This subject will provide students with the opportunity to expand their knowledge of medications used in psychiatry and to examine the role of the psychiatric nurse in psychopharmacological treatments. The subject allows students to develop clinical skills in relevant assessments and interventions for clients receiving psychiatric medication.

This subject provides theoretical foundations for best practice in community-based mental health nursing. The focus of the subject is on role and function of the psychiatric nurse in the delivery of recovery focused care and treatment in a range of community settings. The subject emphasises the development of knowledge and skills required to organise and implement care of the seriously mentally ill across the lifespan, and introduces students to a variety of community resources and services necessary for the provision of immediate crisis, short term and ongoing care of the seriously mentally ill. A focus on recovery oriented care planning, relapse prevention, case management, and psychosocial rehabilitation underpins the core content of the subject. Students will critically examine concepts and principles of psychosocial rehabilitation and various models of community-based mental health care, including partnerships with primary health. The subject emphasises recovery focused approaches to mental health care, where the consumer is at the centre of all aspects of treatment planning and implementation.

This subject aims to extend participants foundational knowledge to support the development of clinical skills and expertise related to consumer participation in treatment and consumer involvement in mental health service delivery and review. The subject focuses on current State and Commonwealth directives supporting consumer participation in treatment and in service reform activities; consumer rights, and explores models of care that can enhance the consumer's involvement in treatment. The subject would be relevant for healthcare practitioners from nursing and allied health disciplines interested in consumer perspectives and participation in health and health services.

The focus of this subject is to utilise an ecological approach to understand the importance of family relationships when assessing, planning, and implementing the health care needs of children. The effects of social disadvantage on the child and family will be explored with special emphasis on families of children with special needs.

Students must complete all 4 days (outlined below) in order to complete the subject :

Days 1 & 2: Palliative Care: The Essentials
Days 3 & 4:Therapeutic Communication Skills for Palliative Care

Topics covered include:

• Principles, policy and standards of palliative care as they apply to practice
• Introduction to practice issues including patient assessment process
• Principles and practice of therapeutic communication skills
• Working effectively in multidisciplinary teams
• Responding to complex psychosocial issues including depression, anxiety, anger, prognosi
• Evidence Based Palliative Care (compulsory for all students to complete once)

Evidence Based Palliative Care (compulsory for all students)

• Pain Assessment & Management in Palliative Care
• Symptom Assessment & Management in Adult Palliative Care
• Palliative Care in Non-Malignant Contexts
• Family Centred Palliative Care and Cultural Issues

The subject will enable health professionals to develop and consolidate skills when caring for children with life limiting conditions. The course will explore palliative approaches to care, the diversity of diagnostic groups, symptom management, psychosocial and ethical issues for palliative children and their families.
Throughout the course work, students will have the opportunity to participate in a variety of teaching methods including; workshops, seminars, tutorials and role playing with much emphasis placed on adult /group learning and sharing.

This subject will consist of 5 teaching modules;

1. Evidence Based Palliative Care
   Incorporating: Basics of quantitative and qualitative research, ethical issues, evaluation, quality activities, implementing research into practice and dissemination strategies (eg. presentations, publications etc).
2. Illnesses Encountered in Paediatric Palliative Care
   Incorporating: General principles of paediatric palliative care. Malignant conditions, neurodegenerative conditions, chromosomal disorders and congenital anomalies
3. Symptom Management in Paediatric Palliative Care
   Incorporating: assessment and management of children of varying ages with a range of diagnoses (including children with disabilities).
4. Psychosocial and Spiritual Aspects
   Incorporating: supporting children with life-limiting conditions, their siblings and parents and self-care for health professionals. Including bereavement care.
5. Ethics

This subject focuses on knowledge and clinical skill development for an expanded scope of practice in an area of specialty practice.

The core content of this subject will include defining scope of practice and advanced practice nursing roles.

An exploration of advanced practice, expansion of speciality practice, and the role of the nurse practitioner including the regulatory, professional, ethical and practical influences on scope of practice will be explored. In this context, students will consider the implications of mentorship, clinical supervision and clinical governance models before embarking on a project that expands their own scope of practice.

The core content will prepare students to undertake a project that will allow them to apply relevant theory related to advanced practice nursing to their own specialty context. The project will expand their current nursing knowledge and skills to an advanced practice level.

The focus of the project will be on developing the capacity to apply evidence to nursing assessment and management strategies, developing sophisticated assessment, problem-solving, planning and technical skills for client groups that are specific to their designated specialty. For those students undertaking the NP pathway, the contract will include the development of advanced diagnostic reasoning skills, including the use of relevant diagnostic tools. Project development, implementation and evaluation strategies for the treatment plans that address specific extensions to practice will be incorporated in the project. The assessment, investigation and treatment plans should be client focused (eg. culturally sensitive, socioeconomically relevant, sustainable and negotiated with the client and other members of the health care team.

With collegial support from a multidisciplinary team and the subject coordinator, students will develop a learning contract to articulate their project. The ANMC Competency Standards for Nurse Practitioners and where relevant competency standards for advanced practitioners issued by specialty professional groups will be used to guide the project aim, contract development and completion. Students will demonstrate achievement of knowledge and skills described in the contract through compilation of a practice portfolio.

This subject will assists students to develop the capacity to identify their own clinical learning and development needs and access a range of resources to enable them to meet their objectives.

This subject is designed to support students to meet the ANMC Competency Standards for Nurse Practitioners (2006).

This subject is a mandatory component of the Nurse Practitioner pathway of the Master of Advanced Nursing Practice.

This subject will examine a range of theoretical and clinical approaches to bereavement intervention. Drawing on contemporary theory and evidence-based practice the subject will consider the bereavement needs of special populations and will explore a range of individual, group and family techniques and intervention strategies. Topics to be covered include:

Historical and Theoretical Perspectives on bereavement

• Historical developments in grief theory and practice
• Recent developments in grief theory and practice
• Attachment theory

Developmental Perspectives

• Child bereavement
• Adolescent bereavement
• Older adult bereavement

Clinical Interventions

• Complicated grief and managing intense emotions
• Grief and loss in the family system
• Bereavement risk assessment and referral
• Rituals, symbols and creative expressions of grief

Self care and ethical issues in bereavement care

• Ethics and bereavement interventions
• Self care strategies for the practitioner

This subject will explore the psychological, psychiatric, social, cultural, spiritual and existential experiences of patients and families dealing with life-threatening illness, drawing on the most recent scientific literature and illustrating the management of these issues through case material and demonstration. Topics to be covered include:

• Identification and Assessment of Psychological and Psychiatric Disorder
• Management of Psychiatric and Psychological Disorder
• Special Needs and High-Risk populations
• Supporting health care professionals to care for palliative care patients and families who are experiencing psychosocial distress

This subject is designed to provide the theoretical foundation for entry into specialist mental health nursing practice. Students will explore the legal, policy and ethical frameworks, within which mental health care is provided. Students will extend their understanding of bio-psycho-social factors, related to mental health and illness and to the nosology within diagnostic structures of psychiatry.

This subject is designed to promote an understanding of the theoretical aspects of neonatal care to support safe practice in caring for neonatal patients. Students will explore the impact of hospitalisation on neonates and their families. Assessment of the neonatal patient presenting with common neonatal conditions associated with preterm birth, and care of the sick neonate in the neonatal intensive care unit will be a key focus. In particular this subject will explore neonatal transition, stabilisation of the compromised newborn, respiratory diseases, congenital anomalies, peripartum hypoxia and common conditions presenting in the neonatal period. Student will focus on accurate assessment of the newborn and initiating infant interventions and family centred care at a beginning level of practice. Evidence underpinning neonatal practice as well as the technical and scientific knowledge that is a pre-requisite for skill development will be explored throughout the subject.

This subject is designed to provide the theoretical foundation for entry into specialty emergency nursing practice. Students will extend their understanding of general to systemic pathology of organ systems. This will be applied to the assessment and management of high prevalence conditions. Patient and family perspectives of illness will be considered in the development and implementation of multi-disciplinary care planning. Students will gain essential knowledge to plan manage and monitor emergency care interventions. They will apply scientific principles and research evidence underpinning the use of the primary and secondary survey and identify patients at risk of life threatening complications. Students will become familiar with immediate interventions required to establish and maintain patient stability, including, but not limited to advanced life support techniques.

This subject is designed to promote an understanding of the theoretical aspects of Paediatric nursing to support safe practice in caring for paediatric patients. Students will explore the impact of hospitalisation on children, and understand assessment of the paediatric patient and common paediatric conditions responsible for presentation to hospital. In particular this subject will focus on nutritional requirements, fluid and electrolyte maintenance of the child, paediatric respiratory illness, neonatal care and principles of growth and development, which underpin accurate assessment of the newborn, infant and preschooler. Interventions initiated by nurses at a beginning level of practice will be described in terms of the research
evidence underpinning practice as well as the technical and scientific knowledge that is a pre-requisite for skill development.

This subject is designed to promote an understanding of the theoretical aspects of specialty nursing to support safe practice in caring for infants and children who are acutely or critically ill. They will learn the scientific principles and research evidence underpinning practice as well as the technical skills necessary to complete an admission assessment, understand admission findings, and identify infants and children at risk of life threatening complications. The underpinning biological basis and evidence based principles behind treatment and symptom management (including pharmacology) of diseases/illnesses commonly treated in each critical care practice setting will be described.

This subject is designed to consolidate and extend on the understanding of theoretical aspects of specialty nursing in the paediatric intensive care setting. It builds on the knowledge and skills learnt in Paediatric Intensive Care 1 and expands the student's knowledge with regard to the range of patients, the complexity of disease processes, treatments (including pharmacology), symptom management, and subsequent nursing assessments, interventions and supporting technical skills relevant to individual intensive care practice settings. There is a continued emphasis on scientific principles and research evidence underpinning specialty nursing practice and further developing of skills in problem-solving, critical thinking, rational inquiry and
self-directed learning to solve patient management problems encountered in specific intensive care environments.

