CQUniversity Unit Profile
MEDI11004 Professional Practice
Professional Practice
All details in this unit profile for MEDI11004 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

Students learn to interact effectively with clients and peers through an understanding of professional and interprofessional relationships. This unit provides an overview of the social, legal and ethical issues that impact on the experience of illness, equity of health care and best practice. It contextualises therapeutic communication and collaborative teamwork skills and introduces the student to evidence based practice, reflective practice and decision making in the health professions.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

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 - 2018

Distance

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).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Group Work
Weighting: 40%
2. Written Assessment
Weighting: 20%
3. Examination
Weighting: 40%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

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 Student feedback

Feedback

' The time given for the exam was not enough and 3 hour would have been more appropriate'. "More exam time would be helpful because I felt like I was frantically writing to answer all the questions within the time"

Recommendation

This is the first time the exam was in this format. Although many students finished, several cited not enough time. ? Increase the time allowed for exam from 90 mins to 2 hours.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Collaborate with health care students demonstrating an understanding of professional and interprofessional relationships.
  2. Describe the principles underlying effective communication skills in health care settings demonstrating cultural sensitivity.
  3. Reflect on experiences to enhance your own personal and professional development.
  4. Apply knowledge of evidence-based practice to gather information effectively.
  5. Apply knowledge of legal and ethical issues that impact the provision of health care and best practice.
  6. Describe the impact of social determinants, disability and culture on the experience of illness and access to health care for Indigenous and non-Indigenous Australians.
  7. Identify national and international health reform initiatives to improve the quality and equity of health care.
  8. Explain the concept of quality patient care and inclusive decision-making in the health professions.

This is a core unit for many of the allied health courses which are subject to external accreditation by a range of professional and regulatory bodies. It introduces a range of concepts and professional competencies at a foundational level.

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7 8
1 - Group Work - 40%
2 - Written Assessment - 20%
3 - Examination - 40%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7 8
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Group Work - 40%
2 - Written Assessment - 20%
3 - Examination - 40%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Zoom meeting access
Referencing Style

All submissions for this unit must use the referencing styles below:

For further information, see the Assessment Tasks.

Teaching Contacts
Linden Williams Unit Coordinator
l.williams@cqu.edu.au
Schedule
Week 1 Begin Date: 05 Nov 2018

Module/Topic

Study guide chapter 1 - The professional and reflective practice

Chapter

CRO - Clinical & Fieldwork Placement in the Health Professions by K. Stagnitti
Chapter 3: Becoming a reflective practitioner, p 31-42
The Extra Mile, Chapter 5: Intrapersonal Skills, p 61-78 and Chapter 7: Essential Self-care Skills, p 99-116

Events and Submissions/Topic

1 hour tutorial

Week 2 Begin Date: 12 Nov 2018

Module/Topic

Study guide chapter 2 -Teamwork and interprofessional collaborative care

Chapter

CRO - Being interprofessional by M. Hammick
Chap 3: Learning and working in teams, p 38- 60

The Extra Mile, Chapter 3: Professional Matters, p 36-48

Events and Submissions/Topic

Week 3 Begin Date: 19 Nov 2018

Module/Topic

Study guide chapter 3 - Health and illness: Conceptual understanding

Chapter

CRO - Indigenous Australians and Health: The wombat in the room by R. Hampton and M. Toombs
Chap 4: Indigenous Australian concepts of health and well-being, p 73-86

Events and Submissions/Topic

1 hour tutorial

Week 4 Begin Date: 26 Nov 2018

Module/Topic

Study guide chapter 4 -The determinants of health and Illness

Chapter

CRO - Indigenous Australians and Health: The wombat in the room by R. Hampton and M. Toombs
Chap 5: Indigenous access to health and health services, p 93-110

The Extra Mile, Chapter 1, The Rural Health Context : p 3-18

Events and Submissions/Topic

You will be assigned to your group this week.

You will make initial contact with group members.

Vacation Week Begin Date: 03 Dec 2018

Module/Topic

Chapter

Events and Submissions/Topic

Week 5 Begin Date: 10 Dec 2018

Module/Topic

Study guide chapter 5 - Cultural issues in health care provision

Chapter

ebook - Cultural Awareness in Nursing and Health Care by K. Holland & C. Hogg.
Chap 5: Cultural Awareness, p 63-77
Working with older Aboriginal and Torres Strait Islander people
An introduction to Aboriginal and Torres Strait Islander health cultural protocols and perspectives, p 25-38.

