You can study individual units for personal or professional development without having to apply for a full QUT course.
If you successfully complete a unit, you may be eligible for credit if you decide to apply for a degree course in the future.
Units anyone can study
These units don’t have any requirements for previous study or background knowledge.
But if your previous studies were not in English, or were completed in a country where English is not the first language, you will need to demonstrate that you meet our English proficiency requirements when you apply.
Health and community
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 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.
Support for clinical imaging systems is an integral part of the Medical Physics profession. This requires an understanding of not only electronics and software, but also the fundamental physics underpinning the process of imaging. The aim of this unit is to provide you with a solid understanding of the physics behind three common medical imaging modalities: Computed Tomography, Magnetic Resonance Imaging and ultrasound imaging. These techniques complement each other both in terms of the type of radiation used (ionising radiation, radio waves and acoustic waves) and in terms of the imaging utility; therefore, this combination of techniques provides a good introduction into the diverse and rapidly developing field of medical imaging. You will learn about the interaction of these types of radiation with matter, the basic mathematical principles of image formation, the factors determining image contrast and ways to modulate contrast, and the imaging common hardware.
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.
Primary specialist teachers need knowledge and understanding of how to integrate Health and physical education within the other key learning areas. This unit provides you with the opportunity to experience and learn the connection between physical activity and health and its role in meeting the developmental needs of children. Additionally, you will participate in a range of learning experiences appropriate to the developmental needs of children and acquire the skills necessary to safely deliver student learning in an open environment. Topics include principles of the health and physical education years 1-10 syllabus; motor skill development and ability related expectations for teaching HPE; planning for quality instruction and linking physical activity with health; planning and 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 prevalence of chronic conditions and the range of factors contributing to their development are increasing and placing demands on communities and health care systems worldwide. Major chronic conditions will be considered within a continuum of care with a particular emphasis on primary health care and the prevention, rehabilitation and management of chronic conditions in the Australian and International contexts. You will examine and critique a range of current policies, frameworks, strategies and approaches to the prevention and management of chronic conditions and then contextualise and apply these findings to your particular area of practice or interest.
Forensic Psychology is readily acknowledged as one of the fastest growing areas of psychology in the world. Psychologists are now involved significantly in policing, judicial procedures and correctional processes. The term 'forensic' literally means 'of or used in law courts' (Australian Oxford Paperback Dictionary). The phrase 'psychology and the justice system', however, is now used more generally to describe the different ways in which psychology and law intersect - namely the psychology of the law, psychology in the law, and psychology by the law. By its very nature the study of psychology and law draws from a wide multidisciplinary base for the application of specialised knowledge. As a student of this discipline area, you will need a broad introductory appreciation of (and a critical perspective on) what the study of psychology involves.
As healthcare providers, nurses need knowledge, skills, and attributes to implement person-centred care to people from all backgrounds. To fulfil regulatory requirements and ethical and professional standards of nursing, this foundational unit introduces cultural safety a model underpinning students' development and practice.Nursing practice requires a sound understanding of the expectations of consumers, employers, the profession, and the wider community. An understanding of the impact of our own cultures and those of professions and systems is essential to provide nursing care that is free of racism, stigma and other forms of discrimination across all practice settings. This unit introduces the social determinants of health which underpin cultural safety and its focus on societal responses to diversity and the impacts of these responses on health. The unit provides a basis for developing respect and compassion as well as professional standards.
This unit is positioned in the developing stage of the course and within the professional practice stream. An understanding of the social determinants of health and the impact of historical and contemporary policy and practice influencing the health and wellness of Aboriginal peoples and Torres Strait Islanders is essential to providing health care with these populations. A multitude of terms and concepts are used in this context. This unit emphasises 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, and necessary to enhancing Aboriginal and Torres Strait Islander health and well-being. Importantly, it values the pivotal role of Aboriginal peoples and Torres Strait Islander peoples' self-determination in leading this partnership.
