CSB601 Introduction to Clinical Therapeutics for Health

Unit Outline: Semester 1 2025, Kelvin Grove, Internal

Overview

Health practitioners play a variety of roles in relation to drug therapy for improved health outcomes in patients. Depending on your scope of practice with patients you care for, you might prescribe, dispense, administer or review and evaluate the effects of medicines. In order to assume these roles and responsibilities consistent with clinical, professional, organisational and legislative requirements, knowledge of the pharmacology, clinical therapeutics and the principles of Quality Use of Medicines (QUM) aligned with Australia's National Medicines Policy must inform the health practitioner's medication decision-making. This unit serves as a foundation for further clinical practice, building upon and expanding your knowledge of body systems, physiology and disease processes.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Apply knowledge of basic drug actions (pharmacology), pharmacokinetic and pharmacodynamic concepts, and drug interactions in the context of patient care for improved health outcomes i.e. clinical therapeutics.
2. Source up-to-date pharmacotherapeutic and clinical knowledge from key evidence-based resources and apply to patient case studies.
3. Apply knowledge of safe, effective, appropriate and judicious use of medicines to promote QUM principles. This involves working both independently as an individual health practitioner and collaboratively within interprofessional healthcare teams.

Content

Learning Approaches

This unit is delivered through a flexible blended learning mode, with all teaching and learning activities available online. Weekly workshops are held both on campus and online, and recordings of each week's online workshop are accessible to all students. A variety of interactive activities, including formative online practice quizzes, will complement the online content and help you further develop your knowledge in clinical therapeutics, and the principles of Quality Use of Medicines (QUM). Additionally, you will enhance your skills in using evidence-based resources and various medicines information databases.

Feedback on Learning and Assessment

Assessment is spaced throughout semester to provide the opportunity for feedback on learning. A structured approach to assessment and marking will be applied to provide you with detailed feedback on your progress. Self and Peer assessment feedback is provided via an online anonymous survey, following group submission of the Assessment 2 case study.

Assessment

Overview

Assessment is designed to measure your achievement of the unit learning outcomes. There are two summative assessment items in this unit, each build upon the other throughout your learning journey in this unit.  All assessment items contribute to your final mark and grade. There are formative practice quizzes that test your basic knowledge of theory in short online quiz questions. Assessment 1 evaluates your ability to effectively collaborate in a group, demonstrate your knowledge of theory, apply research skills, and solve problems related to the given patient case study. Assessment 2 evaluates your knowledge and understanding of learning objectives across the entire unit in an on-campus, in-person invigilated Theory Exam composed of Multiple-Choice Questions and Short Answer Questions.

The unit may use online web-based text matching software that assists students to develop the academic skills required to correctly use and cite reference materials. This software will also check citations to identify and avoid potential instances of plagiarism.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Patient Assessment

You will research and identify any actual/potential medication issues and create an interprofessional plan to solve these issues using a selected framework that assesses the safe, effective, appropriate and judicious treatment within a comprehensive approach of the patient case to provide an action plan. This assists you to promote QUM in the context of patient care, both as an individual health practitioner, and also as part of an interprofessional healthcare team.

This is an assignment for the purposes of an extension.

Assessment: Examination

This invigilated on campus in person theory exam will assess your knowledge and understanding of safe, effective, appropriate and judicious use of medicines to promote QUM, basic pharmacokinetic and pharmacodynamic concepts, and drug actions and interactions, in the context of patient care for improved health outcomes. The questions are Multiple Choice Questions and Short Answer Question format.

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

Resource Materials

Prescribed text(s)

MIMS Online [Internet]. St Leonards (AU): MIMS Australia Pty Ltd; current edition.

Rossi S, editor. Australian Medicines Handbook [Internet]. Adelaide (AU): Australian Medicines Handbook Pty Ltd; current edition.

eTG complete [Internet]. Melbourne (AU): Therapeutic Guidelines Limited; current editions.

Recommended text(s)

Bryant B, Knights K. Pharmacology for Health Professionals. Elsevier Health Sciences; Current edition.

Neal, M.J. Medical Pharmacology at a Glance. West Sussex (UK): Wiley-Blackwell Publishing Ltd. current edition.

QUT Canvas Module: Health Interprofessional Practice and Education (HLTH_IPE) available at: https://canvas.qut.edu.au/courses/1561

Waller DG, Sampson T, Renwick AG, Hillier K. Medical Pharmacology and Therapeutics. Edinburgh (UK) Elsevier UK Ltd; current edition.

Other

AHPRA National Boards - Interprofessional Collaborative Practice Statement of Intent. Available at:https://www.ahpra.gov.au/About-Ahpra/Who-We-Are/Ahpra-Board/Accreditation-Committee/Publications.aspx

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

It is recommended that you take regular rest breaks when engaging in prolonged computer-based work, and ensure that your workstation is set up for optimal comfort to prevent strain or injury.