The Extra Mile, Chapter 2, Cultural Matters: p 19-35

Events and Submissions/Topic

1 hour tutorial

Groups should hold first 'meeting' to discuss the group work component of Assessment 1.

Week 6 Begin Date: 17 Dec 2018

Module/Topic

Study guide chapter 6 - Disability access

Chapter

A Way with Words: Department of Communities
CRO - Health Care and Public Policy: An Australian Analysis by G. Palmer & S. Short
Chap 9: Health services for disadvantaged groups, p 320-324
NDIS: In context by Marlene Butteriss

Events and Submissions/Topic

Self and Peer Assessment (1) for Assessment 1 (Individual and Group Work on Health Initiatives)

Due 21/12/2018 11.45 pm AEST.

Week 7 Begin Date: 31 Dec 2018

Module/Topic

Study guide chapter 7 - Therapeutic communication in health practice

Chapter

CRO - Transforming Communication by R. Bolstad
Chap 3: The context of communication, p 47-71
Communicating Positively: A guide to appropriate Aboriginal terminology

The Extra Mile, Chapter 6: Interpersonal Skills, p 79-95

Events and Submissions/Topic

1 hour tutorial

Week 8 Begin Date: 07 Jan 2019

Module/Topic

Time for assessment completion

Chapter

Events and Submissions/Topic

Individual Work on Health Initiatives

Due: Monday 07/01/2019 11.45pm AEST

Group Work on Health Initiatives

Due: Friday 11/01/2019 11.45pm AEST

Week 9 Begin Date: 14 Jan 2019

Module/Topic

Study guide chapter 8 - Ethics in health practice

Chapter

ebook - Ethics in Clinical Practice edited by G. Hawley
Chap 10: Making decisions that are ethical, p 214-241

Events and Submissions/Topic

1 hour tutorial

Self and Peer Assessment (2) for Assessment 1 (Individual and Group Work on Health Initiatives)

Due: Friday 18/01/2019 11.45pm AEST

Week 10 Begin Date: 21 Jan 2019

Module/Topic

Study guide chapter 9 - Disclosure and consent to treatment

Chapter

CRO - Legal Issues for Nursing Students by P. Savage.

Chap 4: Consent: Legal principles and practice considerations, p 48-64

Events and Submissions/Topic

Reflective report on group work

Due: Friday 25/01/2019 11.45pm AEST


Reflective Report on Group Work Due: Week 10 Friday (25 Jan 2019) 11:45 pm AEST
Week 11 Begin Date: 28 Jan 2019

Module/Topic

Study guide chapter 10 - Leadership, change and decision making in health practice

Chapter

CRO - Understanding influence for leaders at all levels
Australian Institute of Management, p 77-85, 188, 250-251

The Extra Mile, Chapter 8: Maintaining Momentum, p 119-126

Events and Submissions/Topic

Week 12 Begin Date: 04 Feb 2019

Module/Topic

Revision and examination technique

Chapter

Events and Submissions/Topic

1 hour tutorial

Exam Week Begin Date: 11 Feb 2019

Module/Topic

Chapter

Events and Submissions/Topic

Term Specific Information

Unit Coordinator: Andrea Chandrarajan a.chandrarajan@cqu.edu.au

‘The text ‘The Extra Mile’, by Christine Franklin, ISBN 0648052605, is a required reading resource in multiple weeks of the term. This book can be ordered through the CQU Bookshop.’

  • Tutorials in this unit support the assessment items. These tutorials are held both on campus at Mackay and on line via Zoom. You are strongly advised to attend these in order to be successful in the unit.
  • Q and A support is available on the unit Moodle site.
  • Emails of a personal nature can be sent directly to the unit coordinator.
  • If you experience a problem within your group, please contact the unit coordinator as soon as possible.

Time Budget

Students are expected to spend on average 10-12 hours of time each week in their study activities for this unit. A suggested time budget for your weekly study is:

  • Reading weekly study guides, completing activities and revision questions (3 hours)
  • Extra readings (1 hour)
  • Watching lectures and videos (2 hours)
  • Attending tutorials or group meetings (1 -2 hours)
  • Prepare and review assessment items (3 hours)

This will vary each week depending on the stage of the unit.

