Approaches to Professional Nursing Practice explores the nature and professional context of nursing. The roles and functions of the nurse and their relationship to others are considered in terms of expected competence, responsibilities, accountabilities, and scope of practice. Students will gain an understanding of information enabled care, which is central to modern practice.

This unit extends knowledge gained in Bioscience I and introduces midwifery students to concepts associated with early human development, labour, birth and postpartum changes. Physiological changes in the newborn at birth are identified together with growth and development to six weeks of age. The unit includes an introduction to principles of pharmacology and pharmacological agents that may be used as a supportive resource during pregnancy and birth. In addition to this, the unit also explores the impact of microorganisms on maternal and newborn health and the body's natural defenses in maintaining health.

This unit is conducted in an intensive study mode that is offered to students with a previous degree in biological or behavioural science or who are registered nurses with registration from overseas. The unit provides foundational and core learning activities to support student transition into second year units of the Bachelor of Nursing (Graduate Entry).

This unit enables students to develop an understanding of human relationships and life transitions, and introduces concepts that inform nursing and midwifery practice. The unit explores frameworks that support an understanding of the psychological, social, cognitive and moral components of human development throughout the lifespan, the development of self, and normative (expected) and non-normative (deviation from the expected) life transitions in the context of people realising their health potential.

This unit introduces students to the meaning of birth in society and the historical and social contexts of midwifery, from its early beginnings, to its current professional standing. The philosophy of midwifery and the role of the midwife within a continuity of care framework will be explored with a particular focus on the provision of care in the antenatal period. This will include approaches for working in partnership with women and their families. Students will investigate, identify and access scientific information and research in order to develop academic literacy at a beginning level. They will identify the principles of communication and explore educational resources for childbirth.

This unit introduces students to midwifery knowledge for childbirth within a woman centred partnership model. It provides the theoretical foundations to equip students in understanding the role of the midwife during late pregnancy, labour and birth and the initial care of the newborn. The educational, psychological and social needs of women are explored and integrated with learning from the Bioscience for Midwifery unit. The unit briefly introduces students to midwifery care related to the immediate postnatal and newborn period including lactation and breastfeeding.

In this unit students will learn the necessary midwifery skills for the provision of woman-centred antenatal care. In a simulated practice environment students will gain practical skills to provide midwifery care to the woman and her supportive others during pregnancy. This unit will also focus on preparing students for clinical placement. The importance of work health and safety and effective communication and documentation will be reinforced. This unit will include recruitment of women for the continuity of care experience.

In this unit students will develop skills for the provision of midwifery care across the birthing continuum. The primary focus of this unit will be the acquisition of skills for supporting women during normal pregnancy and birth. Students will apply knowledge gained from Midwifery Knowledge 1 and 2 in simulated practice environments and will gain a comprehensive understanding of the practical aspects of midwifery care for women experiencing normal labour and birth. Students will gain practical experience in designated clinical areas and will follow women through pregnancy, birth and the postnatal period in a continuity of care experience.

This unit introduces nursing and midwifery students to Primary Health Care (PHC) as a social model of health and a World Health Organization (WHO) strategy for achieving just and humane health care. The unit explores the impact and relevance of PHC as a framework for organising an Australian health care system that decreases health inequities and optimises the health of all people. Students will examine the dimensions of PHC that assist in establishing collaborative partnerships in which people are supported to take responsibility for their health, including members of culturally diverse groups.

This unit will be replaced from Autumn 2022 by 401448 Becoming a Professional Nurse. This unit develops the written and interpersonal skills of students in preparation for professional practice. Students are introduced to the concepts of language, literacy and learning styles that are required for both academic and professional life. Cultural sensitivity, safety and competence that facilitate appropriate intercultural communication are explored within the context of contemporary healthcare.

Professional Practice Experience 1 focuses on the development of the role and clinical skills of the registered nurse when promoting, maintaining, and supporting a person's health and wellbeing across the lifespan. Students will be able to develop the foundational clinical skills in a simulated clinical environment to enable the further development of more complex skills in a health care setting.

Professional Practice Experience 2 focuses on the development of the role and clinical skills of the registered nurse when promoting, maintaining, and supporting person centred care. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The unit includes 80 hours of Professional Experience Placement.

Becoming a Professional Nurse or Midwife facilitates a students understanding of becoming a health care professional. Students are introduced to cultural sensitivity, safety, and competence to facilitate appropriate intercultural communication within the context of contemporary healthcare. The role of the registered nurse or midwife is explored, with students gaining an understanding of accountability, responsibility, therapeutic and professional relationships, and their capability for practice.

Bioscience 1 introduces the core concepts and terminology related to the structure, function and homeostasis of the human body. Students begin to describe the relationships between the Australian National Health Priority areas and performances of activities of living and healthy lifestyle practices.

Bioscience 2 introduces the concepts associated with alterations in health across the lifespan. It will introduce pathophysiology, pharmacology, immunology, and microbiology related to health breakdown due to injury or disease. This unit specifically examines impact of microorganisms on the health of people and the body’s natural defences when dealing with infections and injuries and its significance to person centred care.

This subject introduces the concept of person-centred care as an approach that is respectful of, and responsive to, the preferences, needs and values of individual people throughout the lifespan. Students develop an understanding of human relationships and life transitions, including concepts that inform nursing and midwifery practice. The subject explores frameworks that support an understanding of the psychological, social, cognitive and moral components of human development including mental health and care of the older person.

In Autumn 2022 this unit will be replaced by unit 401454 - Indigenous Australian Health, Wellness and Culture. This unit will specifically enable nursing and midwifery students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander health, health statistics, historical and present day issues associated with poor health outcomes in Aboriginal and Torres Strait Islander people. In addition, the general concepts of cultural safety and health and illness, will be explored in terms of Aboriginal and Torres Strait Islander populations. Further, the unit promotes the development of critical knowledge essential for students to understand their own values, beliefs, biases, and perceptions to become culturally sensitive and appropriately adaptable when meeting the health needs of Aboriginal and Torres Strait Islander People. A case study approach will provide the framework for students to explore and reflect on the impact of the different attitudes, institutional policies and value systems relating to the health of Aboriginal and Torres Strait Islander people in Australia.

This unit introduces students to complexities in health that emerge during pregnancy, labour, birth and the postnatal period which require additional care when the health of the mother and/or neonate may be compromised. This module also focuses on the midwifery care of the sick neonate.

This unit provides the student with an opportunity to consolidate their clinical skills development in an Australian health care facility, and contributes to the minimum professional practice experience placement requirement.

In Autumn 2022 this unit will be replaced by unit 401455 - Health Variations 1 - Introduction to Alterations in Health. This unit provides the theoretical background knowledge for Professional Practice 3. It introduces the student to the fundamental principles of perioperative nursing care in supporting clients undergoing surgical interventions incorporating the related pathophysiology and pharmacology. In particular, nursing care of surgical interventions relating to the gastrointestinal, musculoskeletal and reproductive systems, and injury prevention and controls will be the focus of case history reviews. The National Health Priority Areas of Injury Prevention and Control, Arthritis and Musculoskeletal conditions and Cancer Control will be addressed.

This unit will be replaced from Spring 2022 by 401444 Health Variations 2 - Chronic Conditions and Disability. This unit explores the concepts of chronicity, disability, habilitation and rehabilitation in relation to chronic conditions, functional and intellectual disabilities and their implications for nursing practice. The relevance of the International Classification of Functioning, Disability and Health (ICF) to primary health care is the core philosophy of the unit. National Health Priority case studies drawn from across the lifespan will provide a focus for exploring pathophysiology, pharmacological interventions and nursing care related to chronic conditions of the endocrine, neurological and respiratory body systems. In addition, the nursing role in supporting those with physical and intellectual disability will be examined.