This subject is designed to consolidate and extend the understanding of theoretical aspects of paediatric nursing. It builds on the knowledge and skills learnt in Paediatric Nursing 1 and expands the students’ knowledge with regard to the range of patients encountered in paediatric practice settings.

Students will build on assessment skills and theoretical knowledge to include assessment and management of the paediatric surgical patient and the assessment and management of specific physical and psychological illness states. Growth and development principles will build on first semester with the focus on middle childhood and adolescence. There is a continued emphasis on scientific principles and research evidence underpinning practice and further developing of skills in problem-solving, critical thinking, rational inquiry and self-directed learning to solve patient management problems in specialty practice.

This subject is designed to provide the theoretical foundation for entry into specialty emergency nursing practice. Students will extend their understanding of general to systemic pathology of organ systems. This knowledge will be applied to the assessment and management of acute and complex illness and multiple traumas. Patient and family perspectives of illness will be considered in the development and implementation of multi-disciplinary care planning. Students will gain essential knowledge to plan, manage and monitor emergency care interventions. They will apply scientific principles and research evidence underpinning the management of acute and complex illness and multiple traumas.

This subject is designed to promote an understanding of the theoretical aspects of Paediatric nursing to support safe practice in caring for paediatric patients. Students will explore the impact of hospitalisation on children, and understand assessment of the paediatric patient and common paediatric conditions responsible for presentation to hospital. In particular this subject will focus on nutritional requirements, fluid and electrolyte maintenance of the child, paediatric respiratory illness, neonatal care and principles of growth and development, which underpin accurate assessment of the newborn, infant and preschooler. Interventions initiated by nurses at a beginning level of practice will be described in terms of the research
evidence underpinning practice as well as the technical and scientific knowledge that is a pre-requisite for skill development.

This subject is designed to consolidate and extend the understanding of theoretical aspects of care of the neonate in the neonatal intensive care unit. It builds on the knowledge and skills learnt in Neonatal Intensive Care 1 and expands the students’ knowledge with regard to the range of patients encountered in neonatal practice settings. Students will build on assessment skills and theoretical knowledge to include assessment and management of the neonatal surgical patient and the assessment and management of specific physical illness states. There is a continued emphasis on scientific principles and research evidence underpinning practice and further developing of skills in problem-solving, critical thinking, rational inquiry and self-directed learning to solve patient management problems in specialty practice.

This subject focuses on the role of the primary care nurse in providing patient centred care to individuals with diabetes, asthma, chronic obstructive airways disease, hypertension and heart failure. The course content includes the pathophysiology of these common conditions and the common pharmacological agents used in treatment. The Primary Care system in Australia is explained and the systems and evidence based management principles explored with a focus on working within a multidisciplinary framework.

In this subject, students will apply the theoretical knowledge from Applied Pathophysiology and Nursing Specialty 1 to support comprehensive patient assessment, monitoring and care planning in nursing practice. Students will learn to incorporate knowledge and evidence of psychosocial factors influencing patient outcomes to inform their clinical decision making in practice.

This subject will provide students with an opportunity to:

1. enhance their understanding of ethical theories, principles, and frameworks;
2. become familiar with the role and process of moral deliberation strategies;
3. deepen their understanding of the common ethical issues relevant to daily clinical practice with a focus on issues relevant to providing care to those at the end of life; and
4. allow opportunities for students to apply ethical reasoning using case based discussions to help identify, analyse and resolve ethical issues encountered in clinical practice.

The majority of the subject content will be delivered face to face to facilitate discussion in real time. There will be practical case-based discussions of commonly encountered and important ethical dilemmas that arise in caring for those people with advanced progressive illness. A key goal of this subject is to provide students with opportunities to contribute to discussion, deliberation and analysis of the ethical dimensions of this area of clinical practice drawing on their own experience and from more formal models of ethical analysis. The subject will also include some online components, including online discussions and analysis of case examples.

This subject is designed to provide the theoretical knowledge for specialty practice in intensive care. Students will extend their knowledge from Applied Pathophysiology and Foundations in Critical Care Nursing to understand acute and complex illnesses and disease in patients who are critically ill requiring high-technology care management. As well as students gaining essential knowledge to assess, plan, manage and evaluate interventions, students will also gain a deeper understanding and appreciation of patient and family perspectives of illness and disease.

This subject is designed to extend students’ knowledge from the subject Intensive Care Nursing 1 for speciality practice. In this subject, students will continue to understand acute and complex illnesses and disease in patients who are critically ill requiring high-technology care management. As well as students gaining essential knowledge to assess, plan, manage and evaluate interventions, students will also continue to gain a deeper understanding and appreciation of patient and family perspectives of illness and disease.

In this subject students will apply their learned knowledge and the theoretical and scientific principles from NURS90076 Applied Pathophysiology and the concurrent subject, NURS90121 Foundations in Cancer Nursing.

Students will demonstrate their knowledge, understanding and clinical competency by delivering evidence-based practices through core clinical skills at the level of an advanced beginner specialist cancer nurse.

Demographic ageing is creating a shift in how to think and define homes, cities and public spaces. This subject explores feasible and sustainable approaches to keep the older segment of the population physically and socially active. Innovative changes in design can lead to significant advancements in service delivery, transportation models and homes that allow people to age in place. In addition, design principles for dementia and palliative care are a few of the many concepts that help minimise stress on people as they age and their families. Students will explore these topics and develop their own ideas about the way design can optimise the ageing process for comfort, security and overall well-being.

This subject addresses the impact of significant milestones across the lifecycle on women’s well-being and sense of self. It includes issues from adolescence, the childbearing years and parenting, the middle years, menopause and after. It aims to engender knowledge of the issues that impact on women’s health including depression and other mood disorders, body image, sexuality, abuse, work and family and aspects of loss and grief.

Students will explore the theory and practice of health promotion and illness prevention in a primary care context. They will discuss the social model of health and recognise that a range of social, cultural and economic factors influence people’s health and well-being. The impact of weight, diet, and exercise on health as well as smoking and other risk behaviours will be explored. In addition, students will develop strategies that promote health through empowerment of the individual and communities. The theoretical and practical knowledge gained in this subject will prepare students to undertake health assessments.

This subject explores the ways in which child welfare systems internationally have developed in response to child care and protection needs. It will consider the controversies surrounding the protection of children, and the developing knowledge base that informs responses to child maltreatment. It will explore the knowledge base underpinning child protection responses, and will explore some of the innovative frameworks, approaches and key ideas that have emerged over time. It explores some of the universal values and beliefs that underpin and drive child protection systems, particularly within Western jurisdictions, and will consider the implications of this for the development of child protection typologies that have broader international relevance.

This subject explores the theoretical frameworks and available evidence in the field of suicide prevention, regarding the identification and assessment of suicide-related thoughts and behaviours. The subject will dually focus on theoretical knowledge and skills-based acquisition, with a focus on assessment and interventional strategies that are brief and evidence-informed. The language of suicide and definitional issues that exist within the field of suicidology will be explored, as will the ethical aspects of working clinically and undertaking research with suicidal clients. The impact and contribution of psychosocial issues to suicidal crises will be considered, as will the importance of professionals understanding the meaning of self-harming and suicidal behaviours, from the perspective of those engaging in the behaviours. This subject will primarily focus on the integration of theory and practice in assessing and responding to suicidality in the context of the Australian service system.

This subject offers an overview of major health informatics research areas and methods that contribute to quality improvement, scientific research, and technological innovation in healthcare and biomedicine. The subject sets out the scientific foundations of digital health, and disciplined approaches to understanding the implications of digital health for health system performance.

The subject is arranged in blocks of study that examine methods for: (a) Undertaking digital health research and innovation projects, including: justifying a project in pragmatic and conceptual terms; drawing on existing practice and knowledge; specifying and staging work packages; meeting needs for partnerships and resources; assuring socially and ethically responsible conduct; reporting on progress rigorously and communicating for impact; (b) Managing exponential growth in health and biomedical knowledge, including: increasing openness in research data life cycle management; automating processes of generating, synthesising, and translating evidence; assuring the quality of electronic decision support systems for clinicians and patients; producing sophisticated forecasts and scenarios of the future of health; (c) Analysing structured and unstructured health data, including: wrangling phenome, exposome and other omics data; scaling up clinical, translational and population health research on platforms; approaching artificial intelligence in medicine through data analytics techniques and machine learning; (d) Modelling and simulating the dynamics of health conditions and health services, including: building personalised and population-level models of health and disease; mapping patient journeys, clinical workflows, and health supply chains; creating immersive environments for healthcare system learning and research.

Healthcare is information intensive. Health data are generated, shared, consumed, and stored in a variety of partially overlapping complex networks. Healthcare lags behind many other sectors, despite efforts to use digital technologies to shape and improve health data and information processes since the middle of the 20th Century. The need for digital transformation of health is driven by socio-economic concerns (making healthcare more accessible and affordable) and patient safety (reducing medical errors, and redundant and ineffective interventions).

This subject introduces the background, current state, and future opportunities of digital health. It provides a basic understanding of health and disease and how individuals experience both. It explores the nature of biomedical data, information, and knowledge - and how digital technologies are shaping the way these are used. Digital health technologies are examined from ethical, historical, technological, and psycho-social perspectives, considering positive and negative impacts.

This subject will provide the student with the key skills and knowledge required to evaluate the nature and extent of disaster events from a clinical and healthcare management perspective. Students will learn to apply existing models of preparedness, and plan the various levels of response (community, health service, national and global), as well as consider resource utilisation, resilience and recovery.

