Health care environments introduces students to foundation knowledge for health science level units in their degree. This includes supporting the independence and well being of clients, regardless of age or disability. Focus in this unit includes working legally and ethically, working with diverse people and following safe work practices. Effective communication is imperative, through written care plans, identifying what has been provided using client centred practice. This unit incorporates most core and elective units in the Certificate III in Individual Support. Students can pursue a qualification through the College RTO in one of three specialisations- Disabilities, Ageing, and Home & Community.

Health care environments introduces students to foundation knowledge for health science level units in their degree. This includes supporting the independence and wellbeing of clients, regardless of age or disability. Focus in this unit includes working legally and ethically, working with diverse people and following safe work practices. Effective communication is imperative, through written care plans, identifying what has been provided using client centred practice. This unit incorporates most core and elective units in the Certificate III in Individual Support. Students can pursue a qualification through the College RTO in one of three specialisations- Disabilities, Ageing, and Home & Community.

This unit provides an introduction to the provision of health, services and fields associated with the provision of health in Australia. The unit covers a range of health science concepts, including what health literacy is and why it is important and other concepts such as acute care, chronic care, National Health Priority Areas (NHPAs) in Australia, and health education, The unit also introduces examples of terminology used for measuring the distribution and determinants of disease and illness in varied population groups (epidemiology). This includes terms such as health data, morbidity, co-morbidities, mortality, quality of life and disability adjusted life years. This unit aims to give students an understanding of health science practice in Australia both in city and rural settings and identifies minority group issues and challenges in accessing healthcare and services.

This unit aims to familiarise students with some of the concepts and issues surrounding healthy living, particularly for young people in an environment far from parental support. It introduces students to academic skills and the expectations of learners in a tertiary environment while further developing their language skills. By the end of this unit, the goal is for students to have a better knowledge and understanding of how to improve their health, develop organisational skills and learn to manage their time. The unit also aims to develop their understanding of the effect of drug use on health and lifestyle. There will be a range of teaching and learning strategies used in this unit including working in groups. The aims of this unit are to develop an understanding of the concept of health and wellbeing; develop and maintain organisational skills for various areas of life; create a mindset and learn skills to manage time well.

The Health Science Professional is designed to enhance Academic English skills whilst exploring different pathways available in the Bachelor of Health Science degree, and the majors associated with Testamur majors including Clinical Science, Health Promotion, Health Services Management, Public Health and Recreation Therapy. The unit will lead students through the compliance requirements of their intended pathway, and map out the process of meeting these requirements. Students are encouraged to develop their ideas and understanding of health sciences and the areas of specialisation they can pursue.

This unit considers the reasons and roles for evidence-based practice and research in healthcare, introducing students to core concepts and relevant terminology. Skills are developed for asking clinical or professional healthcare questions and translating these skills into search strategies for finding evidence. To make sense of that evidence, students are introduced to quantitative and qualitative research methods, types of data, how data are described and how biostatistics is used to provide meaning to research data.

This unit will consider the reasons and roles of evidence-based practice and research, and introduce students to their language and core concepts. Skills will be developed for asking clinical or professional healthcare questions and to translate these into search strategies for finding evidence. To make sense of that evidence, students will be introduced to quantitative and qualitative research methods, types of data, how data is described and how biostatistics is used to provide meaning to research data.

This unit introduces students to the paramedic profession and its scope of practice in Australia. It includes exploration of the roles and responsibilities of paramedics in the context of the changing health environment. Ethical issues and relevant legal and regulatory requirements will also be discussed. Students will be introduced to the key concepts of paramedicine and to the complexity of normal development and its relationship to the processes of health science.

This unit examines the scientific basis for movement and sports skill development. An understanding of the principles of movement and motor skill and how they apply to performance is examined through a range of movement tasks required for track and field athletics and some team sports. Laboratory activities will focus upon the basic movement tasks of throwing, jumping, balancing, striking, running and rotary activities. An examination of the instruments used in efficient movement analysis is undertaken.

This unit allows the student to develop professional and clinical skills and techniques in preparation for paramedic practice. Students will be exposed to manual handling techniques to enable safe lifting and movement of patients and equipment, and discuss principles of infection control and scene safety. Students will learn how to undertake a holistic patient assessment and perform basic diagnostic tests. Students will have the opportunity to practice new skills and become oriented to the prehospital setting during clinical placements on non-emergency transport ambulances, preparing them for an extended emergency ambulance clinical placement in the following semester.

This unit introduces skills for studying and working in health science. Students will gain an understanding of the interdisciplinary and multi-disciplinary nature of health science practice in the 21st century, and how this interacts with the specialty health professions, client and community expectations of health care and employment opportunities in health science. Students will learn foundation competencies that will underpin their academic development and their safe, responsible and ethical practice in health science service environments.

