and Practice and LQB462 Microbial Diagnostics. The LS47 medical microbiology stream as outlined above was specifically developed to ensure a stepwise and coherent learning pathway in your training to become a professionally-accredited medical laboratory scientist with expertise in diagnostic microbiology.
A strong foundation in human anatomy, particularly human osteology, is essential for the identification and interpretation of human remains as required by the Coronial system. This unit focuses on building advanced theoretical and practical knowledge in the interpretation of a biological profile of unknown human skeletal remains. A biological profile includes the estimation of sex, ancestry, age and stature of unknown remains that assists towards potential matches in the missing persons database. This unit will also investigate human skeletal variability and taphonomy; and current research and applications within forensic anthropology. The unit culminates in the presentation of evidence in a moot court based on a semester long missing person case.
Neuroscience is the study of the structure and function of the nervous system and has the ultimate aim of understanding the neural basis of normal behaviour as well as the changes that are responsible for the debilitating consequences of nervous system disorders. In this unit you will explore a number of contemporary neuroscience topics including functional brain imaging, neural repair and regeneration, neuronal stem cells, memory and neurological disorders. This unit will utilise human cadaveric prosections and tissue obtained from euthanased animals. This unit is positioned in the advanced phase of the course and builds on knowledge of the physiology of the nervous system in Medical Physiology 1 (LQB388) and regional and imaging anatomy of the nervous system gained in Anatomical Imaging (LQB482).This unit will provide a strong foundation for entry into neurobiology research or clinical fields.
This unit extends the principles of enzyme structure and function, and metabolic regulation, using several model systems. It develops an advanced understanding of basic theoretical and practical aspects of metabolic systems and biomolecular signalling pathways, and the integration and regulation of cellular responses to external stimuli. Through coverage of these principles you will further develop your knowledge, practical expertise and research skills in preparation for pursuing career opportunities relating to biochemistry or allied professions in biomedical science.
This unit further develops the theoretical technological background and practical training you will need to work in a research and development-based career in biochemistry and biotechnology environment. It is designed to provide you with an understanding of the methodologies and applications of protein- and enzyme-based analytical technologies with emphases on biomedical research, and the diagnosis and treatment of disease. This unit is an advanced level final year component of your course and complements the study of nucleic acid-based research and diagnostic technologies studied elsewhere in the course. Earlier studies in biochemistry and metabolism in your course form the foundation conceptual knowledge bases for the study of this unit.
Over the past decade, technological advances have transformed research capabilities to the point where multiple biomolecular targets, such as genes, proteins or metabolites, within a single system can be investigated simultaneously. Systems biology involves the study of a complex system through multiple biomolecular perspectives to determine molecular relationships and functions across a biological system of interest. Resulting data is often interrogated using advanced bioinformatics to determine how networks of molecules relate to specific phenotypes. Importantly, such approaches are becoming increasingly prevalent in the laboratories of most leading research institutions globally. Thus, the skills necessary to extract meaningful biological information using omics approaches are highly sought after. This unit will provide you with a strong overview of various omics approaches and expose you to advanced bioinformatics tools for solving complex biological problems.
In the post-genomics era, the emphasis in molecular microbiology is shifting from the acquisition of new genome sequence information to how to use this information to understand the biology and pathogenesis of microorganisms. As a part of your biomedical science training, exploration of the essential pathways and mechanisms for microbial growth, survival and pathogenesis will equip you with skills that can be utilised in clinical microbiology, allied health courses, clinical practice and/or research later on in your career or postgraduate studies and to take advantage of the opportunities that will exist in this post-genomics age.
This advanced unit provides you with the necessary skills to understand and apply cellular engineering theories to investigate complex cellular behaviour; and investigate how these behaviours can be manipulated to promote human health. You will have the opportunity to develop critical technical skills in this unit relevant to future work in research laboratories. This unit builds on the knowledge and skills developed in LQB485 Cell Biology and provides the necessary platform to advance to more advanced studies in Cell and Molecular Biotechnology.
An appreciation of pharmacology and how drugs interact with physiological systems is important for biomedical scientists. This unit will extend your understanding of systems physiology/pathophysiology gained in Medical Physiology 1 (LQB388) and Medical Physiology 2 (LQB488) and help you understand the principles behind the use of medicines as well as the rationale for the development of new drugs. There will be an emphasis on learning about the major mechanisms of drug action. This unit will focus on common diseases and a number of body systems, including the peripheral and central nervous systems, cardiovascular system, respiratory system and endocrine system. This unit will prepare you for working in the field of clinical physiology, or for further studies in allied health, or medicine, and provide an understanding of the physiological basis of pharmacology for students interested in undertaking research in this exciting field.
Cancer is a leading cause of death worldwide and research into its treatment and prevention has significantly improved cancer mortality rates. This unit will build upon knowledge and skills acquired from Cell and Molecular Biology (LQB182); Human Health and Disease Concepts (LQB281), Cell Biology (LQB485), and other Biomedical Science units to specifically inform the study of cancer biology and the implementation of technologies employed to investigate this complex group of diseases. This unit has a substantial practical focus and will prepare students for further study in medical or biomedical fields, or for biomedical research. Cancer is a major research priority at QUT and this unit will provide a strong foundation for undertaking Higher Degree Research in this field. The unit will also deliver a hands-on experience in cancer research laboratory techniques that will ably equip cell and molecular biology students intending to enter the workforce following graduation.
This unit is designed for students undertaking the human physiology major in the Bachelor of Biomedical Science. You will integrate and apply knowledge obtained from Medical Physiology 1 (LQB388) and Medical Physiology 2 (LQB488) to study a number of advanced topics in physiology. In addition you will develop your ability to discuss, interpret and critically analyse important scientific issues. By successfully completing this unit you will be able to demonstrate a range of important skills including critical thinking, team work, planning, scientific writing, time-management, problem-solving and organisation skills. This unit has a very strong practical focus and you will investigate physiological problems independently and as a member of a team. These skills will prepare you for postgraduate study (such as the Bachelor of Biomedical Science - Honours), to work in biomedical research or for a career in clinical physiology.
Biomedical research utilising animal and tissue models requires histological analysis as a key methodological process. The practical application and theoretical underpinnings of tissue histology is therefore an essential skill for all biomedical scientists. The purpose of this unit is to provide you with the knowledge and understanding of the application of histological techniques routinely used in research laboratories. This unit also provides an opportunity to develop practical skills in a range of histological techniques including tissue sectioning (microtomy), common histochemical stains and immunohistochemistry. The unit is positioned in the advanced phase of the course and builds upon the introductory tissue concepts covered in Human Systematic Anatomy (LQB183) and concepts of tissue adaptation in Developmental Anatomy & Tissue Adaptation (LQB382).
While technical expertise is important for a successful career in biomedical science, high level interpersonal skills, such as effective communication, critical thinking, problem-solving and working effectively in a team are also valued highly by potential employers and research project leaders. This unit offers opportunities for you to independently design and work on a research project throughout the semester, which will assist you in developing both biomolecular research and interpersonal skills. This unit is a capstone biochemistry unit designed to prepare you as a prospective graduate for independent and team-based research.
This unit is designed to give you the essential concepts and techniques driving research and industrial biotechnology so that you will be equipped for multiple careers in the biological sciences. The skills you develop will allow you to enter a practical laboratory environment or to apply your knowledge in related areas of evaluations of technologies and intellectual property.