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.
This unit takes a holistic perspective to engageyou 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 gives an introductory overview to health information management students of the field of health information and their role in the health information management profession. The unit provides a context for the study of contemporary health information and data management practice. The use of information as a strategic, organisational and management resource is discussed, and a broad appreciation of health information and data management procedures and philosophy is provided. Technology infrastructure is impacting on the business of delivering health care services. An understanding of information concepts and frameworks for assessing computer and information systems will assist health information management students to realise the potential for using technology to more effectively understand health information as a valuable resource in the health industry. Demands on the users of health information occasioned by advances in information technology are highlighted.
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.
Knowledge of digital health information systems (or eHealth) is essential for those working in healthcare. It is important that healthcare professionals appreciate contemporary technological trends, especially those relating to the transition from paper based to electronic health records, while understanding the possibilities and challenges that technology brings to the healthcare. This includes familiarity with contemporary health technologies, an understanding of core concepts of information standards and interoperability and appreciation of issues around information integrity and security. Understanding these principal concepts involves recognising the organisational dynamics associated with technology implementation. This unit emphasises both technical and social aspects of technology implementation and its use in healthcare organisations. This unit aims to bridge the communication gap which often appears between the health care professional and computer specialists.
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 been introducing 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 PUB416 Research Methods.
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. HLN706 Health Statistics 2 builds on this unit by extending your knowledge and skills, allowing you to conduct more complex analysis.
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.
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 and human service professionals practice from a social justice perspective to engage with people who experience disadvantage. This unit focuses on understanding the structural dimensions of Australian society influenced by the global neoliberal context that produces, reproduces and entrenches inequality, poverty and precarity through uneven resource distribution and major social problems. Critical theory with a sociological lens is used to examine the contested space of policy (e.g. health, education, and income support), diverse institutions and systems (such as parliament, social services, media) that underpin the political economy of Australia and the welfare state. The unit is located in the first year as it provides the foundation for developing a critical orientation to practice and aspiring to create a more democratic, egalitarian society by introducing students to the fundamentals of Australian society, social policy and social service provision.
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 servicespractitioners need a deep, crtically 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.To appropriately support people through professional practice an appreciation of this aspect, as well as the impact of diversity and difference is required. 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.
Social workers frequently work in the health system and when working in other fields of practice, the health and wellbeing of clients, families and more broadly the community, remains of central importance. This unit is placed in the second year of the social work course, providing opportunity for you to build upon existing knowledge and self-awareness to enable critical exploration and analysis of knowledge, theories and systems relevant to health and wellbeing. Specifically, health is introduced as a “social” idea, with consideration of the social determinants of health, as well as the social causes and consequences of health inequalities. Using a holistic understanding and consideration of health challenges across the lifespan, models of health are critically evaluated, and priority given to a biopsychosocial-spiritual-cultural approach to understanding health and wellbeing across the lifespan.
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.
As social work and human service practitioners it is essential to have an understanding of and capacity to critique the range of ways young people are constructed in academic and popular contexts. It is also important for practitioners to have an appreciation of current policies oriented to young people and the nature of the various service delivery systems and programs in operation. This unit aims to give you a critical appreciation of the different ways 'youth' is understood in academic, policy and popular contexts, which is of fundamental importance if policy and practice responses and choices are to be understood.
Social work and human service practitioners are expected to be familiar with critical casework processes and practice models, including understanding their strengths and limitations and implications for practice. Accordingly, this unit provides foundational knowledge and skill for practitioners who will utilise these critical tools. It is located in the second year and will provide an opportunity for you to apply key principles and theories to practice scenarios in preparation for forthcoming placements. It extends from SWB221, which examines the helping processes from a range of critical social work perspectives. The aim of this unit is to enable you to develop your understanding of critical casework and its relevance of these for practice in complex and diverse settings. The focus is on crisis, trauma and addictions.