Students will engage with authentic cases and simulations to develop management strategies for a range of disaster situations.

Topics covered will include:

• The complex nature of disaster events from clinical and healthcare management perspectives
• Models of preparedness at different levels of response (community, health service, national, global)
• Resource utilisation, resilience and recovery management in extreme conditions and multiple settings
• Treatment and management regimes for a range of natural and man-made disasters (e.g. bushfire, flood, thunderstorm asthma, infectious diseases, transport, mass gatherings).

Teaching/learning formats include:

• Online modules
• Discussion boards
• Required readings
• Case studies
• Written assignments
• 2-day intensive, face-to-face workshop including simulation activities, guest speakers

The informal exchange of insights and experiences among participants is a key aspect of learning.

This subject will provide essential skills and knowledge for recognising and responding to specific terror events and their corresponding clinical and health service management.

Students will learn to apply relevant frameworks for evaluating terror events. They will practise planning and applying management strategies to authentic scenarios and simulations, developing problem solving and communication skills relevant to extreme conditions and crisis situations.

Topics covered will include:

• Characteristics of terrorism and a typology of terror attacks and perpetrators
• Organisational aspects of terror medicine including preparing for a terror-related surge
• Injuries associated with specific attacks
• Managing multiple casualty incidents
• Emergency field and hospital processes during and following a terror event including resilience and recovery
• Broader community responses to terror events at state and national levels involving different agencies, including military responses.

Teaching/learning formats include:

• Online modules
• Discussion boards
• Required readings
• Case studies
• Written assignments
• 2-day intensive workshop including simulation activities, guest speakers
• The informal exchange of insights and experiences among participants is a key aspect of learning.

This subject addresses the fundamental pharmacological principles of medication management, which enables students to develop and utilise skills for specialty practice. Students will learn foundational knowledge of pharmacokinetics, pharmacodynamics, and therapeutics, in order to understand the actions of drugs on physiological, biochemical and pathophysiological processes.

With a greater appreciation of the mechanisms of actions of drugs on body processes, students will be able to determine the therapeutic, adverse effects, contraindications and precautions for use for the specialty practice setting. Key pharmacological characteristics of drug classes will be emphasised, rather than characteristics associated with individual agents.

This focus encourages students to develop life long learning skills that will enable them to assess patients' needs for specific medications, administer medications, monitor responses to medications and evaluate outcomes in their practice setting. Please note that this subject is conducted through the Department of Pharmacology.

This subject extends the students' knowledge of the fundamental pharmacological principles of medication management, which can be adopted and utilized in the advanced practice setting. Students will use the foundational knowledge of pharmacokinetics, pharmacodynamics, and therapeutics, in order to critically analyze how medications affect physiological, biochemical and pathophysiological processes.

With a greater appreciation of the action of drugs on body processes, students will be able to determine which medications should be administered to particular patients in order to ensure therapeutic effects are optimized and adverse effects are minimized. Students will articulate the key pharmacological characteristics of drug classes, as well as be able to derive and understand the specific nuances of individual drugs.

This focus will ensure that students use critical thinking and problem solving abilities to facilitate them to prescribe, administer, monitor and evaluate medications in a rational and effective manner. Please note that this subject is conducted through the Department of Pharmacology & Therapeutics.

This subject aims to offer students a critical examination of the ways in which ageing is socially constructed. Students will learn about ageing from a range of perspectives, including life course, bio-medical, gender, cross cultural, consumer, historical and self-reflection. The subject will focus on how the prevailing social context shapes ideas, relationships, and practices with specific implications for older people. This subject will critically analyse all forms of ageism and how older people are portrayed in literature, media and government policy using case studies from Australia and other countries around the world. Students will be encouraged to reflect on what ageing means to them, how they would like to age and what the impact of an ageing population might mean for future policy development.

This subject focuses on how the body and its systems are affected by ageing and explores the differences between the natural ageing process and physical changes that develop as a result of illness with older persons. Students will also examine the effects of the environment and lifestyle factors on musculoskeletal, cardiorespiratory and neurological systems that contribute to the experience of ageing and to the individual’s capability to engage with their participation preferences. Understanding the common impairments and physiological changes behind them that occur as part of ageing process provides students with a fundamental base to critically analyse as well as develop strategies for healthy ageing and disease prevention.

The subject examines the influence of private and public/government decision-making on the economic well-being of older people. These decisions include private decisions to prepare for old-age and to live through old-age by saving and managing assets such as housing, superannuation, annuities and other assets and government decisions to provide income support, health care and regulations that aim to protect old people. The influence of behavioural biases, as uncovered by behavioural economics, will be discussed. The subject also covers how an ageing population exerts upward pressure on the taxation required to finance government activities and services for the aged and how this may affect the ‘social contract’, in which the young assist the old in expectation of assistance when they are old from succeeding generations.

This subject explores the ethical issues that may arise at the end of life. Beginning with a multidisciplinary exploration of the concept of the end of life, students will investigate a number of longstanding as well as emerging issues that confront individuals, families, professionals and societies. Students will consider the implications of making decisions in various domains at different stages of the end of life, as well as the potential role of families, friends, carers, health professionals, lawyers, other professionals and policy makers in such decision making.

The subject will focus in particular on the role and responsibilities of professionals working with people preparing for or at the end of their lives. Topics may include historical and cultural perspectives on mortality and the end of life; justice in the distribution of resources at the end of life; the concept of a "good death" and euthanasia; determination of death and deceased donation of organs and tissues; and end-of life care planning and decision-making.

The curriculum for this subject will engage with art as a medium for reflection on ethical issues. Throughout the subject, students will explore a number of artworks independently and with their peers in exercises designed to foster skills in observation, interpretation, and analysis as well emotional engagement.

This subject provides an overview of some of the key ethical issues associated with ageing and the end of life, with an emphasis on their societal dimensions and implications for policy and professional practice. The skills and knowledge gained by students completing this subject will enhance their ability to engage with the health, social and economic issues of ageing and the end of life encountered throughout the Master of Ageing curriculum.

Students will be introduced to bioethical theory and its application in analysis, evaluation and decision making. Martha Nussbaum's account of capabilities for human flourishing will be used to frame the exploration of a number of key issues organized within thematic units of "justice", "autonomy" and "dignity".

Topics covered include diverse historical and cultural perspectives on common ethical issues of ageing and the end of life; ethical principles for health professionals, care givers and institutions providing for the elderly; age as a criterion for health resource allocation; age-based discrimination and bias in clinical decision-making and employment; advance care directives and substitute decision-making; the ethical debates around assisted dying; and intergenerational obligations in the contexts of care giving and the environment.

Population ageing is causing fundamental societal and economic change in many countries and regions throughout the world. Although the opportunities and challenges presented by ageing differ between countries and regions, a global perspective can inform the development of sound policy responses to help individuals and societies to manage the transition to an older population structure. This course guides students through a range of key issues that are faced by societies with population ageing, and encourages them to critically appraise specific policy responses and to identify practical lessons to be learned from the experiences of countries experiencing rapid and advanced ageing. Topics covered include health, mature age employment, retirement and finances, age-friendly housing and environments, family and social relationships, advanced ageing countries and rapidly ageing countries.

This wholly online subject is a foundation subject to introduce students to selected core theory and frameworks that underpin the development and delivery of best practice evidence informed rehabilitation services across a range of disciplines and clinical practice contexts, across the lifespan. The subject will provide students with the opportunity to gain knowledge and develop skills related to the selection and delivery of appropriate and best practice rehabilitation services that are tailored to meet the needs of individuals, groups, or services. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of models to deliver rehabilitation services including interdisciplinary, multidisciplinary, community and home-based.

The subject is divided into modules to allow flexibility for students to choose areas of rehabilitation practice that best match their disciplinary interests or work context. Assessment will include the development of single discipline and multidisciplinary rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.

Module 1: A Foundational Module will be completed by all students and introduces the theory underpinning and defining key features of best practice in rehabilitation. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as a method of classification and consideration of the rehabilitation needs of an individual. Students will acquire skills in mapping the impact of health conditions into multiple domains and considering the associated personal and environmental factors though a series of diverse case studies. The constructs of habilitation and rehabilitation will be explored in the context of lifelong disabilities. A range of models of rehabilitation services will be introduced.

Modules 2 and 3: Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:

• Adult rehabilitation services
• Paediatric rehabilitation services
• Rehabilitation policy and regulation

Students selecting the adults and paediatric modules will develop the skills to identify literature related to a rehabilitation method or approach used in their own setting. Students will develop a concise summary of the existing evidence, critically evaluate the quality of evidence to support the chosen intervention. Students will identify and justifying core elements of rehabilitation services provided across a patient journey in different care settings. This will include gathering, synthesising and appraising evidence, as well as applying this to practice considering personal and environmental factors.

The Rehabilitation policy and regulation module will allow students to identify and analyse the relevant government and local health policy that influences equitable access to rehabilitation services. This will be explored within their own context and contrasted with policy from other global regions. The potential influence of service access on patient outcomes will be considered in depth.

Module 4: The final integration module will be completed by all students and addresses the integration and application of evidence informed rehabilitation practice. This module provides students with an opportunity to extend and demonstrate skills in developing and justifying evidence-informed rehabilitation programs and to hear from rehabilitation experts.

This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of individuals with critical illness. Attention is focused primarily on the assessment and rehabilitation of individuals within the intensive care setting and consideration on planning for reintegration back into the community. This subject will provide a problem based approach to enable students with an opportunity to extend their understanding of advanced anatomy, physiology, pathology, assessment and treatment in relation to ICU rehabilitation. The emphasis in this subject is the application of clinical reasoning and evidence-based practice in the safe and effective assessment and rehabilitation of individuals within the intensive care setting and consideration post intensive care on their ongoing management. Consideration will also be given to the rights of individuals and impact of team management processes in providing rehabilitation within the acute setting.

