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CV68 - Bachelor of Cardiac Physiology


Compulsory Residential School

Some units in this course require you to attend a compulsory Residential School or Work Integrated Learning. Please see Course Features in the Getting Started tab for further information.

Course Overview

The Bachelor of Cardiac Physiology aims to develop graduates who are able to apply their knowledge of cardiac physiology and basic cardiac ultrasound in a diagnostic setting as a cardiac technologist (cardiac scientist). Cardiac technologists provide technical services for the investigation, diagnosis and treatment of heart disease. As part of the cardiology team, cardiac technologists operate a range of specialist equipment to provide data for patient care. To enable this ability in graduates, the course is designed to build a high level of practical skill and data evaluation so graduates can assess patients and evaluate findings in a safe and effective manner. There is an emphasis on high level communication skills so that graduates can interact positively with patients and other health professionals in the clinical environment. Clinical decision making and problem solving ability will be promoted in graduates through the use of simulation based learning techniques and exposure to 'real world' conditions while on clinical practice.This course will provide the opportunity for undergraduate students to undertake a three year full-time degree of study leading to a career in the field of cardiac science. Graduates will not be eligible for ASAR accreditation as 'Echocardiographers' on completion of this course alone.

Career Information

A cardiac technologist and measurement scientist is a health professional who uses a range of diagnostic means to produce images and laboratory data demonstrating cardiovascular anatomy and function . A cardiac technologist and measurement scientist requires specialised education and skills to view, analyse and modify the data collection. Communication skills, exemplary professional attitude and care for the physical and psycho social well-being of the patient are all critical to success in this field.

Course Details
Duration 3 years full-time or 6 years part-time
Credit Points that Must be Earned 144
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Undergraduate Award
Qualification (post nominal) BCPhy
AQF Level Level 7: Bachelor Degree

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
International Students
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 1 - 2017

There are student quota limits for this course. Only Year 1 of the course is available by distance study. There are two compulsory residential schools in Year 1. In year 2 term 1 you must attend compulsory residential schools on campus and at a partner facility in Sydney. You must study internally in year 2 term 2 and part of year 3.

Term 2 - 2016


Term 1 - 2016

There are no future or current domestic availabilities for this course.
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International Availability

Term 1 - 2017

There are student quota limits for this course. Only Year 1 of the course is available by distance study. There are two compulsory residential schools in Year 1. In year 2 term 1 you must attend compulsory residential schools on campus and at a partner facility in Sydney. You must study internally in year 2 term 2 and part of year 3.
Sorry, no international availabilities found.

Term 2 - 2016


Term 1 - 2016

There are no future or current international availabilities for this course.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at
What do I need to start?
COVID-19 Vaccination Requirement

The COVID-19 vaccination is mandatory to be eligible to attend a WIL placement for this course. Students will be required to provide evidence of having completed a COVID-19 vaccination schedule by the closing date prior to a WIL placement. The vaccine received must be a vaccine approved by the Therapeutic Goods Administration (TGA) of Australia.

Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information.
Entry Requirements


Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge


Fees and Charges
Course Features

Awards and Accreditation

Interim Awards CV67 - Associate Degree of Cardiac Physiology
Exit Awards CV67 - Associate Degree of Cardiac Physiology
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

Compulsory Residential School There are units in this course that include mandatory residential school for all students.
Click here to view all Residential Schools

Practicum/Work Placement

ECHO12005 - 320 hours of clinical placement. Student learning supported by clinical supervisors on-site and CQUniversity academic. Clinical facilities can often only host a small number of students at a time so the placement locations are spread over a large geographical area. As a result prospective students are advised that they should prepare personally and financially to relocate for some or all of their placement.
ECHO13007 - 640 hours of clinical placement. Student learning supported by clinical supervisors on-site and CQUniversity academic. Clinical facilities can often only host one student at a time so the placement locations are spread over a large geographical area. As a result prospective students are advised that they should prepare personally and financially to relocate for some or all of their placement.