Community level practice is a key social work and human services method. Various theories and approaches to 'community' and community work have been developed and used in practice. In recent years this has extended to include the need for locality oriented frames of 'space' and 'place', particularly as these apply to disadvantaged localities and tensions in various people's use of public spaces. This unit develops baseline practice skills and techniques for community-level practice underpinned by social work and human service ethics and values. Located in second year, this unit introduces you to the particular field of community work practice, building on foundational knowledge about social work and human services systems.
Units you need background knowledge to study
These units have requirements for previous study or background knowledge. Check the unit’s previous study requirements for details. If you have any questions, contact the unit coordinator for the semester you want to study.
If your previous studies were not in English, or were completed in a country where English is not the first language, you will also need to demonstrate that you meet our English proficiency requirements when you apply.
Health and community
This unit will introduce students to pathophysiology (study of disease processes), and will address the predominant disorders affecting Australians across the lifespan, particularly those identified by the National Health Priority Areas as contributing significantly to disability and death in Australia. This unit will build on foundational knowledge of the normal structure and function of the human body developed in Anatomy and Physiology for Health Professionals (LQB185). An understanding of diseases gained within this unit will prepare students for subsequent health assessment and nursing practice within the Integrated Nursing Practice units.
Medical laboratory scientists, like all health professionals, are increasingly required to work in diverse environments and communities. This unit introduces to 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 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.
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.
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.
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.
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.
Radiographers require a basic knowledge of general physics and more detailed theoretical background to the physical basis behind the equipment design, construction and materials and the increasing technological support for developing modalities. The aim of this unit is to provide you with an understanding of radiation physics related to x-ray production and radiographic practice and how radiation interacts with matter. You will learn about the basic physics of radiation and radioactivity, interaction of radiation with matter, radiation safety and the physics underpinning X-ray imaging. You will also acquire the basic knowledge of the physical principles of X-ray imaging and radiotherapy systems.
This unit covers radiation protection and the biological effects of radiation on the human body. It is aimed towards those who are likely to be working with ionizing radiation in the workplace.
This unit provides an overview of the application of physics to radiotherapy including theoretical and practical aspects of the major topics in radiotherapy physics. The unit builds on your previous knowledge of radiation physics and applies it to radiotherapy.
The field of medical ultrasound is scientifically based in an environment that is rapidly changing and undergoing considerable technological advancement. An understanding of the physical processes of ultrasound, the equipment design features and the interactions of sound in human tissue are essential for professionals working in this field. This unit is offered as a foundation unit early in the program to ensure you have a fundamental understanding of the physical principles of ultrasound; the knowledge gained can then be applied to other units offered in the ultrasound courses.
The Clinical Therapeutics unit provides you with a sound knowledge of biomedical science, pharmacology and therapeutics in the context of professional practice. The unit provides essential foundational knowledge in therapeutics and areas of assessment, diagnostics and management including quality use of medicines. It utilises contemporary resources, such as modules from the National Prescribing Service as well as relevant guidelines. The unit provides knowledge and skills for the safe prescribing of scheduled medicines by health practitioners. To equip health professionals with knowledge, skills and expertise required to contribute to the development of management and evaluation practices, such as the use of scheduled medicines.
This is the second unit in the Podiatric Therapeutics course. This unit builds on the theoretical concepts introduced in Podiatric Therapeutics 1 (CSN500) and requires a sound understanding of physiology, disease processes, medicine, pharmacology and pharmacotherapeutics. The unit provides you with a practical understanding of the use of scheduled medicines in the therapeutic management of foot and related lower limb disorders. Podiatrists make therapeutic decisions that require consideration of legal, ethical, financial, pharmacological, medical and patient factors before delivering the most efficacious, safe and appropriate treatment, including no treatment. This unit will equip you with the skills necessary to utilise scheduled medicines in clinical practice, including how and when collaboration with members of the health care team is required and how to access appropriate information resources to guide therapy.
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.
