curtin learning and teaching - meds2000 clinical...

Unit study package code: MEDS2000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Online Class: 1 x 1 Hours Weekly Tutorial: 1 x 1 Hours Weekly Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: 303542 (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR 167899 (v.0) Bachelor of Social Work or any previous version OR 312010 (v.0) Bachelor of Social Work or any previous version OR B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR B-SCWK (v.0) Bachelor of Social Work or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Alma DenderPhone: 08 9266 3612Email: [email protected]: Building: 401 - Room: 230Consultation times: By appointment

Teaching Staff: Name: Gemma SharpPhone: 08 9266 3612Email: [email protected]: Building: Not on campus - Room: Not on campus

Name: Ben ThomasianPhone: 08 9266 3612Email: [email protected]: Building: Not on campus - Room: Not on campus

Unit Outline

MEDS2000 Clinical Pathophysiology Semester 1, 2017

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS2000 Clinical Pathophysiology Bentley Campus 14 Feb 2017 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus Pathophysiology of body systems. Incidence and prevalence of acute, chronic and terminal pathology and co- morbid conditions. Aetiology, signs, symptoms and trajectories; medical and surgical investigation, assessment and intervention in common conditions; effect of pharmacological management on health disorders.

Introduction This unit provides an introduction to what happens when body systems do not function as expected due to the impact of the disease process, trauma, injury or genetics. You will be introduced to terminology which you will encounter in your interactions with medical and allied health professionals and of course with the people to whom you are providing a service. You will be provided with various means by which to research what you need to know whenever a person is given a diagnosis in relation to their health. In the first three (3) weeks of this unit you will be introduced to the basic pathological processes, to basic medical and surgical terminology and to some commonly used medical assessments which will assist you to understand the specific topics we will be researching and learning about in the remaining nine (9) weeks of the unit. The topics you will be learning about in this unit have been selected through research into the most prevalent conditions you are likely to encounter according to the Australian Bureau of Statistics, World Health Organisation and Australian Institute of Health and Well-being. These topics include frequently occurring physical conditions such as heart attacks (myocardial infarctions) and mental health conditions such as Post Traumtic Stress Disorder, and importantly how conditions are linked and act upon each other to impact a person's health and well-being.

We will be consistently focusing on the aspects of health conditions in relation to the impact on a person and their life, and their ability to function. We will consider conditions which affect whole groups or are endemic in some ethnic groups and communities.

It is important to remember that there are far more health conditions in this world than we can hope to teach about in this unit, however there are some major concepts, and knowledge and skills that you will require to equip you to be able to develop as a professional. You will have the opportunity in this foundational unit to link the information learnt to your own discipline. This unit forms a foundation for the learning experiences in other units within your own discipline as health conditions cross all age and social boundaries.

Unit Learning Outcomes

Name: Rachel TarcaPhone: 08 9266 3612Email: [email protected]: Building: Not on campus - Room: Not on campus

Name: Emma AtkinsonPhone: 08 9266 3612Email: [email protected]: Building: Not on campus - Room: Not on campus

Administrative contact: Name: Kerrylyn JohnsonPhone: 08 9266 7214Email: [email protected]: Building: 401 - Room: Level 2

Learning Management System: Blackboard (lms.curtin.edu.au)





http://karda.curtin.edu.au/

http://lms.curtin.edu.au/

All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

Learning Activities This unit is an Interprofessional Education (IPE) unit for Social Work and Occupational Therapy students. The unit is a blended and flipped classroom learning environment. The lectures are fully on-line and available through Blackboard and Echo portals. These lectures will deal with the basic concepts, terminology and condition factors. It is important that you view these lectures before you attend the workshops and the tutorials as they provide information that will be built on in the face-to-face classes. The lectures are in short bytes with a short activity attached to the lecture. You have been exposed to the flipped classroom concept in previous units in your courses and would realise that the activities in the workshops and tutorials presume the activities attached to on-line lectures have been done in preparation. Your experience will be richer and your contribution more valuable if you have watched the lectures and also viewed any Youtube videos and read any related readings, and come to class prepared to use that information.

