This unit provides participants with an opportunity to investigate an area relevant to a theory, practice or a significant topic or issue of relevance to their professional interest. Many students use this as an opportunity to undertake a critical review of the literature or explore an innovation in their workplace. Prospective students need to contact their program coordinator to discuss their topic.

This unit of study is concerned with exploring theories, models and research of clinical reasoning and decision-making from the medical, nursing and allied health literature. You will be introduced to a range of strategies to facilitate the development of clinical reasoning, and have the opportunity to explore the research literature relevant to the teaching of clinical reasoning, and to plan the application of strategies to a learning problem your own clinical educational context.

This unit aims to introduce students to basic statistical principles relevant to the manipulation and analysis of clinical data. Students will be exposed to concepts of sampling, distributions of scores, summaries of data, and treatment of categorical and quantitative data. This last topic will include chi square analysis, calculation of confidence intervals, tests for differences in the locations of samples (including t-tests and tests for non-normally distributed data), correlation and regression, sample size estimation and an introduction to survival analysis. It is expected that at the conclusion of the unit students will be able to: appraise published statistical analyses; perform simple statistical tests by hand and with the assistance of a computer package SAS or SPSS; and present statistical data.

This unit of study is concerned with exploring current theory and best practice in teaching and supervision in clinical settings. Participants will be expected to develop a critical and research-informed understanding of the clinical setting as a highly complex and specialised context for student learning, and to investigate and argue for the application of teaching/learning strategies to a learning problem in their own clinical education contexts.

This unit focuses on qualitative research methodologies, including the disciplinary traditions that contribute to qualitative methodologies and the the construction of knowledge using qualitative methods. The implications of methodology for research design will be examined, as will approaches to data collection and analysis. Activities to build skills in research design, data collection and data analysis will be included. Students will work on a research project of their choice throughout the semester.

This unit provides students with an understanding of the major theoretical perspectives, concepts and vocabulary of psychology. Psychology is concerned with the science of human behaviour - how individuals perceive, think about, and behave in the work. It is concerned with identifying the internal determinant (characteristics unique to the person, and part of the physical or psychological make-up) and the external determinants (physical environment and social context) the impact upon the individual. It is also concerned with the way in which people change over time, as well as explaining and predicting what they might do at any one time. The unit aims to position psychology as an essential ingredient in understanding health psychology. This unit is only available to students who have no undergraduate studies in psychology.

This unit provides an overview of the research process and focuses on the formulation of a proposal for a small research project. It provides students with an opportunity to learn about (or update their knowledge of) research methods at the introductory level and acts as an introduction to the research electives which concentrate on a particular methodology or aspect of the research process. Students explore quantitative and qualitative approaches to research with their own specific research question in mind. Basic research designs are considered (including interview, observation, longitudinal and cross-sectional designs, experiment, single case study, survey) together with their suitability for investigating different types of research questions. Students also learn about ethics in research, sampling, validity and reliability of measures and descriptive statistics.

This unit offers students an insight into the challenges and opportunities associated with population ageing and what is required to meet the needs of the increasing numbers of older people and those who will interact with them. It addresses the social and individual dimensions of ageing, health and well-being and the transitions that occur in later life. There will be an emphasis on the policy and practice implications of an ageing society and the role of various public and private providers (government, health care practitioners, family, voluntary) in providing services and care to older people. Students will be expected to develop a critical understanding of the issues related to ageing and the life course in three specific study areas: 1) Population and social issues; 2) Policies and services; 3) Health promotion and quality of life for older people, their families and carers.

This unit of study presents a multi-disciplinary and critical introduction to the study of health and safety at work. It evaluates the perspectives of the wide range of health, technical and health disciplines that contribute to the field and guides the application of these perspectives to a broader and more comprehensive understanding of disease and injury prevention and management. It addresses theories of occupational injury and disease causation; the health and safety of older workers; precarious employment and occupational health and safety; regulation and prevention; workers compensation and rehabilitation; approaches to health and safety management; worker participation and involvement; and case studies of 1) occupation stress; 2) working hours, work-life conflict and health and 3) work-related musculoskeletal injuries.

This unit of study meets the needs of students seeking a basic knowledge of the gross structure of the musculoskeletal system of the human body. The structures studied have been carefully selected to support the knowledge required by health practitioners and there is particular emphasis on the functional applications of knowledge within the framework of clinical situations. A study of the gross anatomy of the upper limb and histological features of the musculoskeletal system or a study of the gross anatomy of the lower limb, torso and head and neck are currently available. The unit includes laboratory classes where tissues from cadavers are examined in detail: attendance at such classes are required for this unit. Instructional methodology will include: lectures, practical classes, and Web-based online support.

This unit studies human ageing from biological perspectives. The emphasis is on understanding the main features of 'normal' ageing or senescence as distinct from disease processes and the contribution of environmental factors to ageing. It has three modules: the normal process of ageing (which addresses the factors contributing to ageing, the effects of ageing on body systems, and the relationship between ageing and disease); the effects of hospitalisation and medications on the aged; and preventive gerontology focusing on nutrition and exercise.

This unit of study introduces fundamental concepts of nervous system organisation and function. Anatomy of the brain and spinal cord is studied using models to understand cortical and subcortical pathways as well as integrating centres that control movement and posture. The physiology component will introduce students to mechanisms underlying signal generation and neural transmission, mechanisms of spinal reflexes, the function of the somatosensory and autonomic nervous system and motor pathways. Tutorials will consist of case studies aimed at identifying simple neural problems associated with sensory and motor systems and are specifically designed for students following professional preparation degrees.

This unit introduces the fundamentals of Anatomy (structure), Physiology (function) and Pathophysiology (disease processes) of the major systems of the human body. The knowledge and skills acquired will enhance the health science student's ability to engage in case study-based problem-solving and to develop their clinical reasoning skills. The unit also examines the essential principles of infection control in health care practice and the immune system, highlighting the role of the immune system in disease production and prevention, in response to trauma and in neoplasia. Material will be presented in lectures, practical sessions and online. This unit includes laboratory classes in which human cadavers are studied.

This unit meets the needs of postgraduate students seeking a basic knowledge of Lower Limb, Torso and Head and Neck Anatomy. The structures studied have been carefully selected to support the knowledge required by health professionals and there is a particular emphasis on functional application of knowledge within the framework of clinical situations. This unit includes laboratory classes where tissues from cadavers are examined in detail: attendance at such classes is required for this unit.

This unit of study will extend the student's undergraduate knowledge of functional musculoskeletal anatomy by applying functional anatomy principles to the prescription and analysis of exercises. Relevant research and advanced knowledge of functional musculoskeletal anatomical concepts will be used to explore exercises designed to: strengthen and lengthen specific muscles; improve functional muscle coordination; develop dynamic stability including functional core stability; and prevent the development of muscle imbalances that may contribute to musculoskeletal injury. the application of musculoskeletal anatomy principles to increase the difficulty, functional relevance and variety of exercises will be explored. This unit will include laboratory classes in which human cadavers are studies; attendance at such classes is strongly encouraged.

Information technology (IT) has significantly contributed to the research and practice of medicine, biology and health care. The IT field is growing enormously in scope with biomedicine taking a lead role in utilizing the evolving applications to its best advantage. The goal of this unit of study is to provide students with the necessary knowledge to understand the information technology in biomedicine. The major emphasis will be on the principles associated with biomedical digital imaging systems and related biomedicine data processing, analysis, visualization, registration, modelling, compression, management, communication and security. Specialist areas such as Picture Archiving and Communication Systems (PACS), computer-aided diagnosis (CAD), content-based medical image retrieval (CBMIR), and ubiquitous m-Health, etc. will be addressed. A broad range of practical integrated clinical applications will be also elaborated.

Basic introduction to human anatomy, physiology and neurophysiology underlying the body systems essential for production of speech, language and swallowing. Basic physics of sound is also covered.

An introduction to speech pathology practice. Students will gain an understanding of communication and its components through various theoretical, experiential and practical activities.

Students will acquire an understanding of normal aspects of articulation and phonological development, the nature of phonological and articulatory impairments in children and techniques for assessment, analysis, diagnosis and intervention including audiological aspects of speech production and perception.

Theoretical and applied knowledge in child language development and disorders. The nature of child language impairments, the principles and practices for assessment, diagnosis, management planning and treatment, are covered.

Assessment, diagnosis and management of specialist populations, including fluency and clients with complex communication needs. This unit of study is a prerequisite for enrolment in CSCD5027.

Students will acquire the knowledge and skills to conduct clinical assessment and management for clients with speech motor and motor programming disorders such as dysarthria and apraxia as well as assessment and management of feeding and swallowing impairments in adults and children. Students will learn to describe, evaluate and conduct and justify interventions for these populations. A focus on case problem solving will be emphasised to achieve integration of theory and practical skills. This unit of study prepares students to conduct appropriate and evidence based clinical assessment and management for these populations.

The theoretical and applied knowledge in language development and disorders will be covered within the areas of the assessment, diagnosis and management of language disorders in children, adolescents, and other specialist populations.

Assessment, diagnosis and management of voice disorders. This unit of study will enable students to describe, analyse and apply; i) the anatomical, physiological, aerodynamic, biomechanical, acoustic and perceptual principles of vocal function; ii) principles and skills in the assessment and analysis of vocal function; iii) different voice techniques and facilitating vocal change to the voice disordered population; iv) evaluation and management of individuals with a variety of phonatory disorders and v) different voice techniques and facilitating vocal change in the non-disordered population; in relation to themselves, a fellow student and class cases.

Students explore and discuss professional issues relevant to speech pathology practice and service delivery. Includes study of professional relationships; ethics; management of clients and services; government, political and legal influences; and professional self regulation. This unit of study is a prerequisite for CSCD5030 Professional Development 2 and CSCD5031 Clinical Practice 2.

Clinical placement to develop clinical competencies related to client assessment and management, communication skills, report writing, case management and professional development. This unit of study is a prerequisite for CSCD5031 Clinical Practice 2.

In this unit students will learn about the different varieties of hearing loss and craniofacial abnormalities. Students will understand the impact of these disorders on communication and learn how to investigate and manage these types of communication impairments. The impact of culturally and linguistically diverse backgrounds for speech pathologists and their clients will also be explored.

Assessment, diagnosis and management of acquired aphasia and related cognitive communication impairments from perspectives of impairment, disability and handicap (limitation, activity and health/participation).

Advanced issues in speech pathology practice including ethics, management of clients and services, government political and legal influences, professional self regulation and recruitment. This unit of study prepares students for evidence based practice research and completion of Quality Improvement projects in future clinical placement.

Students attend external speech pathology clinics to consolidate their client skills in areas required for competency as a beginning practitioner in speech pathology.

This unit will provide the opportunity for students to apply the skills needed for critical evaluation of literature pertinent to speech pathology practice and the principles underlying evidence-based practice. Students will focus on specific areas of specialised practice. These areas will be chosen to strengthen the student's professional portfolio demonstrating competencies in all required areas.

Students complete a work based quality improvement project, and document plans, progress and outcomes.

Students attend a speech pathology clinical placement to consolidate their skills with paediatric clients in areas required for competency as an entry-level practitioner in speech pathology.

Students attend a speech pathology clinical placement to consolidate their skills with adult clients in areas required for competency as an entry-level practitioner in speech pathology.

The subject has a major emphasis on the responses of skeletal muscle metabolism to the acute stress imposed by exercise, and how muscle metabolism is altered by endurance training. Respiratory gas analysis of whole body metabolism is used to investigate muscle metabolism, and students will gain skills in both practical aspects of collection of gas exchange data and in the calculation and interpretation of data in terms of oxygen consumption, carbon dioxide production and fuel oxidation. In addition, the acute cardiovascular and respiratory responses to exercises are examined and cardiovascular adaptations to training are discussed.
Recent discoveries in the area of molecular signalling pathways are use to integrate topic areas of muscle fatigue, improved endurance capacity following training and the health benefits of regular exercise. This unit of study will be offered by full-time and part-time coursework on-campus.

This unit of study aims to provide the student with an understanding of the rationale and recommendations for the use of exercise and the promotion of physical activity in adolescents and older adults, including those with chronic disease and disability. The student will explore evidence for the contribution of exercise to psychological health and well-being, bone health, improvement in body composition associated with poor health outcomes and for the prevention and treatment of chronic disease and disability. Appropriate exercise modalities and implementing the exercise prescription will also be examined. This unit of study will be offered on campus supported with WebCT resources.