Previous and Current Enrolments

Year Number of Students
2019 1
2018 3
2017 5
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in classroom and clinical settings as private and confidential.
  • Respecting an individual's/group's diversity by demonstrating sensitivity to religious, cultural and individual differences.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of and adherence to ethical behaviour.
  • Maintaining ethical behaviour in all contexts.
  • Complying with the rules and regulations of the Australasian Sonographer's Association 'Code of Conduct' and 'Standards of Practice'.
  • Complying with the position statements for 'clinical practice' of the Cardiac Society of Australia and New Zealand (CSANZ).
Behavioural Stability

Examples are:

  • Interacting positively and effectively with other students while attending activities related to the course.
  • Being receptive and responding appropriately to different viewpoints, to constructive feedback and to direction from academics and clinical staff.
  • Coping effectively with your own emotions, responses and behaviour when dealing with challenging situations in the clinical setting to ensure your safety and well-being and the patient's safety and well-being.
Legal Compliance

Examples are:

  • Complying with clinical sites requirements. These include criminal record checks and child protection and safety legislation including mandatory reporting requirements. (National Criminal Record Check and Working with Children Check).
  • Understanding and adhering to professional policy around the use of social media.
  • Knowing, understanding and complying with legislative, regulatory requirements and policy directives which are necessary pre-requisites to clinical placements in order to reduce the risk of harm, to self and others (for example occupational assessment, screening and vaccination against infectious diseases).
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual or group.
  • Verbally communicating your knowledge and skills with accuracy, appropriateness and effectiveness.
  • Providing team members with clear concise verbal reports related to patient clinical presentation, situation/presentation, background history, clinical assessment and result of the ultrasound.
  • Communicating with patients in an empathic and caring manner.
  • Recognising and interpreting non-verbal cues of peers, patients and others and responding appropriately.
  • Using appropriate facial expressions, eye contact and gestures while being mindful of interpersonal space.
  • When required, needing to recognise and interpret non-verbal cues of others and responding appropriately during activities related to the course and clinical placements.
  • Constructing your assessment work to academic standards with attention to correct grammar and punctuation.
  • Constructing fluent summarised written text from complex and detailed information.
  • Constructing legible reports in a timely manner to meet professional standards and clearly communicating the intended message.
  • Accurately documenting charts and records meeting legal and professional requirements.
  • Accessing a computer for your studies.
  • Regularly accessing the Internet for research, and email for communication with peers and lecturers.
  • Analysing, manipulating and displaying scientific information.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Applying knowledge of policy and procedures in clinical settings.
  • Performing your duties within set time-frames.
  • When applicable, applying theoretical knowledge to understand a patient's history when undertaking patient assessment.
  • Applying theoretical knowledge of the human body systems and Echocardiography to enable cardiac information gathering and interpretation.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions.
  • Actively listening to information within a variety of academic and clinical and emergency situations.
  • Reading and accurately interpreting information related to patients.
  • Completing documentation that is accurate, clear and concise.
  • Demonstrating competency in applying basic mathematics knowledge and skills in using adaptive equipment that correctly meets client measurement requirements.
  • Applying numeracy skills to interpret and solve problems in a range of educational and clinical settings.
  • Having practical skills and be able to evaluate data in order to assess patients and evaluate findings in a safe and effective manner.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focusing on and recognising objects that are either near or far.
  • Safely operating electronic equipment.
  • Reading and interpreting diagnostic images, scans, videos, or 3D or 4D ECG un-zoomed, rhythm analysis, blood pressures and high volumes of anatomy and diagnostic data.
  • Recognising variations in and interpreting diagnostic images using grey scale ultrasound, pulsed wave Doppler and colour Doppler imaging.
  • Visually distinguishing red from blue to determine the direction of blood flow.
  • Viewing 3D anatomy in real time on a 2D screen.
  • Selecting an optimal image and differentiating pathology using visual pattern recognition.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.
  • Having sufficient auditory ability to consistently and accurately monitor, asses and manage a patient's needs.
  • Accurately interpreting verbal communications and directions from staff.
  • Hearing computer generated sounds which indicate pathology in the patient.
  • Determining different blood flow velocities from computer generated Doppler.
  • Performing auscultation and blood pressure manually.
  • Using touch in an appropriate manner when conveying positive messages for emotional support during difficult circumstances.
  • Conducting physical assessments using an ultrasound machine and detecting any anatomical abnormalities.
  • Moving an ultrasound transducer in multiple planes.
  • Undertaking fine motor manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
  • Transferring patients on and off beds and Cath lab tables.
  • Operating equipment such as ECG machines and Treadmills with highly fragile parts.
Relational Skills

