CSB111 Foundations of Clinical Practice
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | CSB111 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,164 |
| Domestic tuition unit fee | $4,356 |
| International unit fee | $4,848 |
Unit Outline: Semester 1 2025, Kelvin Grove, Internal
| Unit code: | CSB111 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Ev Miroshnichenko | evgeniy.miroshnichenko@qut.edu.au |
Overview
Clinical health professionals work within the healthcare system in interprofessional teams to provide optimal care for people and communities. The nature and standards of professional practice are determined by government and professional organisations, and the scope of clinical practice for clinicians evolves in response to community needs. There is a community expectation that clinical health professionals will be effective communicators who engage in ethical practice that is continually improved through ongoing reflection. This unit introduces you to the fundamentals of the health care system and the skills necessary to practise as a health professional. The foundation knowledge and skills you learn in this unit will be further developed throughout your clinical programs of study.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge of the structure and function of the Australian health system, including the role and function of regulatory bodies in facilitating professional and ethical practice.
- Communicate and collaborate within interprofessional teams, applying knowledge of the roles and responsibilities of different health professionals towards patient outcomes and safety.
- Reflect on interprofessional experiences and source relevant information to support professional practice.
- Recognise the foundational concepts of health and healthcare, including socio-cultural and environmental factors that can influence health status.
- Describe the application of cultural safety principles in the healthcare process, considering Aboriginal and Torres Strait Islander perspectives.
Content
This unit utilises a case-based approach to explore the patient journey through the Australian health care system, covering the following domains:
- Australian health system and its challenges
- Structure and function of the Australian health care system
- Regulatory frameworks, including Australian Health Practitioner Regulation Agency (Ahpra)
- Patient care pathways: admission, discharge, and continuity of care
- Introduction to research process, evidence-based practice and reflective clinical practice
- The roles and responsibilities of health care professionals
- Collaborative practice and teamwork in health care
- Effective communication in health care settings
- Cross-cultural capabilities and culturally safety practices
- Professional conduct and ethical practice in health care
- Introduction to the Quality Use of Medicines and medical devices for patient health
- Introduction to self-care practices to support clinical practice
- Introduction to sustainability in healthcare
Learning Approaches
In this unit, you will learn by engaging in the following activities:
- Lectures: You will attend lectures where foundational knowledge will be introduced. These sessions will provide the theoretical background that you will build upon during workshops and other learning activities.
- Pre-Workshop Activities: Prior to each workshop, you will be required to complete preparatory activities in Canvas. These activities may include readings, videos, quizzes, or case-based questions, all designed to ensure you are ready to actively participate in the workshop discussions. Preparation is essential to maximise your learning and engage meaningfully with your peers and instructors during workshops.
- Workshops: You will participate in interactive workshops designed to facilitate collaborative learning and interprofessional engagement. These sessions will be facilitated by staff from various health disciplines, and you will be able to work with students from various health disciplines, helping you develop teamwork and communication skills crucial for real-world healthcare settings. In these workshops, you will apply concepts from lectures and online pre-workshop materials to group-based discussions and activities.
Throughout this unit, you will engage with content that introduces Aboriginal and Torres Strait Islander health perspectives, as well as other diverse and inclusive viewpoints. This will enhance your ability to deliver culturally safe care to patients from diverse backgrounds, an essential component of ethical and professional healthcare practice.
You will also be introduced to the concept of sustainability in healthcare, exploring how health professionals can contribute to environmentally responsible practices. This will prepare you to consider sustainability in your future clinical practice and decision-making.
You will receive dedicated support to enhance your learning throughout the unit. Library staff and the Student Success Group will deliver educational sessions and offer resources aimed at developing your study, research and reflection skills. You will also begin to develop industry-relevant digital fluency by engaging with a variety of digital tools and resources essential for clinical practice in Australia. You will be introduced to the ethical use of artificial intelligence (AI) in healthcare, digital databases, and clinical resources frequently used by health professionals. By working in interprofessional groups, you will also use digital collaboration and communication platforms to mirror the practices you are likely to encounter in the workplace.
Feedback on Learning and Assessment
In this unit, you will receive formative and summative feedback through a variety of approaches to support your learning and development.
