General Information
This subject provides the opportunity for you to consolidate and apply your learning from the Healthcare Innovations program through initiating an innovation project. This initial 60-hour capstone placement may be virtually embedded within your current workplace or conducted independently in an area of your interest and choice. This subject provides an opportunity to practically apply your learnings to refine and design a suitable project to bring about a specific innovative change in the health sector. You will identify and work with key stakeholders to agree on realistic objectives. You will be supervised to summarise the research and best practice evidence and to build a project plan. It is expected that you will implement the project in the complementary subject Capstone B.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: HPER72-301 Subject title: Capstone Project A Subject level: Postgraduate Semester/Year: May 2022 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Situated Workload items: - Placement: x7 (Total hours: 49) - Supervised placement
- Prescribed Consultation: x4 (Total hours: 8) - Prescribed consultation
- Seminar: x1 (Total hours: 3) - Seminar tutorial
- Self-Directed Activity: x8 (Total hours: 60) - Placement project activity
Attendance and learning activities: -
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 online learning environment at Bond University and is used to provide access to subject materials, lecture 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: | HPER72-301 |
| Subject title: | Capstone Project A |
| Subject level: | Postgraduate |
| Semester/Year: | May 2022 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Situated |
| Workload items: |
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| Attendance and learning activities: |
| 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 online learning environment at Bond University and is used to provide access to subject materials, lecture 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 |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| 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:
- Refine the purpose of a suitable project in an area of interest and agree on its objectives.
- Design a project with key stakeholders to bring about a specific innovative change in the health sector.
- Summarise the evidence within a complex body of knowledge that underpins an innovative change.
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 Oral Pitch Suitable project with key objectives - 15-20 mins 40% Week 4 1,2 Written Report Learning Portfolio - 1,500 words +/- 20% 10% Week 10 2 Written Report Literature review - 4,000 words =/- 20% 50% Week 12 3 - * 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 |
|---|---|---|---|---|
| Oral Pitch | Suitable project with key objectives - 15-20 mins | 40% | Week 4 | 1,2 |
| Written Report | Learning Portfolio - 1,500 words +/- 20% | 10% | Week 10 | 2 |
| Written Report | Literature review - 4,000 words =/- 20% | 50% | Week 12 | 3 |
- * 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
The University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Students will be provided with a choice of capstone projects and supported to develop the scope and plan of work. A local and academic supervisor will support project implementation.
Subject curriculum
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Project planning
Planning is the process of establishing the scope of a project, clarifying the purpose, and identifying key objectives. Project planning is conducted through regular communication with stakeholders and is often documented in a format that defines activities, objectives, and outcomes. A project plan usually guides the management and later implementation of the project.
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Design thinking
Design thinking is a process for solving problems by prioritising consumers’ needs. It relies on observing, with empathy, how people interact with their environments and employs an iterative, hands-on approach to creating innovative solutions. Principles of design thinking will be used to build a project plan.
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Implementation science
Implementation science is the scientific study of strategies that facilitate the application of research into regular use by practitioners and policymakers. Initially, it is important to clarify what is known in the research evidence and make comparisons between the research evidence and current practice.
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Evidence based practice
Evidence based practice is an approach to healthcare that integrates the best available research evidence with clinical expertise and patient values. It is important because it aims to provide the most effective care that is available, in a specific environment, in order to maximise patient outcomes. Initially, key questions need to be formulated to guide searching for relevant literature. Skills of critical appraisal are key to understanding the quality and relevance of research literature. A review and synthesis of current literature and best practice is critical to inform improvement or innovation.
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Critical reflective practice
Reflective practice enables individuals to learn from experiences and to develop and improve their future practice. Reflective practice promotes self-awareness and improves knowledge and understanding of specific healthcare practices and environments. Critical reflection provides a framework to think differently about working through various issues and obstacles and facilitates purposeful changes to practice.