This unit introduces skills for studying and working in health science. Students will gain an understanding of the interdisciplinary and multi-disciplinary nature of health science practice in the 21st century, and how this interacts with the specialty health professions, client and community expectations of health care and employment opportunities in health science. Students will learn foundation competencies that will underpin their academic development and their safe, responsible and ethical practice in health science service environments.

This unit will introduce skills for finding and using the best available evidence in health. This begins with understanding thinking systems, biases and why we often don't accept, or respond, to facts, science and evidence. Students will learn the evidence-based practice process to formulate questions and find appropriate and relevant evidence from the unending amount of information available. The unit covers key concepts in how to read and understand a research paper. Students will develop skills for communicating evidence to strengthen arguments in academic writing and professional practice.

This unit, taken in the first session for commencing students in health science courses, offers an introduction to foundation knowledge and skills required for future practice in the health workforce. Students will gain an understanding of their roles and will develop skills required for safe, responsible and ethical practice required as health professionals. There is a specific focus on developing students' understanding of the roles of others in the interprofessional health care team as a way of establishing -professional identity. The International Classification of Functioning provides a framework within which client centred and community focussed approaches to practice is discussed. The unit also uses a 'student capital' framework to facilitate reflection of academic capability and development of skills required for success at university.

This unit will introduce skills for finding and using the best available evidence in health. This begins with understanding thinking systems, biases and why we often don't accept, or respond, to facts, science and evidence. Students will learn the evidence-based practice process to formulate questions and find appropriate and relevant evidence from the unending amount of information available. The unit covers key concepts in how to read and understand a research paper. Students will develop skills for communicating evidence to strengthen arguments in academic writing and professional practice.

This unit, taken in the first session for commencing students in health science courses, offers an introduction to foundation knowledge and skills required for future practice in the health workforce. Students will gain an understanding of their roles and will develop skills required for safe, responsible and ethical practice required as health professionals. There is a specific focus on developing students' understanding of the roles of others in the inter-professional health care team as a way of establishing professional identity. The International Classification of Functioning provides a framework within which client centred and community focussed approaches to practice is discussed. The unit also uses a 'student capital' framework to facilitate reflection of academic capability and development of skills required for success at university.

This unit offers an introduction to foundation knowledge and skills required for future practice in the health workforce. Students will gain an understanding of their roles and will develop skills required for safe, responsible and ethical practice required as health professionals. There is a specific focus on developing students' understanding of the roles of others in the interprofessional health care team as a way of establishing -professional identity. The International Classification of Functioning provides a framework within which client centred and community focussed approaches to practice is discussed. The unit also uses a 'student capital' framework to facilitate reflection of academic capability and development of skills required for success at university.

Australia has strict border measures in place to protect the health of the Australian community. Travel restrictions between Australian states and territories and in some remote areas of Australia are in place to help prevent the spread of COVID-19. Further to this, there is a ban on overseas travel from Australia. You can't leave Australia unless you get an exemption from the Department of Home Affairs (source - https://covid19.homeaffairs.gov.au/leaving-australia). Due to this ban on international travel, this unit will not be offered 2021 Summer A. The focus of this unit is to provide nursing students with the problem-solving skills required in assessing and caring for people who are living in poverty in remote or rural areas in Australia and/or internationally. This unit is designed to enable students to develop cultural awareness and understanding of health care delivery and contemporary issues confronting health care for people who are living in remote or rural areas in Australia and/or internationally. Students will be eligible for up to 80 hours of approved clinical hours following successful completion of the clinical assessment tool by an accredited registered nurse.

This unit investigates exercise metabolism and related genomics and proteomics in an integrated fashion. Covering: energy pathways; metabolic control; metabolism, oxygen consumption and respiratory quotient relationships; metabolic responses to acute and chronic exercise; pathway contributions to exercise; metabolic limitations to exercise; metabolic contributions to fatigue; metabolic acidosis, cellular and systemic implications of metabolic thresholds, conditions that can alter cellular metabolism. Whilst skeletal muscle metabolism is the primary focus, liver and adipose tissue metabolism are also considered as are anabolic pathways. Students will be exposed to basic biochemical assays of interest to the exercise physiologist.

This subject is designed to give students an understanding of and experience in exercise prescription and fitness program construction for the general population (apparently healthy) across all ages and genders. It will focus on the development of general health-related exercise programs, which improve aerobic and anaerobic fitness, muscular strength and endurance, flexibility and body composition. Students will design, implement, supervise and evaluate a self-prescribed exercise program, and instruct training sessions for fellow students.