This unit takes both a behavioural and a neurophysiological approach to the acquisition and execution of skilled motor actions. These approaches overlap, with the behavioural approach being primarily directed at the structures and processes underlying movement without considering their physical basis, while the neurophysiological approach is primarily directed at the neuromuscular machinery and the functional neural connections that govern movement. The information processing and energetic capacities that underpin motor performance are examined; that is, memory, attention, reaction time, planning, speed-accuracy trade-off, force control, economy of energy, coordination, multi-task performance, automaticity, lateralisation, arousal and stress, effort and resources, talent and expert-novice skill differences. The features of learning that can be manipulated to promote motor learning are examined, such as goals, motivation, instruction, practice conditions and feedback, imagery and mental rehearsal; and their applications to teaching motor skills, coaching and rehabilitation are considered. Consideration is given to the interaction between automatic and conscious control systems in the production of motor behaviour and how this informs strategies for error correction in motor performance. The ecological and motor program approaches to motor learning are considered. Students will read relevant research and theoretical material and be expected to report and interpret their findings and contribute to class discussion. This unit of study will be offered on campus supported with WebCT resources.

A review of kinetics, work, power and efficiency will be undertaken at the beginning of the unit in preparation for the applications. The course offers an introduction to some of the issues in clinical biomechanics, including: gait, activities of daily living, musculoskeletal and injury biomechanics. It will further develop the understanding of biomechanics through clinical applications, including normal and pathological gait. Material properties of tissues and the influence of exercises and rehabilitation on tissue development and health will be discussed. The mechanical properties of tissues and anatomical structures will be related to injury occurrence and prevention. This unit of study will be offered on campus supported with Blackboard resources.

The aim of this unit is to provide a comprehensive and critical examination of exercise testing and programming for low-risk apparently healthy populations. The scientific evidence for exercise dosages of aerobic exercise and resistance training required for health and fitness outcomes will be critically reviewed. Other aspects of exercise programming such as flexibility, warm up and instructional techniques will also be covered in this unit. How exercise testing and exercise prescription may be deployed in the amelioration of 'lifestyle diseases' such as obesity, diabetes and prevention of cardiovascular risk will be a central focus. Factors relating to exercise adoption and adherence will be discussed along with strategies based in behavioural theory that enhance participation and reduce drop-out. Through the use of lectures and case studies, students will integrate both the physiological components and logistical aspects of exercise performance, to devise individualised exercise test batteries and deploy exercise prescriptions for healthy individuals. Students will be able to apply practical skills learnt in this unit towards their placement in Professional Practice.

The aim of this unit is to introduce the student to a range of issues related to exercise physiology professional practice and service delivery. Topics covered include working in multidisciplinary teams, professional ethics and oral and written communications skills. This unit of study will also provide an introduction to supervised clinical practice. Students will work with low risk clientele, building their confidence and developing skills acquired in this and other units of study taken in this semester.

The aim of this unit is to provide comprehensive and critical examination of the physiological responses during exercise, with particular emphasis upon diagnostic exercise testing and clinical exercise prescription. A focus of this unit will be the application of exercise testing and prescription to the promotion and maintenance of health for individuals with clinical conditions of complex and/or compound aetiology. The pathophysiological bases of exercise limitations in various diseases and disability populations, and the clinical use of exercise assessment for these individuals are studied with particular reference to the cardiorespiratory and musculoskeletal systems. Through the use of lectures, case studies and sort CET placements, students will integrate advanced concepts of exercise physiology into logistical aspects of exercise performance for healthy and clinical populations, and thereby devise individualised exercise assessment and deploy exercise prescriptions for a broad range of individuals.

This unit of study will develop more advanced skills related to exercise physiology professional practice and service delivery. As part of this unit, students will learn about evidence-based practice and how the scientific evidence can be used in clinical decision making about appropriate interventions for individual clients. Students will also undertake a clinical placement, and will be able to develop skills acquired in this and other units of study, including client assessment and design and implementation of an exercise management plan.

The major emphasis of Exercise for Musculoskeletal Conditions is the strategic application of the principles of exercise prescription to target specific prevention and rehabilitation goals. The unit investigates the structure and organisation of therapeutic exercise for the treatment and prevention of musculoskeletal injuries. This includes the structure, mechanical properties and function of connective tissues and the responses of these tissues to mechanical stress and musculoskeletal disorders and the role of exercise in the management. Throughout the unit discussion of the effects of disease on the exercise response is used to enhance understanding of normal exercise physiology and biomechanical function. Similar attention is paid to the contributions of disuse and deconditioning to exacerbation of exercise impairment imposed by disease or injury.

The unit will explore the principles and practice of public health nutrition and pharmacology. A case-based learning approach will be used to gain an understanding of the pathophysiology of disease and other conditions such as asthma and mental health. Students will examine the dietary and pharmacologic management of lifestyle diseases including type ll diabetes, cardiovascular disease, obesity, and associated co-morbidities. The unit will integrate information about diet, exercise and pharmacotherapeutic management of these diseases.

This unit will develop a higher level of knowledge, clinical decision making and problem-solving skill by using complex cases related to clinical exercise physiology practice. The cases will include pathologies from the cardiopulmonary, neuromuscular and metabolic areas. Academic staff and experienced practitioners will use clinical scenarios to guide students through the process of selecting and administering appropriate screening and assessment tools and developing effective, individualized exercise management plans. The clinical scenarios will present more complex cases than previously covered and will require the student to integrate prior knowledge and experiences with new learning.

This unit will develop a higher level of knowledge, clinical decision making and problem-solving skill by using complex cases related to clinical exercise physiology practice. The cases will include pathologies in cardiovascular, musculoskeletal, cancers, neoplastic conditions and neurological/intellectual clinical conditions. Academic staff and experienced practitioners will use clinical scenarios to guide students through the process of selecting and administering appropriate screening and assessment tools and developing effective, individualized exercise management plans. The clinical scenarios will present more complex cases than previously covered and will require the student to integrate prior knowledge and experiences with new learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. Students will work under supervision in professional settings and will assist in managing clients with chronic disease, while demonstrating and being assessed on specific clinical practice skills and professional behaviour which are consistent with their stage of learning.

As potential leaders in the field of developmental disability, students undertaking this unit will develop a framework for considering the major concepts in the field from a variety of viewpoints. This unit forms a conceptual underpinning for the Developmental Disability course and introduces students to basic concepts such as models of disability, language and disability, classification, etiology, and models of intervention. The unit takes a life-span approach and deals with topics from birth and diagnosis to end of life, with a focus on key transitions at different life stages. Also covered are historical developments, biopsychosocial aspects, (including family issues), and legal issues such as guardianship.

This unit of study in the Master of Health Science (Developmental Disability) forms a capstone for Masters student. It is not available to Graduate Certificate of Health Science (Developmental Disability) students. The purpose of this unit of study is to provide the student with the opportunity to investigate an area relevant to theory, practice and professional interests in developmental disability. The outcome of this inquiry topic is a comprehensive paper that may involve an extended literature analysis and critical review and exposition of a range of knowledge and practice issues. This unit must be taken toward the end of the students course, typically as a final or near final unit of study. Students must discuss their topic with the unit coordinator, who will organise a suitable supervisor. Approval from coordinator is required prior to enrolling in this unit.

Dissertation is an opportunity to undertake an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem. On completion of this unit, students will have gained research skills and experience of formulating a problem, of designing a study using the most appropriate methodology, and of drawing conclusions. Thus, the dissertation will provide an ideal preparation for those who choose to go on to postgraduate research. This unit forms a capstone for Master's students and must be taken toward the end of the student's course, typically as a final or near final unit of study. Students must initially develop a short proposal and discuss this with the unit coordinator, who will organise a suitable supervisor. Approval from coordinator is required prior to enrolling in this unit. It is not available to Graduate Certificate of Health Science (Developmental Disability) students.

This unit introduces students to the challenges and achievements typically found in the lives of parents with a developmental disability and their children. Students will critically examine 'popular' and professional narratives about, and responses to parents with a developmental disability. Students will become familiar with the empirical literature on parenting with a developmental disability, including but not limited to evidence-based parent education and family support strategies. Students will apply this knowledge to identify service gaps, and opportunities in their own local area to promote the heatlh and wellbeing of families headed by a parent with a developmental disability.

This unit will provide students with knowledge about the sexual lives of people with developmental disability. Students will become aware of the range of sexual issues that people with developmental disability face across the lifespan. The issues include sexual health and hygiene, legal and ethical issues, masturbation, use of pornography, sexual opportunities and choices, pregnancy and contraception, sexual abuse, sexual offending, sex education, use of sex workers, and the policy framework of disability services. Students will demonstrate the ability to analyse approaches/programs and formal services in relation to the sexual lives of people with a developmental disability, their family members, carers or advocates and assist them to understand, appreciate and support the realisation of a healthy sexual life for people with developmental disability.

This unit examines mental health issues in people with developmental disability, including the major psychiatric conditions, behavioural phenotypes, and challenging behaviour across the lifespan. A practical, multi-disciplinary approach to prevention, assessment and management will be discussed. Students will also critically review the factors influencing mental health care and mental health care access for people with developmental disability. Students will have the opportunity to examine a topic of individual interest in further depth.

Students will examine a range of historical and contemporary theoretical views of disability, and the way that these views inform personal and societal responses to disability. Perspectives covered will include (but not be limited to) the human rights approach; the International Classification of Functioning, Disability and Health (ICF); the social model of disability, and biopsychosocial perspectives. Students will examine important developments such as the UN Convention on the Rights of People with Disabilities (2006) and the World Report on Disability (World Bank and WHO, 2011) and relevant disability legislation and policies to identify the theoretical approaches, values and power relations underpinning these initiatives.

This unit of study will teach students how to critically appraise clinical research pertinent to health professionals; and practice evidence-based decision-making. Self-directed modules address qualitative and quantitative study designs: experiences of therapies; effects of interventions; accuracy of diagnostic tests; prognoses; cost-effectiveness; and clinical decision analysis

This unit aims to cover knowledge related to health informatics foundations and systems necessary for the future health professional, and will include an emphasis on how emerging health communications technologies such as mobile and social media can engage with the patient in their everyday life and support such areas as chronic condition prevention and management (including obesity, diabetes and cardio-vascular disease) and preventative health, healthy living and wellness. This will include topics to provide students of all health professions an understanding of the foundation health informatics concepts and systems so they are able to better understand and utilize e-Health in their professional field. Other areas that may be addressed include clinical use of health informatics systems, work flow, systems integration, adoption, change management, data integration and other issues related to the successful use and deployment of health information systems by health care professionals.

Cultural practices, disease patterns and healthcare systems are vastly different in different countries around the globe. This unit provides students with the opportunity to work with non-government organisations in a developing country for up to six weeks. Countries where students can be placed include Vietnam, Cambodia, India and Nepal. As part of the unit students will be expected to participate in local development programs, live within the community that they are visiting, and document key health and development issues facing local populations. The unit will require that students illustrate project management skills; develop an awareness of cultural issues facing individuals and organisation in your host country; and, illustrate your capacity to document and report on local health issues.

This unit provides theoretical and practical knowledge about relevant models of community development in Aboriginal communities in New South Wales. Students will gain experience in working with Aboriginal communities in a health services setting. Students participate in a 4-6 week placement in a local Aboriginal community. The placement is preceded by cultural awareness training by the FHS partner organisation. Students participate in a community identified development project. Students will document and report on their experiences in working with the local Aboriginal community. Students will also provide a 10-15 minute presentation of their experiences. Students will be required to demonstrate project management skills including time management and reporting abilities. Students are required to attend briefing and debriefing activities and complete on-line learning activities in addition to their field experience.

This unit is concerned with the sensory processes that underlie perception of one's own body, its states and actions - proprioception or sense of position and movement of body parts; vestibular system information, or sense of balance and motion relative to gravity; and touch and vision (to the extent that they contribute to the perception of body and its actions). Healthy functioning in both healthy and disease states will be considered. Topics covered include: revision and extension of basic neurophysiology of the senses (focusing on function rather than anatomy), brain plasticity, principles of perception, disorders of sensory processing (agnosias, neglect, pain states, phantom limbs, vertigo) and recent experimental developments in treatment of some of the mentioned clinical conditions. We will also examine the use of technology as an extension of one's impaired body (e.g., brain-computer interface possibilities, or the ability to interact with a computer using one's mental activity only). Tutorial assessment includes in-depth analysis of a topic of your choice and running your own experiments. Purpose: To develop a broad knowledge about sensory function concerning the body, and an understanding of theory and research approaches. NB. The unit does not teach about standard treatments taught in the core units of professional courses. You will not be instructed directly what to do with patients, but will gain a broad knowledge that allows you to better understand the complexity of their states. This will develop your ability to reflect on the current health practice, understand its future developments and personally contribute to them.