This unit encourages critical analysis to explore the concepts of chronicity, disability, habilitation and rehabilitation in relation to chronic conditions, functional and intellectual disabilities and their implications for nursing practice. National Health Priority Case Studies drawn from across the lifespan will provide a focus for exploring pathophysiology, pharmacological interventions and nursing care related to chronic conditions of the endocrine, neurological and respiratory body systems. In addition, a problem-solving nursing approach will be developed for supporting those with physical and intellectual disability.

Health Variations 3 - Acute Exacerbations of Chronic Conditions utilises an evidence base to develop an understanding of pathophysiology, pharmacological interventions, and nursing care for people who experience acute exacerbations of chronic conditions.

This unit explores responsibilities related to the nature and professional context of midwifery. It focuses on developing students understanding of legal and ethical issues and the midwives obligation to work within ethical and legal frameworks for safe practice. The legal and ethical roles and functions of the midwife and their relationship to others are considered in terms of expected standard, responsibilities, accountabilities and scope of practice within the regulatory framework. It will provide an opportunity for students to explore and discuss ethical issues related to midwifery, reproductive and maternal health.

This unit provides students with the midwifery knowledge related to the postnatal period. It will focus on maternal postnatal and newborn care including infant feeding, bonding and attachment. Breastfeeding is a core maternity indicator and is a focus for improving public health. Midwifery skills and knowledge to assist women in the preparation, initiation and establishment of breastfeeding will be examined as well as the historical and social contexts of infant feeding and challenges that this and other problems may pose for women. The midwives role in supporting women who are breastfeeding is addressed including the need to offer consistent evidence-based information.

In this unit students will learn the necessary midwifery skills for the provision of woman centred post birth care. In a simulated practice environment students will gain practical skills to provide midwifery care to both the woman and her baby up until six weeks postpartum. The importance of effective communication and documentation will also be reinforced. This unit will also include blocks of practical experience in designated clinical areas and the provision of continuity of care.

In this unit students will develop the necessary skills to provide midwifery care to women and neonates with complex health needs. In lab based simulation environments students will gain confidence in providing midwifery care following the detection of deviations from normal. Students will gain practical experience in designated clinical areas and will follow women through pregnancy, birth and the postnatal period in a continuity of care experience.

Professional Practice Experience 3 focuses on the development of the role and clinical skills of the registered nurse when assessing and caring for people across the lifespan who are experiencing acute but usually resolvable conditions. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The unit includes 160 hours of Professional Experience Placement.

Professional Practice Experience 4 focuses on the development of the role and clinical skills of the registered nurse when caring for people experiencing an acute exacerbation of a chronic condition. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The subject includes 160 hours of Professional Experience Placement.

This unit introduces students to the care of individuals with mental health concerns and/or illness. The national mental health policies provide a framework to focus on a range of determinants and consequences of mental health and illness in Australia. The principles of stress vulnerability and recovery will be introduced. The unit will offer an introduction for students to caring for individuals with depression, anxiety and substance use, and their families/significant others. The concepts of therapeutic use of self and reflection when engaging with people with mental health needs will be introduced. Students will develop their knowledge of mental health assessment, risk assessment and risk management across the lifespan. Self-care strategies in everyday collaborative nursing and midwifery practice will be considered.

This unit introduces students to the major research paradigms, research principles, concepts that inform critical analysis of literature, the basis of evidence based practice and oral presentation skills.

This unit will be replaced from Autumn 2022 by 401449 Evidence-based Practice for Nursing and Midwifery. In this unit nursing and midwifery students will develop a foundational understanding of research concepts that inform analysis of literature and evidence based practice. These skills will broaden the students understanding of the importance of research that underpins nursing and midwifery practice.

Evidence-Based Practice for Nursing and Midwifery is designed to develop students' knowledge in accessing and making judgements to translate the best available evidence, which includes the most current, valid, and available research findings into practice. General concepts associated with evidence-based health care are explored including conducting literature searches from a wide range of sources, reviewing and appraising research and other evidence, using and translating research into practice.

Health Variations 1 utilises an evidence base to develop an understanding of pathophysiology, pharmacological interventions, and nursing care of people across the lifespan who are experiencing acute but usually resolvable alterations in health. A particular focus of this unit are the Australian National Health Priority Areas.

Health Variations 2 - Chronic Conditions and Disability utilises an evidence base to develop an understanding of pathophysiology, pharmacological interventions, and nursing care for people across the lifespan who experience chronic conditions and disability.

Indigenous Australian Health, Wellness and Culture unit will specifically enable nursing and midwifery students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander health, health statistics, historical and present-day issues associated with poor health outcomes in Aboriginal and Torres Strait Islander people. The concepts of cultural safety, health and illness will be discussed in terms of Aboriginal and Torres Strait Islander people. Students will explore and reflect on the impact of the different attitudes, institutional policies and value systems relating to the health of Aboriginal and Torres Strait Islander people in Australia.

It is imperative that registered nurses have a solid understanding of pharmacology. This subject introduces principles and core concepts of pharmacology with a distinct emphasis on safe medication administration in nursing. Students will acquire knowledge of pharmacokinetics and pharmacodynamics and systematically develop an understanding of actions and reactions of commonly prescribed drugs to individual people across the lifespan. Electronic medication management systems, patient education and engagement in medication management are addressed in this subject.

Promoting Mental Health and Wellbeing develops mental health nursing knowledge and skill needs of the nursing workforce across a range of service delivery settings. It explores contemporary models of care such as recovery-oriented practice, trauma-informed care, and social determinants approach. Students will plan evidence-based initiatives that promote mental health, prevent and intervene early in illness, facilitate recovery, and promote wellbeing.

This unit explores the process of transition from student to professional practitioner. Students undertaking the BN Advanced course will gain a critical understanding of the congruence between the provision of health care and professional regulatory frameworks. The role of the graduate nurse will be explored through a detailed examination of case studies that apply relevant nursing theory to professional practice. This unit will build capacity in students to meet their professional responsibilities as new graduate practitioners in nursing. Students will also have the opportunity to discuss career planning and set priorities for ongoing professional development.

Being a Professional Nurse or Midwife explores the process of transition from student to a registered health care professional. Students analyse their role as a registered nurse or registered midwife, reflecting on accountability, responsibility, therapeutic and professional relationships, and their capability for practice. This unit will build capacity in students to meet their professional responsibilities as capable practitioners in nursing or midwifery and will have an opportunity to demonstrate job readiness skills in preparation for new graduate employment opportunities.

The unit explores fundamental concepts and issues related to leadership in nursing and midwifery. The unit focuses on exploration of contemporary innovative approaches to leadership that may contribute to nursing and midwifery standards, person and woman centred practice, critical reflection and critical thinking in dynamic healthcare contexts.

This unit explores fundamental and advanced concepts and issues related to leadership in nursing to enable the advanced student to reflect on future leadership aspirations. The unit focuses on exploration of contemporary, emerging and innovative approaches to leadership that contribute to nursing standards, person-centred practice, evidence-based leadership, critical reflection and critical thinking in dynamic healthcare contexts.