The goal of cytopathology is to predict the underlying histology of lesions using small samples obtained by minimally invasive methods. The results are used to direct patient management and often involve the integration of diagnostic tests you have developed and applied in earlier units, such as histology, immunohistochemistry and molecular pathology. This unit builds on the knowledge and practical skills you have gained in LSB466 and LSB566 to expand your practical/technical and diagnostic skills. This unit prepares you for employment in a diagnostic cytopathology laboratory and introduces the types of specimens reported, methods of processing applied and the cytological features used to diagnose tumours and benign conditions.
This unit has a focus on learning by doing. Students design their own experimental methods, conduct research, collect data and analyze their results. Students focus their research project on one of the below research questions in personalized medicine; Bio-Organoids: A cellular based research project utilizing 2D and 3D tissue culture, Bio-organoid’s and cellular based assays including immunofluorescence. Genomic medicine: A dry-lab research project using GWAS to gain biological insight and tailor patient clinical management. This practical work is complemented by development of diagnostics and therapeutics for safe and effective clinical use. This advanced level unit will enable you to understand emerging treatments for health problems especially in remote Australia and Indigenous communities. You will further develop your scientific research and analytical skills and design innovative solutions for improving modern healthcare.
Our immune system has evolved to discriminate between self and non-self in order to protect us against disease and to avoid autoimmune responses and disease. Understanding how our immune system works will allow an appreciation of the analyses, and their performance, required to monitor its function in health and disease. As one of the final units in the infection and immunity learning progression, this unit will collate the fundamental and advanced knowledge of immunology covered in the Biomedical Sciences' Infection and Immunity study area and illustrate the application of this knowledge and understanding by immunologists to recent real-world research focus areas. This approach will assist with your transition from university study into research career paths that understand and employ immunological research methods to investigate immunological study areas.
Infectious diseases continue to be a major public health concern in developed and developing countries. The emergence of drug-resistant bacteria and viruses that cause disease outbreaks and epidemics are a significant global health burden. Microbiologists play an essential role in the detection and management of infectious diseases; research into the pathogenesis and epidemiology of the microbial pathogens; and the development of new diagnostic, preventative and therapeutic technologies to prepare for disease outbreaks. You will apply your knowledge and understanding of infectious diseases to recent real-world disease outbreak cases. This unit will also expose you to researchers and infectious disease experts from universities, hospitals, and government organisations that deal with infectious diseases on a daily basis and will provide you with insights into career opportunities within this field.
Medical laboratory scientists, like all health professionals, are increasingly required to work in diverse environments and communities. This unit introduces the principles of cultural safety such as self-awareness and biculturalism, transcultural interaction and communication, which form the basis of all human, patient and health professional exchange. The prevalent pathologies, health outcomes and testing environments encountered in remote and low resource environments, and those experienced by Indigenous Australians, differ in many respects from the urban-based approaches and laboratory contexts covered in the course to date. This unit will broaden your knowledge of the application of pathology testing in these settings, including practical experience in the implementation of point of care testing.
This is a foundational anatomy unit for clinical practice in Podiatry which requires a detailed understanding and knowledge of the systematic and regional anatomy of the lower limb. This unit introduces you to the theoretical and practical concepts of these two areas of anatomy. It builds on LQB187 human Anatomy and prepares you for your clinical studies.
Human physiology is the study of the normal function of the human body and a strong understanding of this discipline is important for all biomedical scientists. This first year foundation unit will introduce you to the principles underlying normal physiology as well as the major organ systems of the human body. This knowledge base will help provide an understanding of how the body maintains internal conditions within normal physiological limits and an understanding of how physiology can change during aging and disease processes. You will gain laboratory skills in physiological measurement and be able to interpret the data collected. This unit will provide you with a strong foundation for further studies in physiology, pharmacology, pathology and pathophysiology and will complement studies in anatomy, cell and molecular biology and biochemistry.
It is essential that students studying medical science have a substantive knowledge and skill set pertaining to pathology. Pathology is the study of disease processes from the cellular level to that of the whole organism. This is a third Semester unit planned for the developmental phase of your learning which builds on the introductory phase units LQB281, LSB250 and LSB255, which were designed to provide you with the core knowledge needed for your discipline specific studies such as cellular adaptation, inflammation, carcinogenesis, immune disorders and infectious disease. Understanding general and systematic pathology is essential for the application of knowledge to clinically relevant states and major diseases that you will study in later clinical units of this course.
Quality and Analysis in Clinical Pathology develops previous work undertaken in MAB141 and LQB381, and builds towards work which will be undertaken in LSB525 Chemical Pathology. With an emphasis on the discipline of clinical biochemistry, this second year unit explores a range of analytical techniques and the quality assurance standards and practices in place in real world pathology laboratories. Assays must be performed with accuracy and precision, and data and results validated according to quality standards, and troubleshooting skills also developed. With emphasis on the knowledge, skills and values required for good laboratory practice, and a commitment to high quality results, this unit prepares you for the more complex procedures and automated technologies in the third year units and the clinical pathology workplace.
Histological techniques are often essential for diagnosis and management of disease, and therefore constitute an important skill set for medical laboratory scientists. The purpose of this unit is to provide you with the opportunity to learn the theory underpinning basic histological techniques routinely used in clinical as well as research laboratories, and how they are applied and interpreted. From a whole of course perspective, the unit LSB466 Histological Techniques incorporates and builds upon your learning in LSB255 Foundations of Anatomy and Histology, and LSB365 Pathology, and prepares you for LSB566 Histopathology in the third year of your course.
Optometrists require a strong knowledge base in microbiology for their professional practice and on which to base future studies within their discipline.A detailed knowledge of infectious agents, their structure, prevalence and pathogenicity will enable you to apply these concepts to infection control to prevent the transmission of disease and to understand the mode of action of antimicrobials. You will also study infectious agents that are aetiological agents of disease states of the eyes or of public health significance, and appropriate methods for the management and treatment of these disease states. Basic knowledge of biology and chemistry is assumed for this unit.
This unit is in the course to provide you with essential knowledge and practical skills to prepare you to work as a medical laboratory scientist. The unit is positioned in the developmental phase of the course and is preceded by LSB425, the study of quality and analysis in clinical pathology and is followed by LSB625 Diagnostic Endocrinology. The sequencing and content of these units will prepare you for work in both smaller multi-disciplinary laboratories performing a limited number of biochemical tests, as well as larger specialised laboratory performing in-depth studies in all aspects of chemical pathology.
Haematology is the study of blood and investigates pathologies associated with blood cell dyscrasias including the anaemias, thalassaemias, haemoglobinopathies, haemoparasites, bacterial and viral infections and malignancies, as well as abnormalities of the haemostatic system, leading to increased risk of bleeding or thrombosis. For you to work effectively and with confidence in clinical diagnostic haematology, you will require knowledge of the most frequently encountered conditions and the ability to recognise and interpret their results and confirmatory tests in the laboratory. This unit is positioned in the developmental phase of your course and assumes knowledge and proficiency in the skills you developed in your second year units. Combined with LSB655 next semester, LSB555 will prepare you for future employment in a clinical diagnostic haematology laboratory.