In 2016, this unit is replaced by 401143 - Exercise Prescription I. The exercise prescription area is designed to give students an understanding of and experience in exercise prescription and fitness program construction for the general population of all ages and both genders, including pre exercise screening and fitness testing. It will focus on the development of general health related fitness programs, which improve aerobic and anaerobic fitness, flexibility, muscular strength and endurance, including resistance training. Students will design, implement and evaluate a self-prescribed exercise program as well as provide one-to-one training sessions for fellow students.

This unit is designed to provide the student with the knowledge necessary to understand the information contained in the health record, to function in a medical environment through an understanding of the fundamentals of medicine and to effectively use disease classification systems. Within each body system, the student will study anatomy and physiology, disease processes and their treatment, and medical terminology (disease titles, symptomatic terms, surgical terms and investigations). The unit will also focus on specialist topics such as mental health, obstetrics, paediatrics, infectious diseases, oncology, radiotherapy, nuclear medicine, diagnostic and surgical interventions.

This unit introduces students to mental health and behavioural presentations, and emergencies arising from legal and illegal substance use. Students will explore the epidemiology, pathophysiology, manifestation, recognition, assessment and management of common mental health problems, behavioural presentations, and cases involving legal and illegal drug use in the context of paramedicine. Students will practice techniques for managing these presentations from an interpersonal communication perspective and a clinical management perspective. Acute and sub-acute presentations will be discussed, with specific attention given to the role of the paramedic regarding risk assessment, counselling, and health promotion. Legalities associated with management of behaviourally disturbed or cognitively impaired patients will be discussed, and issues relating to multi-agency care, collaboration and co-operation will be examined.

Nutrition is the science that applies knowledge of the nutritional components of foods to ensure the wellbeing of the human body. This unit presents the basic principles and concepts of human nutrition including nutrient requirements, functions, deficiency symptoms and the effects of dietary excess as well as energy balance and weight control. Students will gain a general understanding of the macronutrients such as carbohydrates, proteins and lipids in human metabolism, energy release and common diseases and disorders such as obesity, malnutrition, diabetes etc. The role of water and electrolytes in cellular and tissue functions, as well as alcohol metabolism and its impact on human health will be covered. The micronutrients are also studied, including the properties, general requirements, functions and the effects of deficiency and excess consumption of vitamins and essential minerals.

This unit explores the basic concepts of human nutrition in relation to various stages of the lifespan from infants to late adulthood. It also explores nutrition in relation to chronic health conditions such as obesity, cardiovascular disease and eating disorders. Students will learn about the development of the Australian Dietary Guidelines and Nutrient Reference Values. Students will also learn to make informed decisions with regard to nutritionally critical moments of the life span, emerging nutrition opinions or contemporary uses of nutrition in physical activity, sports and chronic health conditions.

The aim of this unit is to extend knowledge and clinical skills required for the assessment and management of cardiovascular, respiratory and neurological medical emergencies. The unit combines pathophysiological principles development of skills and interpretation of diagnostic technology with clinical decision-making to implement advanced life support.

This unit focuses on the core competencies for paramedic practice in real world situations. These competencies will be developed through on-campus simulation learning, clinical placements with an emergency ambulance crew over a period of 3 weeks, and through an evidence-based exploration of paramedic practice. The core competencies include communication, documentation, reflections and professional ethical behaviour. In addition, students will practice patient assessment and supervised procedures appropriate to their level.

This subject introduces students to advanced elements of paramedic practice including advanced life support (ALS) resuscitation, and systematic examination of the cardiorespiratory and neurological systems. Core psychomotor procedures will be explored including advanced airway management and intravenous access. The unit has a strong practical component, during which students can apply theoretical learning to simulated cases of moderate complexity. The unit is underpinned by a strong focus on reasoning and decision making.

This unit further explores research methods used to acquire knowledge in healthcare. This includes research designs, international standards, key statistics, and interpretation of results. The range of health research methods will be presented, and studies about treatment effectiveness (clinical trials and systematic reviews), diagnostic effectiveness and qualitative approaches will be explored in detail. Pathways for early-career research are also introduced.

This unit introduces concepts and practice of biostatistics related to public health, healthcare policy and practice, and health science generally. Evidence-based health professionals must be able to interpret and act upon quantitative data from research about the health of individuals, communities and populations; and factors affecting health including determinants of health, and the effects of policies and interventions on the health of individuals and groups. The unit covers essential principles of statistical reasoning, assumptions and methods applied to health scenarios. Learning is achieved by students exploring available statistical information and through analysis of numerical data sets.