The Australian College of Midwives and the National Health and Medical Research Council (NHMRC) provide guidelines to assist midwives to recognise when to refer or consult with other midwives or health care practitioners, as well as collaborative care arrangements. This unit provides students with the knowledge to collaborate with all health professionals. This includes assessing procedures for managing obstetric emergencies; transferring women or newborns; assessing referral pathways; and caring for bereaved families.

This unit continues to explore the complex issues surrounding childbirth with a particular emphasis on those women who have pre-existing conditions. Dilemmas and challenges that surround infertility, medical conditions and previous surgical conditions as well as environmental issues that may impact on pregnancy and or birth, are examined. In addition, the unit includes the implications and management for the care of the associated neonate.

This unit begins with a brief examination of socio-cultural theories of childhood and adolescence as a background for the critical analysis of current debates about the health and wellbeing of children and adolescents. Case studies will be used to explore contestable topics in child and youth health from an interdisciplinary perspective. The unit will address issues of child protection and parental responsibility in the mainstream community, Aboriginal and Torres Strait Islanders, and refugee health care settings. Knowledge gained in this unit will assist beginning practitioners in a variety of disciplines to take informed positions on topics relevant to child and adolescent health.

This unit develops a student's knowledge, critical thinking and problem-solving skills related to the pathophysiology, pharmacology and nursing care for people who experience an acute life-threatening and/or traumatic condition that may involve multiple systems failure. National Health Priority case histories used in the unit will focus on cardiovascular disease, and injury prevention and control. The unit will also consider habilitation and rehabilitation of people who have experienced acute life-threatening or traumatic complex health issues. Workshops will be used to provide the student with the necessary advanced assessment, clinical problem-solving skills and simulation experiences to recognise the deteriorating patient with potential life-threatening conditions and intervene with reporting, monitoring and initiation of treatment skills.

Health Variations 4 - Acute Life-Threatening Conditions utilises an evidence base to develop an understanding of the pathophysiology, pharmacological interventions, and nursing care for people across the lifespan who experience acute life-threatening conditions. An important area of focus is detecting and recognising acute deterioration and escalating care.

Health Variations 5 - Palliative and End of Life Care focuses on the palliative approach as a model of care, exploring the benefits of this approach when supporting dying individuals with any life limiting illness. Students will also acquire the capabilities to develop self-care strategies to manage their own grief, loss and stress associated with working in a palliative setting.

This unit provides students with the opportunity to review: the pathophysiological aspects of health breakdown in individuals; the knowledge of pharmacological processes within nursing practice; and, to demonstrate competency in skills essential to the nursing management of individuals with various types of health breakdown. In addition students will complete a four-week negotiated clinical practicum prior to graduate employment.

Maternal and Infant Health care introduces students from Nursing, Health Sciences and other disciplines to the key physiological, social and emotional issues around pregnancy, labour and birth and early parenthood. It also examines the Australian maternity care system and model of care. Content covered in the unit will include; foetal development, normal physiological labour and birth, health promoting behaviours and development of parenting confidence. Importance will also be placed on the role of social support, infant feeding practices and communication and newborn care. Models of care and the impact of the media on shaping parenting ideas and practices will be covered.

This unit will provide students with an opportunity to explore the full scope of midwifery practice from a global perspective. Students will gain an understanding of the role midwifery plays within the broader context of women's health both in Australia and globally. It will provide an opportunity for students to experience an alternative midwifery model. Students will undertake a three week practice placement. The practice placement can be located locally, nationally or internationally. The purpose of this placement is for students to consider the role of midwifery and its impact on improving women's health in a range of settings. It will support the development of skills in assessing the need and rationale for the provision of midwifery services in different environments and settings.

In this unit students will further develop midwifery skills for the management of complications and emergency situations. In simulated practice environments students will gain the skills necessary to work collaboratively with interdisciplinary colleagues. Students will gain practical experience in designated clinical areas and will follow women through pregnancy, birth and the postnatal period in a continuity of care experience.

This unit provides the opportunity for students to consolidate their knowledge and skills in preparation for their role as a midwife. Students will be assessed across the seven standards of the Midwife standards for practice. Students will gain practical experience in designated clinical areas and will follow women through pregnancy, birth and the postnatal period in a continuity of care experience.

Professional Practice Experience 5 focuses on the development of the role and clinical skills of the registered nurse when assessing and caring for people across the lifespan who are experiencing acute life-threatening illness and life limiting illness. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The unit includes 160 hours of Professional Experience Placement.

This unit will be replaced from Spring 2022 by 401452 Professional Experience Placement. This unit provides a unique opportunity to consolidate and extend the students skill base in preparation for graduate practice. Students will gain an understanding of the congruence between the provision of health care and professional regulatory frameworks in dynamic healthcare contexts. The role of the graduate nurse will be explored through critical reflection and critical thinking of case studies that reflect person-centered practice.The unit includes 240 hours of clinical placement.

This unit builds on the foundations of mental health and wellbeing established in earlier units. The relationship between stress and vulnerability will be explored within the context of the psychotic disorders schizophrenia and bipolar affective disorder. Students will gain an understanding of how the principles of recovery, introduced in an earlier unit, are applied to caring for people with schizophrenia and bipolar affective disorder. Altered mood, perception, and thinking will be explored and evidence-based assessment tools and biological and psychosocial interventions introduced for facilitating recovery towards mental health and wellbeing.

This unit will expand further the concepts of mental health and wellbeing established in Promoting Mental Health and Wellbeing 1. The relationship between stress and vulnerability will be critically analysed within the context of the psychotic disorders such as schizophrenia and bipolar affective disorder. Altered mood, perception, and thinking will be explored and evidence-based assessment tools and biological and psychosocial interventions introduced for facilitating recovery towards mental health and wellbeing.

In this unit students will gain knowledge of the psychosocial risk and protective factors that influence outcomes for women and their babies. Students will explore issues related to perinatal mental health. This will include antenatal and postnatal depression and anxiety, substance misuse, domestic violence and the midwife's role in supporting women and their families in perinatal grief and loss situations. Through interactive discussions and role play students will strengthen their skills in psychosocial assessment and working in partnership with women and families to explore concerns, facilitate behaviour change in individual and group-based learning contexts and identify effective early intervention strategies and referral pathways.

This unit will provide a comprehensive understanding of the ethical standards required by health care professionals when providing patient care with a focus on risk minimisation for patients. Recently litigated cases will be used as case studies to explore ethical dilemmas that health professionals can expect to arise over the course of their professional careers. Knowledge gained will greatly assist health professionals to deliver safe and ethical health care to their patients. Only health professionals regulated in Australia whose professional bodies have designated codes of conduct, codes of professional practice and / or codes of ethics will be utilised in this unit.

Professional Experience Placement is a capstone subject which provides students an opportunity to consolidate the development of the role and clinical skills of the registered nurse in preparation for transition to graduate practice. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The subject includes 240 hours of Professional Experience Placement.

Foundations of Nursing Practice is conducted in an intensive study mode that is offered to students with a previous Bachelor degree, Master degree, or higher and completed within the last 10 years. This subject will provide students with the essential foundational and core learning activities to support student transition into the Master of Nursing Practice (Preregistration). If a student is unsuccessful in attaining a satisfactory grade for this subject they will be requested to transfer into the undergraduate Bachelor of Nursing. All assessments in this subject are mandatory with a threshold requirement. There is a 100% attendance requirement in all workshops, tutorials and Clinical Practice Unit sessions.

