Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Content

Topics will include: 

• Becoming a health professional: 
• Working with people
• Self-awareness
• Professional communication
• Therapeutic Use of Self
• Active listening skills
• Therapeutic use of professional relationships
• Biopsychosocial approaches to understanding health and health behaviour
• The effects of social class, gender and ethnicity on health behaviour
• Human behaviour:
• Lifespan development: psychosocial and cognitive
• Family: forms, functions and roles
• How people learn: learning models and theories
• Personality
• Personality and health
• Health behaviour:
• Models of health behaviour
• Importance of understanding health behaviour: National Health Priorities
• Health behaviour change:
• Health behaviour change models
• Foundation skills for behaviour change: therapeutic communication; professional boundaries Approaches to behaviour change
• Introduction to Motivational Interviewing
• Building Resilience:
• Healthcare consumers
• Health professionals
• Building safe and supportive environments working with specific vulnerable populations

Learning and teaching strategy and rationale

To support the learning experience of students in ways that are the most engaging, the approach to learning and teaching is via active learning where students are supported through the provision of learning resources and class activities (either in physical or virtual classrooms) to take responsibility for their individual learning. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress. The use of the Learning Management System (LMS) is integral to the delivery of the learning and teaching strategy. Students are expected to participate in the activities provided either in class or online and to be able to extend their learning through working alongside other students and undertaking individual research and activities.

HLSZ111 is delivered in different modes. Students will only study in one of these modes. The modes are:

• Campus attendance mode during secondary school holidays, with a small number of online classes prior to and/or after the intensive campus-based classes;
• Online mode during a normal university semester period, with classes delivered weekly and typically one night per week.

Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice

In connection to the learning outcomes, these are the national Registered nurse standards for practice for all RNs. Together with NMBA standards, codes and guidelines, these Registered nurse standards for practice should be evident in current practice, and inform the development of the scopes of practice and aspirations of RNs.