General Information
This subject sets the foundation for future clinical practice by requiring students to integrate and consolidate knowledge, skills and attitudes developed in preceding subjects. The subject will emphasise the development of skills and behaviours that are essential for learning in a clinical practice environment. Students will demonstrate that they have appropriate clinical judgement, utilise decision making skills and display professional behaviours appropriate for clinical practice settings. This subject focuses on ensuring that students are able to successfully transition from coursework to supervised professional practice and will be delivered across a two-week intensive learning period.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: PHTY71-406 Subject title: Transition to Professional Practice Subject level: Postgraduate Semester/Year: January 2025 Credit points: 5.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Tutorial: x1 (Total hours: 1) - Tutorial
- Personal Study Hours: x8 (Total hours: 24) - Recommended personal study hours
- Workshop: x5 (Total hours: 15) - Workshops to prepare for clinical practice
- Group Learning: x4 (Total hours: 20) - Simulation and case-based learning
Attendance and learning activities: Compulsory attendance is required in order to undertake future clinical placements. -
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: | PHTY71-406 |
| Subject title: | Transition to Professional Practice |
| Subject level: | Postgraduate |
| Semester/Year: | January 2025 |
| Credit points: | 5.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
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| Attendance and learning activities: | Compulsory attendance is required in order to undertake future clinical placements. |
| 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: |
Pre-requisites:
Co-requisites:There are no co-requisites |
|---|---|
| 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:
- Self-reflect on own behaviours and assess own practice against entry-level, new graduate performance standards.
- Identify areas and situations outside own skills and expertise in order to identify appropriate learning goals and strategies for use in a clinical environment.
- Evaluate own practice using self-reflection as a mechanism to improve performance and operate within individual and professional strengths and limitations.
- Recognise the need for and implement appropriate strategies to manage one's own physical and mental health resilience.
- Demonstrate acceptable professional and ethical behaviours in classroom-based activities in preparation for learning with authentic clients in clinical practice.
- Communicate effectively in a culturally appropriate manner and operate as an effective team member.
- Provide sensitive and constructive feedback to peers, clinical supervisors and academics.
- Effectively manage actual and potential conflict in a proactive and constructive manner.
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 Portfolio^ This portfolio requires students to provide evidence in preparation for their first clinical placement. Students will demonstrate reflective practice with reference to the workshops presented throughout the subject and apply relevant concepts. The portfolio will consist of an introductory email to a clinical educator, a student learning profile, a clinical placement learning goals document and a personalised wellness plan. 50.00% Ongoing 1,2,3,4,5,6,7 Activity^ Activity - Students must attend scheduled case-based scenarios and complete the tasks in the Case-Based Scenario Workbook 50.00% Ongoing 1,2,3,5,6,8 - ^ Students must pass this assessment to pass the subject
- * 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.
Pass requirement
Students must complete all assessment items. Students must achieve a pass or better for each of the OSCE stations (inclusive of patient interaction stations and a clinical reasoning station) to pass this subject. To pass this subject, students must be assessed as competent in the Problem-based learning assessment item. If a student does not pass a specific OSCE station, they will be required to attend remedial training and demonstrate their competence in this area. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a re-sit as per the DPHTY Rules of Assessment and Progression. If eligible, a re-sit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
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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 |
|---|---|---|---|---|
| Portfolio^ | This portfolio requires students to provide evidence in preparation for their first clinical placement. Students will demonstrate reflective practice with reference to the workshops presented throughout the subject and apply relevant concepts. The portfolio will consist of an introductory email to a clinical educator, a student learning profile, a clinical placement learning goals document and a personalised wellness plan. | 50.00% | Ongoing | 1,2,3,4,5,6,7 |
| Activity^ | Activity - Students must attend scheduled case-based scenarios and complete the tasks in the Case-Based Scenario Workbook | 50.00% | Ongoing | 1,2,3,5,6,8 |
- ^ Students must pass this assessment to pass the subject
- * 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.
Pass requirement
Students must complete all assessment items. Students must achieve a pass or better for each of the OSCE stations (inclusive of patient interaction stations and a clinical reasoning station) to pass this subject. To pass this subject, students must be assessed as competent in the Problem-based learning assessment item. If a student does not pass a specific OSCE station, they will be required to attend remedial training and demonstrate their competence in this area. A student who does not meet the above criteria will be deemed to have failed the assessment and may be offered a re-sit as per the DPHTY Rules of Assessment and Progression. If eligible, a re-sit opportunity will be scheduled and conducted as soon as practicable after all of the summative assessments have been completed.
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
The subject Transition to Professional Practice aims to address the professional standards within the Health Professions.
Subject curriculum
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Professional and Ethical Conduct of Health Professional Students
Students will learn about professional and ethical expectations of health professional students Students will learn about giving and receiving feedback in the clinical setting. Students will learn to recognise the need for, and implement, appropriate strategies to manage their own physical and mental health resilience.
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Communication Strategies and Managing Conflict
Students will learn how to communicate using professional methods in a culturally appropriate manner. Students will learn to manage difficult situations in clinical placements.
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Scope of Practice as a Health Professional Student
Through simulation and case-based scenarios, students will identify areas and situations within and outside their own skills and expertise in order to identify appropriate learning goals and strategies for use in clinical environments.