Indigenous Australian Health, Wellness and Culture unit will specifically enable nursing and midwifery students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander health, health statistics, historical and present-day issues associated with poor health outcomes in Aboriginal and Torres Strait Islander people. The concepts of cultural safety, health and illness will be discussed in terms of Aboriginal and Torres Strait Islander people. Students will explore and reflect on the impact of the different attitudes, institutional policies and value systems relating to the health of Aboriginal and Torres Strait Islander people in Australia.

This unit will broaden and deepen students understanding of research methodologies and methods and develop research skills in order to apply these to a specific Bachelor of Midwifery (Honours) research project.

Research is a necessary undertaking toward the continued development of midwifery science and practice. The aim of this unit is to both broaden and deepen Bachelor of Midwifery (Honours) students' understanding of research methods and the application of knowledge and skills to conceptualise, design and conduct a research project. The unit provides an opportunity for students, under the guidance of their supervisors to plan and implement a research project related to midwifery which results in the production of a written thesis of between 15,000 to 20,000 words in length, which demonstrates proficiency in the execution of the study and ability to effectively communicate results and conclusions.

Research is a necessary undertaking toward the continued development of midwifery science and practice. Midwifery Thesis is comprised of Midwifery Thesis A (20 credit points) which is a continuing unit to Midwifery Thesis B (40 Credit points) in which the completed Midwifery Thesis is due to be submitted for examination. In the Midwifery Thesis A unit, in consultation with their academic supervisors, the student will select a topic, conduct a literature review, design and implement a research study, and report the findings and their implications. The unit provides an opportunity for students, under the guidance of their supervisors to propose, plan and implement a research project related to midwifery, and work towards planning, developing and producing a written thesis due to be completed in the Midwifery Thesis B unit.

Research is a necessary undertaking toward the continued development of midwifery science and practice. The aim of this unit is to both broaden and deepen Bachelor of Midwifery (Honours) students' understanding of research methods and the application of knowledge and skills to conceptualise, design and conduct a research project. The unit provides an opportunity for students, under the guidance of their supervisors to plan and implement a research project related to midwifery which results in the production of a written thesis of between 15,000 to 20,000 words in length, which demonstrates proficiency in the execution of the study and ability to effectively communicate results and conclusions.

Research is a necessary undertaking toward the continued development of midwifery science and practice. The aim of this unit is to both broaden and deepen Bachelor of Midwifery (Honours) students' understanding of various research methods and to extend their ability to discuss, appraise and critique the work of others. An awareness of available methodologies will prepare students to participate in their own research.

This is a 60 credit point subject taken over three terms (20 credit points in each term). This subject claims to provide an opportunity for students to plan and implement a research project related to nursing which results in the production of a thesis. In consultation with an academic supervisor, the student will select a topic, conduct a literature review, design a research study, and report the findings and their implications. Attendance and participation at research seminars/colloquia is expected.

This unit aims to provide an opportunity for students to plan and implement a research project related to nursing which results in the production of a thesis. In consultation with an academic supervisor, the student will select a topic, conduct a literature review, design a research study, and report the findings and their implications. Attendance and participation at research seminars/colloquia is expected.

This unit aims to provide an opportunity for students to plan and implement a research project related to nursing which results in the production of a thesis. In consultation with an academic supervisor, the student will select a topic, conduct a literature review, design a research study, and report the findings and their implications. Attendance and participation at research seminars/colloquia is expected.

This unit will broaden and deepen students understanding of research methodologies and develop research skills in order to apply these to a specific B Nursing (Honours) research project.

Research is a necessary undertaking toward the continued development of nursing science and practice. The aim of this unit is to both broaden and deepen Bachelor of Nursing (Honours) students' understanding of research methods and to extend their ability to discuss, appraise the work of others and participate in their own research.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). Students are required to demonstrate the capacity to work autonomously in a mental health setting and be able to utilise supervision to support achievement of unit learning outcomes. Students undertake at least 300 hours supervised advanced clinical practice in assessment, treatment planning and provision of care for clients in a mental health setting. Clinical practice supervision and support is provided by a Primary Supervisor/Mentor/Assessor and a multidisciplinary clinical support network who will review the student's work in respect of working at an advanced level of clinical practice towards the attainment of a Nurse Practitioner qualification. A clinical assessment peer review panel will be convened at the end of the session to assess the student's knowledge, clinical decision-making, understanding of therapeutic interventions including pharmacological and non-pharmacological agents, as well as their capacity to meet all requirements of the Nurse Practitioner Standards for Practice.

This unit provides students with advanced theoretical knowledge around infant and young child feeding. The course is predominantly theoretical although students will also be expected to gain practical skills including developing the capacity to undertake comprehensive breastfeeding assessments and assessment of nutritional status in children 0 to 5 years of age. Topics covered include management of complex breastfeeding problems and skills to support women who have unexpected birth outcomes with breastfeeding; the impact of acute and chronic infant and childhood illness on nutritional status and feeding; evidence based strategies and approaches to facilitate good nutritional practices including breastfeeding among disadvantaged and vulnerable populations and working effectively in multidisciplinary teams and with peer or volunteer support groups to promote and support healthy infant and young child feeding practices. There is 120 hours of theoretical content of which approximately 90 hours is directly related to breastfeeding and human lactation. The role of the lactation consultant and legal and ethical issue are addressed for those who wish to work towards this qualification in the future.

Components of skilled nursing practice in acute and critical care settings include clinical reasoning, accountability and patient advocacy. In this unit students will identify a complex case study from their current practice world as the basis for their assessment. This unit utilises clinical simulation and a case study approach to enable students to develop their clinical expertise in their individual workplace. Students will be required to participate in clinical simulation workshops which will be utilised to develop and enhance clinical nursing skills in acute or critical care settings.

Research is a necessary undertaking toward the continued development of nursing, midwifery and health science and practice. This unit prepares students for undertaking or participating in research in the clinical setting. It also seeks to prepare students to consider higher degree research opportunities. Students will explore the various theoretical underpinnings of research as well as develop a clear understanding of various research designs, data collection methods, sampling techniques and data analysis.

This unit examines assessment and treatment planning practices for advanced practice nurses. Components of the unit include advanced assessment skills, diagnostic decision making, judicious ordering, reading and interpretation of pathology and radiology tests, triaging and prioritisation, pharmacology, intervention and referral skills. These skills will be addressed in a range of assessment and decision-making situations, to include assessment across the lifespan and recognizing deviation from the norm. Nurses working at an advanced practice level are expected to be able to autonomously undertake comprehensive mental health assessments, and to apply clinical judgement to decision making and treatment planning.

This subject examines neuroanatomy and neurophysiology as they apply to altered thought, mood, perception and behaviour associated with mental illness and knowledge of physical health problems commonly associated with psychiatric treatment and/or mental illness, their identification, management and treatment.

This unit provides students with an understanding of the biological and physiological aspects of human reproduction including the menstrual cycle, fertilisation and embryology, pregnancy, labour, birth and the early postnatal weeks. Emphasis will be placed on normal maternal anatomy and physiology of pregnancy, labour and birth and the postnatal period. It will include fetal growth and development, adaptation of the newborn and growth and development to six weeks of age.

This subject provides the student with knowledge of the theories of child development and the foundational knowledge and skills to be applied in the screening, surveillance and promotion of health and well-being of young children and families. This includes current immunisation schedules and use of evidence-based developmental screening tools. Content will focus on the normal physical, social and emotional growth and development of young children (0-5 years). The importance of the early years in brain development including infant-parent attachment will be linked to an exploration of child behaviour, sleep and settling, play and safety issues. The child and family health nurses' role in supporting families experiencing infant sleep and settling difficulties and behaviour problems will be addressed. The knowledge gained in this unit will be consolidated through virtual clinical placement.