Students will undertake a supervised research project in an area relevant to their discipline. This unit is designed to assist students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research

Students will undertake a supervised research project in an area relevant to their discipline. Upon completion of this unit, students will have implemented data analysis and reported on an approved research project and submitted a report suitable for publication in a peer reviewed publication describing the project and its implications. Students will develop an understanding of the strengths of different data analysis techniques and be able to defend their research project results in written and verbal format.

The dissertation provides candidates with an opportunity to undertake an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

This unit introduces the general principles of confocal microscopy and training in the use of the confocal microscope. It covers the theory behind fluorescence and confocal microscopy, the instrumentation and its applications. Develops knowledge and skills in specimen preparation for biological and biomedical applications of optical and confocal laser microscopes immunochemistry, cell probes, fluorescent proteins, and their associated optical analysis techniques.

This unit covers the principles and practice of advanced microscopy techniques for probing cellular and associated biomolecular processes. It introduces cloning techniques, GFP-protein transfection into cells, live cell probes and imaging, uptake and metabolism of drugs/carcinogens/exogenous material, and localisation of enzymes/proteins associated with cells. Topics include: FRET, FLIM, TIRFM, super-resolution, immunogoldlabelling and associated cryo-procedures for EM, combined- & correlative microscopy, micro and nano-analytical procedures for biological and life sciences applications such as probe, X-ray & advanced EM techniques.

This unit of study introduces the student the professional practice of diagnostic radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. Anatomy, physiology and pathology will be integrated with corresponding radiographic techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. This unit will apply the evidence base, theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent learning, literature review and research on relevant topics

This unit of study introduces students to the ethical, legal and psycho-social issues surrounding the safe delivery of medical radiation sciences in the Australian healthcare system. Modules within the unit are applied to medical radiation sciences and will cover the following: healthcare ethics, legal aspects of practice, risk management and quality assurance, radiation considerations, the Australian healthcare system, social factors and models of health, as well as specific health psychology topics.

This unit of study will develop the student's knowledge in the professional practice of diagnostic radiography. The techniques covered will build upon routine procedures that the student will encounter in the workplace, and focus on the axial skeleton, abdomen and pelvis. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study introduces the student to professional practice in nuclear medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. This unit will apply theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will develop the student's knowledge in the professional practice of nuclear medicine. The techniques covered will build upon routine procedures that the student will encounter in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study introduces the student to professional practice in radiation therapy. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. This unit will apply theory to practice and integrate basic applied sciences to treatment techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will develop the students' knowledge in the professional practice of radiation therapy. The techniques covered will be routine procedures that the student will encounter in the workplace. Anatomy, physiology and pathology of selected body systems will be taught in context with the techniques. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will continue to develop the student's knowledge in the professional practice of diagnostic radiography. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding imaging techniques of selected body systems such as the GIT and CNS. Dedicated planar anatomy and imaging will be included for selected body systems. Students will be expected to supplement and broaden their learning by independent research on relevant topics, such as trauma imaging

This is the final unit of study which will complete the student's learning in professional practice of diagnostic radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will continue to develop the student's knowledge in the professional practice of nuclear medicine. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This is the final unit of study which will complete the student's learning in professional practice of nuclear medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will continue to develop the student's knowledge in the professional practice of radiation therapy. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This is the final unit of study which will complete the student's learning in professional practice of radiation therapy. The techniques covered will include less routine procedures that the student may encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the techniques. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a diagnostic radiographer will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon student's ability to achieve competence in performing routine radiographic procedures as integrated with the professional practice subjects.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine radiographic procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged. This clinical placement is undertaken in an 'out of Sydney' clinical centre. Students participate in a series of on-campus classes, designed to enhance clinical practice.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for graduate practitioner entry into the diagnostic radiography profession.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a nuclear medicine technologist will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon the student's ability to achieve competence in performing routine nuclear medicine procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine nuclear medicine procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the nuclear medicine profession.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a radiation therapist will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon the student's ability to achieve competence in performing routine radiation therapy procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine radiation therapy procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the radiation therapy profession.

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in diagnostic radiography. It builds on the foundations in radiation physics established in Medical Radiation Science 1 and introduces the key topics of radiation biology/radiation protection and tomographic image reconstruction. It also forms the basis for a more detailed study of the instrumentation, calibration and quantitative methods relevant to the medical radiation sciences, which are introduced in the discipline specific topics in this unit and expanded upon in Medical Radiation Science Radiography 3.

This unit of study is the final of three medical radiation science units. It consolidates and extends the students' knowledge of foundational radiation physics into more specialised topics related to the practice of diagnostic radiography

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in diagnostic radiography. It builds on the foundations in radiation physics established in Medical Radiation Science 1 and introduces the key topics of radiation biology/radiation protection and tomographic image reconstruction. It also forms the basis for a more detailed study of the instrumentation, calibration and quantitative methods relevant to the medical radiation sciences, which are introduced in the discipline specific topics in this unit and expanded upon in Medical Radiation Science Radiography 3.

This unit of study is the final of three medical radiation science units. It consolidates and extends the student's knowledge of foundational radiation physics into more specialised topics related to the practice of diagnostic radiography, nuclear medicine and radiation therapy.

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in diagnostic radiography. It builds on the foundations in radiation physics established in Medical Radiation Science 1 and introduces the key topics of radiation biology/radiation protection and tomographic image reconstruction. It also forms the basis for a more detailed study of the instrumentation, calibration and quantitative methods relevant to the medical radiation sciences, which are introduced in the discipline specific topics in this unit and expanded upon in Medical Radiation Science Radiography 3.

This unit of study is the final of three medical radiation science units. It consolidates and extends the student's knowledge of foundational radiation physics into more specialised topics related to the practice of radiation therapy

This unit of study will allow students to critically explore issues of quality management, changing technology and advanced practice in the medical radiation sciences. It builds upon the professional practice units of study and consolidates the generic attributes of graduates of the university. The unit will include a module on quality management in MRS and students will also undertake two discipline specific modules, with the focus following an evidence-based practice approach.

This unit of study, which has both common and discipline related material specific to Diagnostic Radiography, introduces the student to ionizing radiation and its interactions with matter. The physical principles of the appropriate use of ionizing radiations in the medical radiation sciences including its radio-biological effects will be covered. The student will be introduced to the fundamental principles of radiation protection and equipment. Cellular biology applicable to the medical radiation sciences will be covered.

This unit of study, which has both common and discipline related material specific to Nuclear Medicine, introduces the student to ionizing radiation and its interactions with matter. The physical principles of the appropriate use of ionizing radiations in the medical radiation sciences including its radio-biological effects will be covered. The student will be introduced to the fundamental principles of radiation protection and equipment. Cellular biology applicable to the medical radiation sciences will be covered.

This unit of study, which has both common and discipline related material specific to Radiation Therapy, introduces the student to ionizing radiation and its interactions with matter. The physical principles of the appropriate use of ionizing radiations in the medical radiation sciences including its radio-biological effects will be covered. The student will be introduced to the fundamental principles of radiation protection and equipment. Cellular biology applicable to the medical radiation sciences will be covered.

This unit of study is designed to facilitate learning through discussion of current issues of interest to practitioners working in the field of medical radiations. Journal articles which reflect topical debates will be studied. Students will be encouraged to discuss relevant articles both from their own area of practice and from other modalities within the field of medical radiations.

This unit covers the application of CT in the clinical environment, in order for students to develop and extend the theoretical skills acquired in MRTY5040 CT Practice I and MRTY5041 CT Practice II. The main learning activity in this unit of study is a small directed research project. It is preferable that students have completed CT Practice I & II prior to undertaking CT Applications as it is designed for advanced users.

CT Practice I includes both helical (Single and Multi-slice) and conventional computed tomography. The unit of study looks briefly at the historical development and physics of CT. The variables controlled by the radiographer are discussed with particular emphasis on the effect these parameters have on the resultant scan. A thorough understanding of these effects is essential if the radiographer is to obtain optimal images when scanning. Recording of the images obtained is discussed, with the rationale for the settings used and the reconstructions routinely performed. These basic concepts lead to the development of possible protocols for the CT scans most commonly ordered. Areas covered will include brain, thorax and abdomen. The unit will look critically at the choice of parameters for these protocols and situations when the parameters may need to be varied in order to obtain optimal images. Protocols will include patient booking, preparation, contrast media, scan plans, exposure factors, image reconstruction and recording, and patient care. CT Practice I is offered in distance education mode with internet support. There will be no residentials. The student is expected to have access to a CT scanner, although not necessarily at their place of work.

CT Practice II includes specialist CT examinations such as dental CT, QCT and 3-D CT applications including angiography. This unit of study does not cover CT anatomy in depth. The basic physics of these CT applications will be covered in this unit. The unit will look critically at the choice of parameters for these examinations and situations when the parameters may need to be varied in order to complete an optimal examination. Protocols for these examinations will include patient booking, preparation, contrast media, scan plans, exposure factors, image reconstruction and recording, and patient care. CT Practice II is offered in distance education mode. Content for this unit of study will be provided by professionals currently involved in specialist CT areas. Access to a CT scanner performing at least one of the specialist functions is advisable.

This unit of study provides students with an understanding of digital image fundamentals, such as image acquisition, storage and transmission and implications on image quality and dose. Image management and the communication systems needed to facilitate patient care procedures will be examined, including PACS, DICOM, RIS, tele-radiology and record and verify systems. This unit also provides the student with the opportunity to examine computer based methods to efficiently utilise staff time and resources within a Medical Radiation Sciences department.

The unit allows the student, in collaboration with the University supervisor and the student`s employer, to tailor the content and mode of presentation to suit the needs of the student and the workplace. For example, new technology or procedures may be introduced into the workplace, necessitating changes in the knowledge, skills and attributes of the student. The student must initially present a proposal to the PG coursework coordinator. Upon preliminary approval, a supervisor will be appointed and a firm contract will be negotiated and agreed upon by all parties prior to semester commencing to achieve the desired educational outcomes. The unit of study may comprise, for instance, a literature review covering the development and applications of a new technology, it may comprise a personal reading and study program, it may involve specific workplace experience and analysis or it may comprise a combination of these elements. It may not be possible for all students to enrol in this subject, as it depends strongly upon the provision of suitable resources and experiences in the workplace, plus cooperation and commitment from the student`s employer. Students wishing to study MRTY5044 Directed Studies B must first complete Directed Studies A.

The unit allows the student, in collaboration with the University supervisor and the student`s employer, to tailor the content and mode of presentation to suit the needs of the student and the workplace. For example, new technology or procedures may be introduced into the workplace, necessitating changes in the knowledge, skills and attributes of the student. The student must initially present a proposal to the PG coursework coordinator. Upon preliminary approval, a supervisor will be appointed and a firm contract will be negotiated and agreed upon by all parties before semester commencing to achieve the desired educational outcomes. The unit of study may comprise, for instance, a literature review covering the development and applications of a new technology, it may comprise a personal reading and study program, it may involve specific workplace experience and analysis or it may comprise a combination of these elements. It may not be possible for all students to enrol in this subject, as it depends strongly upon the provision of suitable resources and experiences in the workplace, plus cooperation and commitment from the student`s employer.

This unit addresses the principles of magnetic resonance imaging. The areas addressed will be the principles of NMR, image contrast, factors affecting image formation, plus pulse sequences used from Spin Echo through to current fast imaging and Echo Planar techniques. The applications of MRI in medical imaging will be addressed with the effects of signal-to-noise ratio, fat saturation, artefacts and flow effects being discussed. The biological effects and aspects of patient safety will be included in this subject. The delivery will be in distance education mode and will utilise a range of media, including printed material.

This unit will study the applications and protocols of MR imaging in the central nervous system. The assessment in this unit will be by submission of clinical assignments, so students will need access of one or two days per week to a MRI unit. The delivery will be in distance education mode and will utilise a range of media, including printed material.