The workshops are two hours in duration and are timetabled immediately before the tutorials. The workshops are designed to consolidate the information you have gained in preparation for them, for example, answering the questions posed in the activities, checking the accuracy of your answers in the puzzles and quuizzes. The workshops are participatory and exploratory in nature, and you are encouraged to participate as fully as you can to get the most from the workshops. Workshops will require you to research topics such as Rheumatic Fever and Rheumatic Heart Disease, which are predominantly conditions of Indigenous people. To do this research you will be encouraged to use your laptops, iPhones, tablets to research and gather information in class. Some School iPads may be available for use in class. The classes will be as IPE as possible, dependent on the enrolment in each class, and students from both occupational therapy and social work will be encouraged to bring their learning from their own discipline into the workshops to develop and underpin discussion, debate and development of learning and professional identity. You will also be encouraged to relate real-life experiences, and integrate them with learning

On successful completion of this unit students can: Graduate Attributes addressed

1 Describe the incidence and prevalence of common health conditions and differentiate between acute, chronic and terminal pathologies

2 Explain aetiology, signs, symptoms and trajectories and medical interventions of conditions commonly encountered by allied health professionals

3 Identify and describe using appropriate terminology, common health disorders and their management across the life span

4 Discuss the impact of relevant pathologies in respect to signs, symptoms and trajectories by applying inductive reasoning to client narratives

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

from previous units, for example, INDH1006 Indigenous Cultures and Health Behaviours. Attendance is important as we will be learning about conditions related to those in the lectures but not covered in the lectures. Workshops will cover new material as well as consolidate previous learning from the lectures.

The one hour tutorial follows the workshop. The tutorial is dedicated to integrating and applying the knowledge you have gained in the workshop and relate it to practice in your chosen discipline. The tutorials will include student presentations, and case studies/stories. Attendance at the tutorials is important for integration of knowledge and as preparation for the Complex Case Group Presentation (assessment 4).

Learning Resources Other resources

There is no essential text book for this unit.

You may like to refer to the following texts to support your research: Craft, J., Gordon, c. & Tiziani, A. ( 2011) Understanding pathophysiology. Sydney, Australia: Mosby Elsevier Fuller, G., & Manford, M. (2006). Neurology (2nd ed.). Sydney, Australia: Churchill Livingstone. McRae, R., & Kinninmonth, A. (2007). Orthopaedics and Trauma. Sydney, Australia: Churchill Livingstone. Underwood, J.C.E., & Cross, S.S. (2009) General and Systematic Pathology (2nd ed.). Sydney, Australia: Churchill Livingstone

Any comprehensive medical dictionary, for example: Dirckx, J. (2007). Stedmans concise medical dictionary for the health professions. (6 ed.). Philadelphia: Lippincott Williams & Wilkins.al Harris, P., Nagy, S., & Vardaxis, N. (2014). Mosby's Dictionary of Medicine, Nursing and Health Professions-Australian & New Zealand Edition. Elsevier Health Sciences.

Online Resources You will be supplied with numerous on-line resources for this unit.

Websites:

l Australian Institute of Health and Well-being www.aihw.gov.au/publications l British Medical Journal: http://jnnp.bmjjournals.com/ l The Medical Journal of Australia. EMJA Clinical Guidelines: http://www.mja.com.au/ l National Library of Medicine: http://www.nlm.nih.gov/nlmhome.html l US National Network of Libraries of Medicine: http://nnlm.gov/ l National Electronic Library for Health:www.nelh.nhs.uk

YOUR USE OF ELECTRONIC RESOURCES

Wikipedia is not an appropriate academic reference.

You may use Google Scholar as a useful server to assist you in finding scholarly articles and eBooks. All websites to which you refer in activities and assessments must be considered reputable, for example, from Harvard Medical, or the Western Australian Health Service or the Australian Bureau of Statistics. Websites such as Better Health Channel are NOT considered to be reputable and reliable. Websites need to have references which support their information. Not all government websites have references and therefore are not considered to be reliable or academically credible. Generally websites ending with .org are NOT considered suitable for you to use as reference material for your assessments unless they are fully referenced with reliable, current and scholarly references. Please refer to the information and APA 6th guide (CHAS booklet) you were provided in FPHP in first year regarding credibility of websites.