Child and family health is a diverse speciality area with child and family health professionals required to work autonomously across a variety of clinical settings. This unit will focus on the scope and standards of practice of Child and family health practise exploring; historical beginnings and current models of care, appropriate legal & ethical issues and government policies and initiatives that influence practice. Informed by the principles of Primary Health Care, the student will gain skills in supporting families and children within the context of a strengths based partnership model. Health promotion, public health, health surveillance and cultural competence are introduced in this unit. The various strategies for the appropriate support of child and family health professionals will be addressed. In this unit emphasis is also placed on critical thinking and the development of scholarly writing.

This unit provides students with the knowledge to work, using a primary health care approach, with women and their families during childbirth including the transition to parenthood. Emphasis will be placed on the biological, psychosocial and cultural aspects of the pregnancy, birth and the postnatal period and understanding of the role of the midwife in maintaining a woman and family focus within a continuity of care model. The neonatal period will also be examined. Childbirth in our culturally diverse maternity health system will be explored, investigated, analysed and discussed with a specific focus on Aboriginal and Torres Strait Islander peoples. This will include the history of Aboriginal and Torres Strait Islander peoples and how events in history have impacted on their health and birthing practices. Experiences of women from other countries and cultures will be examined.

This unit focuses on infant feeding including breast feeding as a significant social and cultural process not just an issue of physiology and nutrition. The theoretical component of this unit will focus on the age-appropriate nutrition of infants and young children linked to developmental stages and the role the child and family health professional in supporting families manage associated issues. All areas of early nutrition will be covered including breastfeeding, use of breast-milk substitutes, introduction of solids and toddler nutrition. The knowledge gained in this unit will be consolidated through virtual clinical placement.

This subject aims to provide students with foundational knowledge related to clinical supervision. Clinical supervision is a supportive formal process which enables health care professionals to develop and improve practice, thus potentially improving outcomes for services and service users. Students will be able to differentiate between Clinical Supervision and other Clinical Support options. Students will explore various models and theories which underpin clinical supervision, and the principles of effective supervision, including legal, ethical and professional considerations. Students will be encouraged to develop skills in self-awareness and reflective practice and to apply these skills to enhance professional growth and outcomes for service users.

This subject prepares nurse educators, clinical facilitators and clinicians for their role as a clinical teacher. Students will identify learner needs to create, plan and implement evidence based teaching interventions and evaluation strategies. Theoretically informed teaching and learning frameworks will be drawn upon in the subject to enable students to develop their knowledge and skills as a clinical teacher in their workplace. The subject utilises an authentic assessment approach to enable students to develop expertise with clinical teaching, student learning and program evaluation.

This unit provides the opportunity for students to apply the principles of primary health care in a proposal to address an issue of primary health care concern in their workplace or community. The student will gain comprehensive knowledge of the process of action research, participatory action research and cooperative inquiry. Each student will have the opportunity to write a proposal using a collaborative inquiry approach that involves planning a genuine partnership to examine and make changes to improve an identified issue in the student's specific area of work / practice.

This unit provides students with knowledge of complex conditions that may arise during pregnancy, labour, birth and the postnatal period for the woman or her newborn/s. Emphasis will be placed on the biological and physiological aspects of these conditions. In addition, issues surrounding infertility and reproductive technologies available to women will be explored. The unit also integrates physiological, psychosocial and cultural aspects relating to a woman experiencing a complex pregnancy, labour, birth or post birth period. The role of the midwife in maintaining partnerships with women even when childbearing experiences are complex will be discussed and critically analysed. In addition this unit includes critical analysis of ethical aspects affecting midwifery and maternity care.

Professional practice in Mental Health Nursing is continually evolving to meet changing social, political and legal requirements related to mental health issues. These requirements include changes in social and political understandings of mental illness and the rights and responsibilities of consumers, carers and providers. There has also been increased emphasis on health promotion, prevention and education in population specific contexts (eg, aged care, child and family, adolescent mental health, alcohol and other drugs services). Mental Health Nurses thus face challenges to develop practice that is congruent with the context of these changing requirements. This unit aims to provide a basis of inquiry into contemporary practice(s) from which the nurse can build an ongoing understanding and appreciation of changing influences.

This subject encourages students to investigate and discuss the concepts of health and illness in the context of cultural and social diversity. The subject promotes the attainment of critical knowledge and core principles necessary for students to become holistic, culturally and socially sensitive and appropriately adaptable when meeting the health needs of Aboriginal and Torres Strait Islander people, other marginalised and vulnerable groups including refugees and those from LGBTI community, and people from culturally and linguistically diverse (CALD) backgrounds. A multicultural approach provides a framework for students to explore the impact of different attitude and value systems relating to the health of peoples in Australia.

Vascular access devices (VADs) are utilised in health care settings across the world. Nurses, junior medical officers and paramedics are typically at the forefront of having to gain peripheral venous access. Many important aspects of vascular access are taught in isolation which are typically brief and provide surface learning rather than good theoretical understanding that underpin sound clinical skill and safe practice required for inserting and managing VADs. This unit focuses on developing knowledge, competency and skills to safely insert peripheral VADs and manage most acute and chronic devices through access to online material, facilitated simulated workshops and practical application in the workplace with a nominated clinical mentor approved by the school.

This unit provides students with the opportunity to critically evaluate and apply evidence-based approaches to midwifery practice. The unit addresses the value of evidence-based midwifery practice, overviews the contribution of different research approaches to midwifery knowledge development and assists students to develop skills to locate and critique sources of evidence including systematic reviews, meta-analysis, meta-synthesis, integrative reviews, and clinical guidelines. Students are encouraged to become critical consumers of evidence relevant to midwifery practice and to appreciate the process of research design, practice development and practice change.

This unit equips students to explore ethical issues impacting on the conduct of research in the health setting. Students will critically explore ethical issues and their implications in health research, understand the process of gaining Human Research Ethics Approval for research, gain practical experience of developing an ethically sound research plan and application for human ethics approval.

This unit is designed to develop students' knowledge of the principles and processes necessary for evidence-based clinical practice. General concepts associated with evidence-based health care are explored. In addition, students are assisted to formulate focused clinical questions and conduct a comprehensive literature search for research evidence that may assist in answering such questions. Issues and techniques involved in the rigorous appraisal of research reports are addressed. The importance of clinical significance when making clinical judgements about the implementation of research findings are also explored. All assessments in this unit are mandatory.

The challenge for nursing in terms of health promotion is to acknowledge the complex interrelatedness between a person's social and economic situation, their sense of power and control over their life and their physical, emotional and spiritual well-being. Health and well-being are determined by the totality of a person’s life circumstances, their inherent traits, and their environmental and social conditions. This subject uses a social health perspective, underpinned by a Primary Health Care philosophy, to examine evidence-based health promotion strategies that can be implemented in the context of nursing practice within a variety of clinical and community health settings.

This subject explores the diversity and complexity of families and communities by examining differing cultural and social values, beliefs and practices relating to family structure, functioning and parenting practices. Students will be encouraged to reflect on their own cultural values and beliefs and how these influence practice when working with children and families. The subject will provide an introduction to community needs, assessment and principles of community development. Focusing on contemporary issues, content includes transition to parenthood, father inclusive practice, parenting children with disabilities, the changing role of gradnparents and carers in Australian society and how neighbourhood and communities influence outcomes for children. This subject will provide students with foundational knowledge in identifying and supporting families with vulnerabilities and fostering resilience. Child protection issues will be addressed.