Assessment Tasks

1 Group Work

Assessment Title
Individual and Group Work on Health Initiatives

Task Description

Australia is a very diverse county. In future practice you will be dealing with patients from many different social backgrounds and cultures. It is important to have some understanding of such diversity in order for you to address your patients' needs. By week 4 of this unit, you will be developing an awareness of the lack of equity in terms of health outcomes for those living in rural areas, for migrant families, Indigenous communities and people living with with disabilities.

For this assessment you will work in a group of 3-4 students to research the causes of poor health outcomes and both identify and describe health initiatives that could improve the current situation. You will identify a rural community with a population that includes an Indigenous community, migrant families and community members with disabilities. Each group member will select a subgroup from the list below and research current health outcomes associated with this subgroup, causative factors and health initiatives that have been proven to be successful in improving health outcomes. You may need to use a problem-solving approach and adapt a successful health initiative sourced from one country or circumstance to 'fit' the community and subgroup you are working with.


These health initiatives can be sourced either nationally or internationally. Each group will identify their chosen rural community by location and population, you will then work on this assessment item both individually and as a group, discussing and sharing ideas in weekly group meetings.

You have the role of investigating what the problems are within your chosen community (causative factors of poor heath outcomes), and identifying initiatives which could be used to improve the situation.

1. Problems accessing health care for this rural and remote community.
2. Social exclusion and poor health care experienced by community members with disabilities.
3. Poor health outcomes amongst the community’s Indigenous Australians.
4. Reluctance of newly settled migrant women and children to seek health care.


Task Process

Work on this assessment will be between weeks 4 and 8. You will be allocated to a group of students from different disciplines.

Information and guidance on working in groups and investigating the topics will be provided in tutorials in weeks 3 and 5. It is important that you attend these. You will be expected to take an active part during this time and attend on line or face to face meeting with your group members.

**Lack of contribution to group work by week 6 may result in you being removed from the group by the unit coordinator. You will then be required to complete this part of the assessment alone.

Lack of contribution by a student will be identified by SPA results and consultation with unit coordinator and group members.


This assessment has 4 parts:


Part 1: INDIVIDUAL WORK 15%

Each team member will individually prepare a section of the report on one of the issues selected from topics 1- 4 above, as allocated in the initial group activity. This part of the report will describe causative factors, identify 2-3 possible health initiatives for their community with examples of existing initiatives, adaptations and implementation strategies relating to the allocated issue.

Required word count: 500 +/- 10% per person. You will submit this work individually through the submission link on the unit's Moodle site


Part 2: GROUP WORK – Summary Report 20%

This summary report is prepared by the group as a whole. The summary will identify the five most suitable health initiatives overall taken from the individual reports.

The group will identify their chosen rural community by location and population. Each member will have identified 2-3 initiatives in their individual report. This activity requires each of the individual reports to be shared within the group for evaluation. The group will create a rating criteria to evaluate all the health initiatives. Criteria will then be used to rate each initiative. Consideration will be given to the appropriateness of the initiatives to the community they have chosen. The group summary must describe the rating criteria used and submit the 5 initiatives chosen in the final document and the reason for their selection.

The group summary will be submitted by one group member only and the mark and feedback will apply to each group member named on the front page of the submission.

Required word count: 500 words +/- 10%


Parts 3 and 4: SELF AND PEER ASSESSMENT (SPA) 5%

Self and Peer assessment will be undertaken in weeks 6 and 9.

To assess each member's contribution to the group work, you will take part in TWO self and peer assessments. You will receive your SPA form access in each of weeks 6 and 9. In confidence, each person within a group will score themselves and the other team members for their degree of contribution to the team work process. Each time you will be asked 10 questions concerning your own and your peers' participation as team members. The average of your assessment by your peers will form part of your mark for this part of the group assessment.

Collectively parts 3 and 4 are worth 5% of the final mark for this unit.

Further details on the SPA assessment and marking criteria are available on the unit Moodle site.


Assessment Due Date

Individual assessment due 07/01/2019. SPA 1 21/12/2018. Group Assessment Summary 11/01/2019. SPA 2 18/-1/2019


Return Date to Students

Week 10 Friday (25 Jan 2019)


Weighting
40%

Minimum mark or grade
50%

Assessment Criteria

  • Form (citation of sources, writing style, spelling, format, grammar, punctuation, word limit).
  • Structure and organisation (clarity of expression, succinctness, logical sequencing of ideas, cohesiveness, information presented at a level appropriate to the community).
  • Content (rationale for health initiative selected, health initiative related to causative factor(s) appropriate to the issue and theoretical aspects of the unit, credibility and viability of proposed health initiative established through sourced example, description of health initiative and implementation strategies outlined, prioritisation of information researched for inclusion, identification and application of selection criteria to identify ‘best’ health initiatives).
  • Peer assessment of the team work process (dependability, task acceptance, timely productivity, contribution to team discussions and collaboration with team members).
  • More detailed marking criteria will be posted on the unit Moodle site.


