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The current and official versions of the course specifications are available on the web at https://www.usq.edu.au/course/specification/current.
Please consult the web for updates that may occur during the year.

HEA8201 Introduction to Clinical Education

Semester 1, 2020 External
Short Description: Intro to Clinical Education
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
Grading basis : Graded

Staffing

Examiner: Helen Nutter

Requisites

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

Other requisites

This course can be completed in two (2) parts (as professional development activities) or as a complete course. Students completing this course as part of professional development must complete Part A and Part B within an 18 month period. Participants who successfully complete Part A and B of the course (including assessment items) will be given credit for one course in the Graduate Certificate of Health (Rural Clinical Education).

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

Rationale

With the increasing shortage of clinical placement experiences for students from all health professions, numbers of student placements with rural health practitioners is increasing. Positive student clinical experiences in rural settings are essential for future provision of health practitioners in these areas. Supervision of health students in rural settings is heavily reliant on the rural clinician to support and assess student learning. This course will enable the rural clinician to develop the capacity to be an effective clinical educator, developing the self as an advanced professional via a clinical education framework. With the focus on the rural health clinician, it acknowledges the specific needs of this group of health professionals and their role as effective educators. This course is relevant for health professional clinicians in rural settings worldwide.

Synopsis

This course focuses on developing knowledge for facilitating learning in rural clinical settings, for students, peers and other health professionals, and the development of peer networking, interdisciplinary team work, active learning and building support networks at a distance. The course has two components. Part A can be completed as a Professional development activity, with an internal `non-award' certificate on successful completion course components and practical activities. Part A focuses on building foundational knowledge of the core elements for promoting active learner-centred learning in the clinical setting, including assessment of learning. Part B addresses the communication aspects of interprofessional education including communication, peer support principles, creating positive environments and networking at a distance - working remotely. Completion of this course will provide a firm foundation for supporting learning in non-urban settings.

Objectives

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

  1. engage as a member of a developing community of collaborative, committed clinical educators;
  2. examine variables in the clinical environment that influence teaching and learning situations;
  3. identify the contribution current theories of learning and teaching make to learner-centred learning in clinical education;
  4. identify and implement strategies for promoting learner-centred learning in the clinical environment;
  5. determine the role assessment, meaningful feedback and evaluation make as essential components for successful educational outcomes;
  6. develop and demonstrate clinical facilitation skills to support learner-centred learning;
  7. critically reflect on and evaluate their role as a clinical educator;
  8. demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.

Topics

Description Weighting(%)
1. Context for learning: Self-awareness; reflective practice; clinical learning environment; learning communities; 15.00
2. The learner and learning; learning styles; active learning; 25.00
3. The teacher and teaching; Building trusting relationships 15.00
4. Assessing student practice: managing the student who is not achieving; Feedback and debriefing 20.00
5. Interprofessional education: professional communication for successful clinical facilitation and practice; peer support principles; creating a positive interdisciplinary and multilevel work team environment; building support networks at a distance – working remotely 25.00

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). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=HEA8201)

Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

Cooper, L., Orrell, J. & Bowden, M 2010, Work Integrated Learning: A Guide to Effective Practice, Routledge, London.

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.
Bastable, SB 2019, Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, 5th edn, Jones & Bartlett, Burlington.
Fish, D & Coles, C 2005, Medical Education : Developing a Curriculum for Practice, McGraw-Hill, Berkshire.
Giles, R, Irwin, J, Lynch, D & Waugh, F 2010, In the field: from Learning to Practice, Oxford University Press, South Melbourne.
Rose, M & Best, D 2005, Transforming Practice through Clinical Education, Professional Supervision and Mentoring, Elsevier Churchill Livingstone, Sydney.
Any Health education, Medical education or Nursing Education journals.

Student workload expectations

Activity Hours
Assessments 50.00
Directed Study 72.00
Private Study 27.00
Workshops 16.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Develop personal Philosophy 09 Mar 2020 (see note 1)
Revised Pers Philosophy 100 25 09 Mar 2020
Clinic super of Student Part 1 20 Apr 2020 (see note 2)
Clinic super of Student Pt 2&3 100 45 18 May 2020 (see note 3)
Written Assignment 100 30 25 May 2020

Notes
  1. This must be developed at the commencement of the course and submitted on Study Desk Site.
  2. The submission of the first component for this assignment is dependent on the timing of the supervision period and submitted on Study Desk Site. See Assessment on Course Study desk site for details
  3. The submission of the components of this assignment is dependent on the timing of the supervision period. See Assessment on Course Study desk site for details.

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 http://policy.usq.edu.au/documents.php?id=14749PL (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 http://policy.usq.edu.au.

Assessment notes

  1. Students must familiarise themselves with the USQ Assessment Procedures (http://policy.usq.edu.au/documents.php?id=14749PL)

  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.

Date printed 19 June 2020