From 2020 this unit replaces 401239 - Introduction to Physical Cultural Studies. The unit explores the interconnection between physical movement, culture, and society. Students will investigate the relationships among physical culture in its various forms (including health, physical activity, sport, dance, leisure, and movement related practices) and broader contexts (pedagogical, social, cultural, political, economic, and technological). The unit will equip students with knowledge and skills in becoming active, reflective and critical learners in physical culture thereby enacting meaningful changes in sites of inequality.

This unit explores quantitative and qualitative research methods used to generate and expand knowledge in healthcare. The principal practice and policy questions in healthcare are identified, along with the research paradigms, methodologies, rationales, designs, sampling, data collection and measurement methods, analysis, controls over bias and validity, reporting methods and ethical standards applied to answer these questions and inform evidence-based practice. Practical experience is gained with tools for the appraisal of research evidence guiding practice. Workplace research and organisation research for quality assurance are included. Pathways to a professional career in research are explained.

This unit provides students with an understanding of the interdependent areas of nutrition within the context of sport, physical activity, and exercise. Nutritional needs and recommendations for all levels and types of physical activity are covered along with the links between nutrition and health, sport performance, body composition and control of body weight. Students will develop skills in nutritional analysis and program development, measurement of energy expenditure and body composition assessment. Students will use these skills and knowledge in the individualisation of advice on exercise nutrition for health and sport performance.

This unit builds on basic concepts in human nutrition and facilitates the study of nutrition needs across the lifecycle and for specific lifestyle and nutrition related diseases. This study will incorporate how to assess nutritional status (incorporating anthropometric, biochemical, clinical, dietary and physical activity assessment) of individuals and groups, understand the strengths and limitations of various methods, how to manipulate diets to ensure nutritional sufficiency and how to provide nutrition education regarding lifestyle related diseases and sports nutrition.

This unit introduces students to clinical leadership, supervision and patient safety in the context of paramedicine. Students will undertake a 4 week clinical placement block with an emergency ambulance crew, which will in part be used as a basis for reflective learning activities and critical analysis. Students will explore and discuss concepts of clinical leadership and supervision, drawing from their clinical placement experiences. Students will learn about leadership styles, principles of clinical education, mentoring and supervision in the field, clinical governance and patient safety.

This unit explores the issues in caring for special populations in the emergency situation - multicultural and Indigenous settings, the elderly, people with disabilities and people experiencing mental illness. Current trends underlying policies and services and determinants of wellbeing in these contexts are discussed. Particular attention is given to issues, principles and practices relating to ageing, and to the assessment, treatment, rehabilitation strategies and crisis counselling for people experiencing mental illness.

In this unit, students incorporate previous research and biostatistics knowledge to develop new skills for using evidence to inform all aspects of their professional practice. Evidence-based practice uses an enquiry led approach to manage expanding and uncertain knowledge by formulating answerable questions, effectively searching literature, critically appraising evidence validity and results, and to assess its significance in clinical practice and healthcare decision-making. Students will incorporate evidence in communication and shared decision making processes for patient scenarios relevant to their program.

This unit aims to develop an understanding of the inter relationship between nutrition and health in Australian and Global contexts. The aim is to provide the student with a sound foundation in nutritional anthropology, public health nutrition and health promotion in order that they can systematically analyse nutritional problems associated with world food issues; including those affecting minority and culturally and linguistically diverse groups within Australia; diseases of affluence and current health and nutrition issues in the community. An important objective of the unit is that students learn the principles of health promotion and how to apply effective nutrition promotion strategies in community and population settings in order to reduce the burdens of various nutritional and lifestyle related disorders and diseases like: obesity, some cancers, diabetes and cardiovascular disease and malnourishment.

Students actively engage in a variety of gymnastics activities to develop skill competencies on vault, bars, beam, and floor. Students will also learn about a variety of dance styles and apply movement composition principles. Students will consider safety principles and learn teaching strategies that will enable them to teach gymnastics and dance accurately and safely in line with the Health and Physical Education curriculum. Students will also design their own original teaching and learning ideas that are active, enjoyable, and educational, to ensure they can implement quality gymnastics and dance learning experiences in PE.

This unit examines the tactical and strategic issues facing a health response team in a major incident. Students will practice team responses to critical incidents and evaluate the effectiveness of different approaches to response and recovery.

The aim of this unit is to prepare the student for out-of-hospital care and management of obstetric, neo-natal and paediatric emergencies. It focuses on understanding human birth and development, normal and complicated delivery and the changes that occur in the pregnant woman. Developmental changes throughout childhood and the skills required to manage a broad range of clinical paediatric emergencies are explored.