Referencing Style

Submission
Online Group

Submission Instructions
Individual part of the assignment should be uploaded by each student by Monday week 8. It should also be uploaded as part of the group summary

Learning Outcomes Assessed
  • Collaborate with health care students demonstrating an understanding of professional and interprofessional relationships.
  • Reflect on experiences to enhance your own personal and professional development.
  • Apply knowledge of evidence-based practice to gather information effectively.
  • Describe the impact of social determinants, disability and culture on the experience of illness and access to health care for Indigenous and non-Indigenous Australians.
  • Identify national and international health reform initiatives to improve the quality and equity of health care.


Graduate Attributes
  • Communication
  • Problem Solving
  • Information Literacy
  • Team Work
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

2 Written Assessment

Assessment Title
Reflective Report on Group Work

Task Description

This assessment is completed by students as individuals and not as group work. As a health professional, your ability to work as part of a team is essential, this will be valued by your future employer above all other attributes. Reflection will also be used throughout your career. In assessment 1, you worked as a team member to complete the assessment task. In this assessment you are going to reflect on your experience of working within your team during assessment 1. You will reflect on your role within the team and identify ways to improve your future contribution to a team dynamic.

Guidance will be given in Tutorial Week 7. It is important for you to attend this.


You will write one (1) critical incident report reflecting on a particular aspect of your experience as an interprofessional group member in this unit. You will describe an incident and then identify a key related issue for analysis, such as:


1. An aspect of the group communication process
2. An aspect of the group decision-making process or outcome
3. An aspect of the group conflict resolution process or outcome
4. Another aspect of your group work


Your reflection can be about a positive or negative experience. You will reflect to identify a key issue involved in the incident described which you will then research. During your analysis of this issue you will demonstrate your theoretical knowledge, related experience and the ability to recognise your own preferences for working, assumptions and bias. Finally you will suggest a plan of action in the form of a series of steps or actions you will take to improve your next group work experience in relation to the issue identified. It is suggested that you structure your reflection in three defined sections:


a. Description of your experience
b. Analysis, research and discussion of key issue related to experience, including recognition of personal contribution, assumption and bias
c. Action plan for future team work


  • A suggested template is available on the Unit Moodle site.

  • You will submit an appendix with your reflection - details are in the unit Moodle site and the contents can be referred to within your reflection.
    The maximum word limit is 500 +/- words. The appendix, references and in-text citations are not included in the word count.
    Please submit your reflection as a .doc or .docx. Assessments submitted as PDF documents will not be accepted for submission.
  • More details on formatting is available in unit Moodle site.


APPENDIX

You will need to submit an appendix with your reflection to include the following forms.

1. Belbin’s self-perception inventory for team role assessment

2. Team rules

3. Completed evaluation of team's processes and performance.

4. Completed meeting scale for evaluating your overall teamwork experience including observations as examples where appropriate.

5. Completed student self-assessment sheet.

These documents will be on the unit Moodle site.

Each document can be referred to by number, or other means, within the reflective report itself if appropriate.



Assessment Due Date

Week 10 Friday (25 Jan 2019) 11:45 pm AEST


Return Date to Students

Exam Week Monday (11 Feb 2019)


Weighting
20%

Assessment Criteria

  • Form (citation of sources, writing style, spelling, format, grammar, punctuation, word limit).
  • Structure and organisation (clarity of expression, succinctness, logical presentation of work)
  • Original analysis and interpretation of the experience of working in a team, related to own ideas and supported by literature

A more detailed marking criteria will be posted on the unit Moodle site.


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Describe the principles underlying effective communication skills in health care settings demonstrating cultural sensitivity.
  • Reflect on experiences to enhance your own personal and professional development.
  • Apply knowledge of evidence-based practice to gather information effectively.
  • Apply knowledge of legal and ethical issues that impact the provision of health care and best practice.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Cross Cultural Competence
  • Ethical practice

Examination

Outline
Complete an invigilated examination

Date
During the examination period, at a CQUniversity examination centre

Weighting
40%

Length
120 minutes

Minimum mark or grade
50%

Details
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
No calculators permitted
Closed Book
Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?