Assessment Assessment schedule

Detailed information on assessment tasks

1. This test focusses on the knowledge learned in the lectures, workshops, and tutorials in Weeks 1 and 2. It does not include Week 3 materials. The aim of testing this early in the unit is to assist you to know how well you are remembering the basic information about pathological processes and medically related terminology which underpins reading and research in the rest of the unit.

The test is multiple choice only. It is worth 15% of the unit mark. The test time is 50 minutes. You will only be able to sit the test once.

There will be exemplar practice test questions in the Assessment folder in Blackboard. It is a good practice to test yourself with these practice questions at the end of both weeks to determine your level of preparation, and if you are having difficulties understanding the content you are encouraged to discuss this with your tutor or the Unit Coordinator.

You must sit the invigilated eTest in Week 3 at the time you have booked during the period Wednesday March 15 to Friday March 17, 2017. It is your responsibility to book your test time to attend the Assessment Centre on level 5 of the Robertson Library. Bookings are done via the OASIS homepage. Registration: opens on Monday, February 27, 2017 at 6:00:00 AM and closes on Tuesday, March 14, 2017 at 11:30:00 PM. If you are unable to sit the test for medical or other exceptional circumstances please contact the Unit Coordinator as soon as possible. Students who do not sit the test and have no documentation to support a deferred assessment will receive a zero (0) for the test. Students with a CAP please see the relevant section in this unit outline.

Please refer to the Assessment Centre website for information including where the Assesment Centre is located, when and how students can make bookings, what happens if students miss their booking and other useful information.

http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

In class test 15 percent Week: 3 Day: Wednesday March 15 to Friday March 17, 2017 Time: Students to schedule their eTest time via Oasis

1,3

2

Health condition profile 15 percent Week: 6 Day: Friday April 7, 2017 Time: 2300 hours

2,3

3

Client case narrative 30 percent Week: 10 Day: Friday May 5, 2017 Time: 2300 hours

2,3,4

4

Complex case group presentation 40 percent Week: 14 Day: Friday June 2, 2017 Time: 2330 hours

1,2,3,4





http://ctl.curtin.edu.au/teaching_learning_services/assessment_centre/ac_student_info.cfm

Students will receive notifications via Janison informing them of the following: l Registration Window is open (notification) l New Booking (confirmation) l Rescheduled Booking (confirmation) l Automatic Booking (notification and confirmation) l Test Reminder (notification)

2. Health Condition Profile (15%) (Individual assessment)

The Health Condition Profile allows you to examine one health condition in detail. The assessment is focused on discovering up to date facts about the condition. By completing this assignment you will learn the aetiology, trajectory, signs and symtoms, clinical manifestations, methods of diagnosis and assessment, medical and surgical treatment strategies, medications and their side effects, incidence across the globe and in particular in Australia, and co-occurring conditions. The Heath Condition Profile gives you a methodical and structured strategy to research the health topic you choose.

You will choose ONE condition from the following four conditions to research and write about in detail.

1. Retinitis Pigmentosa

2. Prader-Willi Syndrome

3. Huntington's Disease

4. Korsakoff's Syndrome/Psychosis

Format:

l 2000 word maximum. The word limit includes in-text references, but not the reference list. Please note the markers will stop marking at the 2000 word limit.

l References must be reliable and current. All references must be published in or after 2008. Minimum of 4 references must be used.

l Font Calibri 12 point font, 1.5 spacing l Use the headings in the template in the assessment folder on Blackboard. The template may be used,

or you can just use the headings.

The marking rubric will be available in Blackboard in the Assessment folder. It is important to reveiw the rubric carefully to assist you in formulating your assignment so that you can successfully meet the criteria.

Further detailed instructions are in the Assessment folder in Blackbaord.

