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HEA8202 Relationships for Professional Learning and Development

Semester 2, 2016 External
Units : 1
Faculty or Section : Faculty of Health, Engineering and Sciences
School or Department : School of Nursing and Midwifery
Student contribution band : Band 2
ASCED code : 069999 - Health not elsewhere classifie

Contents on this page


Examiner: Diane Duff


Pre-requisite: Students must have completed HEA8001 and HEA8201 and be enrolled in one of the following Programs: MNSG or PDEV or GCHH or MNRS or GDHH or MOHH and be employed as a practising health professional

Other requisites

Students will require access to e-mail and have internet access to UConnect for this course.


It is widely recognised that positive professional relationships as students undertaking practical or professional experience create more opportunities for personal and professional growth. Supervisory relationships and clinical education to promote professional learning and development can take many forms. There are a variety of terms in common usage to describe and explain these roles and relationships, with variation occurring across locations and professions. Building on the foundations developed in HEA8201, this course enables the student to explore these relationships, with a focus on mentoring and preceptorship, and experience the relationship in the roles as both a preceptor for students/peers and a mentee to develop the skills for successful professional support relationships.


Using a self-directed learning package, participants in this course will engage with relevant professional literature before developing their own plan for engaging clinical learners, drawing on their own experiences as well as evidence-based practices outlined within the literature. Participants will identify a suitable mentor to provide personalised support and direction. Students will be actively involved in engaging with contemporary literature, completing a mentor-mentee formalised agreement and developing further personally and professionally to meet the demands of professional learning in a clinical context.


On successful completion of this course students will be able to:

  1. critically review the relevant literature to identify the benefits and challenges of formal professional learning relationships;
  2. compare the similarities and differences of professional learning relationships and roles;
  3. identify the changing demands of professional learning
  4. participate and reflect on the experience of being mentored;
  5. plan, implement, evaluate clinical education practices for students or peers;
  6. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.


Description Weighting(%)
1. Professional supervision and mentoring, model, roles and relationships; underperformance 30.00
2. Communities of practice ? professional learning communities; interprofessional education and teamwork 20.00
3. Changing demands of professional learning; factors that influence work integrated learning; support mechanisms; burnout; workplace challenges 30.00
4. Clinical Education Practice ? planning & implementing professional learning experiences; assessing & evaluating professional learning experiences 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

  • There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
  • Cooper, L, Orrell, J & Bowden, M 2010, Work Integrated Learning: A Guide to Effective Practice, Routledge, London.
  • Rose, M. & Best D 2005, Transforming Practice through Clinical Education, Professional Supervision and Mentoring, Elsevier Churchill Livingstone, Sydney.
  • Readings as identified by the course team.

Student workload expectations

Activity Hours
Assessments 50.00
Directed Study 50.00
Private Study 65.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Preceptor - Part 1 30 20 01 Aug 2016 (see note 1)
Written Assignment 100 30 15 Aug 2016
Preceptor - Part 2 100 49 26 Sep 2016 (see note 2)
Reflection of mentoring 1 1 10 Oct 2016

  1. Scope & Rationale
  2. Implementation evaluation & revision

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students? responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative assessment items in the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no exams for this course, there will be no deferred or supplementary examinations

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Students must familiarise themselves with the USQ Assessment Procedures (

  2. If electronic submission is specified for a course assessment, students will be notified of this on the Course Study Desk. The due date for an electronically submitted assessment is the date by which a student must electronically submit the assignment irrespective of holidays. The assignment files must be submitted by 11.55pm on the due date using USQ time (as displayed on the clock on the course home page; that is, Australian Eastern Standard Time).

  3. If hardcopy submission is specified for a course assessment students will be notified of this on the Course Study Desk. The due date for a hardcopy assignment is the date by which a student must submit at USQ or despatch the assignment to USQ irrespective of holidays.

  4. USQ will NOT accept submission of assignments by facsimile unless expressly requested by the course examiner.

Other requirements

  1. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in the course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect to achieve the same grades as those students who do possess them.