Overview
This unit will consolidate relevant knowledge and values acquired through your own clinical practice and studies in this course, assisting you to transition to practice as a clinician in your new scope of paramedic practice. You will explore key concepts and principles in areas such as applying ethical principles, working in a multidisciplinary team, leadership and management. You will also learn the importance of ongoing professional development relevant to your own continuous improvement as well as the care you provide as a clinician.
Details
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 2 - 2022
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).
Recommended Student Time Commitment
Each 6-credit Postgraduate 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
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All 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 Discussion with DDLT Office.
Ensure clarity of expectations regarding referencing.
Review wording of assessments and rubrics to ensure clarity of expectations regarding referencing.
- Critically reflect upon ethical principles relevant to your applied scope of practice
- Formulate strategies for integration and functionality within a multidisciplinary team
- Appraise leadership and managerial skills relevant to your scope of practice
- Design a plan for ongoing professional development.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 0% | ||||
| 2 - Professional Practice Plans (learning plans) - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 0% | ||||||||
| 2 - Professional Practice Plans (learning plans) - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
k.shearer@cqu.edu.au
Module/Topic
THEME 1: Transition to practice
Chapter
Events and Submissions/Topic
Module/Topic
THEME 1: Transition to practice
Chapter
Events and Submissions/Topic
Module/Topic
THEME 2: Applying ethical principles
Chapter
Events and Submissions/Topic
Module/Topic
THEME 2: Applying ethical principles
Chapter
Events and Submissions/Topic
Module/Topic
THEME 3: Working in a multi-disciplinary team
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
THEME 3: Working in a multi-disciplinary team
Chapter
Events and Submissions/Topic
Module/Topic
THEME 4: Leadership, management & mentoring
Chapter
Events and Submissions/Topic
Module/Topic
THEME 4: Leadership, management & mentoring
Chapter
Events and Submissions/Topic
Module/Topic
THEME 5: Professional development
Chapter
Events and Submissions/Topic
Module/Topic
THEME 5: Professional development
Chapter
Events and Submissions/Topic
Module/Topic
THEME 6: Applying basic business principles
Chapter
Events and Submissions/Topic
Module/Topic
THEME 6: Applying basic business principles
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Portfolio
You will need to complete a portfolio of three sections, as outlined below:
Section 1: Applied ethics
In this section, discuss two (2) situations where an issue involving ethics has come into play during your clinical practice. Please do not include any information that may identify any participants in the situations you describe.
Please start with an introduction to the situation, and research/articulate the ethical principles you felt were in play and what any issues or conflicts were. Following this, please discuss:
- Whether the issues were resolved? If so, how? If not, what was the result?
- How you felt about either being involved in or bearing witness to the situation
- How this will affect your future clinical practice
- Your reflections on your current knowledge of ethics as part of your practice, and whether any self-development is required, outlining your plan
You should support your discussion of the ethical principles and the nature of the dilemma and relevant aspects of your discussion with reference to the literature.
If you do not have any situations that you were involved in, please contact the unit co-ordinator for further guidance. You can discuss a case that you find in the literature, but your response must be your own. Additionally, any work that is not your own must be referenced accordingly.
Section 2: Integration into a multidisciplinary team
Health care professionals have an ever-increasing responsibility to act as members of multi-disciplinary teams, ensuring good communication and teamwork form the foundation of quality patient care. In this section of your portfolio, research and document:
- What you feel are important qualities to demonstrate and what skills you require to engage effectively as a member of a multi-disciplinary team
- Why the integration of health care professionals is important to quality patient care
- The barriers to effective team membership or engagement
- How these barriers may be overcome (in the interests of patient safety and advocacy)
Please support your response to this section with reference to the literature.
Section 3: Leadership & management
In this section, reflect on situations you have experienced during your own clinical practice and/or clinical placements, and research and document:
- The qualities or traits important for the role of a leader or manager
- Good communication strategies to engage as a leader or manager
- Why visibility and accessibility as a leader/manager is important
- Your experiences with mentoring (either as a mentor or mentee)
- How you currently offer feedback (positive and negative) and any areas for improvement
- How you could promote or enhance positive practice environments in a clinical setting
- Strategies to assist with conflict management
Please support your response to this section with reference to the literature.
Week 9 Friday (16 Sept 2022) 11:45 pm AEST
Week 11 Friday (30 Sept 2022)
The word range guide for your portfolio is 1000-1500 words per section. The portfolio will be assessed in accordance with the rubric provided on the unit Moodle page.
Criteria include:
Overall presentation
- Organisation of presentation/layout
- Literacy style
- Word range
- Referencing
Content on each of the areas as outlined above
- Applied ethics
- Integration into a multidisciplinary team
- Leadership & management
Please upload your document/s as a Word file (.doc or .docx).
This portfolio is a PASS/FAIL task.
- Critically reflect upon ethical principles relevant to your applied scope of practice
- Formulate strategies for integration and functionality within a multidisciplinary team
- Appraise leadership and managerial skills relevant to your scope of practice
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Professional Practice Plans (learning plans)
Preamble
Increasingly, health professionals are required to maintain records for their continuing professional development, though often this is achieved through an ad-hoc process rather than a defined plan.
Task description
This assessment task requires you to engage in a process of critical self-reflection to assess your journey thus far and to design your continuing professional practice development plan. As with any goal setting, your plan should be specific, measurable, actionable, realistic and timely (SMART). Hence your plan must be functional and consolidate your ideas to ensure a smooth progressive transition to a new scope of practice.
As a first step, critically reflect upon your development as a clinician to the decision point of enrolling in this course. What was your motivation? What did you hope to ascertain from this course? What was your perceived outcome?
Then, consider and articulate your thoughts regarding your professional development during your academic studies, as well as during your usual clinical practice, to arrive at the point you are at now. How do you feel about your progress? How have you found the journey to this point?
Next, contemplate your career plan goals aligned with the SMART framework. In documenting your goals, you might like to consider:
- Where you plan to apply your new knowledge and qualifications upon completing this course
- Whether opportunities in this field exist within your current health service
- The prevalence of opportunities for your personal portfolio of skills, experience, and knowledge beyond your current employment, or even outside of your discipline area
- Whether there are further development tasks you would like or need to undertake to set yourself up for success in the future.
Finally, review what you have written in your development plan, summarise your planned direction, and articulate the first step you will take following completion of your course.
Throughout your portfolio, there will be various points where you will turn to the literature. Please ensure you reference any work that is not your own appropriately.
Week 12 Friday (7 Oct 2022) 11:45 pm AEST
Exam Week Friday (21 Oct 2022)
The word range guide for your professional practice development plan is 2000 – 2500 words. Your plan will be assessed in accordance with the rubric provided on the unit Moodle page.
Criteria include:
Overall presentation
- Organisation of presentation/layout
-
Literacy style
-
Word range
- Referencing
Content
- Critical self-reflection of the journey so far
- Thoughts regarding professional development during academic studies
- SMART goals articulated and discussed
- Summary of planned direction and first step articulated.
Please upload your document/s as a Word file (.doc or .docx).
This development plan is a PASS/FAIL task.
- Design a plan for ongoing professional development.
- Knowledge
- Cognitive, technical and creative skills
- Research
- Self-management
- Leadership
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?