Examples are:

  • Collaborating with fellow students and clinical staff in planning, modifying and completing projects and procedures.
  • Demonstrating respect for and consideration of divergent points of view within teams.
  • Adapting to a variety of styles of instruction, feedback and supervision on clinical placements.
  • Rapidly building rapport with patients to engage cooperation, elicit information and provide effective care in carrying out imaging examinations.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner.
  • Responding constructively to feedback on performance.
Reflective Skills

Examples are:

  • Assessing your own performance in a range of environments, including the classroom, clinical simulation laboratories and clinical workplace.
  • Identifying contributing factors to your thinking patterns, actions and behaviours.
  • Identifying when your performance may be negatively affected by your emotional response.
  • Evaluating your knowledge and skills to determine whether or not a clinical activity is within your scope of practice.
  • Being able to evaluate the effectiveness of assessment data that has been determined and identify areas for improvement.
  • Ability to relate new knowledge to prior understanding.
  • Formulating an action plan to address an identified performance gap.
Sustainable Performance

Examples are:

  • Actively participating in activities related to the course with adequate, sustained levels of physical energy and concentration.
  • Participating in learning clinical skills and fully engaging in clinical practice activities.
  • Having a sustained level of concentration and physical endurance during clinical placements and in your professional daily activities.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the course.
  • Maintaining balance while safely transferring delicate and large equipment.
  • Moving with ease around patients and equipment items while performing delivery of care.
  • Safely retrieving and utilising stock and equipment.
  • Moving relatively heavy equipment up to and beyond 11 kg.
  • Completing manual handling techniques to transfer patients and patients beds and wheel chairs.
  • Manoeuvring about critical care machine and extending your body around them.
  • Manipulating delicate, breakable and sensitive equipment such as ultrasound machines, transducers and other ultrasonic equipment with ease and care.
  • Performing ECGs with small parts and leads.
  • Moving an ultrasound transducer in multiple planes.
  • Undertaking manipulations of the ultrasound transducer in order to slide, rotate, tilt and fan through a structure to detect pathology.
Interpersonal Engagement

Examples are:

  • Being a productive team member during learning activities in simulation and during clinical practice.
  • Providing feedback to and responding to feedback from peers in learning teams.
  • Developing and sustaining rapport with supervising clinicians during clinical practice to support effective working relationships, positive learning environments and positive outcomes for patients.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Using the Moodle learning management system to engage with classmates and your instructor, access learning materials and undertake assessments.
  • Using word processing, presentation and spreadsheet applications in undertaking assessments.
  • Using ultrasound systems to produce, process and optimise echocardiographic images.
  • Using 12 Lead ECG systems to capture and evaluate cardiac rhythm.
  • Using facility Picture Archiving and Communications Systems (PACS) to retrieve, view and manipulate medical diagnostic images.
  • Retrieving patient information and documenting procedures in Hospital Information Systems (HIS) and Radiology Information Systems (RIS) during clinical practice.
Core Learning Outcomes
  • 1. Apply a body of cardiac physiology knowledge to clinical practice.
  • 2. Perform competencies in a wide range of cardiac assessment activities.
  • 3. Behave professionally, using appropriate professional and personal skills to practice as a cardiac physiologist (cardiac scientist)
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3
1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning
2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge
3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas
4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence
5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship
7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts
8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 19 Total credit points: 144

To be eligible to graduate with the Bachelor of Cardiac Physiology students must complete the 19 core units (144 units of credit), complete clinical placement requirements and attend all mandatory laboratory activities / residential schools on the campus of enrollment and / or at a specialist simulation facility in Sydney, as determined in the unit profiles.