All students will complete four modules within this subject.

All students will complete a Foundational module that will explore anatomy, physiology and pathology which may affect the different body systems in particular the cardiovascular, respiratory and musculoskeletal systems. The implications of impairment in these systems will be considered in conjunction with the monitoring (lines and attachments) that may be seen with individuals who are critically unwell. At the end of this module students will also have an understanding of the legacy of post intensive care syndrome and the burden of survivorship on the physical, cognitive and mental health of survivors and also the impact on the mental health of family.

Students will then choose two from four modules that best meets their learning interests and/or practice needs. These modules are:

1. Rehabilitation in the Intensive Care Setting module comprises the study of non-volitional and volitional rehabilitation strategies including consideration of safety, exercise prescription, delivery methods and evaluation of the program

2. Rehabilitation considerations post intensive care module addresses rehabilitation, exercise prescription, delivery and the evaluation of exercise programs in the ward and community setting.

3. Outcome Measures across the continuum module focuses on outcome measures which can be utilised to measure impairment, activity limitations and participation restriction in line with the International Classification of Functioning framework. Course content will include specific development of the performance and interpretation of measurements and consideration of the clinimetric properties of outcomes.

4. Culture Change and Implementation module covers the analyses of cultural factors that enable and restrict the implementation of rehabilitation in acute settings. Leadership and management theory will be used as a basis for designing and negotiating barriers to implementation of mobility and rehabilitation protocols into acute setting such as intensive and critical care settings.

The final integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual within the ICU and community settings. Students will integrate and apply their learning from the previous three modules into context specific applications. They will select appropriate outcome measures and critically review literature to solve contextually relevant rehabilitation challenges demonstrating in-depth understanding of the complexity of the medical stability of the patient and choice of rehabilitation strategies.

This subject will enable students to integrate and extend prior knowledge on lifestyle and wellness behaviours to effectively and safely support optimal health of individuals, groups and specific populations across the lifespan and along the health and impairment continuum. Students will draw critically on the evidence for lifestyle behaviours needed for good health with an emphasis on the recommendations for physical activity and exercise. Students will also explore health risks due to sedentary behaviour and other lifestyle choices (such as poor diet, sleep hygiene and stress), and investigate current options for delivery and evaluation of programs to manage these risks and incorporate evidence informed behavioural interventions to promote optimal health. Students will build on their clinical reasoning skills to theorise the mechanism of an individuals' health deficits from an holistic, patient-centred, biopsychosocial perspective, and design a plan that includes a physical activity program plus other lifestyle changes to meet the goals of optimal health outcomes for an individual. Students will be expected to be critical in their analysis and evaluations of new and emerging evidence base around lifestyle choices.

All students will complete a Foundational module (Weeks 1-3) that will explore the pathophysiological and psychosocial theory of rehabilitation and evidence–based health outcomes of lifestyle and wellness behaviours with an emphasis on physical activity but also including other healthy lifestyle choices. A biopsychosocial framework will emphasise the biological, mechanical, social, psychological and cultural elements that influence health and health-enhancing behaviour.

Students will then choose three from five modules that best meets their learning interests and/or practice needs. These modules are:

1. Evidence.
   This module is recommended for all students unless they have prior research or systematic review experience. The module will focus on developing skills to search for, evaluate and synthesise the evidence base on the efficacy of physical activity, exercise, and other lifestyle behaviour programs that reflect the practice interests of students. Students will appraise both qualitative and quantitative evidence on selected programs for specified populations, including programs that support current exercise and physical activity guidelines and priorities. Students will practice framing a question, writing a search strategy, evaluating (appraising) the findings, synthesising the information, and considering application to their clinical practice.
   
   
2. Fitness, Physical Activity and Exercise.
   This module will cover the body systems and functions that contribute to strength and fitness. The primary focus will be on building knowledge of the different types of exercise activity (cardio-vascular, fitness, strength, flexibility) and how these might be used to achieve different outcomes. The module will also cover measurement of physical activity and exercise tolerance along the lifespan and the health and impairment continuum, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.
   
   
3. Optimising health for the Adult/Older Population.
   This module will address the assessment and analyses of health-related needs for adults/older adults including the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence participation preferences of adults/older adults within diverse practice contexts, and take an holistic person-centred approach to planning a program for optimising health.
   
   
4. Children.
   This module will address the assessment and analyses of health-related movement needs for children and the selection of appropriate advice and interventions. The 24hr recommendations for the early years initially developed in Canada form the basis for this module. This approach is an integration of physical activity, sedentary behaviour, and sleep recommendations. Students will also compare and contrast the personal and environmental circumstances that influence participation preferences of children within diverse practice contexts.
   
   
5. Community Approaches to Physical Activity/Inactivity.
   In this module, students will use some provided case scenarios to identify and analyse typical community-based and community-wide activity and exercise programs designed for individuals or groups across the lifespan. They will consider the influences of the environment, such as evidence for the role of the green environment and urban planning, in providing the space and motivation to engage in physical activity within the community. Finally, they will consider technological innovations, such as portable, wearable technologies, regularly used in the community setting.

The final integration module will be completed by all students. Students will consider their role, in terms of their health profession and practice context, in facilitating healthier lifestyles and improved wellbeing of their patients/clients. The final module (Week 8) will also focus on the design and evaluation of an holistic lifestyle intervention to meet the needs of an individual or a group with common impairments or health needs. Students will apply a model of rehabilitation best practice and using an ICF informed framework, in the execution of this task.

In this subject, students will also reflect on their personal attitudes to lifestyle choices and the privilege of their background and opportunities. They will concisely and effectively communicate their understanding of the range of options their patients/clients, in their particular practice context(s), have to improve their health and wellbeing.

This online subject provides students with the opportunity to build an understanding of the safe and effective application of intervention and rehabilitation principles to meet the health needs of infants, children and adolescents and their families. The subject will focus on understanding typical development across the motor, cognitive, language and social-emotional domains throughout childhood. Students will develop an extended knowledge of evidence-based assessments, interventions and rehabilitation for childhood-onset disabilities in order to improve their daily life and participation in the society. Students will design and evaluate a rehabilitation program in their own context and will contribute to the learning of other students via discussion board and an online presentation.

All students will complete four modules within this subject.

All students will complete a foundational module that will use the ICF (international classification of function, disability and health) to explore the development of body structures and function of infant, child and adolescent development across motor, cognitive, language and socio-emotional domains. Students will develop their understanding of the typical development and factors that may alter this development pathway and appreciate age appropriate activity and participation. During the foundational module, students will also explore motor learning interventions in paediatrics. Students will learn about the application of motor learning principles for effective rehabilitation interventions for children and adolescents with neurodevelopmental, neuromusculoskeletal or acquired neurological
impairments.

Students will then choose two from the following three modules that best meets their learning interests and/or practice needs. These modules are:

1. The ‘Early detection of neurodevelopmental impairments’ module describes evidence-based diagnostic, assessment and prognostic options for infants at high risk of neurodevelopmental impairments. Students will learn about clinical pathways and
decision-making trees that include assessment and expected outcomes based on best available evidence.

2. The ‘Gait development’ module will cover typical and atypical gait development from infants to adolescence, including assessment of common gait impairments and disorders secondary to neurodevelopment, neuromusculoskeletal or acquired impairments. Assessment will focus on the temporo-spatial, kinematics and kinetics determinants of gait.

3. The ‘Transition from childhood to adulthood’ module will cover the biological and social role transitions from child to adolescence and adolescence to adulthood. Students will investigate how environmental factors (such as health policy and health service
provision) and personal factors (such as socioemotional responses) characterise these transitions and the subsequent health and wellness experiences of the individual.

The final Integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual and engagement with a group program. Students will integrate and apply their learning from the previous modules into context specific applications. They will select appropriate outcomes measures and critically review literature to solve contextually relevant rehabilitation challenges.

This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of women. Attention is focused on conditions affecting women specifically from young adulthood through to their reproductive and older years. Students will develop an extended knowledge of pathophysiology and clinical presentations that typically affect women’s experience of women’s health. Students will use an evidence-informed framework for their analysis and synthesis of recent literature and contextual factors that influence clinical practice across the lifespan.

All students will complete foundational work that will explore the typical physiological changes occurring in women from young adulthood through to the reproductive and older years.

Students will then choose 2 from 3 streams that best meets their learning interests and/or practice needs. These streams are:

1. Young women stream focuses on a deeper exploration of the physical, psychological and cultural expressions of adolescent development and the rehabilitation of clinical conditions associated with adolescence e.g. dysmenorrhea, female athlete triad.

2. Fertile women stream comprises of an exploration of fertility and infertility. There will be a focus on physical and psychological changes occurring during the childbearing year and post-natal recovery and appropriate rehabilitation.

3. Older women stream will focus on the physiology and psychology of the maturing woman including the effects of physical activity on the ageing musculoskeletal system, and the management of conditions associated with advancing age e.g. incontinence, bone health.

All students will then focus on the application of rehabilitation theory to practice. Students will critically review literature and with an understanding of the needs of the individual and her engagement within a group program will solve contextually relevant rehabilitation challenges for women.

This subject critically examines contemporary trauma theories, including psychodynamic, narrative, and anti-oppressive approaches. It explores their application to working with individuals, families and communities in a variety of practice settings.

This subject will provide students with the opportunity to expand their knowledge of medications used in psychiatry and to examine the role of the psychiatric nurse in psychopharmacological treatments. The subject allows students to develop clinical skills in relevant assessments and interventions for clients receiving psychiatric medication.