The aim of this unit is to extend the foundational knowledge relating to the assessment and management of medical presentations across the spectrum of acuity, including falls, geriatric care, sepsis, gynaecological, genitourinary, ear/nose/throat and complex co-morbid conditions.. The unit combines theoretical and practical aspects to develop knowledge, skills, interpretation and application of diagnostics and clinical decision-making to implement appropriate patient care. Students will investigate fundamental elements of paramedic practice relating to medicolegal documentation, risk assessment and clinical reasoning relating to determination of patient disposition.

This unit focuses on the core competencies for paramedic practice in real world situations. Students will review high fidelity simulation scenarios to facilitate simulation debrief sessions exploring scene management, interpersonal communication, decision making, inter-professional cooperation and clinical management, Students will then consolidate and extend these skills through supervised clinical placements with an emergency ambulance crew over a period of 5 weeks. Experiences and exposure gained during the placement will form the basis for analysis of case studies and reflective learning.

In 2016, this unit is replaced by 401148 - Strength and Conditioning. Resistance Training and Physiology presents the growing body of research evidence supporting specific methods of resistance exercise and training, as well as the role of resistance exercise in disease prevention and health promotion. Students gain an increased understanding of the energetics and physiology of resistance exercise by also completing laboratories focussed on the research of important applied concepts in resistance exercise and training. Students also experience resistance training.

Strength and Conditioning presents the growing body of research evidence supporting specific methods of resistance exercise and training, as well as the role of resistance exercise in disease prevention and health promotion. Students gain an understanding of the energetics and physiology of resistance exercise by also completing and experiencing laboratories focussed on the important applied concepts in resistance exercise and training.

This unit deals with pathophysiology and pathogenesis of traumatic injuries and environmental emergencies as well as safe and effective out-of-hospital management of these patients. Best patient outcomes are achieved when out-of-hospital care forms part of a trauma system. Paramedics are required to make decisions to achieve the provision of the right care and transfer to the right hospital in the right time. This applies to both, the single-patient incident and the mass casualty situation. This unit aims to develop the knowledge and skills to safely and effectively manage the patient(s) suffering traumatic injury or an environmental emergency. Furthermore, the unit aims to prepare the paramedic student to be part of a major incident response.

From 2020 this unit replaces 400249 - Ethical and Legal Issues in Health Care. This unit enables students to explore and develop an understanding of the ethical and legal issues important within contemporary health care. Through the use of case studies students will analyse profound ethical and legal challenges facing current health care that are equally important to health professionals, patients/clients and society generally. Critical thinking about these issues will be encouraged. Students will also be encouraged to consider differing theoretical perspectives in their examination of ethical issues. Additionally, students studying to work within health care, including complementary medicine, will develop a comprehensive understanding of the requirements for ensuring that their practice conforms to legal doctrines and ethical standards.

In this unit you will explore the basic concepts of human nutrition in relation to various stages of the lifespan from infants to late adulthood. It also explores nutrition in relation to chronic health conditions such as obesity, cardiovascular disease and eating disorders. You will learn about the development of the Australian Dietary Guidelines and Nutrient Reference Values. You will also learn to make informed decisions with regard to nutritionally critical moments of the life span, emerging nutrition opinions or contemporary uses of nutrition in physical activity, sports and chronic health conditions.

This unit aims to develop an understanding of the inter relationship between nutrition and health in Australian and Global contexts. The aim is to provide you with a sound foundation in nutritional anthropology, public health nutrition and health promotion in order that they can systematically analyse nutritional problems associated with world food issues; including those affecting minority and culturally and linguistically diverse groups within Australia; diseases of affluence and current health and nutrition issues in the community. An important objective of the unit is that you will learn the principles of health promotion and how to apply effective nutrition promotion strategies in community and population settings in order to reduce the burdens of various nutritional and lifestyle related disorders and diseases like: obesity, some cancers, diabetes and cardiovascular disease and malnourishment.

This final year unit focuses on the transition from student to practitioner. The aim of this unit is to provide students with learning opportunities that will consolidate and enhance their competence in professional practice throughout their career. Professional competencies of central concern include advanced clinical reasoning skills, evidence based-practice, reflective practice, personal and career management strategies, self-directed and life-long learning. These competencies contribute positively to the effective management of graduates' clinical practice in various work contexts, and their future career paths. Acquisition of such skills will allow the graduate to direct and adapt to change in these areas.

In this unit, students incorporate previous research and biostatistics knowledge to develop new skills for using evidence to inform all aspects of their professional practice. Evidence-based practice uses an enquiry led approach to manage expanding and uncertain knowledge by formulating answerable questions, effectively searching literature, critically appraising evidence validity and results, and to assess its significance in clinical practice and healthcare decision-making. Students will incorporate evidence in communication and shared decision-making processes for patient scenarios relevant to their program. Students will embark on research training through studying the theory and application of research methods to honours research in their chosen field and practising the skills to analyse evidence in the health sciences.