3. Client Case Narrative (30%) (Individual assessment)

The Client Case Narrative is designed to assist you to research a health condition, and to report it from the client's/service user's perspective. In this assignment it is the client/service user telling the story. In this way you are discovering not only the pathophysiological aspects of the health condition but the impact on a person's life. This assessment is scaffolded on the Health Condition Profile which gave you a strategy of how to research and find information on health conditions. In this way your client's/service user's story will have all the relevant factual detail about the condition which is impacting their lives. The health condition is not the same one as the one you used for the Health Condition Profile.

Overview of the assessment: You will present a client's/service user's story, from their perspective, regarding a health condition with which they have been diagnosed. The story must include the person's life and medical details which are available in the Assessment folder in Blackboard, and must include the accurate detail of the condition gained from research through credible sources. It is recognised that you will be imagining or interpreting the client's/service user's experiences from the limited information on their background and their repsonse to the condition, however the focus is on applying the factual pathophysiological condition to a client's/service user's life, well-being and functional status. It is important to be respectful in the way you imagine or construct the story.

Details of the Assessment: There will be four Client/Service User Case Stories in the Case Narrative folder in the Assessment folder in Blackboard. These will be available after Week 4 of this semester.





You will choose ONE of the four client's/service user's background information scenarios whose diagnosed condition you research in detail.

You will use a first person narrative to illustrate your knowledge of the health condition, its progression, and effects on this person and their life. Your presentation must be a comprehensive and in-depth representation of the condition and its effects and impact. The Client/Service User's Story should be supported by the foundational knowledge in field of clinical pathophysiology. For example, it is justified to provide a narrative that a client/service user recovering from Ischaemic Heart Disease experiences dizzy spells and lethargy, and consequentially, has to lie in bed most of the time and is unable to return to work in a mining occupation or carry out home duties. The person is relating the facts of the condition and the impact on their life, for example " I frequently feel my head is spinning, and the doctor said it is due to my heart not pumping the blood carrying oxygen to my brain. I get so dizzy and breathless, and that causes me to have to spend a lot of time lying down, unable to do even simple tasks like getting up to clean my teeth. I am really concerned this will worsen, as I read on the internet, that it can mean you end up completely unable to do anything without carrying an oxygen bottle with you in the later stages of the disease" (AIHW, 2011; Smith, 2009 ).

You also must include in the client's/service user's story aspects of popular belief and understanding of the condition, and show comparison to the scientific knowledge of the condition, for example, it is the belief of a significant percentage of the population that there is no such condition as Attention Deficit Hyperactivity Disorder (ADHD) and that this “condition” is just bad behaviour caused by poor parenting. Your client's/service user's story should include refutation through literature of the popular, but not always accurate, beliefs and understandings. For example in refutation of the previous claim regarding ADHD, you could use the or International Statistical Classification of Diseases and Related Health Problems (ICD-10) and Diagnostic and Statistical Manual of Mental Disorders (DSM-5) definition, and associated articles regarding diagnosis, or websites such as http://webweekly.hms.harvard.edu/archive/pressreleases/mcl/0302ADHD.html

Any websites used to support the scientific argument MUST be reputable, preferably a recognized scholarly website. The source of the myth or popular belief can be a non-reliable source eg a website by a particular person or organisation eg New Idea.

Note: the in-text reference must be included in the reference list to substantiate the information you have included in the client's/service user's story.

Format: Length: 2500 words maximum (any words over the limit will be excluded from marking).

Font: Calibri 12 point. Line spacing: 1.5 Referencing: APA 6th

Submission: Submit to Turnitin in Word file name must be "Last name>first name>student number>Case Story>Client name" Cover page: Includes Student name, student ID, Assessment 3: Client case story, date of submission,and plagiarism statement.

YOU MUST INCLUDE YOUR TUTORIAL GROUP NUMBER ON THE COVER PAGE.

The marking rubric will be available in the Assessment folder on Blackboard.

Further information on the assessment is available on Blackboard in the Assessment folder.

4. Complex case group presentation (40%) (35% group mark, 5 % individual mark) This assignment includes the SparkPlus rating factor.