A key aspect of sport science is the role psychology plays in optimal levels of performance. This unit introduces psychological principles underpinning sport performance and the common tasks and decision-making processes involved in the applied work of a sport psychologist. This unit builds upon the foundational first year unit, XNB175 Exercise Psychology.
This unit is a clinical unit that develops key clinical knowledge required for exercise physiology practice. This unit specifically focuses on the cardiorespiratory, metabolic and renal disorders, including their epidemiology, aetiology, pathophysiology, clinical course, diagnostic and assessment procedures, and treatments. By identifying the causes of each disorder, along with their epidemiological characteristics, the underlying mechanisms that affect movement capacity, and approaches taken to diagnose, assess and treat these disorders, the unit aims to develop your knowledge of these disorders so that you can recognise how they affect and respond to movement, exercise and activity. This unit links to XNH386 Clinical Skills for Exercise Physiologists, where practical assessment skills relevant to the disease states covered in this unit, are taught.
This unit is a clinical unit that develops key clinical knowledge required for exercise physiology practice. This unit specifically focuses on the neurological, occupational and musculoskeletal disorders, including their epidemiology, aetiology, pathophysiology, clinical course, diagnostic and assessment procedures, and treatments. By identifying the causes of each disorder, along with their epidemiological characteristics, the underlying mechanisms that affect movement capacity, and approaches taken to diagnose, assess and treat these disorders, the unit aims to develop your knowledge of these disorders so that you can recognise how they affect and respond to movement, exercise and activity. This unit links to XNH386 Clinical Skills for Exercise Physiologists, where practical assessment skills relevant to the disease states covered in this unit, are taught.
This unit is in the intermediate stage of your course and builds on the work you have undertaken in introductory food and nutrition, food citizenship, nutrition epidemiology, nutrition across the life cycle and nutrition science. This unit provides you with opportunities to develop your competencies in the area of community and public health nutrition, in particular around program planning and evaluation and the application of nutrition for communities and populations. Completion of this unit is essential in preparation for work integrated learning in the area of community and public health nutrition. The unit builds and provides practice in research, synthesis, and problem solving. In addition, you continue your development as a professional.
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.
Domestic and sexual violence are now very much on community and policy agendas in Australia. There is in Australia and internationally a significant field of programming, policy, and advocacy devoted to the prevention of domestic and sexual violence. This field complements efforts to work with victims and to hold perpetrators accountable, but focuses on how to prevent such violence from occurring in the first place. The violence prevention field includes efforts to build healthy relationships and families, involve and develop communities, promote community norms of nonviolence, improve organisational practices and workplace and institutional cultures, lessen gender inequalities, and address the larger cultural, social and economic factors that contribute to violence. This unit provides a comprehensive exploration of violence prevention.
This beginning level unit aims to establish cognitive skills in clinical reasoning which inform provision of nursing practice. Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice emphasised are: thinks critically and analyses nursing practice (ST1); engages in therapeutic and professional relationships (ST2); maintains the capability for practice (ST3); develops a plan for nursing practice (ST5); evaluates outcomes to inform nursing practice (ST7). National Safety and Quality Health Service Standards addressed at an introductory level are: preventing and controlling healthcare associated infections; medication safety; patient identification and procedure matching; clinical handover; preventing and managing pressure injuries; preventing falls and harm from falls. This unit directly links to subsequent Integrated Nursing Practice units. Course themes emphasised are: evidence-based practice, scientific foundations of practice, and person-centred care.
This unit explores inquiry in clinical practice by examining the role of research and the use of evidence in nursing practice. 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. Facilitating ongoing improvement in nursing practice requires different ways of thinking, broader perspectives and decision making informed by evidence. The course themes emphasised in this unit are global health, evidence-based practice and person-centred care.