This unit will study the applications and protocols of MR imaging of the musculoskeletal system focusing on the knee, hip, wrist and shoulder joints. The assessment in this unit will be by submission of clinical assignments, so students will need access of one or two days per week to a MRI unit. The delivery will be in distance education mode and will utilise a range of media, including printed material.

This unit extends the patient communication skills of the health science practitioner. It aims to make the practitioner more effective at giving and receiving information when interacting with the patient. The enhancement of listening skills will be encouraged, with an emphasis on patient empowerment, support, advice and counselling. Students will be encouraged to become reflective practitioners in the area of communication, and to become active consumers and evaluators of communication in its broadest context.

Quality management has become an important part of the operation of the medical radiations department. A well-developed quality assurance program can provide confidence that the intended quality is being achieved and maintained. This unit of study presents the theory of quality management and relates it to the day-to-day operations of the medical radiations department. Examples will be presented from the fields of radiography, nuclear medicine and radiation therapy, and students will have the opportunity to design or critique their own quality management system. The unit will be presented in distance learning mode.

This unit of study is designed to articulate with the unit MRTY5051 MR Theory, and expand the practitioner's understanding of flow phenomena and the techniques of TOF-MRA, PC-MRA and CE-MRA. The applications of all these in medical imaging will be thoroughly explored and would require the practitioner to have access one or two days a week to a magnetic resonance imaging site. The delivery will be in distance education mode and will utilise a range of media, including printed material.

Detailed anatomy of the musculoskeletal system and vascular systems of the thorax is presented in this unit. The advantage of specific planes with respect to the demonstration of specific pathologies will be discussed. While this unit is targeted at professionals working with CT and/or MRI, it could also be directly relevant to professionals working with SPECT and those using CT and MR images in radiation therapy planning. A basic knowledge of cross-sectional anatomy is assumed. The unit will be presented in distance education format with no requirement for attendance on-campus.

Detailed anatomy of the brain is presented in this unit. The regions studied are the brain stem, cranial nerves and nuclei, cerebellum, diencephalon, cerebral hemisphere and cortex, basal ganglia, limbic system, ventricular system and the blood supply. The practical component involves interpretation of soft copy MR images. The advantage of specific planes with respect to the demonstration of specific pathologies will be discussed. While this unit is targeted at professionals working with CT and/or MRI, it could also be directly relevant to professionals working with SPECT and those using CT and MR images in radiation therapy planning. A basic knowledge of cross-sectional anatomy is assumed. The delivery will be in distance education mode and will utilise a range of media, including printed material.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify pathology of the upper extremity skeleton. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify pathology of the axial skeleton and abdomen. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify the more common pathology of the respiratory system. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit will provide an integration of mammography theory and practice and includes the context of breast cancer and breast screening; the fundamentals of mammography, both digital and film/screen; radiation physics; positioning techniques and radiographer and client interaction. An overview of emerging technologies in breast cancer detection is also provided.

This unit of study explores the characteristics of molecular targets and imaging probes that are required for successful molecular imaging experiments. A molecular target should: (i) detect a fundamental feature of a pathophysiological process, (ii) be validated by neuropathology, (iii) allow detection of disease early in its time course and (vi) lend itself to measurement with a biomarker that is reliable and minimally invasive. Once a molecular target for a particular disease is identified the methodology and requirements of a molecular probe suitable for imaging that target will be described. For example, in brain studies these include: (i) the imaging probe enters the brain in sufficient quantities, (ii) is stable in vivo, (iii) has moderate lipophilicity, (vi) exhibits low uptake of metabolites in brain, (v) is retained in the brain, (vi) displays high specificity and (vii) displays low non-specific binding.
On completion of this unit of study, students should be able to identify molecular targets that may be useful in studying disease processes and have a clear understanding of the properties an imaging probe should possess to enable in vivo imaging of the molecular target of interest. In addition, this unit will provide the rationale for determining whether a drug is suitable for development into an imaging probe and the isotopes and radiolabelling methodologies associated with that process.

This unit of study explores the principles and methods that underpin two key molecular imaging techniques based on the radioactive tracer principle: single photon emission computed tomography (SPECT) and positron emission tomography (PET). Topics covered include the radioactive tracer principle, radioisotope production and decay, radiation transport in tissue, radiation detection, PET and SPECT instrumentation, tomographic reconstruction and an introduction to tracer kinetic modelling. On completion of this unit, students will have a thorough understanding of the imaging chain as it relates to PET and SPECT, starting with the emission of radiation in the body, leading to its external detection and, finally, a reconstructed image of the radioactive tracer distribution in the body. The factors affecting the accuracy and noise properties of molecular images will be explored. Students will also have an appreciation of how to use these imaging technologies to exploit the properties of the radioactive tracer principle and make estimates of important physiological parameters.

Although molecular imaging techniques are non invasive and are performed in vivo (on the intact living body), it is common to take a tissue biopsy or post mortem sample for further analysis and comparison with the in vivo imaging findings. This unit of study will explore the techniques used to analyse such samples microscopically and how the pathology observed at the cellular level may be correlated with disease related changes observed in vivo through molecular imaging techniques. Topics covered include tissue preparation, staining techniques, light microscopy, autoradiography and pathological interpretation of tissue samples and in vivo images. On completion of this unit, students will have a good understanding of the key cellular processes and features measured by immunohistochemical staining techniques, autoradiography, and their in vivo counterparts in molecular imaging.

Students will enrol in this unit of study at the University of Queensland as a cross-institutional student. The unit will be credited to the Master of Molecular Imaging on successful completion of this unit of study at UQ.
This unit of study explores the principles and methods that underpin Magnetic Resonance Imaging (MRI), a key molecular imaging technique. Topics covered include Physical principles of nuclear magnetic resonance (MR), underlying mechanisms of relaxation in MR & descriptions of the way in which pulse sequences are able to exploit relaxation to produce contrast. On completion of this unit, students will have a thorough understanding of the MRI methodology, and the molecular basis for endogenous contrast. The use of contrast agents to modify image contrast and target particular molecular features will be introduced. The factors affecting the accuracy and potential sources of artefact in MRI images will be explored.

This unit of study will build on the knowledge gained in the core units of study in semester 1. It will explore molecular imaging technology in more depth and discuss realistic scenarios as they are encountered in research. Topics for discussion include the choices researchers make about suitable biological targets, radiopharmaceuticals, subjects (animal models and patient populations), molecular imaging instruments, experimental protocols and computational algorithms. Students will learn how to extract more useful information from the molecular imaging study through the use of pharmacological models and advanced methods of analysis. On completion of this unit, students will have the requisite knowledge and skills to join a multidisciplinary research team and make contributions to the experimental design and execution of a molecular imaging study.

Molecular Imaging is a technology driven field which is continually evolving as new technologies emerge giving rise to new applications. In this unit, you will undertake a research project that requires you to use the knowledge and skills gained throughout the course to solve a real problem aligned with your disciplinary area and interests. You will choose from a list of topics and undertake the design and preparatory phase of the project by distance learning with support from your supervisor. The data collection phase will take place in the research facilities of the partner Universities during an on campus block of up to 10 weeks.
On completion of this unit, students will have gained research skills and acquired some practical experience of formulating a problem, designing a study using the most appropriate methodology, acquiring and analysing data and drawing conclusions. Thus, the research project together with the coursework you have completed throughout this program will provide an ideal preparation for those who choose to go on to PhD research.

Ideas and beliefs about health, illness and care are intrinsically connected to particular social and historical contexts. This unit of study explores a range of such ideas and beliefs that are relevant within Australia today. A focus on social, cultural and philosophical theories of embodiment will help students to understand how proper relations to bodily products are a part of ordering of society and relevant for critical analyses of beliefs and ideas about health, illness, wellbeing and care. A major component of this unit is Indigenous Australian people's health and history, including their understandings of health and wellbeing. The unit also explores theories about health, illness and care from western and non-western perspectives. Drawing on such theories, a major component of the unit is a critical analysis of the relationships between social factors (for example ethnicity, gender, class, employment) and patterns of health and illness across the lifespan in contemporary Australia.

The ways in which individual people subjectively experience illness and care, particularly nursing care, is the focus of this unit of study. The unit firstly examines theories that inform understandings of what it means to be human, including theories of early childhood development. The unit also introduces students to qualitative research methodologies that are used to explore illness experiences. Many different illness experiences are then examined. Attention is drawn to such factors as emotions arising in illness, issues of self identity, embodiment, and social attitudes to illness and disability. With this knowledge about illness experiences in mind, the nurse-patient relationship is then critically examined. From within a communication-based framework, students focus on ideas about therapeutic listening and use of self as well as the concept of knowledge transfer as it is relevant to nurse-patient interactions. Students also engage with contemporary debates about the nature of nurse-patient interactions and relationships today and explore the ways in which these might vary in different health care settings, and with people from different cultural backgrounds, including Indigenous people.

This unit of study provides an opportunity for students to develop an understanding of professional nursing; "what it is and what it is not" (Nightingale, 1859) and to observe and explore the roles and relationships among nurses, patients and other health professionals in a practice setting. This unit of study will introduce physical assessment, occupational health and safety and will equip nursing students to develop a "toolkit" of fundamental nursing practice strategies and "craft" skills. This will include a focus on working with patients across the lifespan and within different cultural groups. Students will be introduced to the cycle of clinical judgement and patterns of knowing that underpin nursing practice.

This unit of study complements Introduction to Nursing Practice and further develops the understanding of the exercise of clinical judgement in practice and the role of nursing in assisting those experiencing hospitalisation. Such assistance includes but is not limited to: maintenance of appropriate fluid status, infection control, oral medications, effective levels of oxygenation and pain relief. This knowledge will be extended to incorporate the experience of caring for patients when the body fails to function as expected, particularly where surgery is required. This unit of study will further develop skills in physical assessment, communication, and documentation.

This unit of study will examine various biological processes to assist students in developing their understanding of human cellular structure and function and the contribution this makes to body functions in health. The major body systems and following physiological concepts will be addressed within the context of neuro-hormonal regulation, and the body's maintenance of a general state of homeostasis: Oxygenation, metabolism, elimination, movement, pH & fluid-electrolyte balance, immunity & reproduction.

This unit of study complements Illness Experience and Nursing Care, focusing on the responses of individuals and others to disruption to health. Here the focus is particularly on the commonly occurring conditions which are often chronic but which may exhibit acute phases. Such conditions may include: asthma, cardiac disease, diabetes, renal failure. A life span approach will be in evidence throughout as these diseases manifest and are treated differently as they occur at different life stages. In this unit of study students will further develop comprehensive health assessment skills and their understandings of accurate medication administration.

This unit of study is based on the principle that mental health knowledge and skills are essential for all nurses. Students are introduced to constructs of mental health and wellbeing and mental illness and the role of the nurse in promoting mental health, preventing mental illness and minimising the negative effects of the latter for individuals, their family/carers and the community. Consumer and carer perspectives will inform students' understandings of mental health problems as experienced by children, young people and adults, including older persons, of varying cultural and gender backgrounds. These problems are explored in view of the latest evidence for risk/protective factors, symptomatology, nursing care, and psychotherapeutic and physical treatment approaches. Co-morbidities, including substance use and physical health conditions, will also be explored. The nurse's effective use of self and the therapeutic nurse/client interpersonal relationship as core mental health nursing skills are addressed from both a theoretical and practical perspective. Students will develop and consolidate key mental health assessment and clinical skills including foundation counselling skills. The care continuum in mental health, and the scope of nursing practice in a range of mental health and ethico-legal contexts are addressed with the overall aim of generating nursing care that supports effective outcomes for mental health consumers and their family/carers.

The knowledge acquired in Bioscience in Health about the cellular and systemic organisation and normal functioning of the human body will be used as a foundation for this unit of study. Basic cellular changes associated with disease processes such as inflammation, infection, neoplasia, thrombosis, ischaemia, haemodynamic disturbance and disturbances of neuro and hormonal transmission will be explored. Pharmacological interventions aimed at restoring or replacing the function of specific cells, tissues or organs affected by these pathological changes will be considered.

This unit of study critically analyses the Australian health-care system, with an emphasis on its structure, funding arrangements, and the ways in which it is influenced by contemporary ideologies and economic and political factors. The unit focuses on current political issues and debates (including those concerning nursing) and the ways in which these affect health policy and the delivery of care in Australia and elsewhere, as well as on issues of access and equity and resource allocation. The Australian health care system is compared with other OECD country systems to help students to think critically about the effectiveness of the Australian system in global terms.