This subject provides theoretical foundations for best practice in community-based mental health nursing. The focus of the subject is on role and function of the psychiatric nurse in the delivery of recovery focused care and treatment in a range of community settings. The subject emphasises the development of knowledge and skills required to organise and implement care of the seriously mentally ill across the lifespan, and introduces students to a variety of community resources and services necessary for the provision of immediate crisis, short term and ongoing care of the seriously mentally ill. A focus on recovery oriented care planning, relapse prevention, case management, and psychosocial rehabilitation underpins the core content of the subject. Students will critically examine concepts and principles of psychosocial rehabilitation and various models of community-based mental health care, including partnerships with primary health. The subject emphasises recovery focused approaches to mental health care, where the consumer is at the centre of all aspects of treatment planning and implementation.

This subject aims to extend participants foundational knowledge to support the development of clinical skills and expertise related to consumer participation in treatment and consumer involvement in mental health service delivery and review. The subject focuses on current State and Commonwealth directives supporting consumer participation in treatment and in service reform activities; consumer rights, and explores models of care that can enhance the consumer's involvement in treatment. The subject would be relevant for healthcare practitioners from nursing and allied health disciplines interested in consumer perspectives and participation in health and health services.

The focus of this subject is to utilise an ecological approach to understand the importance of family relationships when assessing, planning, and implementing the health care needs of children. The effects of social disadvantage on the child and family will be explored with special emphasis on families of children with special needs.

Students must complete all 4 days (outlined below) in order to complete the subject :

Days 1 & 2: Palliative Care: The Essentials
Days 3 & 4:Therapeutic Communication Skills for Palliative Care

Topics covered include:

• Principles, policy and standards of palliative care as they apply to practice
• Introduction to practice issues including patient assessment process
• Principles and practice of therapeutic communication skills
• Working effectively in multidisciplinary teams
• Responding to complex psychosocial issues including depression, anxiety, anger, prognosi
• Evidence Based Palliative Care (compulsory for all students to complete once)

Evidence Based Palliative Care (compulsory for all students)

• Pain Assessment & Management in Palliative Care
• Symptom Assessment & Management in Adult Palliative Care
• Palliative Care in Non-Malignant Contexts
• Family Centred Palliative Care and Cultural Issues

The subject will enable health professionals to develop and consolidate skills when caring for children with life limiting conditions. The course will explore palliative approaches to care, the diversity of diagnostic groups, symptom management, psychosocial and ethical issues for palliative children and their families.
Throughout the course work, students will have the opportunity to participate in a variety of teaching methods including; workshops, seminars, tutorials and role playing with much emphasis placed on adult /group learning and sharing.

This subject will consist of 5 teaching modules;

1. Evidence Based Palliative Care
   Incorporating: Basics of quantitative and qualitative research, ethical issues, evaluation, quality activities, implementing research into practice and dissemination strategies (eg. presentations, publications etc).
2. Illnesses Encountered in Paediatric Palliative Care
   Incorporating: General principles of paediatric palliative care. Malignant conditions, neurodegenerative conditions, chromosomal disorders and congenital anomalies
3. Symptom Management in Paediatric Palliative Care
   Incorporating: assessment and management of children of varying ages with a range of diagnoses (including children with disabilities).
4. Psychosocial and Spiritual Aspects
   Incorporating: supporting children with life-limiting conditions, their siblings and parents and self-care for health professionals. Including bereavement care.
5. Ethics

This subject focuses on knowledge and clinical skill development for an expanded scope of practice in an area of specialty practice.

The core content of this subject will include defining scope of practice and advanced practice nursing roles.

An exploration of advanced practice, expansion of speciality practice, and the role of the nurse practitioner including the regulatory, professional, ethical and practical influences on scope of practice will be explored. In this context, students will consider the implications of mentorship, clinical supervision and clinical governance models before embarking on a project that expands their own scope of practice.

The core content will prepare students to undertake a project that will allow them to apply relevant theory related to advanced practice nursing to their own specialty context. The project will expand their current nursing knowledge and skills to an advanced practice level.

The focus of the project will be on developing the capacity to apply evidence to nursing assessment and management strategies, developing sophisticated assessment, problem-solving, planning and technical skills for client groups that are specific to their designated specialty. For those students undertaking the NP pathway, the contract will include the development of advanced diagnostic reasoning skills, including the use of relevant diagnostic tools. Project development, implementation and evaluation strategies for the treatment plans that address specific extensions to practice will be incorporated in the project. The assessment, investigation and treatment plans should be client focused (eg. culturally sensitive, socioeconomically relevant, sustainable and negotiated with the client and other members of the health care team.

With collegial support from a multidisciplinary team and the subject coordinator, students will develop a learning contract to articulate their project. The ANMC Competency Standards for Nurse Practitioners and where relevant competency standards for advanced practitioners issued by specialty professional groups will be used to guide the project aim, contract development and completion. Students will demonstrate achievement of knowledge and skills described in the contract through compilation of a practice portfolio.

This subject will assists students to develop the capacity to identify their own clinical learning and development needs and access a range of resources to enable them to meet their objectives.

This subject is designed to support students to meet the ANMC Competency Standards for Nurse Practitioners (2006).

This subject is a mandatory component of the Nurse Practitioner pathway of the Master of Advanced Nursing Practice.

This subject will examine a range of theoretical and clinical approaches to bereavement intervention. Drawing on contemporary theory and evidence-based practice the subject will consider the bereavement needs of special populations and will explore a range of individual, group and family techniques and intervention strategies. Topics to be covered include:

Historical and Theoretical Perspectives on bereavement

• Historical developments in grief theory and practice
• Recent developments in grief theory and practice
• Attachment theory

Developmental Perspectives

• Child bereavement
• Adolescent bereavement
• Older adult bereavement

Clinical Interventions

• Complicated grief and managing intense emotions
• Grief and loss in the family system
• Bereavement risk assessment and referral
• Rituals, symbols and creative expressions of grief

Self care and ethical issues in bereavement care

• Ethics and bereavement interventions
• Self care strategies for the practitioner

This subject will explore the psychological, psychiatric, social, cultural, spiritual and existential experiences of patients and families dealing with life-threatening illness, drawing on the most recent scientific literature and illustrating the management of these issues through case material and demonstration. Topics to be covered include:

• Identification and Assessment of Psychological and Psychiatric Disorder
• Management of Psychiatric and Psychological Disorder
• Special Needs and High-Risk populations
• Supporting health care professionals to care for palliative care patients and families who are experiencing psychosocial distress

This subject is designed to provide the theoretical foundation for entry into specialist mental health nursing practice. Students will explore the legal, policy and ethical frameworks, within which mental health care is provided. Students will extend their understanding of bio-psycho-social factors, related to mental health and illness and to the nosology within diagnostic structures of psychiatry.

This subject is designed to promote an understanding of the theoretical aspects of neonatal care to support safe practice in caring for neonatal patients. Students will explore the impact of hospitalisation on neonates and their families. Assessment of the neonatal patient presenting with common neonatal conditions associated with preterm birth, and care of the sick neonate in the neonatal intensive care unit will be a key focus. In particular this subject will explore neonatal transition, stabilisation of the compromised newborn, respiratory diseases, congenital anomalies, peripartum hypoxia and common conditions presenting in the neonatal period. Student will focus on accurate assessment of the newborn and initiating infant interventions and family centred care at a beginning level of practice. Evidence underpinning neonatal practice as well as the technical and scientific knowledge that is a pre-requisite for skill development will be explored throughout the subject.

This subject is designed to provide the theoretical foundation for entry into specialty emergency nursing practice. Students will extend their understanding of general to systemic pathology of organ systems. This will be applied to the assessment and management of high prevalence conditions. Patient and family perspectives of illness will be considered in the development and implementation of multi-disciplinary care planning. Students will gain essential knowledge to plan manage and monitor emergency care interventions. They will apply scientific principles and research evidence underpinning the use of the primary and secondary survey and identify patients at risk of life threatening complications. Students will become familiar with immediate interventions required to establish and maintain patient stability, including, but not limited to advanced life support techniques.

This subject is designed to promote an understanding of the theoretical aspects of Paediatric nursing to support safe practice in caring for paediatric patients. Students will explore the impact of hospitalisation on children, and understand assessment of the paediatric patient and common paediatric conditions responsible for presentation to hospital. In particular this subject will focus on nutritional requirements, fluid and electrolyte maintenance of the child, paediatric respiratory illness, neonatal care and principles of growth and development, which underpin accurate assessment of the newborn, infant and preschooler. Interventions initiated by nurses at a beginning level of practice will be described in terms of the research
evidence underpinning practice as well as the technical and scientific knowledge that is a pre-requisite for skill development.

This subject is designed to promote an understanding of the theoretical aspects of specialty nursing to support safe practice in caring for infants and children who are acutely or critically ill. They will learn the scientific principles and research evidence underpinning practice as well as the technical skills necessary to complete an admission assessment, understand admission findings, and identify infants and children at risk of life threatening complications. The underpinning biological basis and evidence based principles behind treatment and symptom management (including pharmacology) of diseases/illnesses commonly treated in each critical care practice setting will be described.

This subject is designed to consolidate and extend on the understanding of theoretical aspects of specialty nursing in the paediatric intensive care setting. It builds on the knowledge and skills learnt in Paediatric Intensive Care 1 and expands the student's knowledge with regard to the range of patients, the complexity of disease processes, treatments (including pharmacology), symptom management, and subsequent nursing assessments, interventions and supporting technical skills relevant to individual intensive care practice settings. There is a continued emphasis on scientific principles and research evidence underpinning specialty nursing practice and further developing of skills in problem-solving, critical thinking, rational inquiry and
self-directed learning to solve patient management problems encountered in specific intensive care environments.