This unit focuses on the national health priority of mental health and explores social determinants, legislation and policies that inform nursing care provision. Mental health issues are a universal human experience across the lifespan and serious mental health conditions affect many Australians. Students gain knowledge of major mental health conditions and psycho-pharmacology. Learning activities embed concepts of a recovery approach and cultural safety in promoting positive messages that challenge stigma and discrimination. Emphasis is given to development of the professional self and attributes of trust, rapport building, and non-judgemental disposition. Focus is also given to developing skills in assessing and responding to people experiencing mental health issues including history-taking, mental health and risk assessment-using the recovery model. Course themes emphasised are evidence-based practice, cultural safety, and person-centred care.
This unit is a work integrated learning unit with students learning predominantly within off-campus health care contexts. The unit is at the developing stage of the course and builds on all preceding units. Students are expected to draw on knowledge and skills gained in previous units to further develop their practice. This unit has a symbiotic relationship with the NSB231 Integrated Nursing Practice 2 On Campus unit. A thorough understanding of the NMBA Registered Nurse Standards for Practice, National Health Priorities, and National Safety and Quality Health Service Standards are essential to nursing practice.
This unit focuses on integrating theory with clinical practice at a developing-level during 160 hours of clinical placement. Students are expected to draw on prior knowledge and skills to develop their practice. Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice emphasised 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). National Safety and Quality Health Service Standards addressed at a developing level are: preventing and controlling healthcare associated infections; medication safety; and preventing falls and harm from falls. The course themes emphasised in this unit are evidence-based practice, scientific foundations of practice, person centred care, global health, and interprofessional collaboration.
This unit consolidates cognitive skills in clinical reasoning by intergrating prior knowledge and skills and further develop students' understanding of decisions that informs nursing practice at a developing level. Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice emphasised: 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); evaluates outcomes to inform nursing practice (ST7). National Safety and Quality Health Service Standards addressed: preventing and controlling healthcare associated infections; and medication safety; and preventing falls and harm from falls. This unit links to subsequent Integrated Nursing Practice units. Course themes emphasised are evidence-based practice, scientific foundations of practice, health technology and health informatics and person-centred care.
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.
Cardiovascular client disorders are commonly encountered by nurses practicing in a variety of clinical settings. Continually advancing health care, combined with changing lifestyles, means cardiothoracic complaints either directly contribute to hospital admission or form part of the ever expanding list of patient comorbidities. This unit provides an overview of cardiothoracic nursing and learning activites encompass theoretical concepts specific to this specialty as well as related clinical skills. It builds on introductory concepts that have been addressed earlier in the degree through more detailed exploration and reflection. It is expected learning activites will consolidate and link existing knowledge with new knowledge and development of related clinical skills in this practice area.
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.
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.
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 introduce students to basic 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.
Psychological and human service delivery involves providing counselling to clients regarding a variety of life problems and mental health issues. This unit provides an introduction to the major approaches to psychotherapeutic intervention. This unit develops the student's knowledge of counselling process and skills and provides practice in changing the ways in which people express, conceptualise and respond to their concerns. It emphasises skills in solution oriented approaches but also covers a range of models and skills for workers in crisis situations. It provides a basis for further studies in counselling in settings requiring psychotherapeutic intervention, and other modes of delivery such as couple, family or group work. Students are introduced to the philosophical assumptions and principles that underlie each counselling approach and the process of change. Emphasis will also be placed on effective microskills that assist in developing a positive working alliance with clients.
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. You may nominate prefered placements from a pre-organised list of organisations maintained by the School of Psychology & Counselling, or you may negotiate your own placement at another organisation (unit coordinator approval). 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 advanced unit focuses on the scientific study of the biology of behaviour and discusses these in relation to animal, human and clinical research.
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).
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.
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.