This unit of study will extend students' ability to utilise research in their nursing practice and understand research approaches that have proved successful for improving nursing practice(s) and patient care. Students will develop skills and knowledge appropriate to working in a research-informed manner, identifying areas where research could enhance practice and generate knowledge, and using this in their professional role in assessing research relevant to their professional practice. This unit of study will provide students with the tools to appreciate the process of inquiry, and the methods used to construct nursing knowledge and provide evidence for practice. The ability to differentiate between these various modes of inquiry and the appropriateness of their use in the investigation of nursing practice will be developed.
Students will have the opportunity to critique the contribution of research to informing nursing practice and healthcare. Throughout the unit students will gain knowledge and experience of literature reviews, critiquing studies, research ethics and governance, and the factors that guide the development of a research project.

This unit of study addresses nursing practices designed to meet the needs of individuals and families who are either living with long-term health conditions or terminal illness. A lifespan approach, childhood to old age, will provide an overview. An emphasis is placed on an holistic approach to nursing care irrespective of setting. Continuity of care provision between hospital and community is emphasised using a case management model of care. The dynamics of self management for persons living with chronic conditions will be highlighted.
Common chronic conditions in the Australian population will be identified together with their lifestyle and biomedical risk factors. Mental health issues will be addressed where appropriate, and chronic pain, its impact and management will be discussed as many chronic conditions have pain as a component. Co-morbidities, particularly within the care of elderly persons, will be explored. The importance of community engagement in addressing issues associated with chronic conditions in Indigenous communities will be studied. Palliative nursing skills will be a focus, including symptom management and psychosocial care which facilitate a peaceful death.

This unit of study primarily addresses nursing practices and interventions designed to meet the needs of seriously or critically ill people being nursed in high acuity settings. It explores the high acuity environment and the technological monitoring devices that can be used to assist in the management of these acutely ill patients. It builds on knowledge and capabilities developed in Nursing the Acutely Ill Person.
The unit explores (through the use of case studies) acute life threatening health problems such as interruptions to circulation, neurological functioning and respiratory function. In this context, specific clinical situations will be explored, such as the emergency presentation of a woman experiencing potentially life threatening complications of pregnancy and the rapid deterioration of the adult, elderly adult, Indigenous or paediatric patient. An important component of this unit of study is the understanding of nursing assessment and management required when caring for patients with rapidly changing clinical conditions.

This unit of study examines the major concepts and principles of community health nursing including self care, continuity of care, primary health care, health promotion/illness prevention, community assessment, family assessment, and home care. Increasingly complex and chronic health conditions are being managed in the community. Approaches to the provision of nursing care for people of all ages with acute, chronic, or life threatening illness in settings where they live will be critiqued. Particular attention is given to the home visit process: its therapeutic nature, communication skills and safety issues. The nurse's role in health promotion and disease prevention within a developmental life stage approach will be explored with special consideration given to children and adolescents.
Epidemiological concepts and methodologies integral to community health nursing are explored. Students undertake a community assessment using a 'community profile' approach. This approach will be extended to explore and plan for the health needs of communities who experience health disparities including Aboriginal and Torres Strait Islander peoples, people living with physical, intellectual or psychiatric disabilities, minority cultural groups, and the homeless. Community clinical placements afford students the opportunity to consolidate and integrate theoretical knowledge and community nursing practice.

This unit of study examines key relevant parts of the four elements of the regulation of health care professionals, using nursing as the example. The four elements are: 1. Registration; including continuing competence and professional portfolios, life-long learning and currency and recency of practice 2. Education; including accreditation of programs 3. Professional standards; including codes of professional conduct and ethics, standards for registered nurses, enrolled nurses, midwives and nurse practitioners, professional boundaries, legal frameworks for practice and decision making frameworks; and 4. Professional competence; including conduct, health and performance.
The unit will explore the key elements of this framework in relation to the professional practice of nurses and will enable the student to understand their legal and ethical framework for professional practice and the regulatory environment they will enter upon registration. The unit will focus particularly on providing a helpful frame of reference for the student that will give them the confidence to practise within a professional framework and the resources to access should professional issues arise. This unit is also designed to assist students prepare for making the transition into the workforce.

This unit of study explores the emerging role of nurses as global citizens and the role of the profession in its global context. The ways in which individual and local nursing activities may impact on global health and sustainability will be explored through examination of some of the current debates. Analyses of demographic trends surrounding newly emerging and re-emerging major physical and mental health issues will be examined. The unit will also focus on the integration of non-western and western approaches to providing care, the related issue of knowledge translation in developing countries, and international nurse migration patterns and associated ethical issues.
Students will be encouraged to think critically about the way forward for nursing as a profession through an examination of past and current interventions such as Human Rights, Primary Health Care and Millennium Development Goals, along with a focus on the organisations tasked with the responsibility of implementation such as UN, WHO, UNESCO and UNDP together with the Nursing and Midwifery international organisations such as ICN and ICM. Concepts and initiatives that have proven effective in achieving more sustainable outcomes such as health promoting settings and global health reform will be explored as possible strategies for achieving sustainability.

This unit of study provides an opportunity for students to extend and develop their understandings of mental health problems and practices and explore a range of complex mental health issues in further depth. The needs of special populations are a particular focus. These include perinatal mental health, infant, child and adolescent mental health issues, mental health issues affecting the older person, and the mental health of incarcerated and displaced persons. The relationship between trauma and mental health and the impact of violence and trauma on mental health is also explored.
Therapeutic and complementary/alternative approaches to mental health are an associated focus and students will have the opportunity to extend their understandings of specific approaches in respect to individual and group implementation. The unit also assists in preparing students for an extended clinical placement in mental health in the final semester of the program.

This unit of study will examine the integration of theoretical and clinical components of nursing knowledge to enable the provision of care to children and adolescents. Building on all of the units previously undertaken, the responses of children and adolescents and their families to disruptions to health will be explored. Using those illnesses commonly found in our community, the experiences of illness and how these illnesses impact on children, adolescents, families and communities will be examined. The family, however defined, will remain as the central organising frame through which parenting, childhood and adolescence will be further examined, and a developmental life stage approach will be maintained. This unit of study will include accident prevention and actions to enhance health. Throughout this unit of study cultural and Indigenous health practices and their potential implications for the care provided in these situations will be considered.

This unit of study provides the opportunity for students to examine the theoretical and professional aspects of critical care nursing practice. The unit will build from the work of High Acuity Nursing to specifically focus on nursing practices for patients with an increased dependence on nursing support in a critical care environment. This unit will foster the development of specific knowledge, skills, and attitudes that will enable students to understand the needs of critically ill patients. The legal and ethical constraints and frameworks in which critical care nursing practice is conducted will be explored. A period of clinical education within an appropriate critical care setting is also included, for example, intensive care, high dependency or coronary care units and emergency.

This unit provides students with an opportunity to consolidate prior learning, and expand their knowledge base and nursing practice expertise within areas fundamental to nursing across a variety of health care settings. Attention will be directed to areas of nursing practice such as aged care, palliative care, and the adult person experiencing surgery or medical illness. The framework of the nursing practice thinking cycle will be used to guide the teaching and learning strategies, while each phase of the cycle will be addressed in detail as related to specific contexts in a range of clinical settings. Elements of care may include patient education, pain management, models of care, discharge planning, quality use of medications, consumer advocacy, obtaining informed consent, and other interventions to restore or maintain patients' /clients' physical and psychosocial health.

Students will undertake a supervised research project in an area relevant to the discipline of occupational therapy. This unit is designed to assist students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research in a research proposal.

This subject is designed to explore in depth the evidence base for interventions related to intrinsic and extrinsic risk factors for falls in older people. The content will be multifactorial. The unit will also provide an orientation to the conceptual framework and models that underpin falls prevention practice, with an emphasis on community contexts. The written assignment will provide an opportunity to explore and apply relevant theory to a chosen intervention and context in falls prevention.

Knowing how to locate, understand and use evidence in occupational therapy practice is an essential skill for all practitioners functioning in interdisciplinary teams. It is also essential for practitioners to take their place as responsible members of local, national, international and professional communities of practice. In this unit of study, students will learn how to engage in research and inquiry through the critique of evidence relevant to occupational therapy practice. Students will have the opportunity to explore an area of interest by examining evidence they locate and critique with regard to clinically relevant questions.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by biomechanical and sensory motor impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy.

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.

This unit introduces students to the home and community environments, including the physical, psychosocial and sociocultural components, in which clients perform occupations. These may include the home, neighbourhood shopping centre, community leisure facility, and residential accommodation such as nursing homes and retirement villages. Students will learn to assess the impact of these environments on clients' occupations, analyse activities conducted in these environments and recommend appropriate adaptations and modifications. In addition students will learn about their own environments of practice as they impact on their work. These include team work practice and the politics of home, health and community settings. Students will learn appropriate presentation skills to document home and community environment assessments and recommendations including written reports and verbal presentations.

This unit is divided into material related to work and school environments. The work unit introduces students to the paid and unpaid work environments including the physical, psychosocial and sociocultural components in which clients perform occupations. Students will learn to assess the impact of these environments on clients` occupations and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice and the politics of health and work settings. The school unit introduces students to the occupation of children and students in school settings, reviewing the physical, psychosocial and sociocultural components in which they perform occupations. Students will learn to assess the needs of children and students in schools and to consider the intervention approaches necessary to facilitate learning in schools. Students will become familiar with assessments that are conducted in these environments and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include teamwork practice and the culture of school settings.

Students will develop knowledge and skills required to provide occupational therapy for people whose occupational performance is compromised by psychosocial and cognitive impairments. A variety of theoretical perspectives used to guide practice will be covered. Students will learn how to evaluate performance, design occupation-embedded therapy programs, clearly articulate the theoretical and evidence-based rationale for their programs, and select methods to evaluate outcomes from therapy

In this unit students will further their skills in problem identification, assessment, activity analysis and intervention working within varying client and OT contexts, including 1) across the lifespan from childhood to middle age and older adults in individual, family, group and population contexts, 2) indigenous health, and 3) international health. This will include but not be limited to emerging areas of OT practice and roles. Students will be encouraged to look beyond immediate tasks and contexts to see the bigger picture, trends, needs and opportunities in the workplace, profession and broader community of practice. Students will integrate theory and practice learnt in previous units of study, to apply to groups and communities as the primary target groups.

Child and adolescent mental health is an emerging field within occupational therapy. Particularly within the context of Australia, the valuable skills of occupational therapists are greatly under-utilised within child and adolescent mental health settings. Furthermore, for many paediatric occupational therapists, more emphasis is needed in addressing the mental health needs of the children and young people we work with. This unit of study will look at all the mental health conditions commonly found amongst children and adolescents from the perspective of the everyday difficulties commonly encountered by children/adolescents with those conditions and at the unique role of the occupational therapist during the assessment and intervention phase. Lectures, problem solving, video case material and printed handouts will be used to facilitate learning.

This unit provides the opportunity for health professionals from any background to increase their knowledge base in stroke rehabilitation. The aim of this unit is to develop student understanding and appreciation of the ways in which rehabilitation assists people to manage after stroke. It will introduce the principles and practice of rehabilitation, model a multidisciplinary approach to problem solving, assessment and management within stroke rehabilitation and provide an opportunity for students to tailor their study to an area relevant to practice in their professional workplace or specific field of interest. This unit of study will cover stroke epidemiology, the structure and function of the brain, rehabilitation programs and the roles of the different professionals commonly involved in stroke rehabilitation. Common rehabilitation challenges such as management of the upper limb, spasticity, functional mobility, visual and visuo-perceptual syndromes, cognitive impairments and carer issues are addressed in detail.

This unit of study will introduce students to the theory and practice of occupational therapy through on campus learning activities and an introductory fieldwork placement. Students will learn about the concepts and philosophies that underpin occupational therapy professional practice, specifically the nature of human occupations and the analysis of occupations. They will also apply this to the occupational therapy process and principles of practice to link with observation of practice in the field. As part of the fieldwork experience students will develop an understanding of the occupational therapy process and develop practical skills in communication, interaction and professional behaviour under supervision. Students will also engage in self reflection to identify their personal learning needs, existing strengths and required capabilities of occupational therapists.