- Assessment 1 feedback: you will receive summative feedback via Canvas upon release of assessment 1 grades.
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Workshops: you will receive formative feedback from academics and peers on your performance in workshop activities and your progress towards Assessment 1. This feedback will be provided in class, helping you to refine your understanding of key concepts and improve your collaborative and communication skills within interprofessional teams.
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Practice Exam: you will have the opportunity to undertake a practice exam via Canvas. This will allow you to assess your readiness for the final exam.
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Final Exam Preparation: you will receive formative feedback in preparation for the final exam. It will help you identify any remaining gaps in your knowledge and guide your revision.
You can use the feedback provided throughout this unit to improve your performance in subsequent assessments and future units. By reflecting on and applying the feedback, you will develop a deeper understanding of the standards expected of your work, enhance your interprofessional communication skills, and better prepare for clinical practice.
Assessment
Overview
The assessment items are situated across the semester to provide feedback on your active learning. You are required to electronically submit all written assignments for content matching checks.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Health Team Challenge
Working collaboratively as a healthcare provider in a multidisciplinary healthcare team focused on patient advocacy, you will prepare an investigative report for a patient safety committee. Your task is to map the patient's journey through the healthcare system, identify the key healthcare professionals involved, and assess the contributions of each team in delivering care. The report will highlight critical areas for improvement in service delivery and patient outcomes, focusing on patient safety and system efficiency.
In addition to the group report, you will be required to submit a healthcare system map and team contract, followed by an individual reflection after the group submission. These components are designed to engage you in collaborative practice and personal reflection on your experience working as part of an interprofessional team. Peer assessments will also form part of the overall evaluation of your contributions to the group effort.
Academic Concessions Statement: This assignment is eligible for the 48-hour late submission period and assignment extensions.
Generative AI Statement: The use of generative artificial intelligence (AI) tools is allowed for the purpose of understanding assessment tasks, receiving feedback on your writing, summarising information, and proofreading your work when cited appropriately. It is your responsibility to critically evaluate the information provided. Any generated content must be properly referenced, and prompts used for content generation should be included in your notes. Please refer to the Cite | Write guide for correct Vancouver referencing style.
Assessment: Theory Examination
This assessment will evaluate your knowledge and your ability to interpret information regarding the foundational concepts of health and healthcare. The exam will consist of Multiple-Choice Questions (MCQs) and short answer questions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There is no prescribed textbook for this unit. Reference materials and learning resources will be provided at the commencement of the unit.
Resource Materials
Other
To enable your full participation in the virtual learning environment, you will need access to a reliable computer with an internet connection, webcam, headset and microphone, as well as a learning environment where you are able to fully participate undisturbed when required.
Risk Assessment Statement
This unit may include health-related topics and case studies that some students may find confronting or distressing, particularly in areas related to patient care and clinical practice. Additionally, group discussions and collaborative activities may require you to engage in challenging conversations, which could take you outside of your comfort zone. To support you in navigating these situations, clear communication guidelines will be provided, and facilitators will be available to assist with any concerns related to group dynamics or sensitive topics.
Please be mindful of respectful communication in online forums such as Canvas, where posts, comments, and feedback are part of your learning experience. You are encouraged to engage constructively and adhere to professional communication standards, as outlined in the unit's code of conduct.
While the workshops and lectures in this unit are routine educational activities, it is still important to practice self-care during prolonged sedentary work. Ensure that you are ergonomically set up and take regular rest breaks to prevent strain or injury.
For further information on policies and procedures regarding health and safety, risk management, confidentiality, intellectual property, disclosure, and insurance, please refer to the QUT Faculty of Health.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
MRPBA Professional Capabilities 2020
Domain 2: Professional and ethical practitioner
Domain 3: Communicator and collaborator
Domain 4: Evidence-informed practitioner
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS43 Bachelor of Paramedic Science
- Apply scientific knowledge and skills from paramedicine and related disciplines that focus on the needs and holistic care of the individual.
Relates to: Health Team Challenge, Theory Examination - Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
Relates to: Health Team Challenge - Access, evaluate, and utilise digital health information that informs holistic paramedic care and assists in intra- and inter-professional communication and clinical decision-making.