This subject is designed to consolidate and extend the understanding of theoretical aspects of paediatric nursing. It builds on the knowledge and skills learnt in Paediatric Nursing 1 and expands the students’ knowledge with regard to the range of patients encountered in paediatric practice settings.

Students will build on assessment skills and theoretical knowledge to include assessment and management of the paediatric surgical patient and the assessment and management of specific physical and psychological illness states. Growth and development principles will build on first semester with the focus on middle childhood and adolescence. There is a continued emphasis on scientific principles and research evidence underpinning practice and further developing of skills in problem-solving, critical thinking, rational inquiry and self-directed learning to solve patient management problems in specialty practice.

This subject is designed to provide the theoretical foundation for entry into specialty emergency nursing practice. Students will extend their understanding of general to systemic pathology of organ systems. This knowledge will be applied to the assessment and management of acute and complex illness and multiple traumas. Patient and family perspectives of illness will be considered in the development and implementation of multi-disciplinary care planning. Students will gain essential knowledge to plan, manage and monitor emergency care interventions. They will apply scientific principles and research evidence underpinning the management of acute and complex illness and multiple traumas.

This subject is designed to promote an understanding of the theoretical aspects of Paediatric nursing to support safe practice in caring for paediatric patients. Students will explore the impact of hospitalisation on children, and understand assessment of the paediatric patient and common paediatric conditions responsible for presentation to hospital. In particular this subject will focus on nutritional requirements, fluid and electrolyte maintenance of the child, paediatric respiratory illness, neonatal care and principles of growth and development, which underpin accurate assessment of the newborn, infant and preschooler. Interventions initiated by nurses at a beginning level of practice will be described in terms of the research
evidence underpinning practice as well as the technical and scientific knowledge that is a pre-requisite for skill development.

This subject is designed to consolidate and extend the understanding of theoretical aspects of care of the neonate in the neonatal intensive care unit. It builds on the knowledge and skills learnt in Neonatal Intensive Care 1 and expands the students’ knowledge with regard to the range of patients encountered in neonatal practice settings. Students will build on assessment skills and theoretical knowledge to include assessment and management of the neonatal surgical patient and the assessment and management of specific physical illness states. There is a continued emphasis on scientific principles and research evidence underpinning practice and further developing of skills in problem-solving, critical thinking, rational inquiry and self-directed learning to solve patient management problems in specialty practice.

This subject focuses on the role of the primary care nurse in providing patient centred care to individuals with diabetes, asthma, chronic obstructive airways disease, hypertension and heart failure. The course content includes the pathophysiology of these common conditions and the common pharmacological agents used in treatment. The Primary Care system in Australia is explained and the systems and evidence based management principles explored with a focus on working within a multidisciplinary framework.

In this subject, students will apply the theoretical knowledge from Applied Pathophysiology and Nursing Specialty 1 to support comprehensive patient assessment, monitoring and care planning in nursing practice. Students will learn to incorporate knowledge and evidence of psychosocial factors influencing patient outcomes to inform their clinical decision making in practice.

This subject will provide students with an opportunity to:

1. enhance their understanding of ethical theories, principles, and frameworks;
2. become familiar with the role and process of moral deliberation strategies;
3. deepen their understanding of the common ethical issues relevant to daily clinical practice with a focus on issues relevant to providing care to those at the end of life; and
4. allow opportunities for students to apply ethical reasoning using case based discussions to help identify, analyse and resolve ethical issues encountered in clinical practice.

The majority of the subject content will be delivered face to face to facilitate discussion in real time. There will be practical case-based discussions of commonly encountered and important ethical dilemmas that arise in caring for those people with advanced progressive illness. A key goal of this subject is to provide students with opportunities to contribute to discussion, deliberation and analysis of the ethical dimensions of this area of clinical practice drawing on their own experience and from more formal models of ethical analysis. The subject will also include some online components, including online discussions and analysis of case examples.

This subject is designed to provide the theoretical knowledge for specialty practice in intensive care. Students will extend their knowledge from Applied Pathophysiology and Foundations in Critical Care Nursing to understand acute and complex illnesses and disease in patients who are critically ill requiring high-technology care management. As well as students gaining essential knowledge to assess, plan, manage and evaluate interventions, students will also gain a deeper understanding and appreciation of patient and family perspectives of illness and disease.

This subject is designed to extend students’ knowledge from the subject Intensive Care Nursing 1 for speciality practice. In this subject, students will continue to understand acute and complex illnesses and disease in patients who are critically ill requiring high-technology care management. As well as students gaining essential knowledge to assess, plan, manage and evaluate interventions, students will also continue to gain a deeper understanding and appreciation of patient and family perspectives of illness and disease.

In this subject students will apply their learned knowledge and the theoretical and scientific principles from NURS90076 Applied Pathophysiology and the concurrent subject, NURS90121 Foundations in Cancer Nursing.

Students will demonstrate their knowledge, understanding and clinical competency by delivering evidence-based practices through core clinical skills at the level of an advanced beginner specialist cancer nurse.

Demographic ageing is creating a shift in how to think and define homes, cities and public spaces. This subject explores feasible and sustainable approaches to keep the older segment of the population physically and socially active. Innovative changes in design can lead to significant advancements in service delivery, transportation models and homes that allow people to age in place. In addition, design principles for dementia and palliative care are a few of the many concepts that help minimise stress on people as they age and their families. Students will explore these topics and develop their own ideas about the way design can optimise the ageing process for comfort, security and overall well-being.

This subject addresses the impact of significant milestones across the lifecycle on women’s well-being and sense of self. It includes issues from adolescence, the childbearing years and parenting, the middle years, menopause and after. It aims to engender knowledge of the issues that impact on women’s health including depression and other mood disorders, body image, sexuality, abuse, work and family and aspects of loss and grief.

Students will explore the theory and practice of health promotion and illness prevention in a primary care context. They will discuss the social model of health and recognise that a range of social, cultural and economic factors influence people’s health and well-being. The impact of weight, diet, and exercise on health as well as smoking and other risk behaviours will be explored. In addition, students will develop strategies that promote health through empowerment of the individual and communities. The theoretical and practical knowledge gained in this subject will prepare students to undertake health assessments.

This subject explores the ways in which child welfare systems internationally have developed in response to child care and protection needs. It will consider the controversies surrounding the protection of children, and the developing knowledge base that informs responses to child maltreatment. It will explore the knowledge base underpinning child protection responses, and will explore some of the innovative frameworks, approaches and key ideas that have emerged over time. It explores some of the universal values and beliefs that underpin and drive child protection systems, particularly within Western jurisdictions, and will consider the implications of this for the development of child protection typologies that have broader international relevance.

This subject explores the theoretical frameworks and available evidence in the field of suicide prevention, regarding the identification and assessment of suicide-related thoughts and behaviours. The subject will dually focus on theoretical knowledge and skills-based acquisition, with a focus on assessment and interventional strategies that are brief and evidence-informed. The language of suicide and definitional issues that exist within the field of suicidology will be explored, as will the ethical aspects of working clinically and undertaking research with suicidal clients. The impact and contribution of psychosocial issues to suicidal crises will be considered, as will the importance of professionals understanding the meaning of self-harming and suicidal behaviours, from the perspective of those engaging in the behaviours. This subject will primarily focus on the integration of theory and practice in assessing and responding to suicidality in the context of the Australian service system.

This subject offers an overview of major health informatics research areas and methods that contribute to quality improvement, scientific research, and technological innovation in healthcare and biomedicine. The subject sets out the scientific foundations of digital health, and disciplined approaches to understanding the implications of digital health for health system performance.

The subject is arranged in blocks of study that examine methods for: (a) Undertaking digital health research and innovation projects, including: justifying a project in pragmatic and conceptual terms; drawing on existing practice and knowledge; specifying and staging work packages; meeting needs for partnerships and resources; assuring socially and ethically responsible conduct; reporting on progress rigorously and communicating for impact; (b) Managing exponential growth in health and biomedical knowledge, including: increasing openness in research data life cycle management; automating processes of generating, synthesising, and translating evidence; assuring the quality of electronic decision support systems for clinicians and patients; producing sophisticated forecasts and scenarios of the future of health; (c) Analysing structured and unstructured health data, including: wrangling phenome, exposome and other omics data; scaling up clinical, translational and population health research on platforms; approaching artificial intelligence in medicine through data analytics techniques and machine learning; (d) Modelling and simulating the dynamics of health conditions and health services, including: building personalised and population-level models of health and disease; mapping patient journeys, clinical workflows, and health supply chains; creating immersive environments for healthcare system learning and research.

Healthcare is information intensive. Health data are generated, shared, consumed, and stored in a variety of partially overlapping complex networks. Healthcare lags behind many other sectors, despite efforts to use digital technologies to shape and improve health data and information processes since the middle of the 20th Century. The need for digital transformation of health is driven by socio-economic concerns (making healthcare more accessible and affordable) and patient safety (reducing medical errors, and redundant and ineffective interventions).

This subject introduces the background, current state, and future opportunities of digital health. It provides a basic understanding of health and disease and how individuals experience both. It explores the nature of biomedical data, information, and knowledge - and how digital technologies are shaping the way these are used. Digital health technologies are examined from ethical, historical, technological, and psycho-social perspectives, considering positive and negative impacts.

This subject will provide the student with the key skills and knowledge required to evaluate the nature and extent of disaster events from a clinical and healthcare management perspective. Students will learn to apply existing models of preparedness, and plan the various levels of response (community, health service, national and global), as well as consider resource utilisation, resilience and recovery.

Students will engage with authentic cases and simulations to develop management strategies for a range of disaster situations.

Topics covered will include:

• The complex nature of disaster events from clinical and healthcare management perspectives
• Models of preparedness at different levels of response (community, health service, national, global)
• Resource utilisation, resilience and recovery management in extreme conditions and multiple settings
• Treatment and management regimes for a range of natural and man-made disasters (e.g. bushfire, flood, thunderstorm asthma, infectious diseases, transport, mass gatherings).