Histopathology is an essential component of pathology and one of the major disciplines in clinical diagnostic pathology. This unit is positioned in the developmental phase of the course and builds upon your learning in LSB466. This unit is designed to provide you with theoretical knowledge and practical skills of advanced histological techniques used primarily in the clinical setting, but which may also have relevance to research applications. In contrast to preceding units, a greater emphasis will be placed on the theory and application of techniques required for disease diagnosis. This unit combined with your preceding unit LSB466 (Histological Techniques) prepares you for work in a diagnostic histopathology laboratory as a medical laboratory scientist.
Endocrinology is a specialised area of study in clinical biochemistry and investigates pathologies associated with the hormonal control mechanisms that regulate metabolism and growth within the body. This unit is in the course to provide you with essential scientific and technical skills to prepare you to work as a medical laboratory scientist. The unit is positioned in the developmental phase of the course and is preceded by LSB525, the study of chemical pathology. Combined, these units prepare you for employment in both smaller multi-disciplinary laboratories performing a limited number of biochemical tests, as well as larger specialised laboratories performing in-depth studies of all aspects of chemical pathology and endocrinology.
Haematology is the study of blood and investigates pathologies associated with non-malignant and malignant blood cell dyscrasias, and abnormalities of the haemostatic system that lead to an increased risk of bleeding or thrombosis. In order for you to work effectively, and with confidence, it is essential you are able to identify and investigate these less frequently encountered dyscrasias and complex cases. This unit is positioned in the developmental phase of the course and assumes knowledge and practical skills from LSB555.
Clinical Physiology (LSB658) is an advanced unit that will build upon your existing knowledge of disease processes gained in previous units. You will also utilise your accrued background knowledge gained throughout your course in anatomy and physiology, pharmacology and clinical practice to solve, and suggest treatment for, complex clinical cases.This unit will give you an in-depth understanding of the pathophysiology of a wide range of diseases/disorders with particular emphasis on disorders that are currently identified as areas of national health priority by the Australian National Medical Health and Research Council (NHMRC). The unit will further your skills in managing emergency situations by exposing you to new clinical scenarios with complex background pathophysiology, and assist you in developing new practical skills in clinical physiology instrumentation and data analysis.
Medical scientists must be competent in the laboratory procedures and practices required to provide a safe and reliable blood transfusion service, when employed in clinical laboratories. This involves testing of blood samples for donors and patients, mainly in transfusion and pregnancy scenarios. Transplantation science similarly involves compatibility testing of donors and recipients, but for tissues other than blood. This unit is positioned in the late developmental phase of the course and requires that you have foundational knowledge in human immunology and haematology. This unit prepares you for employment in laboratories that participate in transfusion services, such as pathology/hospital bloodbanks.
Nutrition Science investigates the biochemistry and physiology of the major macro and micronutrients that areimportant to human health. This unit also discusses the impacts on human health, food sources, dietary intakerequirements and status assessment methods for these nutrients. You will estimate dietary intake of thesenutrients in human subjects, and you will review the scientific literature related to these nutrients, which youwill review and discuss in a literature review. This unit integrates nutrition knowledge with the science ofbiochemistry and physiology, and knowledge of statistics developed in XNB255. It provides the foundation onwhich further studies of nutrition and dietetics can be built, and develops life-long learning skills required fornutrition and dietetics professionals.
This unit fits within the suite of units designed to give an overall coverage of basic and complex nutrition principles for all age groups and introduces nutrition related chronic disease. It focuses on food intake and promotion of diet-related health across the lifecycle in more depth than previously covered in first year and underpins primary and secondary prevention of chronic disease for individuals, groups and populations. The unit focuses on nutrition requirements and practical food based advice for each lifecycle stage beginning with pre-conception and continuing with each major life stage through to old age. It takes into consideration universal nutrition recommendations as well as selected and indicated social and cultural populations and settings, such as schools; and food patterns such as vegetarianism. It introduces population health approaches which will be further explored in XNH350 Community and Public Health Nutrition.
This unit is designed to develop a basic understanding of the ways in which humans control movement and aquire skill. A focus of the unit will be on the neurological and sensory systems as they relate to the control of movement.
This unit is designed to develop a basic understanding of the ways in which human movement is analysed from a biomechanical perspective, and to develop the skills necessary to complete simple analyses of human motion. Knowledge of basic biomechanical concepts is essential for all health related professionals. The aim of this unit is to understand the biomechanical principles of human movement, measure and analysis human movement and apply the biomechanical principles to optimising human movement.
This unit provides the knowledge and skills required of an exercise professional to understand and assess the metabolic, cardiovascular, pulmonary, and neuromuscular responses to acute and chronic exercise. Over the course of this unit, you will develop an understanding of the physiological mechanisms for exercise performance that inform concepts of exercise prescription and programming delivered later in the course. The content and techniques covered in this unit are equally applicable for those students considering careers as exercise science, sports science, and clinical exercise physiology professionals.
This unit builds upon basic structural knowledge provided in LSB131 Anatomy to develop an understanding of the functional significance of these structures. The underlying theme is to explore the relationship between structure and function with particular reference to human movement.
The successful application of exercise and sports nutrition knowledge in a professional and ethical manner requires a thorough understanding of the principles of, and the interaction between, nutrition and physical activity. This unit introduces you to basic and advanced sports nutrition principles and to their application within the sport, exercise and physical activity environment. It also provides a basic introduction to exercise physiology, building on previous introductory physiology. This unit provides you with opportunities to build, practice and provide evidence of your analysis and problem-solving skills for nutrition and exercise sciences.
This unit will develop theoretical understanding and practical skills in strength and conditioning for general fitness. A combination of theoretical knowledge and practical skills is required to enable the safe and effective prescription of appropriate exercise. This unit is designed to introduce you to theoretical concepts, apply them to practical situations and develop basic skills and competencies for implementation and prescription of strength and conditioning for general fitness. You will build on prior knowledge of functional anatomy and physiology to develop understanding of the acute physiological stresses and chronic adaptations to resistance training.
This unit is designed to integrate knowledge from the core areas of exercise science (exercise physiology, biomechanics, motor control and functional anatomy) and apply them to analysing sports performance. An ever-increasing range of quantitative information about human performance is available, including training and workload data, individual motion and kinematics, competition results. Extracting key information from this data to support decision-making is an increasingly important process, whether in optimising training, talent identification, or tracking performance in sport; informing clinical and rehabilitation decisions following injury, or in more specialised settings in exercise and movement science research. A key component will be utilising available technology to collect the data, analyse the data and make sense of the data to the athletes and coaches.
The role of exercise for both treatment and secondary prevention in individuals with cardiorespiratory, renal and metabolic disorders is well accepted. Well designed programs of treatment require assessment, prescription and education based on clinical practical skills and clinical reasoning. This advanced unit converges and builds on your previous knowledge of exercise prescription and cardiorespiratory, renal and metabolic pathophysiology by systematically considering a range of disease-specific concepts and case studies as seen in professional practice, and applying to the clinical practice setting.
The role of exercise for both treatment and secondary prevention in individuals with neurological and musculoskeletal disorders is well accepted. Well designed programs of treatment require assessment, prescription and education based on clinical practical skills and clinical reasoning. This advanced unit converges and builds on your previous knowledge of exercise prescription and neurological and musculoskeletal pathophysiology by systematically considering a range of disease-specific concepts and case studies as seen in professional practice, and applying to the clinical practice setting.
