General Information
Throughout your career in health, there will be numerous opportunities to facilitate learning amongst your colleagues and with students. In this subject, you will examine and describe the learning needs of specific health workforces, integrate theory and learning practices to design health education, apply technologies for effective communication, and understand the importance of considering healthcare users in health education. You will also develop skills that will enable you to encourage and support learning through mentoring, supervision, and feedback amongst different health practitioners, empowering them to provide contemporary and quality healthcare in the future.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: HPER71-114 Subject title: Educating the Health Workforce Subject level: Postgraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Workshop: x5 (Total hours: 35) - Workshops
- Personal Study Hours: x9 (Total hours: 36) - Reviewing materials (self-paced modules)
- Personal Study Hours: x10 (Total hours: 49) - Recommended study time
Attendance and learning activities: Student are expected to attend five (5) 1-day intensive workshops and will have access to self-paced modules to prepare for and consolidate learning in the intensive workshops. Students are expected to attend all workshops. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | HPER71-114 |
| Subject title: | Educating the Health Workforce |
| Subject level: | Postgraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | Student are expected to attend five (5) 1-day intensive workshops and will have access to self-paced modules to prepare for and consolidate learning in the intensive workshops. Students are expected to attend all workshops. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Examine and describe the learning needs for a specific health workforce.
- Integrate learning theories and practices to support learning and in developing health education.
- Critically reflect on supervision, mentoring and feedback as strategies to promote learning and professional growth.
- Apply technologies to enhance learning.
- Integrate the needs and expectations of healthcare users to enhance health education.
- Describe the use of learning practices to enhance aspects of team functioning in the health workplace.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Presentation Assessment 1: Design and present an education session for a specific audience using technology - individual. 10 minutes + 5 minutes justification with Q&A 30.00% Week 6 1,2,4 Exercise Assessment 2: Critical reflection on personal learning through supervision or mentoring relationship (1500 words +/- 10%). Individual 30.00% Week 9 3 Assignment Assessment 3: Design and justify a learning plan for a specific health workforce group and context (2000 words +/- 10%) Individual 40.00% Week 12 1,2,3,5,6 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Presentation | Assessment 1: Design and present an education session for a specific audience using technology - individual. 10 minutes + 5 minutes justification with Q&A | 30.00% | Week 6 | 1,2,4 |
| Exercise | Assessment 2: Critical reflection on personal learning through supervision or mentoring relationship (1500 words +/- 10%). Individual | 30.00% | Week 9 | 3 |
| Assignment | Assessment 3: Design and justify a learning plan for a specific health workforce group and context (2000 words +/- 10%) Individual | 40.00% | Week 12 | 1,2,3,5,6 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Learning theories
An introduction to learning theories to help explain and understand the complexity of learning.
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Learning by design
Explore how to design learning opportunities for specific audiences, particularly when educating the health workforce.
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Learning practices
An introduction to various teaching strategies and how they contribute to learning, including examining supervision and mentoring as learning practices.
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Enhancing health education using technology
The potential of technology as a learning resource to enhance education for the health workforce.
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Learning through reflection, reflexive dialogue, and feedback
The uses of reflection and reflexive dialogue as learning strategies, and the importance of giving and receiving feedback to promote learning and professional growth.
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Collecting evidence of learning and concluding learning
Examine the ways to collect evidence of learning through well designed assessment, and consider the importance of concluding learning.
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Enhancing team functioning in the health workplace
An introduction to team functioning in the workplace and identification of strategies to educate for, and enhance team effectiveness.
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Integrating healthcare users in health education
The importance of engaging healthcare users in their care and in health education.
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Innovations in health education
Explore the potential educational needs of the future health workforce, and identify and contrast health education strategies to meet these needs.