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HLTH SC 1006 - Clinical Skills and Simulation

North Terrace Campus - Semester 1 - 2024

Using the state of the art facilities of the Adelaide Health Simulation Centre, the course will introduce students to healthcare delivery in Australia. They will develop clinical skills used by health professionals through simulation, a best practice approach to health care related learning and other modes of teaching. Students will develop and foster knowledge and skills in basic life support, measurement of vital signs and communicating with patients whilst gaining an understanding of how the health care system in Australia works, appreciating the roles of different members of healthcare teams and exploring challenges facing the Australian health care system.

  • General Course Information
    Course Details
    Course Code HLTH SC 1006
    Course Clinical Skills and Simulation
    Coordinating Unit Health and Medical Sciences Faculty Office
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange N
    Restrictions Only available to students enrolled in BHlthMedSc (Advanced)
    Assessment Reflective Essay submitted electronically in Canvas; Small group presentation with self-assessment and confidential feedback on one another?s contributions to assessment; Observed Structured Clinical Examination; Participation and contribution in class
    Course Staff

    Course Coordinator: Ms Kerrie Stockley

     
    Course Timetable

    The full timetable of all activities for this course can be accessed from .

  • Learning Outcomes
    Course Learning Outcomes
    1. Display knowledge of Healthcare systems
    2. Describe three current healthcare challenges facing society
    3. Take a patient clinical history
    4. Perform a basic clinical exam in a simulated environment
    5. Describe physical and mental challenges associated with chronic diseases
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1,2,5

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    2,5

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    1,3

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    1,2,3,4,5

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    2,5

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    1,2,5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    2,5

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    3,5
  • Learning Resources
    Required Resources
    No required resources.
    Recommended Resources
    You are not required to purchase any resources for this course.
    Required and recommended resources will be made available electronically.
    Online Learning

    MyUni and specialist Bline simulation software is used in this course. Announcements, weekly updates and student discussion boards will be via MyUni.

    Lectures will also be recorded and made available in MyUni and will be sequentially released, in line with teaching and learning activities each week.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course is divided into four, 3 week modules:
    1. Introduction to health care
    2. Aboriginal Health 
    3. Aged Care and it’s challenges
    4. Consolidation and revision

    The cohort is divided into three streams:
    A. Clinical Skills and Simulation (CLN)
    B. Small Group Work and Presentation (SGD)
    C. Lecture and Laboratory Work (LAB)

    One week of each module will be spent in each stream. A detailed presenation of the learning modes will be provided by the course coordinator in the first lecture.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is a 3-unit course, with an expected workload of ~12 h/week. This includes 68 h of face-to-face teaching contact across the semester (lectures, simulation-based tutorials, patient contact tutorials, and clinical tutorials) and 8 hours on-line learning exercises, preparation for assessment tasks, preparation for tutorials and weekly reading.
    Learning Activities Summary
    A detailed timetable, including module structure and content, will be provided on MyUni.
    Specific Course Requirements
    Some simulation and patient contact hours may require out of hours time.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S)
    Reflective Journal Summative 30% 1,2,3,5
    Small group discovery presentation Summative 30% 1,2,3,5
    End of Semester Observed Structured Clinical Examination Summative 30% 3, 4
    Participation and Contribution Summative 10% 1-5


    Assessment Related Requirements
    N/A
    Assessment Detail
    Reflective Journal: Throughout the course students will be require to submit a reflective journal on learning activities relating to LAB (Lectures and Tutorials). These will be submitted electronically in Canvas.

    Small Group Presentation: during weeks 10-12 each small group will deliver their 30-minute presentation. The group will provide self assessment and confidential feedback on one another’s contributions to this assessment task.

    Observed Structured Clinical Examination: this will take the form of a 6 station clinical exam.

    Participation and contribution: attendance and participation at CLN and LAB lectures and tutorials.
    Submission
    Submission details will be provided on MyUni.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through .

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    This was a new course in 2017. We hope that modifications made as a result of student feedback has enhanced the course for 2021 and look forward to receiving further feedback which will help us to continue to build a course which meets the needs of those aspiring to be Australia's future health professionals.


    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

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