This unit will provide an overview of the issues that impact on infant mental health. Theoretical frameworks influencing the study of infant-parent relationships will be discussed. Nursing management strategies relating to infant mental health disorders and the promotion of positive parent-child relationships will be examined.

We are all confronted with the challenge of leadership, regardless of nursing or other healthcare speciality, role, or status. Encompassed within leadership is knowledge of self, relevant theories, skills, and political awareness which are developed through higher education. By developing leadership skills and knowledge we can influence better outcomes for our patients/clients and create more positive working environments. In the unit, Leadership in Clinical Practice, nursing and other healthcare leadership arising from expert clinical practice is explored as a general notion rather than as one arising from any particular clinical speciality. Content includes theories, concepts and styles of leadership, the development of leadership potential, motivation, coaching, and mentorship, concepts of power, authority and empowerment and discussion of contemporary leadership issues. Assignments provide students with the opportunity to apply new knowledge about leadership to their practice, whether they be in management, education, or clinical roles.

Mental health assessment is a dynamic and ongoing part of nursing role with vast potential to empower people we work with. While medical doctors often use assessment to develop an explanation by way of diagnosis for client’s presenting problems, nurses can use mental health assessment to focus on client perceptions and expectations related to their illness, hospitalisation, and care. This subject introduces a range of theories and strategies for exploring different approaches to mental health assessment and application of gathered information in clinical practice. Students will critically analyse recovery-oriented mental health assessment and have the opportunity to analyse influences of cultural diversity, legal, ethical and professional implications of mental health assessment and documentation. Collaborating with clients, family and others in decision-making processes and taking a strengths-based approach towards mental health assessment is emphasised.

This subject will assist the student to develop a comprehensive understanding of the nurse-client relationship in mental health nursing, presenting this relationship in its multiple contexts, (e.g., the interpersonal, cultural and socio-political), in order to appreciate factors influencing this relationship and the way it might be 'lived out' in practice. The subject assists students to understand: (1) the nurse-client relationship and its development; (2) the nature of the relationship between the client and nurse; (3) how skilled nurses use this relationship to assist their clients; and (4) how the type of relationship the nurse develops with the client frequently determines the quality of work they do together.

This subject is designed to challenge the student to consider evidence-based practice in mental health nursing. Nurses are required to be accountable for their clinical practice and to be able to argue the evidence for specific nursing interventions. Students undertake critical analysis of evidence-based practice in mental health nursing as a concept, a means of accountability, as a means of defining nursing knowledge. Students will apply evidence-based practice concepts to specific psychiatric disorders and problems.

Evolving diversity and changes within societies mean that what are understood as adaptive and maladaptive lifestyles, behaviours and attitudes towards mental illness and traditional healing approaches will vary greatly. This unit presents an outline of the themes and topics central to discussions of mental health and illness within a community. It examines the influences of stereotype and stigma, environment, culture, adaptive ability and support systems for psychological well-being while considering approaches which focus on and promote resilience, attachment, a sense of belonging and empowerment. Contemporary mental health and illness issues relating to selected vulnerable groups will be explored.

In this unit students will develop skills for the provision of midwifery care across the childbirth continuum through working with women in a continuity of care model and also practice experience in designated maternity practice areas. Using a woman-centred, primary health care model, students will commence recruitment and follow 10 women throughout their pregnancy, labour, birth and for up to six weeks post birth; and under supervision will provide midwifery care to these women. The unit commences with a one week intensive workshop, to expose the students to an elementary level of understanding and application of midwifery care in the antenatal clinic, antenatal ward, birth unit, postnatal ward and special care nursery in preparation for their employment. Concepts introduced during this intensive week will be covered with more complexity during future subsequent weekly workshops.

During this unit students will continue to gain practical experience in designated clinical areas and follow their 10 women throughout pregnancy, labour, birth and the postnatal period in a continuity of care model. They will strengthen their skills in undertaking psychosocial assessment, effectively engaging women in services, facilitating groups and working in collaboration with other professionals to support women. In addition, they will work with women with complex health issues. This unit provides students with the knowledge to collaborate with all health professionals and includes assessing procedures for managing obstetric emergencies; transferring women or newborns with complex health issues; and assessing referral pathways.

In this unit students will consolidate their knowledge and midwifery skills in preparation for their role as a midwife. They will continue to practice in designated clinical areas and follow through their 10 continuity of care experiences. Students will have completed a professional portfolio and reflected on how they can identify and plan for personal professional development and leadership as midwives, including the professional development needs of others. Students will be assessed across the seven midwife standards for practice.

This unit introduces students to the profession of midwifery. It explores: the meaning of birth; the historical and social contexts of birth; and the role of the midwife through the continuum, from early beginnings to its current legal and professional standing. Within a legal and ethical framework, the Australian College of Midwives (ACM) philosophy and role of the midwife will be explored. Students will also be required to discuss and critically analyse current models of midwifery care.

Health services across Australia have demonstrated commitment to the roll-out of Family Partnership Training to all health professionals who support families with young children. This unit will provide an overview of the Family Partnership Model. Participants will examine the theoretical framework underlying the model which emphasises the need for highly skilled professional communication to develop supportive and effective relationships with families. Students will participate in 5 interactive webinars to embed the fundamental concepts and skills associated with the model. Facilitating groups for parents is a key skill of the child and family health professional. In this unit participants will also study how adults learn, and the key skills in understanding and promoting the group process. Working in partnership extends to other professional and agencies, enabling students to develop skills in professional collaboration.

This subject addresses the origins and development of nursing knowledge. A major focus is the development and progress of the discipline of nursing. It includes an in-depth exploration of the history and philosophy of nursing science, including epistemology and strategies for theory generation in nursing. The impact of borrowed perspectives on research, theory and practice in the discipline of nursing is also explored. In addition, the subject addresses the development of theoretical perspectives in nursing including areas of controversy in the discipline. Numerous perspectives on the relationship between nursing theory, research and practice are considered. A major emphasis in the subject is development of knowledge and understanding of the link between nursing theory, research, practice and related issues.

This unit examines pharmacological principles including functional neuroanatomy review, pharmacokinetic principles, pharmacodynamic principles, and neuropharmacology. Students examine a number of psychotropic drugs: antipsychotic, mood stabilisers, complementary medicines, drugs of abuse/misuse, antidepressant, anxiolytic and hypnotic drugs in relation to targeted symptoms, titration, side-effects, and monitoring of clients from across the lifespan. Decision-making in psychopharmacology is explored. The importance of appropriate collaborative processes between the nurse practitioner, clients across the lifespan and their families in medication management is addressed.

This is a 20 credit point year-long subject taken over two terms (10 credit points in each term). This subject will assist in the further development and maintenance of research culture in health care, and thus enhance the implementation of evidence-based practice. This subject is designed to assist students in applying their research knowledge and skills and provides them with the opportunity to undertake an independent research project and write a dissertation. It is recommended that students interested in undertaking this subject first complete Applied Research in Health Care (NURS 7004) and Ethics in Health Research (NURS 7022) where the dissertation topic will be identified and students will be allocated a supervisor.

The transformation of practice in healthcare is facilitated when information about creative and innovative practice change and development is documented, disseminated and critiqued through professional channels such as peer reviewed journals, conference papers, discussion papers or project reports. In this unit students will be provided with an opportunity to produce a scholarly piece of work that will disseminate information about transforming practice and improving patient care. The unit aims to enhance scholarly communication skills, provide a vehicle for demonstrating leadership by informing the health professions of innovative solutions for practice change.