This beginning-level unit aims to establish cognitive skills in clinical reasoning which inform provision of safe, person-centred, and evidence-based nursing practice. This unit directly links to subsequent Integrated Nursing Practice units. Unit learning activities develop your understanding of the nurse role and skills in clinical reasoning relevant to fundamental care provision. Practice reflecting the Aged and Quality Standards is a particular focus, and this is then further explored and consolidated in subsequent integrated nursing practice units.
This unit at a developmental level of your course, explores inquiry in clinical practice by examining the role of evidence-based practice and application of research processes in nursing practice further synthesised in your final year. Skills in interpretation of evidence will be developed and an overview of various approaches to research are examined to enable students to be effective consumers of research. The relationship between research, evidence, and safety and quality in health care is explored. This knowledge is foundational to all remaining units in the course. Contemporary nursing work requires the ability to seek, interpret, analyse, synthesise, and integrate evidence into practice. The facilitation of ongoing improvement in nursing practice requires critical thinking, broader perspectives, and decision making informed by evidence.
This unit focuses on the National Health Priority of mental health and explores the social determinants, legislation and policies that inform nursing care provision. Mental health issues are a universal human experience across the lifespan and affect one in 4 Australians. In this unit, learning activities embed the concepts of recovery and cultural safety as well as trauma informed care in promoting positive messages that challenge stigma and discrimination. Emphasis is given to the development of the professional self and attributes of trust, rapport building, and a non-judgemental approach to practice. Focus is also given to developing skills in assessing and responding to people who experience symptoms of mental illness. This includes history-taking, mental state, and risk assessment, while utilising the recovery framework.
This unit is at the developing stage of the course and builds on preceding units. You are expected to draw on knowledge and skills gained in previous units to enhance your understanding of nursing practice and peoples’ experience of health and illness. Peoples’ experiences of the continuum of care in different contexts of health care are emphasised to highlight chronic and acute dimensions of illness using unfolding clinical cases. The unit also has a synergetic relationship with the NSB232 Integrated Nursing Practice 2 – Off campus unit, and units are co-requisites. A thorough understanding of the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, and National Safety and Quality Health Service Standards is essential to nursing practice and will underpin success in this unit. This on-campus unit fosters further development of knowledge and skills that you will apply, critically analyse, and reflect on throughout your off-campus experiences.
This unit is a work integrated learning unit in which you complete a period (2 weeks /80 hours) of immersive learning in clinical practice in an off-campus health care context. The unit is at the developing stage of the course and builds on all preceding units. You are expected to draw on knowledge and skills gained in previous units to incorporate into practice and further develop knowledge and skills. This unit has a concurrent requisite of NSB231 Integrated Nursing Practice 2 – On Campus. Your knowledge of and ability to apply the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, Aged Care Standards, and National Safety and Quality Health Service Standards are essential to nursing practice.
This unit is a work integrated learning unit in which you learn predominantly in off-campus health care contexts (4 weeks/160 hours). The unit is at the developing stage of your course and builds on all preceding units. You are expected to draw on knowledge and skills gained in previous units to develop your practice and will be actively encouraged to apply learning and skills from earlier units. The unit is a concurrent requisite of NSB236 Integrated Nursing Practice 3 – On campus to facilitate application of theory to practice. You will require knowledge of and ability to apply the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, Aged Care Quality Standards, and National Safety and Quality Health Service Standards essential to nursing practice.
This unit consolidates cognitive skills in clinical reasoning by integrating prior knowledge and skills and further develop your understanding of decisions that informs nursing practice at a developing level. Peoples’ experiences of the continuum of care in different contexts of health care are emphasised to highlight chronic and acute dimensions of illness using unfolding clinical cases. The critical thinking and analyses of nursing practice elements of the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice are particularly emphasised. This unit links to subsequent integrated nursing practice units.
This unit is a work integrated learning unit, with you learning predominantly off campus (4 weeks/ 160 hours) within healthcare contexts. This is a third-year unit at the consolidating stage of the course. It builds on all preceding units, with the expectation that previous knowledge and skills will be drawn upon in practice and to enable further development knowledge and skills. This is necessary to prepare for and successfully complete this capstone unit and provide safe and effective care as a beginning -level registered nurse. This unit is a work integrated learning unit with students learning predominantly in off-campus health care contexts. A thorough understanding of the NMBA Registered Nurse Standards for Practice, National Health Priority Areas, Aged Care Standards and Quality Health Service (NSQHS) standards is essential to nursing practice.
This unit offers the opportunity to undertake further clinical practicum experiences to enhance students' ability to practice competently in a range of clinical situations. Also the focus is on integrating knowledge, skills and attributes required to successfully integrate theory with clinical practice. The Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice emphasised in this unit are: thinks critically and analyses nursing practice (ST1); comprehensively conducts assessments (ST4); develops a plan for nursing practice (ST5); provides safe, appropriate, and responsive quality nursing practice (ST6); and evaluates outcomes to inform nursing practice (ST7). This unit complements other second year units and links to Integrated Nursing Practice units.
This unit provides an overview of the theoretical concepts and clinical application principles for practice in nursing and midwifery care for children and childbearing families. It addresses the childbearing process and the developmental stages of childhood and family dynamics, allowing the nursing role to contribute to maintenance and promotion of family health. Learning activities in this unit aim to develop your understanding of the role of the nurse or midwife as provider of care for women and their families during the normal childbearing process and during childhood. The unit is offered in blended mode and a large amount of independent study is required using online resources.
Palliative care is an increasingly important part of our healthcare system. The health and support needs of those who are dying are diverse and often change over time. To respond effectively to these needs, nurses must have knowledge and skills to provide a palliative approach to care. In this unit, students will extend their knowledge of the needs of those diagnosed with various life-limiting illnesses. The unit will enable students to develop further understanding of the core components of palliative care for these people. It will extend the understandings developed in other theoretical studies and experiences in clinical practice.
Providing complex wound care to people in acute, residential and community health areas is a growing challenge for health care services. Quality wound care requires a holistic approach as impacts are seen in every aspect of a person's life. This unit provides you with an in-depth knowledge of acute and chronic wounds and specifically addresses challenges related to providing optimal nursing care for persons with wounds. Focus is given to linking existing knowledge and clinical skills from prior study to inform evidence-based practice in wound care. This unit takes an interdisciplinary approach to examining the science of wound healing, the principles and application of nursing care while also incorporating a necessary trans-disciplinary approach to care of a person with a wound. Learning activities assist you to respond to the challenges of assessment, management, and prevention of a range of acute and chronic wounds using an evidence-based, person-centred approach.
This unit examines the relationship between research evidence and practice. It creates an opportunity to identify, understand, and critique the contribution that evidence provides to best health care practice. Drawing on knowledge and skills of research methods and processes, you will learn to appraise research, complete a literature review and develop a research question or clinical problem relevant to a professional interest. The literature review will identify a gap in the evidence that may be explored further in HLN703 or NSN820.
This unit builds on existing knowledge, skills and professional experience and provides the opportunity to develop, extend, and apply these skills to the preparation of a feasible and defensible research proposal for a research dissertation. The opportunity to develop skills in advanced information retrieval and synthesis, academic writing, and critical analysis are supported as you review a body of literature relevant to your dissertation and methodology. NSN508 is a preparatory unit for HLN700 or HLN750.