This unit is an elective unit within the Bachelor of Behavioural Science (Psychology). PYB374 explores the main psychology theories and research methods used in traffic psychology and how these theories and research methods are applied to understand risky driving behaviours. The main research methods explored in this unit include the use of: surveys/questionnaires and observations, physiological recordings (e.g., EEG, ECG, EOG, EMG, eye tracking, actigraphy), driving simulators, and in-vehicle assessments/instrumented vehicles (e.g., actigraphy, GPS, OBD2). The unit has a strong focus on the practical learning and critical analysis of research methodology used in traffic psychology as well as the interplay of psychological theories and research methodology with the assessment of road user behaviours.
The purpose of this unit is to help you plan your research and develop a viable and ethical research proposal, which will prepare you to undertake an independent 24 credit point project (HLN703) or a 48 credit point dissertation (HLN700 or HLN750-1, -2) or acts as a stand-alone research unit for 'scholar-practitioners'. This unit aim to provide clinicians and health practitioners the supported experience of becoming a scholar practitioner and able to link their research knowledge with practice. Students will learn how to apply theoretical and methodological rigour to their work in practice.
Clinical classification (clinical coding) is one of the major speciality tasks of a health information management service in a hospital. Clinical classification responds to internal and external demands for clinical information for management decision making, research and education. Coded data is used to underpin decisions relating to hospital funding, meaning that there is an imperative for the codes to be assigned correctly to ensure hospitals receive appropriate financial resources. PUB101 aims to develop your foundational skills in interpreting clinical documentation and clinical code selection. It will involve detailed study of all five classification volumes, comprising the International Classification of Diseases, 10th Revision, Australian Modification, the Australian Classification of Health Interventions and the Australian Coding Standards (ICD-10-AM/ACHI/ACS). Practical application of the principles and techniques of coding will be undertaken.
It is essential that Health Information Managers thoroughly understand the clinician's responses to various disease processes, how this information is documented in patient records, how to access data from a variety of information feeder systems and how these relate to the process of clinical classification. This unit integrates your knowledge of medical terminology, anatomy and pathophysiology gained from PUB100 and the basic process of coding gained from PUB101 to build an understanding of the processes clinicians use to diagnose and treat common and specialised conditions. This advanced understanding will then be applied to abstraction of diagnostic and procedural details from real world clinical documentation and application of your coding knowledge in a practical hospital setting. Coding quality techniques will also be introduced. The relationship between coding and hospital funding will be discussed.
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 core units in Year 1, the unit 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 is one of the final three units prior to graduates commencing work as a health information management professional. Recognising that your level of expertise is at the beginner practitioner level, this unit is designed to develop professional skills in critical reflection that help define you as a health care professional and set you on a pathway of continuing professional development. It will also instil and nurture your development in the areas of personal qualities, values, attitudes and behaviours which are fundamental to HIM practice within the broader context of health care. Through the opportunity for work integrated learning, you will develop evidence based knowledge and implement reflective processes to improve the quality of your health information practices. These strategies and processes are necessary for the transition into the workplace.
The aim of this unit is to develop high level, practical Health Information Management skills. Increased understanding of the various roles that health information managers play in the health care system is emphasised through work integrated learning experiences. Students will undertake project work as negotiated with their placement supervisor. This is the capstone unit for the Health Information Management course and a time for you to cement your framework for professional practice. This unit will provide you with the opportunity to reflect upon your learning goals, reevaluate the outcomes of your earlier academic experiences and further develop understanding of your role as a professional health information management practitioner. The outcome of this placement unit will provide you with a sound platform from which to move from the university setting to the workplace.
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 increasingly 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.
Effective responses by the health system to the major challenges derived from a rapidly changing world require effective planning which integrates capital, workforce and service planning. Planning is both a technical and political activity. Planning ranges from implementation of pre-set activities to the more contentious problem of how to make decisions about spending where there are fiscal, social and environmental resource constraints.Health managers have a responsibility to lead the future direction of health services by planning for future needs. This unit is an introduction to the principles and practice of integrated health planning and the evaluation of the effectiveness of health policies, plans and services. This unit will cover the spectrum of planning including the identification of the planning context, data to inform planning, the planning process, articulation of the plan into action and post implementation evaluation.