Teaching/learning formats include:

• Online modules
• Discussion boards
• Required readings
• Case studies
• Written assignments
• 2-day intensive, face-to-face workshop including simulation activities, guest speakers

The informal exchange of insights and experiences among participants is a key aspect of learning.

This subject will provide essential skills and knowledge for recognising and responding to specific terror events and their corresponding clinical and health service management.

Students will learn to apply relevant frameworks for evaluating terror events. They will practise planning and applying management strategies to authentic scenarios and simulations, developing problem solving and communication skills relevant to extreme conditions and crisis situations.

Topics covered will include:

• Characteristics of terrorism and a typology of terror attacks and perpetrators
• Organisational aspects of terror medicine including preparing for a terror-related surge
• Injuries associated with specific attacks
• Managing multiple casualty incidents
• Emergency field and hospital processes during and following a terror event including resilience and recovery
• Broader community responses to terror events at state and national levels involving different agencies, including military responses.

Teaching/learning formats include:

• Online modules
• Discussion boards
• Required readings
• Case studies
• Written assignments
• 2-day intensive workshop including simulation activities, guest speakers
• The informal exchange of insights and experiences among participants is a key aspect of learning.

This subject addresses the fundamental pharmacological principles of medication management, which enables students to develop and utilise skills for specialty practice. Students will learn foundational knowledge of pharmacokinetics, pharmacodynamics, and therapeutics, in order to understand the actions of drugs on physiological, biochemical and pathophysiological processes.

With a greater appreciation of the mechanisms of actions of drugs on body processes, students will be able to determine the therapeutic, adverse effects, contraindications and precautions for use for the specialty practice setting. Key pharmacological characteristics of drug classes will be emphasised, rather than characteristics associated with individual agents.

This focus encourages students to develop life long learning skills that will enable them to assess patients' needs for specific medications, administer medications, monitor responses to medications and evaluate outcomes in their practice setting. Please note that this subject is conducted through the Department of Pharmacology.

This subject extends the students' knowledge of the fundamental pharmacological principles of medication management, which can be adopted and utilized in the advanced practice setting. Students will use the foundational knowledge of pharmacokinetics, pharmacodynamics, and therapeutics, in order to critically analyze how medications affect physiological, biochemical and pathophysiological processes.

With a greater appreciation of the action of drugs on body processes, students will be able to determine which medications should be administered to particular patients in order to ensure therapeutic effects are optimized and adverse effects are minimized. Students will articulate the key pharmacological characteristics of drug classes, as well as be able to derive and understand the specific nuances of individual drugs.

This focus will ensure that students use critical thinking and problem solving abilities to facilitate them to prescribe, administer, monitor and evaluate medications in a rational and effective manner. Please note that this subject is conducted through the Department of Pharmacology & Therapeutics.

This subject aims to offer students a critical examination of the ways in which ageing is socially constructed. Students will learn about ageing from a range of perspectives, including life course, bio-medical, gender, cross cultural, consumer, historical and self-reflection. The subject will focus on how the prevailing social context shapes ideas, relationships, and practices with specific implications for older people. This subject will critically analyse all forms of ageism and how older people are portrayed in literature, media and government policy using case studies from Australia and other countries around the world. Students will be encouraged to reflect on what ageing means to them, how they would like to age and what the impact of an ageing population might mean for future policy development.

This subject focuses on how the body and its systems are affected by ageing and explores the differences between the natural ageing process and physical changes that develop as a result of illness with older persons. Students will also examine the effects of the environment and lifestyle factors on musculoskeletal, cardiorespiratory and neurological systems that contribute to the experience of ageing and to the individual’s capability to engage with their participation preferences. Understanding the common impairments and physiological changes behind them that occur as part of ageing process provides students with a fundamental base to critically analyse as well as develop strategies for healthy ageing and disease prevention.

The subject examines the influence of private and public/government decision-making on the economic well-being of older people. These decisions include private decisions to prepare for old-age and to live through old-age by saving and managing assets such as housing, superannuation, annuities and other assets and government decisions to provide income support, health care and regulations that aim to protect old people. The influence of behavioural biases, as uncovered by behavioural economics, will be discussed. The subject also covers how an ageing population exerts upward pressure on the taxation required to finance government activities and services for the aged and how this may affect the ‘social contract’, in which the young assist the old in expectation of assistance when they are old from succeeding generations.

This subject explores the ethical issues that may arise at the end of life. Beginning with a multidisciplinary exploration of the concept of the end of life, students will investigate a number of longstanding as well as emerging issues that confront individuals, families, professionals and societies. Students will consider the implications of making decisions in various domains at different stages of the end of life, as well as the potential role of families, friends, carers, health professionals, lawyers, other professionals and policy makers in such decision making.

The subject will focus in particular on the role and responsibilities of professionals working with people preparing for or at the end of their lives. Topics may include historical and cultural perspectives on mortality and the end of life; justice in the distribution of resources at the end of life; the concept of a "good death" and euthanasia; determination of death and deceased donation of organs and tissues; and end-of life care planning and decision-making.

The curriculum for this subject will engage with art as a medium for reflection on ethical issues. Throughout the subject, students will explore a number of artworks independently and with their peers in exercises designed to foster skills in observation, interpretation, and analysis as well emotional engagement.

This subject provides an overview of some of the key ethical issues associated with ageing and the end of life, with an emphasis on their societal dimensions and implications for policy and professional practice. The skills and knowledge gained by students completing this subject will enhance their ability to engage with the health, social and economic issues of ageing and the end of life encountered throughout the Master of Ageing curriculum.

Students will be introduced to bioethical theory and its application in analysis, evaluation and decision making. Martha Nussbaum's account of capabilities for human flourishing will be used to frame the exploration of a number of key issues organized within thematic units of "justice", "autonomy" and "dignity".

Topics covered include diverse historical and cultural perspectives on common ethical issues of ageing and the end of life; ethical principles for health professionals, care givers and institutions providing for the elderly; age as a criterion for health resource allocation; age-based discrimination and bias in clinical decision-making and employment; advance care directives and substitute decision-making; the ethical debates around assisted dying; and intergenerational obligations in the contexts of care giving and the environment.

Population ageing is causing fundamental societal and economic change in many countries and regions throughout the world. Although the opportunities and challenges presented by ageing differ between countries and regions, a global perspective can inform the development of sound policy responses to help individuals and societies to manage the transition to an older population structure. This course guides students through a range of key issues that are faced by societies with population ageing, and encourages them to critically appraise specific policy responses and to identify practical lessons to be learned from the experiences of countries experiencing rapid and advanced ageing. Topics covered include health, mature age employment, retirement and finances, age-friendly housing and environments, family and social relationships, advanced ageing countries and rapidly ageing countries.

This wholly online subject is a foundation subject to introduce students to selected core theory and frameworks that underpin the development and delivery of best practice evidence informed rehabilitation services across a range of disciplines and clinical practice contexts, across the lifespan. The subject will provide students with the opportunity to gain knowledge and develop skills related to the selection and delivery of appropriate and best practice rehabilitation services that are tailored to meet the needs of individuals, groups, or services. Students will gain skills, demonstrate understanding, and critically review the applicability of a range of models to deliver rehabilitation services including interdisciplinary, multidisciplinary, community and home-based.

The subject is divided into modules to allow flexibility for students to choose areas of rehabilitation practice that best match their disciplinary interests or work context. Assessment will include the development of single discipline and multidisciplinary rehabilitation that can be used in a clinical context. All students will complete four modules within this subject.

Module 1: A Foundational Module will be completed by all students and introduces the theory underpinning and defining key features of best practice in rehabilitation. A theoretical framework, based on the International Classification of Functioning (WHO), will be introduced as a method of classification and consideration of the rehabilitation needs of an individual. Students will acquire skills in mapping the impact of health conditions into multiple domains and considering the associated personal and environmental factors though a series of diverse case studies. The constructs of habilitation and rehabilitation will be explored in the context of lifelong disabilities. A range of models of rehabilitation services will be introduced.

Modules 2 and 3: Students will then choose two from three modules that best meet their learning interests and/or practice or discipline interests. These modules are:

• Adult rehabilitation services
• Paediatric rehabilitation services
• Rehabilitation policy and regulation

Students selecting the adults and paediatric modules will develop the skills to identify literature related to a rehabilitation method or approach used in their own setting. Students will develop a concise summary of the existing evidence, critically evaluate the quality of evidence to support the chosen intervention. Students will identify and justifying core elements of rehabilitation services provided across a patient journey in different care settings. This will include gathering, synthesising and appraising evidence, as well as applying this to practice considering personal and environmental factors.

The Rehabilitation policy and regulation module will allow students to identify and analyse the relevant government and local health policy that influences equitable access to rehabilitation services. This will be explored within their own context and contrasted with policy from other global regions. The potential influence of service access on patient outcomes will be considered in depth.

Module 4: The final integration module will be completed by all students and addresses the integration and application of evidence informed rehabilitation practice. This module provides students with an opportunity to extend and demonstrate skills in developing and justifying evidence-informed rehabilitation programs and to hear from rehabilitation experts.

This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of individuals with critical illness. Attention is focused primarily on the assessment and rehabilitation of individuals within the intensive care setting and consideration on planning for reintegration back into the community. This subject will provide a problem based approach to enable students with an opportunity to extend their understanding of advanced anatomy, physiology, pathology, assessment and treatment in relation to ICU rehabilitation. The emphasis in this subject is the application of clinical reasoning and evidence-based practice in the safe and effective assessment and rehabilitation of individuals within the intensive care setting and consideration post intensive care on their ongoing management. Consideration will also be given to the rights of individuals and impact of team management processes in providing rehabilitation within the acute setting.