This unit is about writing for publication in the scholarly health and welfare literature. Students will investigate: the range of publications available and the media through which they are delivered; the process of publishing, the key people involved and their roles; the means by which quality is assured in the publishing process and the ways publications are rated for quality and impact; and the influence of social networking media on publishing. Specifically, the influence of online publishing will be investigated. Students will also gain experience of writing for publication under the guidance of an experienced editor and colleagues from the publishing industry. The unit is also available as an elective to all Postgraduate students in the University.

This unit will specifically enable students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander peoples' sense of identity, culture, and health. Health statistics, as well as historical and contemporary practice issues will be identified. In addition, the unit will explore strategies that have been implemented to address inequities in health outcomes for Aboriginal and Torres Strait Islander families. Further, the unit promotes the development of critical knowledge essential for students to understand their own values, beliefs, biases, and perceptions to become culturally sensitive and appropriately adaptable when meeting the health needs of Aboriginal and Torres Strait Islander women and families.

This unit examines the care of individuals with Tuberculosis (TB), from initial diagnosis through treatment phases of the disease. Students will explore the role of case management in the care of patients with TB, including strategies to enhance the effectiveness of case managers. Drug resistant TB will be a focus of the unit, especially in relation to its prevention, and the safe management and treatment of patients with different types of drug resistance. Strategies for facilitating community participation in health care will be provided and students will have the tools to develop a community-based health education program focusing on TB. Case studies drawn from across the lifespan and different populations will provide a focus for exploring the pathophysiology of Tuberculosis, diagnostic options, modes of transmission and the pharmacological and non-pharmacological treatment options available.

This unit examines the clinical management of Tuberculosis, particularly in relation to cause, prevalence, transmission, diagnosis, treatment and prevention of the disease. Students will be introduced to the different diagnostic tests used in the management of the disease in both adults and children. Case studies drawn from across the lifespan and different populations will provide a focus for exploring the pathophysiology of Tuberculosis, diagnostic options, modes of transmission and the pharmacological and non-pharmacological treatment options available.

This unit provides students with knowledge of complex conditions that may arise during pregnancy, labour, birth and the postnatal period for the woman or her newborn/s. Emphasis will be placed on the biological and physiological aspects of these conditions. In addition, issues surrounding infertility and reproductive technologies, and contemporary issues that impact women, such as pre-existing medical conditions and mental health, will be explored. The unit integrates physiological, psychosocial and cultural aspects relating to a woman experiencing a complex pregnancy, labour, birth or post birth period. The role of the midwife in maintaining partnerships with women, even when childbearing experiences are complex, will be discussed and critically analysed. Students will also critically analyse key ethical and legal aspects affecting midwifery and maternity care.

This unit provides students with the knowledge to collaborate with all health professionals and includes developing clinical skills; assessing procedures for managing obstetric emergencies; undertaking simulations of obstetric emergencies; transferring women or newborns with complex health issues; and assessing referral pathways. Students will continue to gain practical experience in designated clinical areas and follow their 10 women throughout pregnancy, labour, birth and the postnatal period in a continuity of care model. They will strengthen their skills in undertaking psychosocial assessment, effectively engaging women in services, facilitating groups and working in collaboration with other professionals to support women.

This unit provides students with an understanding of the biological and physiological aspects of human reproduction, pregnancy, labour and birth. Emphasis will be placed on the normal maternal anatomy and physiology of pregnancy, labour and birth and applications of skills in the Clinical Practice Unit. Students will apply a primary health care approach to working with women and their families during pregnancy and childbirth. Students will consider psychosocial and cultural aspects of pregnancy, birth and breastfeeding, and the role of the midwife in maintaining a woman and family focus within a continuity-of-care model. Childbirth in our culturally diverse maternity health system will be explored, analysed and discussed. The experiences of Aboriginal and Torres Strait Islander women across health services will also be examined. Concepts introduced during the intensive week will be covered in greater complexity across the semester.

This unit is centred on using a primary health, with continuity of- care approach to the care of women and their families during transition to parenthood. Students will investigate the biological, physiological and psychosocial aspects of the postnatal period and the midwife's role.at this time. Culturally diverse practices, including those of Aboriginal and Torres Strait Islander peoples and women from other countries and cultures will be explored. Students develop midwifery skills working with women in a continuity-of- care model and gain experience in maternity practice areas. The unit commences with a one-week intensive workshop exposing students to an elementary level of understanding and application of midwifery care in a maternity setting in preparation for employment. Postnatal care concepts introduced during this intensive practice week will be covered in more detail during subsequent weeks.

This unit enables students to explore the complex issues related to Perinatal, Infant and Child mental health including: the importance of the parent infant relationship to maternal and infant mental health, antenatal and postnatal depression and anxiety, substance misuse and domestic violence. Through examination of these complex issues, students will gain knowledge of the risk and protective factors that influence outcomes for infants, children and families. Strategies to promote emotional wellbeing, positive parent- child relationships and social support for these families is an essential learning component supported by the concepts of targeted and specialist intervention, and early intervention. The knowledge gained in this unit will be consolidated through virtual clinical placement.

In this unit, students will consolidate their knowledge and midwifery skills in preparation for their role as a midwife. They will continue to practice in designated clinical areas and follow through their 10 continuity of care experiences. Students will complete the professional portfolio and reflect on how they can identify and plan for personal professional development and leadership as midwives, including the professional development needs of others. Students will be assessed across the midwife standards for practice. In addition, students will have the opportunity to examine leadership development and styles within the midwifery profession. Students are encouraged to consider their role in future midwifery leadership.

This unit will introduce students to the profession of midwifery from a philosophical, historical, global, and Australian perspective. It will highlight the important role Midwifery plays in the provision of cost effective, high quality care to both women and newborns globally. It will focus on policies and practices that promote respectful and collaborative woman centred care and the value of continuity of midwifery care to achieving these goals. Students will be required to reflect on beliefs around childbirth including their own personal beliefs.

This unit examines the ways in which Tuberculosis (TB) is managed from a public health perspective. Students will be introduced to the essential components of a TB Program, particularly focusing on preventing transmission of TB and promoting the health of individuals and communities affected by TB. Learning materials in the unit will be provided to enable students to undertake a Tuberculosis contact investigation, including risk assessment of transmission and management of contacts. Case studies will be utilised to facilitate students' development of effective patient and community education programs.

This subject addresses a multi-faceted perspectives of healthy and successful ageing. A major focus is to raise awareness about creating an age-friendly community which facilitates older age groups, including those from culturally diverse backgrounds, and Aboriginal and Torres Straits Islander peoples, to be actively involved in all community activities to stay connected to people and place that are important to them. The multiple perspectives of ageing in place integrates biomedical, physical environment/design, legal, ethical, policy, service provision and social contexts of ageing. Knowledge and skills acquired in this subject are useful for planners, managers and health care providers for those working with aged communities. The subject covers evidence-based approaches affecting physical environment, personal characteristics and psychosocial mechanisms that facilitate older people to age successfully.

This subject addresses issues related gerontocracy (a society whereby elders have power and influence), versus ageism (age-related prejudice or discrimination based on a person's age). Stages of ageing and risk will also be covered, including ethical issues related to the aged communities and the aged care sector. Importantly, this subject will address strategies that need consideration to optimise integration of aged communities, including: active adult retirement communities, poverty safety net and governmental policies, housing, the use of technology, strategies to slow and reverse age-related decline including emerging developments. Issues related to optimising self-determination and 'dignity of risk' among aged communities will also be covered.