Evidence is mounting that the health of individuals, groups and whole populations is significantly determined by social factors - the social determinants. The related research has its origins in concern for the growing inequalities in health both within and between countries. This unit examines the framework of the social determinants of health in a global perspective and includes a reflection on the phenomenon of globalisation and its impact, both positive and negative on people's health. Students will critically reflect on this relatively new and emerging body of knowledge and research which clearly situates the maintenance of health and healthy societies within their socioeconomic and socio-cultural contexts. They will also examine implications for policy, health systems and different groups within society.

The concept, form and structure of health care organisations are explored. Organisational theory is used to analyse contemporary health care structures. Factors which influence organisational design, function and effectiveness are discussed including: organisational behaviour, strategy, culture, power and politics, technology, sustainability and effectiveness. A major focus is planning for strategic organisational development to meet the challenges of rapid change and the need for performance improvements in patient care delivery. Concepts related to the strategic development of workforce capacity in the health care arena considered through the application of theories including the learning organisation. Leadership is examined with emphasis on change management.

This unit examines the principles of public health nutrition and a systems approach, and enables students to use them to identify and analyse nutrition issues and outcomes. Students will learn about the food and nutrition system and its drivers, and examine their impact on current food, nutrition and nutrition-related health issues. They will explore public health nutrition priorities in Australia and 'at risk' groups such as Aboriginal and Torres Strait Islander peoples, culturally and linguistically diverse groups, and other vulnerable groups. They will learn to interrogate nutrition-related policies in relation to public health nutrition priorities and contemporary topics in Australia and similar contexts. Students will learn about the role of advocacy in promoting a sustainable and equitable food supply system, and improving food and nutrition outcomes for populations.

This unit requires students to complete a substantial piece of independent research. Dissertations will involve the in-depth examination of a particular topic/question, and should demonstrate evidence of ability to undertake sustained critical analysis. The dissertation provides an opportunity for students to demonstrate that they can consolidate knowledge acquired throughout their course of study, understand how existing evidence/information relates to research topics, and how their own work adds to this body of knowledge. Independent thinking is required, including the ability to critique one's own work and that of others, as well as articulating the implications of their own research and support their findings through their written dissertation. Students will have the opportunity to participate in workshops where they will gain skills in defining a clear research question, preparing a formal research proposal, conducting a literature review, ethics and research, and formal writing at a professional standard. Findings of student work with be presented at an end of semester research seminar. This unit can also be taken over two semesters (see 401282 Dissertation (Part-Time)).

This unit provides health leaders with an introduction to financial management in health and aged care settings as a basis for understanding the impact of leadership decision-making on financial outcomes and how financial decision-making impacts on clinical service delivery. Content includes an overview of health economics and economic evaluation, health care funding models, the principles, practices and tools for financial planning and management, basic accounting principles and financial terminology and using financial information and reporting for negotiating financial plans, tracking and evaluating financial performance and using financial information in decision-making within the clinical environment.

Planning occurs at all levels within all health organisations, government, non-government and in the private sector. There is a hierarchy in planning health services with some global overarching policy documents, national agreed priorities which affect corporate and regional plans as well as local services and projects. Planning focuses on future directions for health, is value based and resource allocation driven. The process of health planning will be outlined including how to conduct a needs analysis, develop an evidence based approach, consult with stakeholders including the community, document an implementation plan and evaluate outcomes.

This is a flexible learning unit looking at Human Resource Management as a strategic activity of health organisations especially as workforce shortages pose significant challenges to the health, welfare and aged care sectors. The workforce, with appropriate knowledge and expertise, is essential to the efficient and effective delivery of quality health services. Successful organisations shape their workforce to anticipate current and future business directions and goals. Workforce planning is a crucial element of this approach and its success.

Most professions in the health sciences need to read and interpret statistics relating to individual health status, interpret health risks in communities, and engage in the evaluation of interventions, or impact of health policies or programs. Many public health practitioners are actively involved in surveillance, quantitative research and/or evaluation. This unit provides students with the fundamental skills they need to analyse and interpret results from quantitative data collections. Content includes descriptive statistics, undertaking comparisons between groups, quantifying associations between variables, and statistical power. The unit is highly applied with the main focus being on interpretation and appraisal of statistical results and conducting analyses using statistical software.

