CSB544 Transition to the Clinical Profession
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: | CSB544 |
|---|---|
| Prerequisite(s): | CSH534 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $1,192 |
| Domestic tuition unit fee | $4,704 |
| International unit fee | $5,784 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | CSB544 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | CSH534 |
| Coordinator: | Katie Green | k27.green@qut.edu.au |
Overview
In this final year unit, you will extend your understanding of the legal, regulatory, ethical, and professional requirements, responsibilities, and guidelines for practice in the public and private health sectors. As pre-professionals you will combine professional reasoning, administrative and organizational skills to ensure the protection and enhancement of patient and workplace safety in the delivery of high-quality, person-centred, culturally responsive and sustainable health care services. Essential knowledge is applied to real world scenarios to prepare you for the transition to the responsibilities of professional practice. This unit facilitates your development as a professional and ethical leader, skilled in making effective professional decisions that consider legal and professional responsibilities as well as the context of the patient and workplace.
Learning Outcomes
On successful completion of this unit you will be able to:
- Make autonomous judgements regarding complex problems likely to be encountered in professional practice, integrating knowledge of principles of practice management, the health care system, including National Safety and Quality Standards, digital health systems and ethical, professional and legal frameworks.
- Analyse, generate and communicate solutions to complex problems with reference to professional, legal and regulatory frameworks, demonstrating cultural responsiveness and person-centredness and consideration of health determinants and sustainability.
- Interrogate and resolve a range of ethical dilemmas using critical thinking, reflection and ethical decision-making skills; and
- Critically reflect on personal strengths and limitations to identify learning needs and develop evidence-informed plans for lifelong learning
Content
This unit encourages you to integrate the knowledge and skills obtained across the course with new information to prepare you for entry into the profession, working within healthcare enterprises. Key areas covered in this unit include:
- Professional standards, regulations and requirements (including registration and National Quality and Safety Standards) relevant to individual health care providers and health service organizations.
- Ethics and ethical reasoning.
- The Australian health care context (including healthcare rights, determinants of health, barriers preventing equitable access to health care, health care sustainability, funding systems, health care innovations and access and use of digital health supports.)
- Clinical Governance and principles of practice management (including information management, human resources, risk management and professional responsibility and compliance).
These areas relate to AHPRA's professional capabilities for podiatrists. Podiatrists are registered with AHPRA who recognise these capabilities as the minimum threshold knowledge, skills and attributes needed to safely and competently practise the profession.
Learning Approaches
In this unit you will learn by engaging with online content via the unit canvas site and through tutorial discussions. Online lectures will provide you with knowledge and understanding of ethics, health care rights, accountability, clinical governance and systems of practice, contemporary issues and innovation in the Australian Health Care context.
In tutorials you will explore and critique real world scenarios in interactive online class discussions to facilitate the development of information literacy and complex problem-solving skills. Case study examples will be provided online to illustrate the effective application of these skills in private and public practice settings. You will reflect on practice and consolidate skills to prepare for your transition to professional practice.
Feedback on Learning and Assessment
Formative and summative assessment will be spaced throughout the semester to provide the opportunity for feedback on your learning to that point. Formative feedback regarding responses to practice theory questions and case scenarios provided progressively throughout the semester, will aid in your preparation for the oral presentation and end of semester exam.
Assessment
Overview
This unit has three assessment items that will allow you to demonstrate achievement of the unit learning outcomes. The first item of assessment is a continuing professional development plan that will be submitted mid-semester. The second assessment item is an digitally generated oral presentation towards the end of semester. Feedback regarding this assessment will help you prepare for you final assessment item, a theory exam held during the central examination period.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Continuing professional development plan
As a health professional, you will critically reflect on your own strengths and limitations to identify learning needs to prepare an action plan for ongoing professional development to meet the Podiatry Board of Australia's registration standard for maintaining currency of professional practice following graduation.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details page for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation (Oral)
Utilising digital technologies you will create video presentation of a critical reflection and justification for a solution to a complex issue relating to principles of professional ethics and practice management. You will employ your information literacy skills to source, analyse and apply relevant legislation, standards and evidence to guide and justify your ethical decision making. Class discussions and interactive online materials provided early in the semester surrounding professional and case scenarios will help prepare you to complete this assessment task.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details page for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Examination (Theory)
You will be required to use your knowledge and skills acquired in this unit to respond to short answer questions and evaluate and generate solutions to professional scenarios in a theory exam.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
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
Learning resources will be outlined and provided throughout the semester via the unit Canvas site. Students are encouraged to curate and critically apply open educational resources from relevant and appropriate online sources.
Resource Materials
Recommended text(s)
Higgs, J., Jones, M. A., & Loftus, S. (2019). Clinical Reasoning in the Health Professions (4th edition). Elsevier Health Sciences UK.
Kerridge, I. H., Lowe, M., and Stewart, C. (2013). Ethics and law for the health professions. (4th Edition). The Federation Press. (ISBN 9781862879096)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with this unit.
Substantial computer-based work will be required and you will need to take care that you are working in a safe and ergonomically-sound environment (that is, avoidance of eyestrain, headaches, and physical stress on neck, back, arms and hands). Please consider your seating (heights, angles and distances) and the lighting in your work area (to avoid glare). The physical placement and organisation of peripheral devices, cables and extension cords should be managed to reduce danger to persons or property. Do not use unsafe electrical cords.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.CS44 Bachelor of Podiatry
- Implement safe and effective assessment and management of patients, using highly developed clinical and technical skills, exercising reflexive, ethical, sustainable and culturally responsive practice, within regulatory and legal frameworks.
Relates to: Presentation (Oral), Examination (Theory) - Practice effective multimodal communication and collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice.
Relates to: Presentation (Oral) - Uphold, promote and advocate for the culture and practice of safety, quality assurance and risk management in diverse health care environments and populations, while recognizing personal accountability and responsibility for sustainable and culturally safe systems, and embracing diverse perspectives and innovative health care solutions.
Relates to: Presentation (Oral), Examination (Theory) - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, engaging in evidence-based practice, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Continuing professional development plan
CS46 Bachelor of Podiatry (Honours)
- Implement safe and effective assessment and management of patients, using highly developed clinical and technical skills, exercising reflexive, ethical, sustainable and culturally responsive practice, within regulatory and legal frameworks.
Relates to: Presentation (Oral), Examination (Theory) - Practice scholarly multimodal communication and effective collaboration, establishing inclusive partnerships with patients, health professionals and relevant stakeholders, leveraging digital capabilities and interprofessional referral pathways to positively impact individual and community health outcomes, applying the full scope of podiatric practice, including dissemination of research findings.
Relates to: Presentation (Oral) - Uphold, promote and advocate for the culture and practice of safety, quality assurance and risk management in diverse health care environments and populations, while recognizing personal accountability and responsibility for sustainable and culturally safe systems, embracing diverse perspectives and demonstrating emergent leadership of innovative health care solutions through research.
Relates to: Presentation (Oral), Examination (Theory) - Leads self and others in reflective practice and lifelong learning, recognizing and addressing own biases, seeking and responding to feedback, contributing to evidence-based solutions, fostering a culture of peer support and mentoring, alongside a curious, agile, resilient and entrepreneurial mindset.
Relates to: Continuing professional development plan