This is a core unit that develops knowledge of the contemporary health care context and the issues impacting health professionals in the delivery of effective, sustainable nursing care. The unit will explore broader health care contextual issues that impact on the nursing profession and health service delivery. For example, equity and access to health services, Aboriginal and Torres Strait Islander health and the ageing population. It provides an opportunity to examine the impact that policies, global and national health trends have on nursing service provision. Knowledge and critical application of the principles of cultural safety, primary health care and social inclusivity are examined to develop recommendations for changes in nursing services, justified by literature and evidence.
A critical part of any eye examination is an assessment of ocular health. Optometrists are primary health care practitioners, and the majority of patients who require an eye examination consult optometrists. Therefore, optometrists are at the forefront of the fight against eye disease, and play a major role in the detection of systemic diseases that cause ocular signs and symptoms. Extensive coverage of the topic of eye diseases is therefore a major part of optometric studies.This unit is a continuation from OPB550 and provides students with the knowledge and capabilities to detect and diagnose eye disease, and take appropriate clinical action. OPB650 focuses on building knowledge of diseases influencing the posterior eye, ocular manifestations of systemic disease and neuro-ophthalmology. Knowledge from this unit will be highly relevant to future units in the Master of Optometry (OP85) course involving clinical optometric practice and therapeutic management of eye disease.
This unit provides the theory and practical skills knowledge in the use of advanced clinical techniques used in eye examinations to assess ocular health (slit-lamp biomicroscopy, ophthalmoscopy, tonometry, gonioscopy) and visual function (visual fields). It introduces the theory guiding these techniques, and develops the procedural and communication skills required to accurately, efficiently and safely perform these techniques. The unit develops your skills in the recording and interpretation of the clinical data obtained from these techniques to inform patient advice and management. The ability to accurately, efficiently and safely perform these clinical techniques in eye examinations is a requirement for clinical practice, forming the basis for assessment and management of patients in optometry practice. This unit builds on the clinical techniques developed in OPB556 Assessment of Vision 5, and will be further developed during the clinical units in OP85 Master of Optometry.
The theory and practice of clinical optometry procedures form the basis for providing students with a thorough knowledge in all aspects of patient management. This unit involves clinical procedures required to perform advanced investigation of visual problems, including those in paediatric populations and for patients with visual loss.
Contact lenses are an important clinical option for the correction of refractive errors of the eye. Students will develop the skills necessary to manage contact lens patients in clinical practice.
This unit begins clinical optometric practice in the primary care area within the Optometry Clinic of the Faculty of Health Clinics. Through clinical practice, students will develop specific problem solving strategies, and develop problem specific examination techniques, reinforcing and refining clinical skills developed in the previous units. This unit begins the transfer of theoretical and practical skills to the clinical situation, providing the early basis for transition to professional practice.
Optometrists and vision scientists need experience in research methods and statistical procedures and so that statistical techniques used in the optometric and vision science literature may be critically evaluated in the development of the evidence base of the profession. This unit leads into the later units, OPN264 Research Project and OPN361 Evidence Based Optometry.
This unit begins clinical practice in the specialist areas of contact lens practice and binocular vision and low vision. Students will begin development of clinical case management and problem solving strategies in these specialist areas of clinical practice. They will also develop higher level clinical examination techniques, reinforcing and refining clinical skills developed in the previous specialist clinical units in these areas.
This unit continues clinical optometric practice in the primary care area within the Optometry program. Through clinical practice, students will further develop specific problem solving strategies, and further develop problem specific examination techniques, reinforcing and refining clinical skills developed in previous units. This unit continues the transfer of theoretical and practical skills to the clinical situation. Students will take on a gradually increasing responsibility for clinical decision making and management and begin demonstrating strategies that enable ongoing self-reflective practice in a professional context.
This unit introduces students to the basic biological and psychological processes underlying perception, memory, learning, problem solving, consciousness, and language. In addition, a research participation experience is provided to the students. Psychology is a broad-ranging discipline encompassing the scientific study of human behaviour and its physiological, cognitive, and social bases, and the systematic application of this knowledge to applied problems. The goal of the first-year units in psychology is to introduce the major subfields and perspectives in psychology, and to develop an understanding of the research methods used in psychological research. These units lay the foundation for more specialised study in later years. The Mind and the Brain (PYB102) focuses on biological and cognitive aspects of psychology, while the areas of developmental psychology, social psychology, individual differences, and psychopathology are introduced in Foundation Psychology (PYB100).
Drug and alcohol use and abuse is of growing concern in the community. This unit introduces you to theories of prevention and treatment of alcohol and other drug problems. This unit provides a useful foundation for PYB360, Interventions for Addictive Behaviours. You will participate in discussions and assessment pieces designed in conjunction with industry professionals, to embed learning with current real world issues.
Humans are social beings whose thoughts, feelings and actions are influenced by the real, imagined, or implied presence of others. This unit will allow you to develop greater insight into people's behaviour through the scientific investigation of the relationship between individuals and the social settings in which they live. We will study the effects of these social settings on people, and the psychological processes people use to influence others in social settings.
This unit provides an introduction to life span developmental psychology. The unit covers the major theories of life span development and includes biological, social and cognitive aspects of development from birth through to old age. It emphasises the interdependency of all aspects of development and the importance of the physical, family, socio-cultural and historical contexts within which development occurs. The unit aims to develop the student's understanding of general patterns of human development and of the ways in which the development of particular individuals and groups may vary from these general patterns.
Cognitive psychology is a major empirical and theoretical area of psychology which explores the processes and structures involved at each stage of information processing within the brain. The structures and processes involved in perception provide the brain with basic information about both the external world and many of the current states of the individual. Higher level cognitive processes and structures provide the foundation upon which more complex aspects of behaviour are based. This unit is to build on the concepts and issues in perception and cognitive psychology, and to develop an appreciation of the major contemporary theories of how we process and perceive information. The unit is placed in second semester of second year so that students following the normal course structure have an adequate background in research design and data analysis.
This unit provides students with an overview of the discipline of counselling by exploring the philosophical and theoretical underpinnings of the foremost counselling approaches and the skills, and processes each draws on to support change. Approaches from different schools of counselling will be profiled and examined including Psychoanalytic, Cognitive/Behavioural, Humanistic, Systemic and Post-Structuralist. Through a consideration of own values and an exploration of epistemologies, students are invited to consider and develop their own framework for practice. Emphasis will also be placed on the importance of the therapeutic relationship and the micro skills students will require to develop relationships in their future practice. With a recognition of the importance of self, students will be introduced to the practice of reflection and will be invited to consider and review existing ideas and beliefs and how these align with the different approaches to counselling.
The ability to understand, critique and conduct research is a fundamental skill in the behavioural sciences, as well as in many professional settings. PYB210 is part of a series of research design and data analysis units taught across the psychology degree program. It builds on the material introduced in PYB110 and prepares you for the third year unit PYB350. This unit will develop your knowledge of research design, data collection methods and analysis. The unit will build your ability to work with and interpret data from a number of sources, which are invaluable skills in a wide variety of careers.
Forensic Psychology will introduce you to the overlap between psychology and the law; assist you to understand the influence and impact of this branch of psychology within the criminal justice system; and to provide you with an overview of the practice of forensic psychology. The study of psychology and law draws from a multi-disciplinary base for the application of specialised knowledge. As a student of this discipline area, you will acquire an appreciation of (and a critical perspective on) psychology and the law across the three criminal justice domains of the police, the courts, and corrections.