This unit will engage students in the process of developing professional skills within elements of the occupational therapy process. The unit will explore the importance of reflexivity as a core capability in professional practice, and will provide opportunities for students to reflect on their own professional behaviour and development. A fieldwork placement will allow students to develop and document their ongoing achievement of professional competencies in a range of appropriate practice skills.

Students will develop and implement a structured fieldwork project over the course of the semester. Students will be supported to work independently and will make regular reports to key community partners on progress. This project, completed as part of a larger team, will focus on enabling participation within a diverse range of communities. This unit will develop learners' capacities across a broad range of capabilities, but will especially focus upon leadership and management, vision and change agency. This unit of study will provide opportunities for formal and informal interprofessional learning. Regular reporting to and feedback from site and academic supervisors, as well as peer support and moderated peer learning, will assist in the extension and deepening of the application of occupational therapy theory to practice.

Extended fieldwork placements provide students with the opportunity to consolidate apply and develop further their knowledge of occupational therapy practice, with a focus on the graduate capabilities. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement and evaluate a range of strategies to do this as part of the fieldwork placement associated with this unit. As members of different interdisciplinary teams, students will have opportunities to engage in formal and informal inter-professional learning. During this placement, students will also maintain contact with each other to extend their vision about the range of occupational therapy practice and to deepen their knowledge of planning, implementation and evaluation across practice communities.

This unit of study provides students with the opportunity to gain skills in evaluating occupational therapy interventions and occupational therapy outcome measures relevant to practice. Both types of evaluation are core competencies identified by the national professional body. Students will apply their developing research and inquiry knowledge and skills from OCCP 5207 to an evaluation of an intervention and an outcome measure of relevance to their fieldwork experience. Students will develop skills in identifying appropriate goals that relate to the assessment of client outcomes and to the evaluation of an intervention program, and how to measure change to evaluate the degree of achievement of these goals. Students will need to locate and critique relevant literature, and determine practice issues associated with the evaluation of occupational therapy practice.

This unit includes an extended fieldwork placement and class activities to provide students with an opportunity to consolidate, apply and extend their knowledge of occupational therapy practice, with a focus on the range of competencies identified by OT Australia needed to become a beginning practitioner. This final fieldwork placement experience is focused on students developing independence and autonomy within a range of practice communities. Students will incorporate their fieldwork experiences into an exploration of reflexivity as a core capability in professional practice. Assessments will be focussed on student capabilities in integrating content from their studies throughout the Master of Occupational Therapy program

This unit will give opportunities for students to study the impact of learning disabilities on children`s home and school occupational performance. During the semester, students will study: various explanations of learning disorders; common assessment procedures used by occupational therapists to identify problems; interventions. The focus will be on direct intervention as experienced in private practice occupational therapy for children and consultation with schools. Students will be required to test at least one young child (typical child, rather than children with difficulties) aged between 3-4. Students who participate in this elective will be eligible for fourth year fieldwork placement in a public school in Killara.

This unit of study gives students the opportunity to extend their knowledge and skills of occupational health, safety and rehabilitation developed in OCCP5219 and other units of study. Students will explore the issues of work-related injuries and disorders and how these impact on the occupational roles of individuals. There is also input from a sociological perspective. Students will learn how to conduct a functional assessment, including writing a report. There will also be content that addresses relevant ergonomic issues in the workplace and consideration of the hierarchy of controls in determining appropriate interventions, including education and training, as well as workplace modifications. Relevant legislation, regulations and competency standards will be used to guide the content and assessment of this unit.

This unit of study will extend the students knowledge and practical intervention skills in mental health clinical practice. Intervention skills and strategies developed will be both generic and occupational therapy specific. There will be a large experiential learning component so that students will develop a practical 'how-to' confidence in the clinical application of various techniques with particular consumer populations. In line with current state and national directions, this unit will be guided by principles of wellness and recovery. A range of cognitive focused interventions, psycho-education, family interventions, early intervention, mental health promotion, relapse prevention and strategies to develop effective individual rehabilitation plans are some of the techniques and skills students will develop and practice within this unit.

This unit aims to develop students` knowledge, skill and attitudes for working with people with intellectual disability, with a focus mainly on adults, their participation and support needs. Students will study: the definition of intellectual disability; the abilities and support needs of people with intellectual disability; the service settings which people with intellectual disability use, their occupational roles in those settings, clinical communication with people with intellectual disability, individual planning, choice and self-determination, guardianship, positive support for challenging behaviour, ageing and dementia, and families. There will be a detailed focus on `Active Support` as one important approach to supporting people with intellectual disability participate fully (with support) in domestic and community life. Students will learn how to use Active Support techniques when working directly with people with intellectual disability, as well as learning how to train and support carers and direct-care staff in the use of these techniques. Classroom teaching will be supported by a small-group fieldwork project conducted in disability service settings.

This unit of study will present a topic for a professional elective that allows students to explore an area of OT practice in depth. The specific topic to be explored will be determined from time to time as teaching staff, visiting scholars and resources are available. The unit taught will extend the learning students have achieved in the relevant content area in previous years of the course, and will require an increase in the depth of student understanding of this topic.

Foundation knowledge of optics and refractive errors will be expanded in this unit of study to encompass detailed knowledge of the aetiology of refractive errors and the scientific and clinical aspects of their management. Students will be encouraged to critically evaluate the different methods of ascertaining refractive error and their underlying ocular biometry. They will develop an understanding of the advantages and limitations of different modes of correcting ametropia, including optical and surgical methods and how these influence management plans with particular regard to the life stage, ocular health including strabismus, lifestyle and occupation of the individual. Areas of controversy and complex practice will be studied, such as latent and manifest hypermetropia, aetiology of myopia, progressive myopia and keratoconus. On completion of the unit the student will have the knowledge and clinical skills required to objectively and subjectively assess refractive status and be proficient in the prescription of spectacle lenses. They will be able to use and apply advanced ophthalmic technologies related to ocular biometry to inform, evaluate and assist in determining the management of persons with refractive errors.

This unit of study is designed to provide the student with knowledge of the anatomy; physiology and optics of the eye, using a systems approach. The normal eye structures and their function are studied, followed by sensory visual functions, and nourishing systems of the eye. Refractive errors are introduced along with the principles of lenses and measurement of their power. Basic clinical skills and standard diagnostic tests are introduced, including testing of visual acuity, colour vision and contrast sensitivity. Students will discuss developments in tests for these visual functions and how differences in the underlying principles of tests will influence the outcome measure. The learning in this unit of study will provide a foundation for all areas of learning in this course.

This unit of study provides a conceptual and practical framework for the understanding of the sensory and motor processes underlying the binocular function of the eyes. Students will study the anatomical, physiological and optical principles underlying normal eye movements and binocular vision. They will develop an understanding of how the coordination of the eyes may be modified by accommodation, refractive errors and associated accommodation/convergence relationships. This framework will be applied to understanding and conducting procedures used to demonstrate normal and defective binocular vision and eye movement disorders. Through the mode of case- based presentation, students are led to discuss the management of common presenting problems of ocular conditions related to heterophoria, strabismus, accommodation and convergence defects .This unit will provide essential knowledge and skills in the diagnosis, measurement and management of errors of ocular motility and binocular vision that will act as a foundation for further studies in this area of orthoptic practice.

This unit of study provides foundation knowledge for learning in the clinical setting. The student will learn the broad areas of medical disease and common systemic diseases that have ocular implications, acquiring knowledge of medical terminology, the construction of medical terms and conventions of recording clinical information. Common ophthalmic disorders, their presenting signs and symptoms and management are studied. The pharmacology of ocular medications, their classification, laws and regulations that govern their use, routes of delivery and their role in diagnostic and therapeutic procedures are also studied. Basic clinical techniques, including observation and history taking will be acquired and the clinical examination of ocular structures for detection of disease including ophthalmoscopy and testing of visual fields will be introduced. On completion of this unit, the student will be able to identify the roles of eye care health providers, including their own as a novice practitioner. The student will be expected to demonstrate this novice role by interpretation of medical records, planning appropriate eye related investigations and further medical requirements, such as referral for further testing.

This unit of study will build upon foundational knowledge acquired in Eye and Vision Systems and Introduction to Professional Practice and apply that knowledge to the study of common ocular conditions seen in clinical practice and their investigation and management. Basic disease processes will be studied with specific emphasis on ocular involvement and associations with systemic diseases such as diabetes and cardiovascular disease. Fundamental concepts of investigation of ocular conditions will be expanded to encompass understanding and evaluation of new technologies in the workplace. Learning in this area is supported by practical skills development. Students will gain an understanding of current advances in the therapeutic, pharmacological and surgical management of common ophthalmic conditions using a case-based approach. On completion of this unit of study the student will be able to determine and evaluate the role of eye-care practitioners in the assessment and management of patients in an ophthalmic setting, expanding upon their own novice practioner role. The student will be expected to demonstrate this role by interpretation of more complex medical and ophthalmic data, planning of appropriate eye-related investigations and interpretation of the results obtained to aid in planning of overall patient management.

The student will extend their knowledge of the basic principles of sensory and motor function acquired in the unit of study Binocular Vision and Ocular Motility 1 and apply this knowledge in the presence of more complex sensory defects and basic motor defects. Through the learning mode of case studies and application of clinical reasoning, sensory defects of binocular cortical function and developmental defects (strabismus, amblyopia and binocular vision abnormalities) will be studied. The student will be encouraged to incorporate information from scientific literature that relates animal research to clinical responses in the field of neuronal plasticity and demonstrate the significance of this information in the development of management strategies. Basic motor systems will be studied, commencing with orbital and restrictive ocular motility conditions that effect eye movements, along with lesions and pathology that may affect normal ocular motility. The basic principles of motor function and its assessment will be employed to assist the identification of abnormalities and development of procedures to enable the differential diagnosis of conditions, and the discussion of appropriate management strategies.

This unit provides opportunities for students to observe understand and apply basic clinical knowledge and skills gained in their foundational units of study, in a variety of clinical and community settings. Student learning and development will be directed by observation of professional behavior and strategies used in clinical practice, and in the performance of supervised skill-based activities with patients/clients. These will be used for both summative and formative assessment. Students will be required to reflect upon the development of their own professional behavior and demonstrate clinical competencies commensurate with their role as a novice practitioner.

This unit provides opportunities for students to extend their clinical knowledge and demonstrate understanding of clinical practice in a variety of hospital, private practice and community settings. Students will further develop professional behavior and gain a wider understanding of the role of the orthoptist as part of a team of health professionals managing eye care for a range of patients and clients. Learning will be directed by professional and skill-based activities and will be used for both summative and formative assessment. Students will be required to reflect upon their professional development and to set personal learning goals while demonstrating fundamental competencies and skills in a clinical setting. During this clinical unit of study or in a subsequent Professional Practice unit of study, students will attend at least one rural or regional clinical placement.

This unit of study provides a conceptual and practical framework for the organization and function of the cortical sensory and motor areas within the brain that control vision and ocular motility. Through the mode of case-based learning and inquiry, students will be introduced to medical record analysis, management strategies for patients with complex neuro-ophthalmic conditions, and apply knowledge of test principles and ocular function to develop and adapt test procedures for physical and communication defects associated with neurological defects. In a client-focused approach, the impact of disease processes on general and ocular function, recovery and management of people with neurological conditions will be discussed. Students will learn to apply relevant theoretical and scientifically based findings to their practice in the area of ocular and visual neurological disability. Topics include: neuro-ophthalmic investigation ; assessment of visual function in the presence of disability; stroke; head injury; headache; autonomic nervous system and pupil anomalies; visual field investigation and analysis; supra nuclear, nuclear, inter-nuclear & infra-nuclear defects; and therapeutic approaches for neurological conditions.

The aim of this unit of study is for students to acquire an understanding of the principles of research that can be used in the critical evaluation of scientific and medical literature and its application to clinical practice. It will provide foundation knowledge to enable students to develop an understanding of the design of feasible and sound research projects, as well as preparing them to present their research and its outcomes in appropriate professional forums. New developments and controversies in vision sciences and their impact on professional practice will be critically analysed and discussed with an emphasis on the soundness of research methodologies and conclusions drawn from findings. Students will use current technology and databases to find, read, evaluate and present information about research relevant to a variety of research topics in the vision sciences. They will participate in structured discussion of relevant scientific papers. Students will be introduced to reference database systems and scientific journal referencing styles. They will study the principles of evidence-based practice, and randomised controlled trials in the clinical setting. They will gain experience in consulting databases of summarised data, and search systems for scientific reviews of clinical trials. They will review principles used to evaluate published research.