Clinical Placement:
Course years 2-3 include clinical placement. Students must satisfy specific pre-clinical health, safety, security, including a clear criminal record check, and licensing requirements prior to each placement, and must disclose any condition that may put themselves, or the public, at significant risk whilst on placement. Due to limited availability of clinical placements, some block placements have start and/or end dates that fall outside standard term start and end dates. As placements are located throughout Australia and availability is limited in each community, students may be placed at locations that are not of their choosing. Full time attendance is required when undertaking clinical placement. Students must prepare financially and personally to relocate for placements, and are responsible for for the associated costs. In accordance with the course accreditation standards students must achieve competency in a range of cardiac assessment techniques which may require attending different clinical facilities. Whilst on placement, students will perform cardiac assessment on, and provide hands-on care to, people who may be ill or injured. Students will need to be physically fit, able to stand and walk for extended periods, lift, stretch, carry heavy loads and have sufficient visual acuity and contrast sensitivity to assess fine detail of images and perform safely in a range of lighting conditions. Students will undergo clinical assessments on performance of cardiac assessment cases, professional behavioural and technical skills.

Clinical Simulation Laboratory Learning
Years 1 - 3 of the course includes hands-on learning in the clinical simulation echocardiography and computer laboratories on campus during most terms. Students must attend all laboratory activities, including residential schools, at their campus of admission. Students must demonstrate professional behaviours including regular attendance and meeting the course dress code during clinical simulation laboratory sessions. During simulations of cardiac assessment techniques, all students will participate in role play as sonographer and patient. These essential learning activities will require partial removal of clothing to the level that is required for the simulation and will involve touching and being touched by peers. These simulation learning activities take place in a mixed gender environment, including the presence of male academic tutors. If a student is unable to participate, it may impact the student's ability to attain required skills and complete unit assessments.

Completion Timelines
To maintain clinical currency, specified cardiac assessment and clinical skills units must be completed within within one calendar year as scheduled in the course overview.
ECHO12004 Cardiac Assessment Skills 1, Cardiac Science and ECHO12005 Cardiac Clinical Unit 2 must be completed within one calendar year of each other,
Adult Echocardiography, ECHO13002 Cardiac Assessment Skills 2 and ECHO13007 Cardiac Clinical Unit 3 must be completed within one calendar year of each other,
Failure to adhere to these timelines will necessitate completion of a student learning contract which will detail specific learning and assessment requirements to maintain the students' clinical currency.

Year 1 - Term 1
Students must complete the following compulsory units:
ESSC11004 Study and Research Skills for Health Science
MEDI11002 Physics for Health Sciences
BMSC11001 Human Body Systems 1
ECHO11003 Fundamentals of Cardiac Science
Year 1 - Term 2
Students must complete the following compulsory units:
BMSC11002 Human Body Systems 2
ECHO11002 Cardiac Structure and Function
MEDI11004 Professional Practice
ECHO11004 Biochemistry for Cardiac Pharmacology
Year 2 - Term 1
Students must complete the following compulsory units:
MPAT12001 Medical Pathophysiology
MEDS12001 Physics of Ultrasound
ECHO12006 Cardiac Science
Year 2 - Term 2
Students must complete the following compulsory units:
ECHO12005 Cardiac Clinical Unit 2
ECHO12004 Cardiac Rhythm Assessment Skills
ECHO12003 Principles of Cardiac Assessment
Year 3 - Term 1
Students must complete the following compulsory units:
ECHO13006 Adult Echocardiography
ECHO13008 Advanced Cardiac Assessment Skills
BMSC12014 Pharmacology for Health Professionals
Year 3 - Term 2
Students must complete the following compulsory units:
ECHO13007 Cardiac Clinical Unit 3
ECHO13005 Congenital Heart Disease
More Details
There is no additional information for this course.