Year
2024Credit points
20Campus offering
Prerequisites
Completion of a minimum of 50cp in the Master of Digital Health
Incompatible
HLSC677 Independent Project: Digital Health Solution
Unit rationale, description and aim
Professional practice is an integral aspect of the transition from learner to practitioner. It provides students with the opportunity to apply their knowledge, understanding and skills in a work and/or organisational context. Through a professional practice placement, students will learn both about a specific role, a company or subindustry within digital health & how the different areas of digital health operate together . This unit delivers a ‘capstone’ experience for students by providing a professional placement in a digital health environment. Students engage in a work environment to provide experiential contexts for the development and application of their learnings. The aim of the unit is to develop in students professional/workplace skills and networks to meet the goals of the professional or industry body. The experience also enhances the reciprocal flow of knowledge and its application between the University and the workplace or community setting in which the student is placed. The unit is designed to create a safe experience in peer review because of the importance of maintaining standards of professional and ethical practice in the workplace.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Apply specialised knowledge and skills from academic study in professional practice and/or research in the digital health environment | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO2 | Display appropriate standards of social responsibility and ethical conduct in the professional workplace setting | GC1, GC2, GC3, GC6, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO3 | Critically reflect on practice and evaluate areas for professional development to improve one’s own professional practice skills | GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12 |
| LO4 | Collaborate effectively in the interprofessional environment of digital health | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 |
Content
Topics will include:
Students will be required to:
- engage in experiences of professional service or workplace practice
- clearly articulate the responsibilities and mutual expectations of the student, academic supervisor, and workplace or placement supervisor
- undertake structured activities and deliver specified outcomes, as developed and agreed upon by the student, academic supervisor, and workplace or placement supervisor
- integrate, where applicable, the knowledge and skills gained through academic study to the practice setting
- be informed about their personal responsibilities for occupational health and safety during placement in a professional/work setting
- contribute in a socially responsible and ethical manner to the goals of the organization and its stakeholders in which they are placed
Learning and teaching strategy and rationale
ACU Online
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. 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 learning and teaching strategies that comprise this unit of work-integrated learning recognises and utilises contributions from both academic and practice settings. These include active learning, case-based learning, individual and group activities, web-based learning, and reflective/critical thinking activities. This range of strategies will provide students with appropriate access to required knowledge and understanding of unit content, and experiences to apply this as well as develop practical skills relevant to the discipline of digital health. These strategies will allow students to meet the aim, learning outcomes and graduate attributes of the unit, as well as professional practice standards. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively within group and individual activities including regular online activities.
Assessment strategy and rationale
Standards-based assessment is utilised, consistent with University assessment requirements to enable students to achieve unit learning outcomes and develop graduate attributes. The assessment strategy is scaffolded to allow for progressive development of knowledge and skills from applied digital health settings.
The first assessment allows students to reflect on the application of evidence-based practices in their area of interest. This will also be used as evidence of completing the minimum required hours of 250 hours for the Industry Internship placement. The second assessment requires students to further demonstrate their knowledge and application in an area of interest that has been identified in their Industry Internship. The third assessment is a Case Conference presentation and Viva Voce that will allow the students to design a short presentation about their Industry Internship placement and verbally answer questions raised about aspects of the placement.
Hurdle Tasks for this unit are designed to provide minimum standards are satisfied for the benefit of the student, host organisation and Australian Catholic University. The first Hurdle Task requires students to provide evidence of the following documents, but not limited to:
- ACU online Working with Children, Young People and Vulnerable Adults Module
- First Aid certification
- Police check
- Working with Children Check
The second Hurdle Task is a Supervisor’s Report that can be used to provide formative feedback to the student regarding the Industry Internship placement.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Completion of ACU-specific and discipline-specific requirements for professional practice, including but not limited to: · ACU online Working with Children, Young People and Vulnerable Adults Module · First Aid certification · Police check Working with Children Check | Hurdle Task | LO2 |
Assessment Task 1
Critical Reflection and Log Book Allows for ongoing appraisal of the work and experiences students have on their internship. This helps them to identify aspects of their professional practice which they determine require improvement and plan development activities to address this.
Supervisors Report Enables the industry supervisor to provide feedback of the student the midway point and the completion of the internship. | 30% | LO1, LO2, LO3 |
Assessment Task 2
Demonstrate and communicate knowledge of digital health Enables the student to demonstrate their professional skills relevant for their scope of practice and practicum experiences | 30% | LO1, LO2 |
Assessment Task 3
Case Conference Presentation and Viva Present a case conference from your industry experience and reflect upon your knowledge, skills and attributes. | 40% | LO1, LO2, LO3, LO4 |