Relates to: Health Team Challenge, Theory Examination - Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
Relates to: Health Team Challenge, Theory Examination - Practice and promote the qualities of ethical conduct, social inclusivity, reflexivity and reflection, and bearing responsibility for risk management and quality assurance across a range of community settings.
Relates to: Health Team Challenge, Theory Examination - Practice within a framework of human rights and cultural safety, acknowledging intersectionality, and the inalienable right to culture, values, and beliefs.
Relates to: Health Team Challenge, Theory Examination - Communicate appropriately and with sensitivity to all persons, their families, carers, interprofessional teams and community leaders, to professional standards, both independently and collaboratively, to ensure safe and coordinated care, based on consensual agreement.
Relates to: Health Team Challenge
CS44 Bachelor of Podiatry
- Apply discipline knowledge, cognitive and technical skills of podiatric medicine and biomedical sciences in diverse contexts.
Relates to: Theory Examination - Apply critical thinking and research skills to analyse, interpret and evaluate complex information to generate solutions for optimal patient outcomes.
Relates to: Health Team Challenge - Communicate and collaborate to transfer complex knowledge to patients and other health professionals.
Relates to: Health Team Challenge - Critically apply new knowledge as a reflective practitioner within ethical, culturally safe, legal and professional frameworks.
Relates to: Health Team Challenge, Theory Examination
CS47 Bachelor of Pharmacy (Honours)
- Understand and apply knowledge of health care systems and wider contexts, including legal, ethical, professional frameworks and economic systems and work in interprofessional teams.
Relates to: ULO1, ULO2, Health Team Challenge, Theory Examination - Recognise the presence and causes of health inequities and disparities and impacts of social determinants of health.
Relates to: ULO1, ULO4, Health Team Challenge, Theory Examination - Promote and advocate for cultural safety, respect and responsiveness, particularly in relation to Aboriginal and Torres Strait Islander peoples.
Relates to: ULO4, Health Team Challenge, Theory Examination - Communicate and collaborate with a socially and culturally diverse range of people on interpersonal and interprofessional levels.
Relates to: ULO3, Health Team Challenge - Demonstrate respectful, compassionate, responsive, empathic and culturally appropriate communication, with specific awareness and sensitivity to history, communication styles and community protocols of Aboriginal and Torres Strait Islander peoples.
Relates to: ULO3, ULO4, Health Team Challenge, Theory Examination - Collaborate and share decision-making in partnership with the interprofessional health care team to optimise patient outcomes, and with patients, clients and carers respecting roles, privacy and choices.
Relates to: ULO2, Health Team Challenge, Theory Examination - Deliver person-centred care, obtaining, assessing, formulating, monitoring, facilitating self-management/adjustment of health, medical and medication information and plans in collaboration with individuals, communities, health care teams for optimal outcomes.
Relates to: ULO2, Health Team Challenge, Theory Examination - Demonstrate skills as a role model, facilitator and/or mentor.
Relates to: ULO2, Health Team Challenge
CS49 Bachelor of Radiation Therapy
- Interpersonal and professional communication
Relates to: Health Team Challenge - Interdisciplinary collaboration
Relates to: Health Team Challenge, Theory Examination - Patient assessment and clinical management
Relates to: Health Team Challenge, Theory Examination - Teamwork and peer collaboration
Relates to: Health Team Challenge - Reflective, ethical practitioner
Relates to: Health Team Challenge - Legal and professional responsibilities
Relates to: Health Team Challenge - Cultural safety
Relates to: Health Team Challenge, Theory Examination
CS50 Bachelor of Radiation Therapy (Honours)
- Interpersonal, intrapersonal and professional communication
Relates to: Health Team Challenge - Interdisciplinary collaboration
Relates to: Health Team Challenge, Theory Examination - Patient assessment and clinical management
Relates to: Health Team Challenge, Theory Examination - Teamwork and peer collaboration
Relates to: Health Team Challenge - Reflective, ethical practitioner
Relates to: Health Team Challenge - Legal and professional responsibilities
Relates to: Health Team Challenge - Cultural safety
Relates to: Health Team Challenge, Theory Examination