Within the context of a society where change is ongoing, leadership is required in order to achieve optimum outcomes. Students in this unit will be encouraged to critically explore leadership styles, leadership and change theories, leadership in learning organisations and the community within a primary health care framework. This unit will enable students to assess both the internal and external environments of organisations, communities and individuals as the need for change is identified, planned and implemented. The unit identifies the central strategies necessary for the development of leaders who are able to achieve sustainable change outcomes.

This unit aims to introduce students to the principles and practices of nutrition and health promotion, for use in primary and secondary prevention. Students will learn and critically appraise all aspects of the program planning cycle, from needs assessment to evaluation. Students will develop their capabilities to design initiatives that are responsive to, and contribute to, the community and public health nutrition evidence base. Students will acquire knowledge related to communication, food and social marketing, nutrition education, and nutrition and behaviour change theories; and learn how to translate this into effective nutrition promotion initiatives that aim to influence food choice, intake, supply and/or access. Lastly, students will learn to work in, and/or manage, multi-disciplinary teams and work with key stakeholders. Negotiation and influencing skills, together with capacity building skills, to guide and upskill individuals and groups, will be developed for the purpose of improving the nutritional status of groups.

This unit aims to introduce students to methodologies that incorporate anthropometric, biochemical, clinical, dietary and physical activity assessment to assess the nutritional status of individuals and groups. Students will critically explore the strengths and limitations of various methods. Students will also learn to make professional judgement regarding when and how to use methods, including validating nutritional status assessment methods to achieve valid and reliable nutritional assessment outcomes.

This final year unit focuses on the transition from student to practitioner. The aim of this unit is to provide students with learning opportunities that will consolidate and enhance their competence in professional practice throughout their career. Professional competencies of central concern include advanced clinical reasoning skills, evidence based-practice, reflective practice, personal and career management strategies, self-directed and life long learning. These competencies contribute positively to the effective management of graduates clinical practice in various work contexts, and their future career paths. Acquisition of such skills will allow the graduate to direct and adapt to change in these areas.

This unit is designed to allow high achieving students to comprehensively explore a relevant topic of interest to them, either through a minor supervised research project or industry-based project. This unit's flexible delivery offers a unique experience specific to each project and student. Students in this unit will develop extensive skills through project-based learning essential for employment and/or higher degree studies.

This unit prepares students to conduct qualitative research. The unit covers ontologies, epistemologies, methodologies, and research methods, particularly those that involve the collection, management and analysis of qualitative data, and how findings are communicated. It also addresses the ethics of research.

Health care managers and clinicians are responsible for the quality and safety of patient care within their units. To introduce a culture of safety they must understand and work within current policy, surveillance and governance strategies. In this unit students will study the cultural and governance environments within which quality and safety systems are introduced in health care. Students will also develop skills required to effectively use the tools available for managing and monitoring quality and safety issues within their workplace.

This is a 40 credit point year-long subject taken over two terms (20 credit points in each term). This subject requires students to complete a substantial piece of independent research. Dissertations will involve the in-depth examination of a particular topic/question, and should demonstrate evidence of ability to undertake sustained critical analysis. The dissertation provides an opportunity for students to demonstrate that they can consolidate knowledge acquired throughout their program of study and understand how existing evidence/information relates to research topics, and how their own work adds to this body of knowledge. Independent thinking is required, including the ability to critique one's own work and that of others, as well as articulating the implications of their own research and support their findings through their written dissertation. Students will have the opportunity to participate in workshops where they will gain skills in defining a clear research question, preparing a formal research proposal, conducting a literature review, ethics and research, and formal writing at a professional standard. Findings of student work with be presented at an end of semester research seminar. This subject can also be taken over one semester (see HLTH 7004 Dissertation (Full Time)).

This unit focuses on the principles and practice of health service management. The unit draws on material from different settings to consider governance, policy, and strategic planning. Students will critique health system reforms, including those that aim to address healthcare inequity. The role of politics and policy will be discussed to clarify the impact on health service management. The unit will explore how health service operations are managed and how performance and outcomes are measured. Students will also explore how patients, carers, and other stakeholders shape health service management.

Please note, unit 401291.1 Advanced Sport and Exercise Science replaced by 401414.1 Advanced Sport and Exercise Science from 2020.This unit provides Bachelor of Research Studies/Masters of Research candidates with an interest in Sport & Exercise Science with an opportunity to further their knowledge and skill-sets in the field. Working closely with their assigned supervisor(s), students will prepare a work-plan to further enhance their theoretical knowledge through a combination of independent and guided-study. The unit will provide students with an opportunity to strengthen their knowledge and expertise in their selected field of Sport & Exercise Science. The unit is focused on the development of discipline-specific knowledge (theoretical and practical) to prepare students for their research thesis and future career in a Sport & Exercise Science related field.