This unit aims to develop and extend your understanding of issues relating to behavioural pharmacology with a particular focus on substances commonly associated with addiction, including substances used in the treatment of addictive behaviours and mental illness. This unit focuses predominantly on those substances that are commonly associated with addiction, including substances used in the treatment of addictive behaviours and mental illness. The context for learning about specific substances is built on an understanding of the principles of behavioural pharmacology (including a review of neurobiology and the pharmacokinetic effects of common substances) and related research methods. While this is a stand-alone unit, it will complement the material covered in other units on addiction (e.g. PYB159, PYB360) and could be combined with other units to constitute a minor sequence.
This unit enables you to develop your work-literacy and work-readiness, by providing opportunities to apply psychological knowledge in workplace contexts, supported by activities that promote critical reflection on your learning and workplace practices. In cooperation with the Unit Coordinator, you will arrange a 50 hour work placement at relevant organisation. You will be supported by on-campus workshops and activities designed to promote critical reflection on your workplace experience. All students considering this unit are strongly encouraged to apply for a Blue Card (suitability for working with children and young people clearance) before the commencement of semester as this clearance is required by most of our host organisations.
Psychology plays a critical role in enhancing people's lives, and in the functioning of groups, organisations, and communities. This unit aims to build your knowledge and skills in understanding social and organisational factors that promote more effective functioning for people at work and in society. The content spans new and emerging theories, with applications to contemporary real-world issues.
This unit covers the principles of diagnosis and treatment for psychopathology. Disorder aetiology, treatment approaches, and the standard of evidence that underpins our knowledge of psychopathology are discussed. Students will learn about the formal systems that are used to define a clinical disorder, and how to apply classification systems for the identification of psychopathology. An integrative approach to the understanding of psychopathology is emphasised, highlighting the reciprocal influence of biological, psychological, cultural and social factors on pathological functioning. This unit will provide students with a strong understanding of the evidence that underpins contemporary approaches for the identification, classification, and treatment of major classes of mental illness.
This unit examines the psychological dimension of physical illness, health, and health care. There is a strong focus on health psychology in an Australian context with a focus on cross-cultural and Indigenous health-related issues. The unit examines definitions of health and health psychology; the role of health psychology; the determinants of health behaviours (e.g., cognitive, attitudinal, motivational, personality, social, developmental); community health; medical settings and patient behaviour; patient and practitioner communication; stress, illness, and coping; and chronic illness.
This unit will introduce you to key theories underpinning personality, and explore the extent to which key theories account for variation in personality and human behaviour. It will also cover key principles of psychological assessment, assessment methods the relationship of assessment methods to key theories, and the ethical use of assessment tools. The unit will apply theoretical frameworks to contemporary challenges, such as depression and anxiety, work engagement, relationship distress, school achievement, and effective parenting. This unit will be of practical use to anyone considering a future in psychology and related fields which rely on individual differences and assessment (e.g., clinical or counselling settings, intelligence testing, educational, organisational, developmental, forensic and research settings).
This unit forms extends on the methods covered in PYB210 to more complex designs and data analysis. Research design and data analysis skills are core skills in the discipline of psychology. They are not only essential tools for researchers in psychology: They are also integral to the scientist-practitioner model of professional psychological practice. In addition, a sound understanding of research design and statistical techniques will enable you to become critical consumers of psychological research. This unit will provide you with a thorough grounding in analysis of variance techniques, as well as providing an introduction to multiple regression, and extending your skills in qualitative analysis methods. These data analysis tools are used in a broad range of research designs in the social sciences. The unit is both theoretical and practical (analysing data using SPSS), giving students a firm understanding of the principles underlying each analysis and their interpretation.
Counselling students need to be cognizant of theory, skills, and process. At the core of the meaning of process is an assumption that counselling is about change: change that is facilitated by the therapeutic relationship between client and counsellor. This unit builds on the theoretical and skills focus of Counselling Theory & Practice 1. It seeks to develop students' capacity to monitor and reflect on what they, in the role of counsellors, might contribute to process in the therapeutic context.
Family therapy, based on a systemic or relationship understanding of human problems, has been one of the most significant influences in the fields of counselling and psychology in recent times. With the increasing emphasis on the family as a focus for social policy, support services, research and intervention, it is important for counsellors and psychologists to have some familiarity with the basic concepts and skills of this broad approach.This unit focuses on providing basic skills and concepts from one particular approach which will be called 'Collaborative Therapy', combining aspects of solution-focused therapy, possibility therapy, narrative therapy and reflecting team practice. You will be given opportunities to contrast this approach with other major models, and to examine its uses with particular kinds of family situations. You will also be exposured to practical skills through structured exercises.
Addictive behaviours (e.g., arising from alcohol use, tobacco use, gambling) are recognised as major problems nationally and internationally. This unit focuses predominantly on psychological aspects of addictive behaviours. To establish a framework for learning, classes initially review issues relating to psychological models of addiction and methods of studying addictive behaviours. Symptomatology, etiology and assessment of addictive behaviours, as well as the theoretical underpinnings of a range of therapeutic interventions are also discussed. This unit aim to enhance students' understanding of complex issues relating to prevention and treatment.
The skills gained in this unit will help you to critically read and evaluate the health literature, develop your assessment and analysis skills and critically appraise health evidence - skills broadly applicable to all the areas of public health in which you might work, and a stepping stone to your further studies in PUB416 Research Methods. By applying the concepts learned in this unit to current public health problems and issues, students will contextualise the practice of epidemiology as it relates to real life and recognise its role in informing health promotion initiatives, public health programs and policies.PUB326 is a key core unit for the Bachelor of Public Health (PU52) and its associated double degrees. Building on your study of the Year 1 core units, PUB326 continues to develop your understanding of the conceptual framework underpinning PU52, and with PUB561 builds core skills in quantitative evidence and a critical understanding of epidemiological measures.
This unit is an important component of the Health Information Management course as it prepares you for the professional practice to be undertaken in the final semester. As health information professionals it is essential to understand all aspects of management of a health information service. This unit will connect your knowledge of health information from previous units in the course to its application within the health information services context.
This unit extends the fundamental health promotion knowledge learnt in PUB215 Public Health Practice, and PUB530, Health Education and Behaviour Change to enable the translation of knowledge into practice. The range of health promotion strategies available to practitioners working in health related fields, relative strengths and weaknesses for addressing specific health problems and practical considerations for effective implementation in contemporary health promotion practice provide an essential field of study for those who wish to work in a health promotion or related field. PUB406 provides essential learning for PUB875 Professional Practice.
An understanding of the research process, different types of research, and how to interpret and critically evaluate research in its multiple forms is needed to work effectively in Public Health and related areas. This unit strengthens skills and knowledge acquired in prior units within the Public Health degree, most particularly those pertaining to the core Public Health competencies of assessment and analysis by focussing on research design and planning. The unit aims to prepare you to critically engage with, evaluate and conduct high quality research within Public Health and related areas; skills that are needed in the majority of Public Health-related professional positions.
Quality and risk management are important areas of activity for health care professionals with regard to clinical and administrative services, patient advocacy and more generally within health services as a whole. This unit provides you with the necessary knowledge and skills to develop a quality management program, perform quality improvement activities, and expand outcomes into process improvements and organisational change. Methods of health care performance measurement are explored, and a clinical quality framework model is introduced. Issues relating to administrative and clinical data quality, safety and privacy in an increasingly electronic health care environment are also considered. This unit aims to provide a broad overview of health service and clinical management, and is suitable for all undergraduates enrolled in a health-related degree.