This unit of study consolidates and extends knowledge and clinical competencies already acquired in previous clinical units of study. Learning will focus on achieving graduate capabilities through evaluation of clinical practice, including their own practice, in a range of clinical settings. Clinical reasoning will be emphasised for both the application and integration of clinical data for appropriate patient assessment and management. Students will be supported to work independently and to report their findings and management plans to clinical supervisors and other stakeholders for feedback. Students will be required to reflect upon their professional development and demonstrate competencies in higher level clinical skills and clinical reasoning. Students may attend a rural or regional clinical placement as part of this unit of study.

This is the final of four professional practice units and is designed to synthesise the student`s learning and knowledge acquired in all units of study they have undertaken in this course. As such, it can be described as a `capstone` learning experience for the student. This is experienced through a range of orthoptic and ophthalmic clinical placements include those in rural and regional locations, enabling students to meet graduate competency standards and consolidate the required knowledge, skills and attitudes of an entry-level practitioner. Student learning will emphasis clinical reasoning for the assessment and management of patients with complex ocular conditions that may interact with other ocular and systemic conditions. Students should demonstrate a professional level of skills in the clinical setting and the capacity to apply clinical reasoning in the management of complex cases. Clinical competency will be assessed, commensurate with the registration standards set out by the Orthoptic Board of Australia. Students will be required to reflect upon their professional development, particularly their readiness for professional entry into orthoptic practice and their ability to work both independently and within the multidisciplinary team.

Building on knowledge and skills acquired in Ocular Pathology 1, in this unit of study students will gain an understanding of how the investigation and management of ophthalmic conditions will vary across life stages with particular emphasis on the pediatric and geriatric populations. The role of the orthoptist in the ophthalmic workplace will be further explored with emphasis given to the development and demonstration of critical analysis of practice in the therapeutic, pharmacological and surgical management of complex ophthalmic conditions. The most recent evidence for modes of investigation and treatment will be evaluated. Advanced clinical skills required for the assessment of complex ophthalmic cases will be addressed. Using a client-focused approach, students will apply clinical reasoning to the design of plans of investigation and management for people with acute and chronic ophthalmic conditions. The role of the wider team of health professionals in the care of people with ophthalmic conditions and their role as future practitioners within the team will be discussed.

This unit of study will provide an opportunity for students to use the research skills developed in Research Report 1 and apply them in the conduct of a supervised research project in an area related to orthoptic practice. Some students may carry out an individual project supervised by a member of academic staff, subject to the UoS coordinator's approval. Understanding of the principles of ethical research will be further explored through discussion of ethical issues, including the preparation of an application for ethical approval for their project. Students will identify the relevant background information for the project by performing a review of the scientific literature pertaining to the research question. They will identify the data necessary to answer the question and discuss relevant research methodology. Under supervision, they will participate in the collection of data and will use current technology to perform statistical analysis to interpret the information gained. Students will gain experience in writing in a concise academic style and learn how to present the results of their analysis by independently write a dissertation setting out the results of their project in the context of the original research question and their literature review. They will present this in the format of a systematic review or research publication.

This is a capstone unit of study for the course, encompassing knowledge acquired from all units studied in this course. Emphasis will be given to clinical reasoning in cases of complex ophthalmic disease and ocular motility disorders. This unit of study is closely aligned with learning in Professional Practice 3 and 4. Information gained in clinical placements will be integrated into this unit. Cases will be selected to challenge the student to apply recent scientific and medical evidence-based findings relating to the genesis of conditions, their clinical investigation, immediate treatment and long-term management. Students will be encouraged to analyse clinical responses and develop relevant diagnostic and treatment guidelines based on sound clinical reasoning. Content will address issues of: systemic and ophthalmic disease; complex ocular motility conditions; occupational health and safety and employment; professional; medico-legal ramifications and their interaction.

This unit of study allows the student to gain an understanding of the broad context of eye health on an international, national, and local scale. The student will acquire knowledge of the prevalence of the most common causes of blindness and visual Impairment and their social and economic cost. They will also develop a concept of the implication of visual impairment for the individual and learn about international and national programs for the prevention and management of blindness and visual Impairment, as well as client-focused case management of persons with a visual impairment and there rehabilitation. They will develop an understanding of life stages and how these influence the natural history of ocular diseases, their detection and care. They will examine the notion of avoidable and non-avoidable blindness and understand the role of primary eye care and its application in the community setting. They will learn the general requirements of successful screening for disease and apply this knowledge in the context of vision and ophthalmic screening of children and adults.

This unit will explore the physicochemical properties of drugs and how this determines the interactions of small molecules (drugs) with biological macromolecules (enzymes and receptors). All stages in the process of drug design and development will be investigated, including computational drug design, structure activity studies, synthesis and activity assays. Students will also gain experience in a variety of experimental techniques related to drug design. In addition, students will develop skills including critical thinking, the use of information technology and report writing.

This unit of study will provide an introduction to the concepts required for the study of Pharmacy and integrate knowledge from the various sub-disciplines within the Pharmaceutical Sciences. Topics studied include sterilisation methods, chemical antimicrobial agents, cleanroom technology, physicochemical/molecular properties underlying drug action, drug metabolism, bioactivation and inactivation, identification of drugs and their metabolites, and toxicology. These concepts will be further explored in workshop formats.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

This unit of study involves clinical placements in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients and community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum 1, 2 and 3 are all five-week placements which require full-time attendance (37 hours per week) at clinical facilities. In addition, one of the placements may be in a rural or regional setting.

This unit of study involves clinical placement in one of the four following areas: rehabilitation, acute care, ambulatory care/outpatients, community/general. Students will be required to demonstrate competence in both the specific clinical skills for each area as well as the generic skills and attributes of physiotherapy professionals. During practicum placements there will be opportunities for interprofessional learning. In addition, students will be responsible for individual and group training sessions such as strength and fitness sessions. Physiotherapy Practicum IV is a five week placement which requires full-time attendance (37 hours per week) at clinical facilities. In addition, this placement may be in a rural or regional setting.

This unit will introduce students to the knowledge, skills and clinical decision making processes necessary for effective assessment and treatment of patients across the age spectrum with acute and chronic respiratory and cardiac dysfunction. In particular, students will evaluate pathophysiological and functional consequences of surgery (abdominal, thoracic and cardiac), infective, inflammatory, restrictive and obstructive pulmonary disorders and coronary artery disease. Students will learn the practical skills and develop treatment strategies to effectively manage respiratory problems. Additionally this unit will develop the student's knowledge of exercise and aims to apply the principles of exercise testing, prescription and training to patients who have cardiac and pulmonary limitations and other co-morbidities to exercise. The unit will provide students with an opportunity to apply, integrate and extend knowledge at a postgraduate level based on their previous degree.

The overall aim of this unit of study is to develop the skills required to safely and effectively apply a selection of electrophysical agents and to assess and prescribe exercise-based rehabilitation at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation science. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study complements Musculoskeletal Physiotherapy 2 (MS2) and lays the foundation for MS3, MS4, MS5 and Physiotherapy, Healthcare and Society which will further develop skills in the management of disorders of the spine and periphery and more complex musculoskeletal conditions.

The overall aim of this unit of study is to develop the skills required to assess, diagnose and manage common musculoskeletal disorders of the lower extremity incurred by patients of all ages at the level of a student commencing musculoskeletal clinical practical placements. This unit will integrate knowledge from assumed foundation sciences. Students will develop the ability to select and safely implement interventions based on clinical reasoning and principles of evidence based practice. This unit of study complements Musculoskeletal Physiotherapy 1 (MS1) and together they lay the foundation for MS3, MS4, MS5 and the musculoskeletal component of Physiotherapy, Healthcare and Society which will further develop skills in the management of disorders of the spine, upper extremity and more complex musculoskeletal conditions.

Neurological physiotherapy aims to develop in students an ability to apply relevant theoretical and databased scientific findings to clinical practice in the area of disease and trauma to the nervous system. This unit examines the pathology, impairments (weakness, loss of dexterity, loss of sensation and spasticity as well as adaptations such as contracture), activity limitations (difficulty standing up, sitting and standing, walking, reaching and manipulating objects with the hand, rolling over and getting out of bed) and participation restrictions arising from conditions of acute onset (stroke, traumatic brain injury, cerebral palsy and Guillain-Barre Syndrome). Students will learn to assess, train and measure outcome of everyday activities integrated within the rehabilitation team.

This unit of study comprises of two areas that relate to professional and scientific physiotherapy practice. Module A (Professional Practice) overviews the regulation of physiotherapy practice in health care delivery. This module addresses communication, consent and respect for cultural differences in professional practice. Students examine policies related to professional conduct promoted by the Physiotherapy Board of Australia (PBA) (and the pre-existing NSW Physiotherapy Registration Board), and the Professional Codes of Conduct of the PBA and learn to apply this code and guidelines in ethical and clinical decision-making. Module B (Evidence-based Practice) supports students to develop the skills required to practise evidence-based physiotherapy. The students learn how to ask clinical questions about effects of therapy, patient prognosis or the utility of diagnostic instruments. Students learn to locate and critically evaluate published evidence so as to make a sound clinical decision regarding the applicability of evidence to patients.

This unit of study builds on and expands the knowledge, skills and attributes developed in Cardiopulmonary Physiotherapy 1 and Neurological Physiotherapy 1. Three modules are included: cardiopulmonary physiotherapy in the acute care environment, physiotherapy for neurodegenerative conditions and acute neurological/neurosurgical care. The acute care module focuses on assessment and treatment of patients with acute pulmonary dysfunction. In addition students examine specific clinical and professional issues relating to the intensive care and acute care environment. The emphasis is on appropriate assessment, safe and effective management of intubated and non-intubated patients. The neurodegenerative conditions module examines the pathology, impairments, activity limitations and participation restrictions arising from neurodegenerative conditions which require adaptation (such as Parkinsonism, multiple sclerosis, and motor neuron disease). Students learn to assess and train or prescribe appropriate aids to enable activities such as rolling over, sitting, walking, transferring, wheelchair mobility and reaching and manipulating objects to be carried out. The acute neurological and cardiopulmonary care module focuses on physiotherapy management of acute neurological and neurosurgical conditions.

This unit of study develops the skills required for assessment and management of low back pain at a level to commence a musculoskeletal practicum. Students learn to 'triage' patients to distinguish patients with non-specific pain from those suspected of having underlying disease/pathology. The unit covers the basic epidemiology of spinal pain (risk factors, clinical course, prognostic factors) and the assessment of treatment outcome. The evidence base for management options is explored and students learn to apply a range of treatments such as education and advice, manual therapy, exercise, McKenzie therapy, etc. This unit will integrate knowledge from earlier foundation science and physiotherapy subjects. Students will develop the ability to select and implement interventions based on clinical reasoning, principles of evidence-based practice and safety. This unit of study builds on skills and knowledge learned in Musculoskeletal Physiotherapy 1 and Musculoskeletal Physiotherapy 2, complements that learned in Musculoskeletal Physiotherapy 4 and lays the foundation for Musculoskeletal Physiotherapy 5 and Physiotherapy, Healthcare and Society which will further develop skills and reasoning in more complex musculoskeletal conditions.

This unit of study is part of the musculoskeletal curriculum that develops knowledge and skills required by a graduate physiotherapist in the primary care management of musculoskeletal disorders in the general population. This unit focuses on management of musculoskeletal conditions of the upper limbs. At the completion of this unit student will have demonstrated theoretical knowledge, clinical reasoning and competency in assessment and treatment at a level sufficient to commence student practicum.

The overall aim of this unit of study is to provide a detailed approach to assessment (including history taking and performing the physical examination) and management of patients with cervical spine or thoracic spine disorders. Students will be taught to diagnose, triage and manage patients with symptoms arising form the cervical spine or thoracic spine who present to primary and secondary care by integrating communication and listening skills with sound physical testing procedures and clinical reasoning. In addition, students will be able to determine appropriate evidence-based practice (EBP) management strategies for patients with dysfunction of the cervical spine or thoracic spine and monitor the outcomes of treatment. This unit of study builds on skills and knowledge gained in Musculoskeletal Physiotherapy 1 and Musculoskeletal Physiotherapy 2, complements Musculoskeletal Physiotherapy 3 and Musculoskeletal Physiotherapy 4 and lays the foundations which will develop further skills in the management of more complex conditions in Physiotherapy Healthcare and Society.