All students will complete four modules within this subject.

All students will complete a Foundational module that will explore anatomy, physiology and pathology which may affect the different body systems in particular the cardiovascular, respiratory and musculoskeletal systems. The implications of impairment in these systems will be considered in conjunction with the monitoring (lines and attachments) that may be seen with individuals who are critically unwell. At the end of this module students will also have an understanding of the legacy of post intensive care syndrome and the burden of survivorship on the physical, cognitive and mental health of survivors and also the impact on the mental health of family.

Students will then choose two from four modules that best meets their learning interests and/or practice needs. These modules are:

1. Rehabilitation in the Intensive Care Setting module comprises the study of non-volitional and volitional rehabilitation strategies including consideration of safety, exercise prescription, delivery methods and evaluation of the program

2. Rehabilitation considerations post intensive care module addresses rehabilitation, exercise prescription, delivery and the evaluation of exercise programs in the ward and community setting.

3. Outcome Measures across the continuum module focuses on outcome measures which can be utilised to measure impairment, activity limitations and participation restriction in line with the International Classification of Functioning framework. Course content will include specific development of the performance and interpretation of measurements and consideration of the clinimetric properties of outcomes.

4. Culture Change and Implementation module covers the analyses of cultural factors that enable and restrict the implementation of rehabilitation in acute settings. Leadership and management theory will be used as a basis for designing and negotiating barriers to implementation of mobility and rehabilitation protocols into acute setting such as intensive and critical care settings.

The final integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual within the ICU and community settings. Students will integrate and apply their learning from the previous three modules into context specific applications. They will select appropriate outcome measures and critically review literature to solve contextually relevant rehabilitation challenges demonstrating in-depth understanding of the complexity of the medical stability of the patient and choice of rehabilitation strategies.

This subject will enable students to integrate and extend prior knowledge on lifestyle and wellness behaviours to effectively and safely support optimal health of individuals, groups and specific populations across the lifespan and along the health and impairment continuum. Students will draw critically on the evidence for lifestyle behaviours needed for good health with an emphasis on the recommendations for physical activity and exercise. Students will also explore health risks due to sedentary behaviour and other lifestyle choices (such as poor diet, sleep hygiene and stress), and investigate current options for delivery and evaluation of programs to manage these risks and incorporate evidence informed behavioural interventions to promote optimal health. Students will build on their clinical reasoning skills to theorise the mechanism of an individuals' health deficits from an holistic, patient-centred, biopsychosocial perspective, and design a plan that includes a physical activity program plus other lifestyle changes to meet the goals of optimal health outcomes for an individual. Students will be expected to be critical in their analysis and evaluations of new and emerging evidence base around lifestyle choices.

All students will complete a Foundational module (Weeks 1-3) that will explore the pathophysiological and psychosocial theory of rehabilitation and evidence–based health outcomes of lifestyle and wellness behaviours with an emphasis on physical activity but also including other healthy lifestyle choices. A biopsychosocial framework will emphasise the biological, mechanical, social, psychological and cultural elements that influence health and health-enhancing behaviour.

Students will then choose three from five modules that best meets their learning interests and/or practice needs. These modules are:

1. Evidence.
   This module is recommended for all students unless they have prior research or systematic review experience. The module will focus on developing skills to search for, evaluate and synthesise the evidence base on the efficacy of physical activity, exercise, and other lifestyle behaviour programs that reflect the practice interests of students. Students will appraise both qualitative and quantitative evidence on selected programs for specified populations, including programs that support current exercise and physical activity guidelines and priorities. Students will practice framing a question, writing a search strategy, evaluating (appraising) the findings, synthesising the information, and considering application to their clinical practice.
   
   
2. Fitness, Physical Activity and Exercise.
   This module will cover the body systems and functions that contribute to strength and fitness. The primary focus will be on building knowledge of the different types of exercise activity (cardio-vascular, fitness, strength, flexibility) and how these might be used to achieve different outcomes. The module will also cover measurement of physical activity and exercise tolerance along the lifespan and the health and impairment continuum, including the role of new emerging innovations and technology tools that support current exercise and physical activity guidelines and priorities.
   
   
3. Optimising health for the Adult/Older Population.
   This module will address the assessment and analyses of health-related needs for adults/older adults including the selection of appropriate exercise interventions. Students will compare and contrast the personal and environmental circumstances that influence participation preferences of adults/older adults within diverse practice contexts, and take an holistic person-centred approach to planning a program for optimising health.
   
   
4. Children.
   This module will address the assessment and analyses of health-related movement needs for children and the selection of appropriate advice and interventions. The 24hr recommendations for the early years initially developed in Canada form the basis for this module. This approach is an integration of physical activity, sedentary behaviour, and sleep recommendations. Students will also compare and contrast the personal and environmental circumstances that influence participation preferences of children within diverse practice contexts.
   
   
5. Community Approaches to Physical Activity/Inactivity.
   In this module, students will use some provided case scenarios to identify and analyse typical community-based and community-wide activity and exercise programs designed for individuals or groups across the lifespan. They will consider the influences of the environment, such as evidence for the role of the green environment and urban planning, in providing the space and motivation to engage in physical activity within the community. Finally, they will consider technological innovations, such as portable, wearable technologies, regularly used in the community setting.

The final integration module will be completed by all students. Students will consider their role, in terms of their health profession and practice context, in facilitating healthier lifestyles and improved wellbeing of their patients/clients. The final module (Week 8) will also focus on the design and evaluation of an holistic lifestyle intervention to meet the needs of an individual or a group with common impairments or health needs. Students will apply a model of rehabilitation best practice and using an ICF informed framework, in the execution of this task.

In this subject, students will also reflect on their personal attitudes to lifestyle choices and the privilege of their background and opportunities. They will concisely and effectively communicate their understanding of the range of options their patients/clients, in their particular practice context(s), have to improve their health and wellbeing.

This online subject provides students with the opportunity to build an understanding of the safe and effective application of intervention and rehabilitation principles to meet the health needs of infants, children and adolescents and their families. The subject will focus on understanding typical development across the motor, cognitive, language and social-emotional domains throughout childhood. Students will develop an extended knowledge of evidence-based assessments, interventions and rehabilitation for childhood-onset disabilities in order to improve their daily life and participation in the society. Students will design and evaluate a rehabilitation program in their own context and will contribute to the learning of other students via discussion board and an online presentation.

All students will complete four modules within this subject.

All students will complete a foundational module that will use the ICF (international classification of function, disability and health) to explore the development of body structures and function of infant, child and adolescent development across motor, cognitive, language and socio-emotional domains. Students will develop their understanding of the typical development and factors that may alter this development pathway and appreciate age appropriate activity and participation. During the foundational module, students will also explore motor learning interventions in paediatrics. Students will learn about the application of motor learning principles for effective rehabilitation interventions for children and adolescents with neurodevelopmental, neuromusculoskeletal or acquired neurological
impairments.

Students will then choose two from the following three modules that best meets their learning interests and/or practice needs. These modules are:

1. The ‘Early detection of neurodevelopmental impairments’ module describes evidence-based diagnostic, assessment and prognostic options for infants at high risk of neurodevelopmental impairments. Students will learn about clinical pathways and
decision-making trees that include assessment and expected outcomes based on best available evidence.

2. The ‘Gait development’ module will cover typical and atypical gait development from infants to adolescence, including assessment of common gait impairments and disorders secondary to neurodevelopment, neuromusculoskeletal or acquired impairments. Assessment will focus on the temporo-spatial, kinematics and kinetics determinants of gait.

3. The ‘Transition from childhood to adulthood’ module will cover the biological and social role transitions from child to adolescence and adolescence to adulthood. Students will investigate how environmental factors (such as health policy and health service
provision) and personal factors (such as socioemotional responses) characterise these transitions and the subsequent health and wellness experiences of the individual.

The final Integration module will be completed by all students and will focus on the application of rehabilitation theory to practice with an understanding of the needs of the individual and engagement with a group program. Students will integrate and apply their learning from the previous modules into context specific applications. They will select appropriate outcomes measures and critically review literature to solve contextually relevant rehabilitation challenges.

This online subject provides students with the opportunity to build a deep understanding of the safe and effective application of rehabilitation principles to meet the health needs of women. Attention is focused on conditions affecting women specifically from young adulthood through to their reproductive and older years. Students will develop an extended knowledge of pathophysiology and clinical presentations that typically affect women’s experience of women’s health. Students will use an evidence-informed framework for their analysis and synthesis of recent literature and contextual factors that influence clinical practice across the lifespan.

All students will complete foundational work that will explore the typical physiological changes occurring in women from young adulthood through to the reproductive and older years.

Students will then choose 2 from 3 streams that best meets their learning interests and/or practice needs. These streams are:

1. Young women stream focuses on a deeper exploration of the physical, psychological and cultural expressions of adolescent development and the rehabilitation of clinical conditions associated with adolescence e.g. dysmenorrhea, female athlete triad.

2. Fertile women stream comprises of an exploration of fertility and infertility. There will be a focus on physical and psychological changes occurring during the childbearing year and post-natal recovery and appropriate rehabilitation.

3. Older women stream will focus on the physiology and psychology of the maturing woman including the effects of physical activity on the ageing musculoskeletal system, and the management of conditions associated with advancing age e.g. incontinence, bone health.

All students will then focus on the application of rehabilitation theory to practice. Students will critically review literature and with an understanding of the needs of the individual and her engagement within a group program will solve contextually relevant rehabilitation challenges for women.

This subject critically examines contemporary trauma theories, including psychodynamic, narrative, and anti-oppressive approaches. It explores their application to working with individuals, families and communities in a variety of practice settings.