Health policy, planning and advocacy are important processes that ensure health care systems are responsive to the changing burden of disease in communities. In preparation for a professional career in health, this unit consolidates knowledge of health policy formulation, planning, implementation, evaluation and advocacy. Contemporary Australian health policy challenges will be examined at local, state and national levels. The dynamic nature of the health sector requires professionals to be proficient in translating health policy into practice. This unit builds on your previous studies on contemporary public health practice and health culture and society. You will develop knowledge and skills in health policy development, analysis, planning and evaluation, and develop an understanding of the role and influence of advocacy on policy making.
We live in a rapidly changing and increasingly globalised world. We see movement of people for business, tourism, migration and political refuge at historically high levels. Mass internal migration in many countries is creating densely populated and polluted megacities. These changes have prompted the United Nations to develop Sustainable Development Goals to 2030, and created new challenges for public health in controlling infectious diseases, environmental toxins and lifestyle-related problems. Health systems change rapidly too. Global and national health agencies must adapt and refocus energies to deal with new challenges. Health professionals are moving throughout the world as the market for skilled people becomes more fluid and, in many ways, more exciting than ever before. PUB565 builds on knowledges learnt in PUB215, PUB209, PUB561 and PUB326. This unit provides the core knowledge essential for all public health practitioners to meet future challenges in global health.
Population growth, non-renewable energy use, pollution and consumption are threatening the Earth's planetary systems that enable human health and wellbeing. With strong community pressure, government and private organisations are increasingly interested in environmental management, corporate compliance with environmental laws and showcasing their adoption of sustainable practices that reduce their ecological footprint. Organisations rely on environmental management, sustainability and HSE professionals to effectively manage environmental protection and lead in the adoption of new ideas and technologies that advance sustainable ways of working and living. It assumes high level understanding of the science, sustainability principles and imperative legal frameworks for environmental management. It promotes collaboration in complex thinking and collective capacity for effective action to address both local and major planetary challenges.
Quality and risk management are increasingly important areas of focus and activity in the health industry as health service operation and performance is increasingly regulated and monitored by governments and funders. At all levels of the health system, individuals, teams, divisions, organisations, boards and policy makers are expected to contribute to the maintenance of health care quality and safety standards and to participate in the quality improvement of services provided. It is now generally accepted that a 'systems' approach is critical to quality and safety improvement in health care, both to identify and to modify the factors that contribute to errors, poor quality and inefficiency in health care services. This unit examines in depth the rationale for and use of quality and safety systems to ensure patient safety in health care environments, using national and international case studies. It is the second of four units offered as part of the Quality and Patient Safety major and has been developed to address expectations of the health industry for managers to have in-depth knowledge of health care quality and patient safety systems and their implementation. It is designed to build on PUN213 Quality Management in Health.
Quality and risk management are important areas of focus and activity in the health industry as health service operation and performance is increasingly regulated and monitored by governments and funders. At all levels of the health system, individuals, teams, divisions, organisations, boards and policy makers are expected to contribute to the maintenance of health care quality and safety standards and to participate in the quality improvement of services provided.This unit provides you with advanced knowledge of leadership theories and frameworks critical for an effective quality and safety culture in health care organisations and promotes the development of the personal attributes and leadership skills required to engage and motivate staff in strategic quality improvement and innovation. The aim of this unit is to develop appropriate knowledge and skills to lead the implementation of effective quality and patient safety programs within a health care setting.
This unit addresses the key concepts and skills related to inclusive disaster management planning and preparedness to ensure essential community services are prepared for emergencies and the range of disaster and climate-related events they may face in local, national and international contexts. It examines and provides students practice in the real-world processes of assessing disaster risk as the first step towards building resilience and business continuity. It reflects the international focus on understanding disaster risk as a key priority of the Sendai Framework for Disaster Risk Reduction 2015-2030 and the 2030 Agenda for Sustainable Development . Upon completion of this unit you will have a greater understanding of the critical role of the disaster and emergency risk assessment process in preventing or mitigating the health and socio-economic effects of man-made or weather-related disasters and incidents.
This unit commences in week 8 of semester 2 and runs to the end of the semester. The unit addresses the key concepts and skills related to leadership and strategic issues related to disaster risk management. It examines the underlying drivers of risk, including factors such as social, economic, technological, climate-related health issues, increasing global interdependencies and uneven economic development. The unit provides opportunities for stakeholder mapping, crisis communication and decision-making in rapidly changing environments. Upon completion of this unit, you will have a greater understanding of the critical role of disaster risk management and how to prepare and deliver a media briefing using effective communication strategies and protocols.
Health policy is a major driver of health systems, their structure and functioning. Well-informed and executed policies contribute and communicate important information and evidence in the management of health organisations. The globalisation of the health sector and its governance structures as well as the changing global burden of disease present policy-makers with a complex and challenging environment in which to construct and implement responsive health policy.This unit will provide you with a critical understanding of policy-making theories and principles as well as the interplay of factors that influence policy development, implementation and evaluation. Global health issues will be used to illustrate and critically evaluate the policy process providing you with the knowledge and skills required to undertake health policy development, implementation and evaluation in a wide range of contexts.
Based from a workplace, this unit takes an experiential approach to synthesise your knowledge of health care systems with your skills of investigation and analysis of complex information to contribute to professional practice and scholarship. This unit involves the planning and execution of a substantial work-based research project or equivalent capstone experience, by applying the principles and concepts studied across the course into the real world of health services delivery and health policy. A capstone unit is a point of transition for you, and prompts reflection and coherence to the whole course experience. Limited placements are available. Students are matched to placements based on placement availability and student competencies.
This unit is in the developmental stage of your course and furthers your knowledge and skills developed in PUP032 and PUP038 for developing a health promotion program. With a large portion of health promotion work involving the development of health promotion programs, the unit allows you to develop the skills that are essential for a health promotion practitioner.PUP034 provides you with opportunities to build, practise and provide evidence of your analysis and problem-solving skills for developing a health promotion program proposal. The unit should be taken either concurrently with PUP037, or before it.
Evaluation is a crucial aspect of health promotion and public health work. Within the health sector there is strong competition for funding from the government and non-government sectors. The need to use evidence upon which to make judgments about programs and influence policy rests increasingly on robust evaluations. This unit will advance your knowledge and application of evaluation techniques.This unit is in the developmental stage of your course and furthers your knowledge and skills developed in prior units. PUP037 provides you with opportunities to build, practise and provide evidence of your analysis and problem-solving skills for developing a health promotion program evaluation plan. You will conduct a small-scale evaluation of a health program based on theory and the evidence. The unit should be taken either concurrently with PUP034 or after it as PUP037 assumes that you are currently receiving or have prior knowledge in health program planning principles.
This unit takes a critical approach to the topics of crises, trauma and addictive practices, and follows directly on from SWB221 Politics of Helping. The study of crisis, trauma and 'addictions' is important because many of our clients and the communities we serve, will have experienced high levels of social disadvantage, productive of much trauma and crisis. Trauma, especially the trauma from chronic hardship and abuse, increases the likelihood of people relying on addictive practices to cope, including those with very harmful consequences. Addictive practices, such as those relating to eating/weight, gambling, gaming, hoarding, and substances use will be considered as we ask questions about if and how we might intervene with diverse populations. Critical social work perspectives will be advanced, especially those that help make the connections between personal troubles and social injustice, and different modes and fields of social work practice.