This assessment requires students to work in groups of 5 to research complex and co-occurring health conditions. The assessment is based on students viewing a simulation video, and the task is to present current and evidence-based information about the health conditions and the impact and effect it has one the person through an Echo 360 video. (One video per group). The focus of the assessment is to work in Interprofessional teams where possible, to explore the conditions which co-occur and which have a combined effect on a person and their life. The people you see in the simulation videos are real people with these conditions, they are not actors. Their story is their own lived experience.

This assessment is scaffolded on the two previous assessments which provided strategies such as the Health





Condition Profile to ensure you cover enough detail in the presentation, and to link these facts of a condition to person and their life as they relate it in the video. In the previous assessments the clients/service users were diagnosed with only one condition, however in these simulation videos the clients/service users are living with a number of conditions and there is a combined impact on their lives. It is expected you will address the primary and co-occurring conditions which impact this person's life. In this assignment you will be relating your own discipline's potential contribution to the care and well-being of this person.

The group membership will be determined by the Unit Coordinator and students will be able to access which group they have been allcoated to after the Census date when class numbers and registrations stabilise. Group membership allocations will be available in Blackboard after Week 3.

Students will use electronic and/or face to face meetings to develop their presentation. The format of the presentation will be up to the group members. It must be respectful of the client and it must also be informative, evidence based, and relate to the disciplines of the members of the group. However you can be creative in what you produce. Your presentation will be 12-15 minutes in length. It will be posted to the Echo site. The link to the site will be provided in the Assessment folder on Blackboard.

THE PRESENTATION - Video and Powerpoint slides

l Each group will deliver a professional 12-15 minute presentation in Echo 360. Information on venues for recording, how to book them and how to use Echo 360 will be available through the Assesment folder on Blackboard.

l Every group member is required to speak for approximately 3-4 minutes each. Speak with energy, passion and engage the audience.

l MAKE THE PRESENTATION INTERESTING. Be creative. For example, you may choose to use role play a ward round, or a group meeting of people with the same conditons, a documentary, a health team meeting, or a public meeting with a plea for funding with the service user's situation as the case in point. All presentations and language must be respectful of the client/service user and their life situation.

l Each group will prepare a Powerpoint slide set which contains information about the conditions, and treatments etc, and references.

l You may choose not to use the Powerpoint slides within the videoed presentation itself. The Powerpoint slides must contain the information you presented in the presentation.

WHAT TO SUBMIT THROUGH TURNITIN

One document from the whole group containing: 1. A cover page with student names, Curtin ID Number and name of your tutor 2. A copy of your PowerPoint presentation slides. Maximum number of slides is 15. Font on slides must not be smaller than 10 point. All images used from the internet must be referenced (this can be in 6 font). 3. A reference list that contains a minimum of 6 current and reliable sources. Use APA 6th for referencing. The reference list will be on the final Powerpoint slide.

MARKING: This assessment is worth 40% of final mark and your mark will be determined using the marking rubric which will be on Blackboard. The mark you receive will be an aggregate of the group mark and the individual mark which has had the SPARKPlus rating factor applied to it. SPARKPLUS stands for “Self and Peer Assessment Resource Kit”. It is a web-based tool that enables students to confidentially rate their own, as well as their other group members' contributions to the team task. SPARKPLUS generates a rating factor for each group member that will be used by the Unit Coordinator to adjust individual marks as part of the group assessment. This provides a fair and equitable way of improving accountability for student contribution to the relevant group task. You have learnt about and used SPARKPLUS in the CMHL1000 Foundations for Professional Health Practice unit. The SPARKPLUS rating factor will be used to adjust your marks in this assignment. Marks may decrease or increase depending on feedback from your group members.

DUE DATE for SPARKPLUS: every student must login and complete Sparkplus by Friday June 9 2017. Students who do not complete SPARKPLUS may receive a 20% deduction in their individual mark.





Further details on how to complete the assignment, and what is required, are in the Group Presentation folder in the Assessment folder on Blackboard.