This unit of study comprises five integrated modules consisting of the delivery of preventative and rehabilitative physiotherapy services across the lifespan in selected populations and settings. Specifically, the delivery of physiotherapy services will be addressed in: 1) paediatrics; 2) sport and recreation; 3) occupational health; 4) community health; and, 5) ageing and health. In the paediatrics module students will become aware of the changes which occur from infancy through to maturity in neuromotor, musculoskeletal and cardiopulmonary development and will address issues related to physiotherapy intervention in children with potential dysfunction in those systems. The emphasis of this module will be of problem solving relevant clinical scenarios via an approach of clinical reasoning. In physiotherapy in sport and recreation, students will assess sports related injury and design programs to prevent and manage complex injuries sustained during sport and recreational activities. The occupational health module will apply a risk management approach to the role of physiotherapy in work injury prevention and occupational rehabilitation. The community health module will address the contribution of physiotherapy to the management of particular population groups who receive health care in community settings; e.g., people with mental illness, cancer, indigenous populations and rural/remote populations. In considering the older population, students will explore strategies to maintain and improve the health of older people and to support them within their community if they do develop illness or disease. Specifically, they will look at topics such as falls screening and prevention and the coordination of health, social and other services to assist older people. This area will integrate closely with the community health physiotherapy module.

This unit of study will include two modules: an advanced musculoskeletal module and an advanced clinical reasoning module addressing complex patient-centred healthcare in society. The musculoskeletal module will focus on the development of advanced manual therapy assessment, treatment and clinical reasoning skills. Skills taught will include high velocity manipulative techniques. The advanced clinical reasoning module will enable students to develop their skills in analysing and planning management of patients with multi-system and/or complex problems. Students are required to source and integrate material from core areas of musculoskeletal, cardiopulmonary and neurological physiotherapy as well as background sciences. Specific emphasis will be placed on fostering development of independent and eLearning skills as well as development of a deeper understanding of the role of lifelong learning in improving societal health. Students will be expected to evaluate the scientific basis and ethical, legal and practical implications of physiotherapy interventions within the context of interprofessional team care and global health priorities.

In this unit normally undertaken as part of the Masters of Medical Physics degree or the Graduate Diploma in Medical Physics, Monte Carlo modelling of radiation transport is covered, along with the theory of image formation, concepts of computing, numerical methods and image processing, including techniques such as enhancement, registration, fusion and 3D reconstruction.

This unit discusses the history and philosophy of rehabilitation as a human service. Students examine and analyse the historical and philosophical background of the various approaches to human services and the place occupied by rehabilitation amongst these approaches. They develop knowledge of attitudes to disability, particularly an understanding of how certain movements such as eugenics, social Darwinism, independent living and the Disability Movement have changed and shaped such attitudes. They will also examine how disability has been conceptualised by, and incorporated into, post modern approaches and developed as a human service.

This unit provides students with an insight into: the social position and life experiences of disabled people from their own perspective; and the functional implications of chronic illness and disability. Students critically analyse models of psychosocial adaption to illness and disability and explore the relationships between adjustment and adaptation, emotional reactions to chronic disease and disability, coping strategies and quality of life. Upon completion of this unit, students should have an increased understanding of the psychosocial, medical and functional aspects of chronic illness and disability. This understanding will improve the effectiveness of their service delivery to disabled people, leading to more positive rehabilitation outcomes.

This unit examines the causes and consequences of acquired brain injury. The pervasive nature of the ongoing functional limitations usually associated with this population is highlighted. The relationship between severity of brain damage and the nature of the effect on client functioning in family, work and social domains is also explored. The unit of study also examines the nature and range of rehabilitation services available to clients who sustain brain injury.

Exposure to traumatic events such as natural disasters, assaults and road accidents are relatively common in Australia. This unit examines the causes and consequences of posttraumatic stress disorder. Students will learn about the nature of traumatic stressors and the course of PTSD reactions. Major evidence-based approaches to treatment and rehabilitation are examined with interventions for both acute and persisting forms of the disorder being presented.

Chronic non-cancer pain is a disabling phenomenon and a significant challenge for health professionals. Theories of chronic pain will be presented and students will engage in contemporary research relating to chronic pain management. Current innovations in treatment in this area will be explored. Students will also look at different outcome measures including quality of life. Interdisciplinary team approaches to planning client management will be investigated. The unit will also look at the importance of self-management for the health professional to reduce the risks of burnout in working with this population of clients.

This unit introduces students to issues relating to the management of public offenders for both adults of young offenders. Students will consider the major theories of criminality and their implications for rehabilitation in correctional settings. They will examine and comment on the different approaches to males/females/young offenders. Attention will be paid to incarceration policy and issues relating to those with mental health problems and with problems of addiction. Students will also be introduced to the range of correctional alternatives within and outside jails, e.g., community service options, weekend jail, work release and probation and parole, etc. In addition, students will examine the role of professionals in and out of jails. They will examine and assess the role of health professionals in the area of addiction, mental health, and HIV counselling within the jail system and the ethical issues surrounding these services. Also covered will be the role of health service professionals working with offenders in non-jail programs: e.g., probation and parole, community service and civil rehabilitation.

This unit introduces students to issues relating to a major contemporary social and community health problem; the misuse of alcohol and other addictive drugs - both licit and illicit. Two major areas will be examined: a) issues relating to the development of health promotion and preventative heath policy relating to the abuse of drugs. This will cover current debates relating to harm minimisation and associated legal and ethical considerations regarding illicit substances; and b) an examination and analysis of the varying approaches to treatment and rehabilitation for drug addiction. The unit will introduce students to current debates relating to public health policy approaches to addiction giving due consideration to the complications of illegality. Students will be required to report on the value and effectiveness of current harm minimisation practices; e.g., needle sharing programs, needle injecting facilities, methadone maintenance. Students will be asked to examine and report on the practical effectiveness and moral and ethical considerations surrounding the operation of such programs and possible alternatives. In the second half of the unit students will consider the effectiveness and community acceptance of the various established rehabilitation and treatment programs. This will include research into programs such as Alcoholic and Narcotic Anonymous, Therapeutic Communities, and the range of professionally-based therapeutic counselling approaches. The role of health professionals in these programs will also be examined.

The subject initially introduces students to the field of vocational development and career decision making. Students are then provided with a framework upon which to base vocational counselling activities with clients. Students are guided through the process of assisting individuals, including those with disabilities, to make new career decisions. Resources (including tests, activities and questionnaires) essential for providing effective vocational planning and counselling services to clients are also explored and demonstrated to students. The subtleties of vocational test interpretation are also explained to students. Students are introduced to vocational report writing formats. The unit of study focuses on meeting the specific core competency requirements as set out in Core Competencies 9 (Vocational Assessment) and 10 (Vocational Counselling) by the Australian Society of Rehabilitation Counsellors.

The focus of this subject is twofold. First it examines the pattern of workplace injury, disability and fatality in Australia, and explores its relationship to the organisation and dynamics of Australian industry, the labour market and state regulation, including the law and public administration. Secondly, the subject analyses workers' compensation systems as the major social mechanism for managing workplace injury. Here students will be introduced to the history and development of workers' compensation in Australia and its operation in present-day contexts. Students will be encouraged to develop a critical understanding of the role of key stakeholders and public institutional mechanisms in shaping workers' compensation policies and services.

The unit covers Counselling as practiced by Rehabiltation Counsellors. It includes advanced counselling microskills in a problem solving approach. Application of these skills to the rehabilitation context is a major focus, for example, in adjustment to disability, vocational counselling and occupational rehabilitation case management. Students are introduced to action-based counselling theory and techniques as applied to rehabilitation counselling. Solution Focused Brief Therapy is also introduced to augment students? skills base. Students are required to undertake a taped counselling interview and self-critique as part of assessment. The unit is also focused on the area of case and caseload management. Students are exposed to both the theoretical and practical aspects of managing individual clients and a caseload of clients through a rehabilitation process. Issues addressed in this unit are: how to determine appropriate assessments, how to draw up individual rehabilitation plans, how to monitor and document progress in rehabilitation and the negotiation skills needed to work with a variety of rehabilitation providers. Strategies to be an effective and efficient manager of clients within a human service environment are also discussed.

The focus of this unit of study is on Vocational assessment and Vocational Training and Placement. The unit canvasses the various methods used to both assess the client`s suitability for particular types of work and the extent to which different jobs can accommodate the differing post disability capacities of clients. The applicability of differing assessment methods to different client populations will be discussed. The ability to accurately assess the rehabilitation client`s potential for re-entry to the labour market is the focus of this unit of study. Interpretation skills for tests of ability and aptitude will be taught. Students are also taught how to actively engage with the labour market. Negotiation with employers and job development skills will also be discussed. They will learn to assess job opportunities and analyse labour market information in order to more accurately assess the likelihood of clients securing work in the job options generated in the vocational rehabilitation process. Formats for the writing of labour market analysis reports will also be provided.

This unit of study has one 5 week block placement in a professional setting totalling 25 days, full time hours which integrates theoretical learning with off-campus, supervised practical learning. Professional Practice units of study give students the opportunity to demonstrate that they can apply the competencies they have learned in the rest of their coursework and general professional skills, in an employment setting, and to be formally assessed on this.

People whose injuries or disabilities hinder their ability to engage in vocational activities pose challenges for mainstream case management programs. This unit will explore key issues in the provision of non-vocational programs and long-term rehabilitation management for people with disabilities. Students will be presented with a range of innovative interdisciplinary rehabilitation management techniques in working with this group. Students will have the opportunity to explore disability areas of interest and examine a range of activities including leisure, sport and social skills programs that will be suitable for their chosen disability area. The unit will also cover areas of rural and remote disability management programs.

This unit of study facilitates students' acquisition of counselling values and explores issues relating to attitudes and the philosophy of counselling. Counselling micro skills are also studied and practiced as applied to the role of the rehabilitation counsellor. This unit also covers analytic, experiential and relationship-oriented counselling theories and techniques in the context of their application to rehabilitation counselling client populations. Students are required to undertake a counselling interview and self-critique as part of the assessment.

This unit is designed to introduce students to psychiatric rehabilitation, an effective approach for working with people who experience psychiatric disability. Students will be introduced to the concept of recovery for people diagnosed with mental illness and to the goals, values and guiding principles of psychiatric rehabilitation. Rehabilitation interventions that have demonstrated efficacy in promoting recovery by reducing barriers to participation will be presented. Practices that aim to address the culture of stigma and low expectations by society of people with mental ill health will be examined. Local and international research underpinning best practice in rehabilitation management and service delivery will be reviewed and consumer perspectives and experiences explored.

The dissertation provides students with an opportunity to undertake an advanced investigation in a topic or issue relevant to rehabilitation counselling research and/or practice through the development of a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue. This unit addresses the first part of the dissertation. Students undertake a critical review of the literature in relation to a significant topic or issue of relevance to their professional interest.

Students are exposed to the critical sections of the major accident compensation schemes in the State of New South Wales (WorkCover, Motor Accident Act). Reference is made to the relevant sections of the Acts which impact on rehabilitation service. Other services available through the schemes to support the legislation and its requirements are also discussed. Students are to be made familiar with the coding and costing of rehabilitation service under the Acts. Current best practice in injury management and service provision is a major focus. Students will also become familiar with the Employment and Workplace Relations Legislation Amendment (Welfare to Work and Other Measures) Act, 2005. Particular reference will be made to the Business Model incorporated in this Act. Specific attention will be paid to rehabilitation, strategies, services, requirements and obligations in place under this Act for those people affected by a disability or who are disadvantaged. Students address the role of Australian anti-discrimination and guardianship legislation in terms of equity, rehabilitation and quality of life for people with disabilities.

This unit of study has one 5 week block placement in a professional setting totalling 25 days full time hours which integrates theoretical learning with off-campus, supervised practical learning. Professional Practice units of study give students the opportunity to demonstrate that they can apply the competencies they have learned in the rest of their coursework and general professional skills, in an employment setting, and to be formally assessed on this.

The dissertation provides students with an opportunity to undertake an advanced investigation in a topic or issue relevant to rehabilitation counselling research and/or practice through the development of a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue. This unit addresses the second part of the dissertation. Students further analyse and interpret published scholarly materials concerning the topic and consider the implications of findings for rehabilitation service delivery and further research.