This unit provides health leaders with an introduction to financial management in both public and private sector health services. The learning from this unit forms a basis for understanding the impact of leadership decision-making on financial outcomes and how financial decision-making impacts on clinical service delivery. The development of different approaches to funding to address issues of effectiveness, efficiency and acceptability (including equity) are examined. Pressures for reform are linked to developments at various levels of management and organisation type to enable analysis of potential impacts on clinical delivery. Students will critically analyse the relationship between performance and principles of governance, focusing on developing an improvement in the quality of service delivery. Reflective practice will be used to facilitate the application of resource management and clinical governance to a self-identified workplace issue warranting a clinical governance business case.

Most professions in the health sciences need to read and interpret data relating to individual health status, interpret health risks in communities, and engage in the evaluation of interventions, or impact of health policies or programs. Many public health practitioners are actively involved in surveillance, quantitative research and/or evaluation. This unit provides an opportunity to learn about making health service decisions using appropriate data. Students learn how to explore and use data that are assembled to replicate real patient data to both generate and answer questions. The focus may be managerial or clinical, or an integration of these. Students analyse the assembled patient dataset to generate and interpret health statistics, and translate them into health information and knowledge for decision-making. Students completing this subject develop the ability to explore health data and provide recommendations based on the findings.

This unit provides students with the opportunity to translate the content of the postgraduate program to the context of the workplace through an integrated workplace internship. This experience will allow the student to develop the necessary skills and competencies expected of high performing health professionals. The Internship enables a focused opportunity to work in contemporary healthcare settings with leaders and managers from a variety of professions. Students will also engage in coursework with a focus on creating an portfolio that revisits all content learned throughout their courses to critically assess their learning journey and learning outcomes. This process will teach students how to systematically self-reflect in deep and transformative ways, engaging with theory and knowledge acquired and developed through their studies to design and create a portfolio of their skills and competencies through a social capital framework. The unit will culminate in a presentation of the results of their internship project in a research and practice seminar.

Health professionals, particularly those at managerial positions, are frequently tasked with solving very complex problems in their practice. Some of these problems are so complex that they can be called 'wicked' problems, or problems that are highly resistant to resolution. This unit uses project-based learning to provide students with the opportunity to work collaboratively and inter-disciplinarily to solve an industry-driven 'wicked' problem, using systematic and evidence-based techniques to do so. Students will be challenged to think broadly to take into account the interrelationships among a full range of causal factors underlying the 'wicked' problem at hand, and will be required to use more collaborative and innovative approaches to solve industry challenges. Students will be exposed to a range of industry representatives who will pose the difficult, 'wicked' problems to them and who will return to assess the proposed solutions.

This capstone unit intends to develop students' work-readiness. Health professionals are recurrently asked to engage in reflective practice as a way to improve clinical and non-clinical reasoning. The ability to reflect on action and in action allows health professionals not only to improve their practice but also to more clearly articulate their strengths and weaknesses to potential employers. In this unit, students will focus on creating an portfolio that will require revisiting all content learned throughout their courses to critically assess their learning journey and learning outcomes. It will teach students how to systematically self-reflect in deep and transformative ways, engaging with theory and knowledge acquired and developed through their studies to design and create a portfolio of their skills and competencies through a social capital framework.

This unit provides an overview of emerging health policy with particular attention to quality and safety. Students develop a critical view on the organisation of healthcare, measurement and delivery of outcomes from the patient and population perspective as well as organisational accountability for quality and safety. The course consists of three components. The first component targets the main constituents of clinical governance, including practice design, analysis and improvement, error reporting and investigation, public accountability and open disclosure, multi-disciplinary teamwork and clinical leadership. The second component introduces the tools of clinical process redesign which help managers make practical improvements to practices in their units. The third component targets risk management by providing an overview of the kinds of risks faced by health service managers by outlining perceptions of risk such as adverse effect versus opportunity capital.

This is a 40 credit point year-long subject taken over two terms (20 credit points in each term). This subject provides students with the opportunity to translate the content of the postgraduate program to the context of the workplace through an integrated workplace internship. This experience will allow the student to develop the necessary skills and competencies expected of high performing health professionals. The Internship enables a focused opportunity to work in contemporary healthcare settings with leaders and managers from a variety of professions. Students will also engage in coursework with a focus on creating a portfolio that revisits all content learned throughout their programs to critically assess their learning journey and learning outcomes. This process will teach students how to systematically self-reflect in deep and transformative ways, engaging with theory and knowledge acquired and developed through their studies to design and create a portfolio of their skills and competencies through a social capital framework. The subject will culminate in a presentation of the results of their internship project. This subject can also be taken over one semester (see HLTH 7026 Professional Internship in Health (Full Time).