Human service and social work professionals engage with people in a wide variety of situations across a range of fields of practice. The legal dimensions of practice range from the nature of legislative provisions to the legal accountabilities of direct practice. Practitioners often work with vulnerable and/or marginalised persons, groups and communities and need to understand the law as both context and as a dynamic resource with which they can engage. Legal and ethical considerations in practice often intersect and are usefully examined in conjunction with each other. An understanding and capacity to respond to ethical dimensions of practice situations is central to professional capability and requires you to develop literacy about key ethical approaches and concepts, and the capability to critically apply social work and human service professional Codes of Ethics.
In line with the orientation of the social work and human service courses as a whole, this unit emphasises the conceptual component of your developing personal and professional practice framework integral to working effectively with a range of services users in a range of different contexts. It is essential that you have a capacity to integrate and apply theoretical concepts to specific practice contexts, consider your own practice frame of reference and ideological influences, and understand the implications of these for practice. This unit introduces you to the dynamic interplay between the theoretical, personal, professional and ideological influences. Additionally, this unit provides a platform for developing practice frameworks in preparation for the social work and human services field placement units.
Human service and social work students must build foundational knowledge and critical skills in practice processes that solve social problems while serving the mission of social justice. This unit begins with a critical analysis of the politics of help and helping processes, and an exploration of diversity with reference to questions about power, privilege and oppression. Because of its importance in preparing you to undertake professional placements, the unit is strategically located in second year. Understanding and reflecting on diversity-of many kinds-is embedded in this unit.
This unit compares a range of practice approaches used in individual and community work when responding to trauma, bereavement, and crisis. The implications of utilising these contrasting practice approaches for counselling and community development practice will be explored in depth in relation to a range of different presenting concerns including grief and loss, domestic violence, sexual assault, mental health issues, cultural violence and substance abuse. Gender sensitive and anti-racist practices will also be considered in responding to people experiencing grief, trauma and crisis. Application, critical reflection and evaluation of approaches to counselling practice using knowledge and skills associated with client centred, narrative (response based) and feminist approaches will be emphasised. Because the development of core practice knowledge and skills is required for professional placement, your full participation in all learning activities is expected and required.
Social work and human service practitioners must have the relevant professional knowledge and skills to understand the impact of disability experienced by people, families and carers. The experience of disability can universally impact people of any age or culture, at any point during life course transition. This unit provides a platform for developing foundational knowledge and skills to effectively respond to disability issues; you will be able to challenge social and cultural constructions located in local, national and international community contexts. Because of its importance in preparing you for working with people with disabilities, inclusive of their families, carers and communities, this unit is strategically located in your first year.
This unit engages you in critical examination of the professional role within contemporary organisational contexts. The unit integrates whole of course theory and practice by drawing on practice experiences from your field education placement as a stimulus for learning. The unit employs critically reflective approaches to learning and teaching about critical practice within contemporary workplaces characterised by neoliberal policies and managerialist practices. You will develop an understanding of ethical practice in organisations, informed by critical social theories, using a critical incident from your practice experience as a platform to develop your practice framework. This capstone unit links your own experiences with recent theoretical developments in professional practice for the social work and human services discipline. The unit focuses on building your organisational competence and professional confidence, as well as your commitment to critically reflective practice.
This unit provides you with a conceptual framework grounded in critical theory for exploring the philosophical, historical and critical practice dimensions of social policy and advocacy. The unit orients you to the broad policy issues of poverty, inequity and social exclusion to make sense of the impact on different groups. The critical approach prepares you for engaging in the analysis, design, implementation and evaluation of social policy and the devising of alternatives to formulate socially just policy responses. This unit prepares you for real world policy transformatory practice by extending on knowledge from early policy units to develop analytical and advocacy skills to influence policy decisions and communicate socially just policy alternatives through policy writing, research and advocacy.
Social service organisations are increasingly interested in methods for evaluating and authenticating program outcomes. Furthermore, professionals in these organisations need processes and procedures to analyse and address practice problems and contribute to the evaluation and development of models for service delivery. This unit equips you with knowledge and skills to investigate models of service and practice questions and to develop recommendations for change. A range of particular methods for developing, evaluating and improving models of social service and social care delivery will be examined including reflective practice, participatory action research, service evaluation and quality assurance processes, and the use of empirical research to inform practice. You will be able to apply methods learnt to a range of service delivery and practice contexts.
This unit builds your capacity to integrate your learning across the course, and to refine your critical framework for practice. You will explore complexity present in contemporary social-eco problems, such as climate change, structural disadvantage, and poverty, which shape the lives of people, communities and organisations. Social workers and human service workers are at the forefront of responding to these complex issues, and integrating complexity thinking into their practice. This unit extends on and integrates knowledge and theories, values, ethics and different practices learnt across the course journey.
This introductory unit initiates your foundational understanding of the professional discipline of social work as the beginning step in constructing your professional identity. Understanding contemporary social, economic and political contexts is fundamental knowledge for effective social work practice. Developing a critical analysis of society and its associated structural inequalities, as well as a capacity for self-awareness and reflection on one's own values and assumptions are integral for ethical social work practice. The unit is positioned strategically to allow you to locate your learning and professional aspirations within a rapidly changing and uncertain global context.
This unit builds literacy of a range of theories, models and perspectives relevant to critical social work practice. Power, oppression and privilege are key concepts. An historical overview will be provided to contextualise contemporary social work practices. For example, from the Charitable Organisation Society we have inherited case work, from the Settlement Movement we have incorporated neighbourhood work and community work, and from the Fabians, we considered how to use social policy to address major social problems such as poverty, unemployment and homelessness. With the emergence of alternative and critical influences, such as Marxism, feminism and ant-racism from the 1960s, increasing importance was given to environmental factors influencing the life chances of individuals. From these competing perspectives we must be able to coherently articulate our preferred perspectives with explicit reference to social justice and the AASW Code of Ethics.
All qualified social workers need to have an appreciation of the relevance of research for practice, particularly given the emphasis on evidence-based practice in the field. Research can provide one form of evidence, alongside other sources of knowledge, to inform practice decision-making about efficacious approaches. Research also plays a role in highlighting alternative ways of addressing individual and social needs, as well as providing a foundation for advocacy and social change. This unit builds on SWN002 and prepares you for SWN020 where you will implement the research project you design in SWN019.
This unit synthesises the knowledge and skills gained across your degree, in particular your learning in SWN019 Research Skills for Social Work. Research skills are a required competency for Social Workers. There is increasing expectation regarding critical analysis of evidence informing practice, hence social workers need to demonstrate the efficacy of their practice. Social workers need to not only have an understanding of relevant social research methods but also be capable of implementing these methods to produce research outcomes of significance. Within this unit you will design and implement a research project in a rigorous and ethical manner. This research project is a major scholarly endeavour and serves as a critical component of the capstone experience as it assesses the application of your 'whole of course' knowledge, skills and values and aligns with the completion of your final placement and your Professional Learning Plan.
Need more information?
If you have questions about choosing units, get in touch with the study abroad and exchange team and we’ll gladly help you out.