Accepting and embracing the ageing population as assets and not a burden is important towards enabling older people to continue living in security and to fully participate in society. For this to occur, the future of work, design and social spaces need to be responsive to the needs of ageing populations. This unit offers students with the opportunity to assess and reflect on the domains of age-friendliness in alignment with World Health Organisation (WHO) Age-friendly framework relevant to their interest, or their work practice settings. The WHO age-friendly domains, inputs from older people, carers of older people and service providers, are elements to be considered in this proposed quality improvement project.

Project management knowledge and skills are vital in the healthcare professional work environment. Using scenarios, students will explore their topic of interest, applying principal project management concepts, and integrate these into project planning. Students will learn how to appraise existing projects using a review framework, and identify the key steps within a project life cycle, starting from the conception stage to creating a project implementation plan.

This subject prepares educators and clinicians for their role in clinical education by examining educational theory and its relevance and application to teaching and learning in the clinical workplace. Students will identify and operationalise key priorities for learning and teaching in their organisation and address these by providing appropriate and relevant teaching and learning experiences that build the capacity of colleagues (this can also be extended to include patient and family education). The subject also explores the principles and challenges that are associated with the assessment of competence and the strategies that can be utilised to further develop the knowledge and skills of the clinical educator in the professional practice environment.

This unit offers a range of options for students to integrate, extend and reflect on the professional knowledge and skills gained through their master's level studies. It will provide a framework within which students can explore professionally relevant situations. Students will have the opportunity to nominate, plan and execute a capstone experience relevant to their professional interests. In doing so, students will develop a professional portfolio or e-portfolio that will incorporate the work undertaken during the degree studies and extend to include a critical reflection of their graduate capacity and professional development.

Acute Exacerbations of Chronic Conditions utilises an evidence-based approach to develop an understanding of pathophysiology, pharmacological interventions, and nursing care for patients who experience acute exacerbations of chronic conditions.

Acute Life-Threatening Conditions utilises an evidence-based approach to develop an understanding of the pathophysiology, pharmacological interventions, and nursing care for people across the lifespan who experience an acute life-threatening condition. An important area of focus is detecting and recognising acute deterioration and escalating care.

Chronic Conditions and Disability utilises an evidence-based approach to develop an understanding of pathophysiology, pharmacological interventions, and nursing care for people across the lifespan who experience chronic conditions and/or disability.

This unit is conducted in an intensive study mode that is offered to students with a previous Bachelor degree, Master degree, or higher and completed within the last 10 years. The unit provides the essential foundational and core learning activities to support student transition into the Master of Nursing Practice (Graduate Entry). If a student is unsuccessful in attaining a satisfactory grade for this unit they may be requested to transfer into the undergraduate Bachelor of Nursing. All assessments in this unit are mandatory. Attendance is also mandatory in all tutorials and Clinical Practice Unit sessions in this unit.

This unit will specifically enable nursing students to investigate, discuss and develop an understanding of Aboriginal and Torres Strait Islander health, health statistics, historical and present-day issues associated with poor health outcomes in Indigenous Australians. The concepts of cultural safety, health, illness and wellbeing will be discussed and synthesised in relation to Aboriginal and Torres Strait Islander Peoples. Students will explore and reflect on the impact of the different attitudes, institutional policies and value systems relating to the health of Aboriginal and Torres Strait Islander Peoples in Australia.

The primary focus of this unit is the application of the National Safety and Quality Health Service Standards related to regional, national and global Health Priorities . This introduction to Alterations in Health utilises an evidence-based approach to develop an understanding of pathophysiology, pharmacological interventions, and justification of appropriate safe nursing care of people across the lifespan who are experiencing acute, but usually resolvable alterations in their health.

Mental Health Nursing Practice develops knowledge and skills to support nursing practice when providing care for people with mental health issues in a range of health care settings. It explores contemporary models of care such as recovery-oriented practice, trauma-informed care, and social determinants approach. Students will develop awareness and plan evidence-based initiatives that promote mental health, prevent and intervene early in illness, facilitate recovery, and promote wellbeing. The unit includes 80 hours of clinical placement.

Nursing Practice 1 focuses on the development of the role and skills of the registered nurse when assessing and providing care for people across the lifespan who are experiencing acute, but usually resolvable conditions. A simulated professional task will assist with the development of essential clinical communications and simulated skills assessment and a professional experience placement will support clinical skill development. The unit includes 160 hours of Professional Experience Placement.

Nursing Practice 2 focuses on the development of the role and skills of the registered nurse when providing care for people experiencing an acute exacerbation of a chronic condition. A simulated professional task will assist with the development of essential clinical communications and simulated skills assessment and professional experience placement will support clinical skill development. The unit includes 160 hours of Professional Experience Placement.

Nursing Practice 3 focuses on the development of the role and skills of the registered nurse when assessing and caring for people across the lifespan who are experiencing acute life-threatening illness and life limiting illness. A simulated professional task will assist with the development of essential clinical communications and simulated skills assessment and professional experience placement will support clinical skill development. The unit includes 160 hours of Professional Experience Placement.

Palliative and End of Life Care focuses on the palliative approach as a model of care, exploring the benefits of this approach when supporting dying individuals with any life limiting illness. Students will acquire the capabilities to develop self-care strategies to manage their own grief, loss and stress associated with working in a palliative care context.

Safe medication administration is a fundamental requirement in nursing. It is vital that registered nurses have a solid understanding of pharmacology in order to maximise patient safety in the quality use of medications. This unit will introduce the principles and core concepts of pharmacology where students will combine cognitive, technical and research skills to develop the essential knowledge of pharmacokinetics and pharmacodynamics. Students will be required to systematically develop an understanding of actions and reactions of commonly prescribed drugs using concepts of person-centred care across the lifespan. Principles of safe administration, prescribing, electronic medication management systems, patient education and engagement in medication management are the focus of this unit.

Professional Nursing Practice provides an opportunity to consolidate the development of the role and clinical skills of the registered nurse in preparation for transition to graduate practice. A simulated professional task will assist with the development of essential clinical communications and a professional experience placement to evaluate clinical skills development. The unit includes 240 hours of Professional Experience Placement. All assessments in this unit are mandatory. Attendance is also mandatory in all workshops and Clinical Practice Unit sessions in this unit.

Transition to Professional Nursing explores the process of transition from student to registered health care professional. Students analyse their role as a registered nurse, reflecting on accountability, responsibility, therapeutic and professional relationships, as well as their capability for practice. This unit will build capacity in students to meet their professional responsibilities as capable practitioners in nursing and assist in demonstrating job readiness skills in preparation for new graduate employment opportunities.

Building on the broad concepts learnt in core unit 401454 - Indigenous Australian Health, Wellness and Culture or unit 401445 - Health, Culture and Wellbeing of Aboriginal and Torres Strait Islander Peoples, this unit introduces the student to perspectives of Aboriginal and Torres Strait Islander people's health looking across the lifespan. Critical aspects of nursing care across the lifespan are examined focusing on the patients emotional, social, physical, and significantly, spiritual wellbeing in addition to family and the communities' response to the key alterations in health. Classroom learning will be supported by a field trip which allows students to experience a culturally immersive experience on Country facilitated by Aboriginal Elders. The field trip will also allow students to develop new skills for practice and develop a deeper appreciation for Aboriginal and Torres Strait Islander peoples and culture. This unit will interest anyone with an interest in contemporary Aboriginal and Torres Strait Islander culture and health care.