Epidemiology is an important scientific discipline in health research, clinical practice and public health decision-making. Currently, there is an increasing demand for scientific evidence-based health research and public health policies, and an increasing trend towards health research that considers complex biological, environmental and societal inter-relationships and/or evaluates the effectiveness of population-based interventions. You will learn about recent developments in epidemiology that contribute innovative research designs and analytical methods to complement these needs. Such knowledge and skills are critical for evaluation of current epidemiological literature, design of health research, and interpretation of research results. This unit will provide you with advanced knowledge and skills in critique of epidemiological literature, design of research projects, and interpretation of research findings.
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 addresses the key concepts and skills related to leadership and strategic issues related to inclusive, future-oriented disaster risk management and resilience building. 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 environmental scanning, stakeholder mapping, crisis communication planning and decision-making in rapidly changing environments. Upon completion of this unit you will have a greater understanding of the critical role of the disaster and emergency risk assessment and how to prepare and deliver a media briefing using effective communication strategies and protocols.
A detailed understanding of the structure and functioning of the health system is essential for future health system leaders and managers. The unit explores concepts that form the basis for the way health systems are designed and operate. It also examines a number of issues that influence how health services are delivered and resourced with 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 the drivers for change nationally and internationally. This unit is relevant to health professionals seeking to manage health systems or to lead and influence the future direction of health.
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 in 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.
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.
Developed interpersonal communication skills are the cornerstone for both personal and professional relationships. Human service and social work in a broad sense, aim to help people in their struggle for self -determination and social justice. At a fundamental level, the struggle for independence, justice and empowerment is facilitated by interpersonal processes involving the effective use of communication and conflict resolution skills. This is a skills based unit located in the second year of the Social Work degree and the third year of the Human Service degree to build upon fundamental communication skills. These culturally sensitive and diverse skills are at the core of sound practice, whether at a micro or macro level. The essential practitioner skill of a heightened sense of self is closely examined as are reflective strategies to effectively deal with and prevent vicarious trauma, burnout and enhance lifelong learning.
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 on 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 and challenge social and cultural constructions located in local, national and international community contexts. Because of its importance in preparing you for working with people, their families and carers and communities around disability, this unit is strategically located in the first year.
This unit focuses on a wide range of practice arenas relevant to work in services for young people. Increasingly professionals working with young people or in agencies concerned with or impacting on young people require expertise about specific issues and practice responses. This expertise may be related to a particular professional role (eg policy analyst and advocate), the orientation or framework employed by the funding program or service (eg early intervention or prevention), or particular practice approaches that respond to issues/needs that may be impacting on young people who constitute the target group (eg mental health, drug use, juvenile offending). This unit will engage students in developing a critical youth work practice framework, supported by engaging with critical youth work theories and input from youth work practitioners.
This unit illustrates the scope of social work and human services practice by applying social justice lens range of international and regional issues through the framework of the Sustainable Development Goals. . You will explore the relationship between social justice principles and values and global international issues including climate change, gender, poverty development assistance, aid and key concerns identified in the Sustainable Development Goals. The Unit considers opportunities for engagement through the use of case studies and activities that highlight key global challenges and practice.
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 critically examines mental health and mental illness within contemporary society with emphasis on anti-oppressive social work practice, human rights and social justice. Students develop introductory knowledge and skills to build their understanding and capacity to support and advocate for individuals, families, groups and communities impacted by human distress. There is exploration of challenges associated with construction of mental health and mental illness, diagnosis and assessment that is dominated by the medical model, mental health services across the lifespan, gaps in service delivery, stigma and discrimination, disadvantaged individuals, groups and communities with specific needs, and relevant Australian legislation and policy. The importance of the community-based, consumer-led recovery model is embedded throughout the unit and students are positioned to critique and challenge existing service infrastructure with a view to critical social work 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.
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.