If distressed by issues explored in this unit, you should approach staff or consult the University counselling service.
There are no other out of the ordinary risks associated with this unit. In the event of a fire alarm sounding, or on a lecturer's instruction, you should leave the room and assemble in the designated area which will be indicated to you. You should be conscious of your health and safety at all times whilst on campus. More information on health and safety can be obtained from https://qutvirtual4.qut.edu.au/group/student/health-and-wellbeing/health-safety-and-environment

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Entry-Level Competency Standards for Optometry 2014

1: Professional Responsibilities

1. 
   Relates to: Patient Assessment
2. 
   Relates to: Patient Assessment

4: Diagnosis and Management

1. 
   Relates to: Patient Assessment, Examination
2. 
   Relates to: Patient Assessment
3. 
   Relates to: Patient Assessment, Examination

Registered Nurse Standards for Practice

1: Thinks critically and analyses nursing practice.

1. The RN accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice
   Relates to: Patient Assessment, Examination
2. The RN complies with legislation, regulations, policies, guidelines and other standards or requirements relevant to the context of practice when making decisions
   Relates to: Patient Assessment, Examination

3: Maintains the capability for practice.

1. The RN considers and responds in a timely manner to the health and wellbeing of self and others in relation to the capability for practice
   Relates to: Patient Assessment
2. The RN uses a lifelong learning approach for continuing professional development of self and others
   Relates to: Patient Assessment

4: Comprehensively conducts assessments.

1. The RN conducts assessments that are holistic as well as culturally appropriate
   Relates to: Examination

5: Develops a plan for nursing practice.

1. The RN uses assessment data and best available evidence to develop a plan
   Relates to: Examination

6: Provides safe, appropriate and responsive quality nursing practice.

1. The RN uses the appropriate processes to identify and report potential and actual risk related system issues and where practice may be below the expected standards.
   Relates to: Examination

Course Learning Outcomes

CS43 Bachelor of Paramedic Science

1. Apply scientific knowledge and skills from paramedicine and related disciplines that focus on the needs and holistic care of the individual.
   Relates to: Patient Assessment, Examination
2. Perform reflective and safe evidence-based paramedic practice, that informs clinical decision-making across diverse paramedic care settings.
   Relates to: Patient Assessment, Examination
3. 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: Patient Assessment, Examination
4. Develop and apply critical thinking and clinical reasoning and evaluation skills, that promote and achieve person-centred care.
   Relates to: Patient Assessment, Examination
5. 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: Patient Assessment

CS47 Bachelor of Pharmacy (Honours)

1. Understand and apply knowledge of the health care consumer: person-centred care promoting wellness, person and societal good, prevention of poor health outcomes and harm, treating disease.
   Relates to: ULO1, ULO2, ULO3, Patient Assessment, Examination
2. Demonstrate expertise in knowledge of medicines, including knowledge of the drug substance and drug action: sources, properties and actions of medicinal substances.
   Relates to: ULO1, Examination
3. 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: ULO3, Patient Assessment, Examination
4. Promote and advocate for cultural safety, respect and responsiveness, particularly in relation to Aboriginal and Torres Strait Islander peoples.
   Relates to: ULO3, Patient Assessment
5. Demonstrate quality use of medicines including actions and recommendations for safe, rational and cost-effective use and management, prescribing, and medication reviews.
   Relates to: ULO2, ULO3, Patient Assessment, Examination
6. Demonstrate skills as a role model, facilitator and/or mentor.
   Relates to: ULO3
7. Demonstrate knowledge and skills in research and inquiry through questioning and critique, appreciating the complexity and ambiguity of professional practice, using research processes and synthesis to disseminate and apply outcomes in practice.
   Relates to: Patient Assessment

NS42 Bachelor of Nursing

1. Apply scientific knowledge and skills from nursing and related disciplines to the provision of safe, person-centred, evidence-based nursing care across the lifespan
   Relates to: Patient Assessment, Examination
2. Apply critical thinking, clinical reasoning, and digital literacy skills to make evidence- based decisions and evaluate outcomes
   Relates to: Patient Assessment, Examination
3. Enact and sustain effective communication skills, therapeutic relationships, and professional capabilities to practice independently and in inter and intra professional teams, to ensure safe, person-centred care
   Relates to: Patient Assessment

NS89 Master of Nursing - Entry to Practice

1. Analyse and apply scientific knowledge and skills in context of nursing and related disciplines to the provision of holistic, person-centred, evidence-based nursing across the life span
   Relates to: Patient Assessment, Examination
2. Evaluate practice outcomes drawing upon critical thinking and clinical reasoning skills to examine person-centred nursing care and make evidence-based decisions
   Relates to: Patient Assessment, Examination
3. Enact and sustain effective communication skills, therapeutic relationships and professional capabilities to practice independently and in inter and intraprofessional teams, to ensure safe person-centred care
   Relates to: Patient Assessment

OP45 Bachelor of Vision Science

1. Apply scientific knowledge and core skills of vision science and optometry.
   Relates to: ULO1, ULO2, Examination
2. Reflect and apply critical thinking, problem solving and analysis to generate optometric and vision science solutions in clinical and scientific settings.
   Relates to: ULO2, Patient Assessment
3. Conduct effective ethical, culturally safe, and evidence-based clinical and technical ocular assessments that include data collection and experimental protocols.
   Relates to: ULO3