Pass requirements

Students must complete and submit all the required pieces of assessment. Submission of a blank assignment does not constitute ‘completing’ an assessment. Students are required to achieve an overall unit grade of 50% or greater to pass the unit. Where a student does not attempt and submit a piece of assessment the student’s mark and grade will be recorded a Failed-Incomplete.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Applications for extension should be submitted via email to [email protected] If circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator of your discipline.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 10/07/2017 and 14/07/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check OASIS for details.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Attendance Students are expected to attend all workshops and tutorials. This is in accordance with accreditation requirements in ensuring you met the course learning outcomes. If you are unable to attend your scheduled workshop or tutorial, please inform your tutor. Repeated absences will be taken into account when finalising marks and determining eligibility at at the Board of Examiners. Punctuality and professional, respectful behaviour is expected.

Assessment submission You will be able to submit drafts of your written assessments to Turinitin as many times as you like to check the originality report. Please ensure you give yourself enough time to submit the final document into the system. For equity reasons, all assessments submitted after the due time (even 1 minute) will be penalised 10% for lateness as per the Student Progression and Assesment Manual. Ensure you have submitted the final copy, and not a draft, as markers are required to mark the final submitted piece. No correspondence will be entered into if the incorrect copy is submitted.

Word count Once the word limit is reached, the tutor will stop marking, and the assessment will be marked until that point. Please write within theword limit, and attend a class at The Learning Centre if you require further information on writing succinctly.

Feedback to students Students will be provided with a range of formal and informal feedback throughout the unit as soon as is practicable to maximise oprrprotunites to improve your engagement. Ideally, written feedback to students on assessment tasks will be provided within 15-20 working days.

Enrolment It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

Student and tutor feedback has been carefully considered in making recent changes to this unit. These include:

1. The unit delivery mode moving from fully on-line to blended and flipped classroom learning experiences.

2. Clarification of the scaffolding of assessments and increased detail.

3. The Blackboard test is now an invigilated eTest to improve flexibility and Academic Integrity.

4. Increased word limits on assessments.

5. The Group Presentation assessment has had the Peer Marking component removed, but an Individual mark included to increase accountability and particaption in an equitable manner.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Program Calendar – Semester 1 2017

Week Begin Date

On-line Lecture

Workshop Tutorial Assessment Due

O week

20 February

Orientation Week: view the Week 1 lecture and complete preparatory activities

1. 27 February

Module 1: Introduction to Pathophysiology and Medical terminology

Pathophysiology and Medical terminology in practice

Unit Orientation

Assessment Explanation

Formative quizzes (optional)

2. 6 March Module 2: Pathological processes Pathological processes Applying and translating terminology

Formative quizzes (optional)

3. 13 March Module 3: Common medical assessments

Medical assessments Scenario presentations eTest on Weeks 1 and 2 in Assessment Centre March 15 through 17.

4. 20 March Module 4: Systemic conditions – What do they have in common?

Obesity, renal conditions, alcohol and substance abuse and diabetes – examining the links

Case stories

5. 27 March Module 5: it’s not all in the mind – mental health conditions

PTSD, Depression and anxiety, and PND Eating Disorders

6. 3 April Module 5: Cardiac conditions: Problems of the heart across populations

Putting cardiac conditions and mental health together.

Rheumatic fever and rheumatic heart disease

Health Condition Profile assessment due April 7, 2017

7. 10 April Tuition Free Week

8. 17 April Tuition Free Week

9. 24 April Module 7: Orthopaedic conditions – It’s not broken it’s only fractured!

Upper and lower limb fractures across age groups

Childhood bone diseases





10. 1 May Module 8: What happens when my joints don’t work?

Arthritis in a number of forms Surgical interventions and their impact

Client case Narrative assessment due

May 5, 2017

11. 8 May Module 9: We need air – conditions affecting respiration

COPD, Asthma, Tuberculosis Effects of pollutants on lung function

12. 15 May Module 10: Cancer is not a sentence Cancers of the blood, lymphatic system and bone

Breast and colon cancers: case scenarios

13. 22 May Module 11: Acute neurological conditions

ABI/TBI and stroke Parkinson’s disease

14. 29 May Module 12: Chronic Neurological conditions

Spina Bifida, Cerebral Palsy – conditions for life Case scenarios of complex conditions

Complex case Group Presentations due June 2, 2017

15. 5 June Study Week

16. 12 June Examinations

17. 19 June Examinations





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