In Progress
Please note that this Unit Profile is still in progress. The content below is subject to change.Overview
This clinical unit will provide opportunities to apply and integrate both theoretical and practical knowledge, skills and professional behaviours in the clinical environment. In addition to the consolidation of skills in electrophysiological assessment, you will be exposed to a range of cardiovascular assessment techniques, including echocardiography. Using clinical cases you will analyse and reflect upon the information provided to produce provisional differential diagnoses and patient management plans within an ethical framework of best practice and patient safety. Behavioural aspects of professional practice are emphasised and you are expected to reflect on your own performance and exhibit the highest level of safe patient care. Critical appraisal of performance will enable you to advance your professional, technical and analytical skills in a work setting under qualified supervision.
Details
Pre-requisites or Co-requisites
Pre-requisites: ECHO12003 Principles of Cardiac Assessment and ECHO12004 Cardiac Assessment Skills 1 OR ECHO12008 Doppler Echocardiography and ECHO12007 Cardiac Rhythm Assessment. Both ECHO12003 Principles of Cardiac Assessment and ECHO12004 Cardiac Assessment Skills 1 OR ECHO12008 Doppler Echocardiography and ECHO12007 Cardiac Rhythm Assessment must have been successfully completed within the last twelve months. Should this time limit have elapsed the student must successfully complete one (or more) technical skill, professional behaviour and diagnostic knowledge-based assessment(s) (after completion of technical skill / knowledge revision). Details of this will be articulated in a learning contract created by the Head of Course or designate.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Information for Class and Assessment Overview has not been released yet.
This information will be available on Monday 9 September 2024All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from CQUni Success
Financial implications associated with travel to attend placement sites proved difficult for some students.
Teaching staff will continue to promote CV69 course inherent requirements, including personal and financial commitments. Related information is already published in the course handbook and on the CV69 portal Moodle site, on circulated work-integrated learning advice and related platforms (SONIA) and reiterated at course open days/orientation sessions and in Head of Course foundation unit forums during the first few weeks of student course enrolment.
Feedback from Student Unit Evaluation Responses
Learning resources were not perceived as useful by some students.
Being the first clinical placement unit undertaken by students, there was perhaps a misconception that the unit would be similar to other theoretical units. The purpose of this unit was to provide opportunities to apply and integrate both theoretical and practical knowledge, skills and professional behaviours into the clinical environment, consolidating and transferring knowledge and skills learnt to date. Learning resources presented were devised to support students making the transition from campus and simulation environment to the 'real world'. Resources were presented in modules under Moodle tiles labelled 'Strategies for success', 'Scope of practice' and 'Professional Expectations'. Some students entered placement with prior life skills, others did not.
Feedback from Unit coordinator
Industry reported difficulties managing 'over-enthusiastic' students.
Whilst it was difficult to fault students willingness to help and learn, the occasional clinical staff found their over-enthusiastic student difficult to manage. This was largely because novice students lacked awareness of how they fitted into the wider team, and at times, they failed to pick up on non-verbal cues that they may have been overbearing or too involved in various scenarios (bearing in mind clinical staff have to communicate subtly when in front of a patient mid procedure). On occasion, some students did not always respect the personal space or privacy of staff when trying to get their daily tasks done. The unit coordinator will aim to better prepare students for future clinical placement experiences by discussing this topic prior to placement commencement.
Feedback from Unit coordinator
There was low student engagement in tutorial offerings where case studies were presented for discussion, likely due to tiredness because students were concurrently working clinically. Selecting a time that is convenient for the majority is complicated by time zone variations.
Increased student and unit coordinator interactions will be encouraged through the Moodle forum. Weekly cases of interest will be posted along with question prompts. Students will be encouraged to reply in their own time via the general discussion forum. The unit coordinator will then offer additional feedback as the week unfolds, including more discussion prompts. This approach was well received by the student cohort when trialed in 2022, and will be expanded upon in future unit deliveries. Despite poor attendance, live Zoom tutorials will continue to be offered after hours on a week night, with recordings available for viewing afterwards. Tutorial attendance will be used more to canvas student experience and tailor pastoral support.